EDPN 671

Session 12
Your name: Crystal Demma
Final Project----
Topic: Approaches to Multicultural Curriculum-Affirming diversity
Your task this week is to develop a unit of study using the community you used for your Field
Work research. See specific details below.

Grade: 7
Cultural group: El Salvador
A. Follow the model used in the textbook for the first curriculum adaptation about the
Cambodian culture. I want three subject areas that you will use to engage students in a more
extensive understanding of the cultural group: ELA, Social Studies, and a third one of your
choice. Also include art activities.
B. Include critical components of instruction. Reflect on your own culture’s influences on
your teaching and its impact on your definition of equity in education. Discuss how to celebrate
diversity and utilize funds of knowledge to enrich instruction. Recommend ways that teachers
can deal with biases and prejudice in school settings. Propose ideas for encouraging inter-
cultural friendships. Suggest how to establish a cooperative, supportive learning community
in both elementary and secondary classrooms. Use suggested resources. (5 pages)

Include:
KWL chart
Goal setting
Enduring understanding
Specific objectives
Events throughout the school year: While you don’t need to elaborate fully on them, list them
and write a one paragraph snippet describing them.
Indicate what you will do for ELA and Social Studies: Think of this unit of study as taking at
least four (4 weeks). I do not need to see the specifics of each activity you will have in mind, but
a general idea, such as goal and objectives.
Include at least four (4) literary pieces, such as poems or books relevant to the culture and the
grade.
Include at least two internet sources for students, such as Youtube, or other website relevant to
the culture and age of students.
Make sure to include critical components of instruction.
Reflections to meet the mandated issues on the description of the project:
Go to the next page for a template to use for the assignment.
EDPN 671
Session 12
Your name: Crystal Demma
Topic: Approaches to Multicultural Curriculum-Affirming diversity- Template for assignment
Task: To develop a multicultural unit of study using the community you used for your Field
Work research.
Target grade for the unit: 7th grade
I. Cultural group: Salvadorans in Brentwood New York.
II. KWL chart:
Know- We know that there are Salvadoran students in our school and many speak or are learning
English.
Want to Learn- All students will understand the history of El Salvador, and its relationship with
the United States of America. All students will develop an inquiry about the Salvadoran presence
in Brentwood, NY. The curriculum will affirm the identity of Salvadoran students and families in
the community; furthermore, it will build empathy and bridge together students of all
backgrounds.
L- Not yet determined.
III. Overall Goal
Teachers and students will work together toward social change. Students will carry these social-
justice values with them their whole lives and be empathetic adults.
IV. Enduring understandings [See p. 292]
 During the 1980’s, El Salvador underwent civil wars and was tormented by guerilla
warfare, political and social upheaval, and an economic crash. According to the U.S
census, 353,892 people immigrated from Central America in 1980. El Salvador became
dangerous and inhabitable. California had an increased demand for unskilled workers,
which attracted many immigrants to make the journey for job opportunities. In addition,
many people also left El Salvador because of terrible earthquakes. These immigrants
people were granted asylum in the United States through the Temporary Protected Status
(TPS). Gang violence also ravaged El Salvador.
 Religion is an important staple of the Salvadoran culture. Some of them follow
Salvadoran Catholicism and others practice Roman Catholicism.
 El Salvador folklores are used by families to transmit their traditions and knowledge..
However, these traditions and stories are dying out among younger generations, who are
immersed in Americanized cartoons
 The Consulate is a place where Salvadorans can maintain their individuality and home
culture, as well as become educated on the American system. These free programs help
Salvadorans maintain their self-identity and spread their culture to new people.
 Clarabel Alegría, was a Nicaragua/Salvadoran writer and poet. She was a major voice for
contemporary Central America.
V. Social Studies Objectives [one per week.] Try to use NY State Standards
a. Social Studies activities to meet the objectives above. List two per week.

First Week- Intensive Study

Standard- Presentation of Knowledge and Ideas :

5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.

(Bilingual) Common Core Grade 7 Standard (SL.7.4): Present claims and findings, emphasizing
salient points in a focused, coherent manner with pertinent descriptions, facts, details and
examples; use appropriate eye contact, adequate volume and clear pronunciation.

Objective- Students will be able to create a visual display of migration data and use it to express
information in their presentations.

Critical Components of Instruction- Proper level of difficulty for the given grade, active
participation and monitoring of activities will ensure that learning is guided by the objective

Activity Overview- Students will be put into groups and be assigned different times . Students will have
to find the reason of migration, the estimated amount or percentage of people who migrated, and
where these people immigrated during those years. Then they will create a map of Central America and
United States of America and record the movement of people and density of population. When the
groups have finished we will put the maps in the chronological order and analyze the movement of
people from 1980’s to present. The groups will present their map and findings.

Second Week-Intensive Study

Standard- Research to Build and Present Knowledge 7. Conduct short research projects to
answer a question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.

