Cynthia A. Wooding
There as been a lot of controversy and debate about standardized testing and intelligence testing in the educational setting. Being a Social Studies teacher, the effect of social and political views on standardized testing and intelligence testing has increased my awareness of the factors that determine students' test scores. The factors that influence the outcome of students' test scores are environmental, family, race, gender, and nutritional factors. The assessment of student learning is undergoing profound change at the same time reforms are taking place in learning goals and content standards, curriculum, instruction, the education of teachers, and the relationships among parents, communities, schools, government, and business.
While teaching in an inner city school that is at-risk according to the State of Connecticut, it is my concern that I understand the pros and cons of all the social and political debates on the issues of African Americans and Intelligence. The research on psychological testing in the school system has gone through a series of historical events and opinions. Researchers such has Albert Binet, William Stern, Carl Bingham, and the famous controversial research by Hernstein's and Murray's, The Bell Curve, have influenced political and social opinions about intelligence testing and what is intelligence.
There is much concern applying intelligence testing in school systems to determine a students' academic achievement. In regards to teaching a Social Studies curriculum, one of my goals is to teach the students self-esteem and explore the issue of self-fulfilling prophecy. Michael Hardman summarizes in his book of
Human Exceptionality, Society, School and Family
about the effects of labeling and the definition of self-fulfilling prophecy. He states on page nine that a self-fulfilling prophecy occurs when a person has expectations of another person and these expectations affect the behavior, which in turn creates the prophesied expectations. When having the student evaluate his or her own self and setting positive goals, they are setting their own positive expectations. A student's behavior is affected by his or her core beliefs about him or herself. This core belief could be a positive or negative. The students behavior usually reflects his or her personally beliefs. A school environment has to provide a positive reinforcement in the view of self-fulfilling prophecy. This unit helps provide the teacher with a positive reinforcement intervention program.
In this curriculum, I have developed a unit focusing on the achievement of minorities African Americans. The curriculum discusses African Americans that have successfully contributed to their own culture and made positive changes in American and world societies. This curriculum will help build positive self-image and hope regarding intelligence in different races, genders, and socio-economic groups.
The curriculum unit focuses on the accomplishments of African American achievers during February's black history month. The unit is to explore and familiarize fifth grade students with the history and knowledge of African American achievers. Exposing the students to achievers who share with them race, ethnic or gender profiles will allow them to explore themselves and be challenged, thus starting to create their own ideas of achievements they want to fulfill. The unit will use Robert Sternberg's Triachic Theory when exploring famous African Americans and their accomplishments. The unit will explore African Americans who are gifted in the three aspects of Sternberg's Triachic Theory. These three aspects are practical thinking, creative thinking, and analytical thinking. The unit will explore African Americans who have succeeded in using all or one of the thinking processes. The African American chosen to exemplify someone who succeeded in creative process will be Clementine Hunter. Clementine Hunter contributed to society with her beautiful Black American folk art. The African American chosen to exemplify someone who succeeded in analytical process will be Benjamin Banneker. Benjamin Banneker was an inventor, scientist, and writer who contributed the design of the development of Washington D.C. and the Farmers Scientific Almanac. Finally, the African American who exemplifies someone who succeeded in practical processes will be Jackie Robinson. Jackie Robinson was a famous Black baseball player, businessman, and great orator who contributed morals, ethics, patience and tolerance when encountering success. These three African American display great significance to both African Americans and all culture and races. These Africans Americans will be used for exemplifying positive role models for achievement in the unit.
The Sternberg Triachic Theory of learning processes will help accomplish two major performance-based objectives. The performance- based objectives are as follows: 1.The student will be able to identify the thinking processes of the African American achiever and then relate the three thinking process to themselves. 2. The student will be able to maintain or set goals according to strengths in their thinking process. In the first performance-based objective, students will identify the thinking process of the African American Achiever by having the students read a brief biography of the achiever. The students will identify the actions or behaviors of the achiever while the achiever was accomplishing his or her goal. For example, if the achiever is an artist, the achiever is identified with using the creative processes and uses determination and hope to accomplish his or her goal. The second performance based objective, students will identify their talents and compare them to the achievers. For example, if the student were artistic, the student would compare his or her talents to the achievers and the behaviors and actions that he or she currently possesses while comparing it to the achiever's behaviors or actions. The performance-based objective is demonstrated by having the student set goals of action and behavior towards successfully accomplishing his or her set goal. For example, if the student wishes to become an artist, the students needs to set goals of behaviors and actions similar to the achiever. If I want to become an artist, I need to have respect for other cultures. This respect will allow me to further understand the importance of that culture's art. The actions or behavior for respect is to be polite, listen to the people or person of that culture, and not make fun of the differences of that culture. This unit will be a springboard for the student to think and explore their inner thoughts, feelings and how they view themselves in society. The goals and objectives of this curriculum unit would allow students to explore their own accomplishments, and help them to develop their own personal goals. The outcome of this unit would allow the students to create their own positive self-fulfilling prophecy to contribute to society and to be aware of social sensitivity.
In the fifth grade it is important to have hands-on activities and projects for social development. The student, while exploring famous African Americans, will have to participate in activities that involve social and emotional interaction with their peers. A culminating project completed by the student will be a collage that expresses who they are, what they want to be, and why. Then, the student in a formal presentation setting will present this collage in class. The student's collage will be displayed in the Media Center for staff, students and visitors to enjoy.
Overall, the unit will be focusing on the student's positive perception of his/her self-image. This unit will have students look at themselves and the outside world of accomplished African Americans who have been or are successful in fulfilling or changing their own prophecy. This unit will help and encourage the African American students towards positive self-fulfilling prophecy regarding their own social, emotional, practical, analytical, creative, and practical abilities.
