Sunday, August 13, 2006

July 5-12- Curriculum Development

For my HURL681 Teaching Social Justice Issues class, we have to design a 10 hour curriculum. I have chosen to do mine on the projects that I hope to complete during my fellowship. Below is the curriculum I came up with as a preliminary starting place for the trainings I will design.

Anti-Racism in the Somali Immigrant/Refugee Population of St. Cloud

Goal:
To create an environment for the community members of the St. Cloud area to learn about immigrants and refugees, specifically Somalis and their culture, in order to dispel issues of racism

Objectives:
Community members will:
1. learn the definitions of immigrant and refugee and a brief introduction to their presence in the US and MN.
2. learn the definitions of race, racism, and white privilege.
3. learn about the country and history of Somalia, and the religion, language, art, dress, and food of Somali culture, and the changes to culture that have occurred since coming to the US.
4. learn about Somali life in St. Cloud in regards to housing, employment, education, language, health, childcare, and community involvement.
5. apply what they’ve learned about immigrants, refugees, racism, and Somalis through hands-on application activities.

Audience:
Community members of the St. Cloud area of various age, race, gender, class, religion, ability, and sexual orientation

Time frame:
Ten-hour informational seminar (8 am – 8 pm) on a Saturday

Materials:
· PowerPoint for each session that highlights the main points to make it easy to follow along and take notes.
· 30 second video clip Mummy…What is a refugee? will be shown during the “Definitions of Immigrant & Refugee” segment.
· 8 minute video clip Somalia’s History Summarized will be shown during the “Country Information & Brief History” segment.
· Your Predictions, Please! The Impact of Immigration worksheet will be handed out during “Impact of Immigration” segment.
· Mock-up of Asylum Application in “Pig Latin” worksheet will be handed out during “Employment/Job Services” segment.
· Educating about Immigrant, Refugee and Human Rights Issues: A Sampling of MN Organizations will be handed out during “Emerging Immigration Issues in MN” segment.
· 10 cards with statements of white privilege from McIntosh to be used during “White Privilege” segment.
· Somali Culture in St. Cloud, MN, a resource guide on restaurants, education opportunities, Somali organizations, and service organizations.
· One Somali translator
· Three Somali speakers
· One Human Rights Office speaker
· Six Somali dancers
· One piece of Somali poetry
· Ten pieces of Somali artwork
· One piece of Somali music
· Ten Somali participants of fashion show

Seminar:

*When welcoming everyone and doing introduction, make a statement about the sensitivity of materials to immigrants and refugees and that support services are available for any who needs them. Also, that inappropriate comments and actions will not be tolerated, and anyone engaging in those behaviors will be asked to leave.

Session 1: Race, Racism, & White Privilege (2 hours 20 minutes)

*Unless stated otherwise, the source for Session 1 is Hackman.

Oppression
a. Oppression Formulation
· Oppression= prejudice + power
b. General
· Pervasive in someone’s life
· Systemic and systematic
· Affects life resources
c. What
· Utilitarian function
· Self-esteem, the protective function
· Value-Expressive function
· Cognitive function
· Ask the members to individually write about when they participated in each function
d. How
· Exploitation
· Powerlessness
· Cultural imperialism
· Marginalization
· Violence
· Ask the members as a group for examples of the How in relation to race
Race- Culture- Ethnicity
a. Have members individually list components of race, culture, and ethnicity
b. Race
· Social construct
· Assigned meanings
c. Culture
· Internally constructed
· Evolves
· Intrinsic meaning
d. Ethnicity
· Heritage
e. Discuss European immigrant experience
Racism
a. Define
b. Color blind
c. Race consciousness
d. Racism Walkway
· 8 stages on the conveyor belt
· Ask members to individually write about where they are on walkway and why
· Why people are 4s
White Privilege
a. Unearned
b. The “norm”
c. Taught not to see it
d. Hand out 10 cards with white privilege statements to white members only to read out loud. Ask for reactions from the people of color and then from the white members. (Source: McIntosh)
How to Interrupt Racism & White Privilege
a. Stop the behavior
b. Educate
Costs and Benefits to Interrupt
a. Ask the members as a group to brainstorm ideas of the costs and benefits. (Source: Adams, Bell, Griffin)
b. Individually members will write a letter to the future generation on what they could/should have done to address racism/white privilege. (Source: Bigelow, Pederson)

Break (10 min)

Session 2: Immigrants & Refugees (1hour 50 minutes)

*Unless stated otherwise, the source for Session 2 is MN Advocates for Human Rights.