Common Core Grade 7 Standard (W.7.4): Produce clear, coherent writing in which the
development, organization and style are appropriate to task, purpose and audience. (Grade-
specific expectations for writing types are defined in standards 1–3.) a)Produce text (print or
non-print) that explores a variety of cultures and perspectives.

Objective- Students will be able to a conduct a research project to answer a self-generated

question about the Salvadoran population in Brentwood, using several sources that allows
multiple options for exploration and produce a clear coherent writing piece.

Critical components- Active participation, anticipatory set, and correct level of difficulty
(essential questions).
Activity Overview- The teacher will read excerpts from the book, “One Day of Life,” by Manlio
Argueta. The students will fill out the guided notes. The guided notes will help lead students’
inquiry. The students should have a deeper knowledge-base of the topic after week one.

The following days, each student will generate a question that they have about the community in
Brentwood, and do research to answer their own inquiry. They may use internet sources,
primary-source books, video sources, interview a community member, etc. Examples of
questions include: “If a Salvadoran came to America as an undocumented citizen can they fly on
an airplane? Why or why not;” “Can a Salvadoran-American citizen visit El Salvador;” “What is
TPS?” The next day, the students will write coherent paragraphs about their inquiry and what
they found.

Third Week- Intensive Study

Standard- Comprehension and Collaboration 2. Integrate and evaluate information presented in

diverse media and formats, including visually, quantitatively, and orally.
Common Core Anchor Standard (SL.4): Present information, findings and supporting evidence
such that listeners can follow the line of reasoning and the organization, development and style
are appropriate to task, purpose and audience.

Objective- Students will be able to evaluate the information presented by the speaker.

Critical component- Active participation, monitoring of activities, motivation, and anticipatory

set.

Activity Overview- The Consul General of The Consulate of El Salvador could be a guest
speaker in the classroom. He/she/they would discuss with the students all the legality hoops and
issues that Salvadoran immigrants face when they come to America. They could also discuss the
play and poetry nights that the Consulate hosts for the Salvadoran community. The students will
address inquiries to the Consul General and discuss ideas for change, or a better way to assist
Salvadoran immigrants.

The next day, students will participate in a class discussion and evaluate different ideas for social
change, for example, a way for immigrants to legally drive. The students will share and build
upon each other. As we discuss, the class will be taking guided notes. These notes will help them
to later create a graphic organizer.