1. Assumptions about Immigrants & Refugees
· Ask the members as a group to compile a list of assumptions and then discuss
2. Definitions of Immigrant & Refugee
a. Define immigrant
b. Define refugee
c. Show video clip Mummy…What is a refugee? and discuss their reactions (Source: www.somalism.com)
3. Immigrants & Refugees in the US since 1800
a. Regions of origin
b. Laws and regulations
c. Statistics specific to MN
4. Refugee & Asylum Seekers
a. Small group: “Fleeing for your Life” activity (5 minutes)
· Individually list 10 items to bring with
· In groups of 5-10 decide what to bring (only 3 items each), how they’ll flee, how they’ll get food, and where they’ll go
· Ask for reactions and comments
b. Explain the whole process of seeking refugee/asylum, not just the pieces explored in the activity. (Source: Valerian)
· Preflight chaos
· Flight
· Refugee camps
· Final resettlement
· Psychological issues/trauma
c. Personal story from Somali refugee speaker
5. Impact of Immigration
a. Distribute Your Predictions, Please! The Impact of Immigration worksheet to be completed individually or in small groups. Answers will be revealed throughout the four lecture points.
b. Economy
c. Social services
d. Naturalization Process
e. Unity in Diversity
6. Emerging Immigration Issues in MN
a. Explain that the examples and stories provided in Hate crimes and the USA PATRIOT Act affect Somalis because of their Muslim religion.
b. Hate crimes and biases since 9/11
c. USA PATRIOT Act
d. US Supreme Court Case: Keyse Jama from Somalia
· Ask the members their opinions about the results of the case
e. Handout Educating about Immigrant, Refugee and Human Rights Issues: A Sampling of MN Organizations and note that they are great resources for getting involved with the refugee/immigrant community or for educational materials.

Q & A Session (10 min)

Lunch (1 hour)
*Lunch is not provided, but during the lunch break they are encouraged to participate in round table discussions on the materials covered thus far.

Session 3: Somalia History, Customs, and Religion (1 hour 50 minutes)

*Unless stated otherwise, the source for Session 3 is Drake.
*Note that a Somali community leader presents this session.

1. Country Information & Brief History
a. Show map
b. Country statistics
c. Pre-colonial Somalia
d. Colonial Somalia
e. 1969-1991
f. 1991- present
g. Show video clip Somalia’s History Summarized (Source: www.somalism.com)
h. Ask the members for comments on the video or the history presented
2. Religion
a. 5 pillars of faith in Islam
· Writing exercise: individually write what they believe in/their faith to compare similarities
b. Ramadan
c. Men and Women roles
d. Hijab
3. Language
a. Nonverbal
b. Body
c. Have PowerPoint slide written in Somali and have speaker speak in Somali for 30 seconds- 1 minute to disorient the audience. Relate this experience to the fact that some Somalis don’t know English, not because they don’t want to know it, but because the opportunity hasn’t been available. Then have a Somali Language 101- teach hi, bye, and thank you in Somali.

Break (10 min)

Session 4: Somali Culture (1 hour 20 minutes)

*Unless stated otherwise, the source for Session 4 is Drake.
*Note that a Somali community leader presents this session.

1. Art
a. Listen to one piece of music
· Describe the artist and significance of the music
b. View 10 pieces of art
· Explain the purpose/meaning of each piece
c. Read one poem
· Note that Somalia is a “Nation of Poets”
· Read the poem in Somali and then in English
d. Traditional dance
· Describe the purpose/meaning of the dance
· Then performance
2. Dress
a. Fashion show with 10 outfits
b. Explain significance/purpose of each
c. Address the common question: Why do they dress like that?
3. Food
a. Story of preparation/significance of the preparation
b. Address the common question: Why does there food smell like that?
c. Mention to the members that they will be able to sample food during dinner
4. Cultural Changes Since Coming to the US
5. Handout Somali Culture in St. Cloud, MN, so members can see how to be involved in Somali culture in St. Cloud. (Source: Drake (July 2006))

Q & A Session (10 min)

Dinner- Somali food will be provided (1 hour)
*Members are again encouraged to participate in round table discussions on the materials covered thus far.

Session 5: Somali Life in St. Cloud (1 hour 50 minutes)

*This session is open to the public, but it is most beneficial to Human Resources personnel, employers, housing and rental personnel, educators, health and child care providers, and community planners who have the opportunity to make positive changes at their jobs in the areas that Somalis have expressed a need for improvement.
*Unless stated otherwise, the source for Session 4 is Drake.
* Note that a Somali community leader and Human Rights Office representative present this session.
*Make a statement when starting that language barriers are a factor in all of these areas.

1. Ask members what issues they face in daily life. This will help them see that while there are similarities in the two communities, there are also differences.
2. Housing
a. Renting
b. Large families
c. Maintenance/daily living requirements
3. Employment/Job Services
a. Complete Mock-up of Asylum Application in “Pig Latin” individually or in small groups to demonstrate language barrier, and then ask for reactions. (Source: MN Advocates for Human Rights)
b. Transfer of certification/licenses
c. Working in jobs over qualified for
d. Prayer time
4. Education
a. Pre-K, K-12
b. GED, adult
c. College
5. Language
a. ESL/ELL
b. Body
c. Non-verbal
6. Health/Healthcare
a. Female doctors for women
b. Presence of men
c. Health issues
7. Childcare
a. New concept
b. Availability
c. Affordability
8. Community Involvement/Inclusion
a. Children
b. Adult
c. Family
9. Brainstorm ideas of how they can use all of this information and implement it at their jobs.

Q & A Session (10 min)

Bibliography

· Adams, M., Bell, L., and Griffin, P. (1997). Teaching for Diversity and Social Justice: A Sourcebook. New York: Routledge. Chapter 6: Racism Curriculum Design, pgs 82-109.

· Bigelow, B., and Peterson, B. (2002). Rethinking Globalization: Teaching for Justice in an Unjust World. Milwaukee, WI: Rethinking Schools, Ltd. pg 316.

· Drake, S. (July 2006). Somali Culture in St. Cloud, MN

· Drake, S. (2006). Opinions and ideas from the St. Cloud Somali community gathered through my internship/fellowship work.

· Hackman, H. (2006). HURL681: Teaching Social Justice. Class notes.

· McIntosh, P. (Winter 1990). White Privilege: Unpacking the Invisible Knapsack. Independent School.

· MN Advocates for Human Rights. (2004). Energy of a Nation: Immigrants in America. A Teaching Guide Suitable for Learners from 8th Grade-Adult.

· MN Advocates for Human Rights. (2004). Educating about Immigrant, Refugee and Human Rights Issues: A Sampling of MN Organizations. Energy of a Nation: Immigrants in America. A Teaching Guide Suitable for Learners from 8th Grade-Adult. pg 182.

· MN Advocates for Human Rights. (2004). Mock-up of Asylum Application in “Pig Latin”. Energy of a Nation: Immigrants in America. A Teaching Guide Suitable for Learners from 8th Grade-Adult. pg 62.

· MN Advocates for Human Rights. (2004). Your Predictions, Please! The Impact of Immigration. Energy of a Nation: Immigrants in America. A Teaching Guide Suitable for Learners from 8th Grade-Adult. pg 85.

· Mummy…What is a refugee? (January 6, 2006) 30 second video clip retrieved from http://www.somalism.com/videos.html.

· Somalia’s History Summarized. (May 5, 2006) 8 minute video clip retrieved from http://www.somalism.com/videos.html.

· Valerian, L. (April 93). Stages & Stressors of the Refugee Experience. From The Center for Victims of Torture. In the “University of MN Human Rights Center Upper Midwest Human Rights Fellowship Program Orientation Handbook 2006” pgs 65-68.

1 Comments:

Blogger Katherine B. said...

Wow Sarah, this is a great curriculum! I'm so excited that you chosen such an inventive, challenging topic for your class. I'd be interested to know more details about how your class went.

9:26 PM  

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