Fourth Week- Focus Group

Standard-Common Core Grade 7 Standard (W.7.4): Produce clear, coherent writing in which the
development, organization and style are appropriate to task, purpose and audience. (Grade-
specific expectations for writing types are defined in standards 1–3.) a. Produce text (print or
non-print) that explores a variety of cultures and perspectives.
Objective- Students will be able to create a clear coherent poem that explores Salvadoran culture
and perspectives.
Critical Component- Motivation, anticipatory set, and active participation.
Activity Overview- We will research Claribel Algeria’s life and adversities she has overcome
through her poetry. As a class we would read and analyze the poem, Flowers from the Volcano
by Claribel Alegría. First, we will dissect the poem and evaluate its meaning. The students will
use their knowledge of Salvadoran history to make sense of the piece.
The next day, each student will choose a poem from the book, On the Front Line: Guerilla
Poems of El Salvador. They will analyze the poem’s style and meaning. They will use this to help
them create their own poem for the final project. Their poem must be about Salvadoran culture or
written from the Salvadoran perspective. The students will edit each other’s papers for correct
content and grammar. The students must use research they have found from the past several
weeks. The last day will be a demonstration day of everyone’s finalized poems. The students will
read their poems to their peers.
VI. ELA Objectives [one per week.] Try to include NY State Standards.
a. ELA activities to meet the objectives above. List two per week.
First Week: Intensive Study
Standard- CCSS.ELA-LITERACY.RL.7.1 Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Objective- Students will be able to cite evidence from the text to support their inferences.
Critical Component- Teach to the objective and correct level of difficulty.
Activity Overview- Throughout the week, the class will read folktales and analyze their
meanings. The class will try to interpret the underlying message of the stories. Each student will
create a quilt square for every story. The quilt square will include a paragraph that uses textual
evidence to support their inferences. The quilt square will also include a drawing by the students
that summarizes the underlying messages of the folklore. As the week progresses the teacher will
slowing decrease teacher-support, in turn, increasing student independence.
Second Week: Intensive Study
Standard- CCSS.ELA-LITERACY.RL.7.2 Determine a theme or central idea of a text and
analyze its development over the course of the text; provide an objective summary of the text.
Objective- Students will be able to compare and contrast the theme of the Salvadoran folktale to
the theme of an American tall tale.
Critical Component- Teach to the objective, correct level of difficulty, and anticipatory set.
Activity Overview- The students will use their knowledge from week one to compare and
contrast themes to American tall tales. The students will identify similarities and differences in
themes, characters, settings, exaggerations, and purpose. They will do a different folktale and tall
tale comparison each day of the week. At the end of the week the students will use what they
know of Salvadoran history and try and make connections to the events in the folktales. At the
end of the week, the students will choose an Salvadoran folklore and an American tall tale. They
will choose a type of comparison method (example: Venn diagram) and compare the themes and
elements of the story.
Third Week: Intensive Study
Standard- CCSS.ELA-LITERACY.SL.7.3 Delineate a speaker's argument and specific claims,
evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Objective- Students will be able to describe the speaker’s argument on Salvadoran immigrants
and MS-13, and evaluate the reasoning and relevance of the evidence.
Critical Components- Motivation, active participation, and monitoring of activities.
Activity Overview- Students will listen to a speech made by President Trump. The students will
describe the purpose and argument of his speech. They will cite specific parts of the speech as
support. Then they will write their answers to productive-based questions. Questions include:
“How is the President portraying immigrants;” “How is the President portraying Latin and
Central-Americans;” “What does he use to support his claims;” “Do you agree with the
President? Why, or why not;” “If you could tell the President about Salvadoran people what
would you tell him?”
Fourth Week: Focus Group
Standard- CCSS.ELA-LITERACY.SL.7.1Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics,
texts, and issues, building on others' ideas and expressing their own clearly.
Objective- Students will be able to collaborate in group discussions and planning by building on
others’ ideas and expressing their own clearly.
Critical Components- Teach to the objective, active participation, motivation, and anticipatory
set.
Activity Overview- The teacher and the students will choose a folktale to perform as a play. The
students will be in charge of directing, costumes, acting, and script writing. The teacher will be
there for guidance and as co-director and script editor. The students will have to compromise and
use their knowledge of Salvadoran culture to create an authentic experience.
VII. Third subject area of your choosing.
(Science) First Week: Intensive Study
a. Subject area activities to meet the objectives above. List two per week.
Standard- CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a specific scientific or technical
context relevant to grades 6-8 texts and topics.
Objective- Students will be able to determine the meaning of symbols on the earthquake map of
El Salvador.
b. Critical [important/essential components of instruction.]
Critical Component- Teach to the objective, transfer, and correct level of difficulty.
Activity Overview- This lesson will tie into what the students are learning in social studies the
first week. The students will learn that earthquakes in El Salvador were one reason Salvadorans
immigrated to the United States. In Science, the students will study earthquake maps of the
region. The students will study their patterns and years that they were more prevalent.
The next two days the teacher would give guided instruction about earthquakes in general about
their causes and damaging results (tectonic plates). By the end of the week, the students will
assess the maps and determine if the time period of the earthquakes match up with the mass
migration of Salvadorans to America.
Second Week: Intensive Study
Standard- CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information
expressed in words in a text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
Objective- Students will be able to study a volcano map of El Salvador, and use it as a tool for
Critical Component- Anticipatory set, active participation, and teach to the objective.
Activity Overview- The teacher will build upon the students’ knowledge of earthquakes and
move onto volcanoes. The first day, the teacher will start off by refreshing the students on about
tectonic plates and how they can cause a volcano. The teacher will use demonstrations and
videos.
The next day, the class will research volcano activity in El Salvador. The students will do their
own research to find which volcanoes are still active, and make an inference if volcanic action
was a cause for migration. The students will form groups and then choose a volcano to study.
By the end of the week the students will present their volcano of choice and tell the class if their
volcano could be responsible for the forced migration of the Salvadoran people.
Third Week: Intensive Study
Standard- CCSS.ELA-LITERACY.RST.6-8.8 Distinguish among facts, reasoned judgment based
on research findings, and speculation in a text.
Objective- Students will be able to infer from facts and research findings if wild fires were a
cause for forced migration from El Salvador.
Critical Component- Teach to objective, anticipatory set, and transfer.
Activity Overview- The teacher will give a general overview about wildfires. The students will
research and infer if wildfires were a cause for forced migration based off the time when mass
migration happened and when wildfires occurred.
The second half of the week, the students will research the harmful effects of wildfires,
volcanoes, and earthquakes to human health. This will help students realize the urgency for
people to leave their home country and flee to safety.
Fourth Week
Standard- CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from
experiments, simulations, video, or multimedia sources with that gained from reading a text on the same
topic.
Objective- Students will be able to compare and contrast climates from the information gained
from the past three weeks and new research.
Critical Component- Motivation, monitor and adjust, active participation, and anticipatory set.
Activity Overview- The teacher would invite a guest speaker from the local weather channel to
visit the classroom. This visitor will supply students with ample knowledge of the United States’
general climate and New York’s specific climate. The students would do their own research of
their region to further help them with their task. The next day, students will form groups and
choose a natural disaster as a focus for their project. They will create a model/prototype of a
house that could withstand their chosen disaster. Then they would determine the estimated price
of the house. The students will be required to form an opinion if this is a realistic option for
Salvadoran people and support their answer.
VIII. Art objectives- One for the whole unit. Try to include NY State Standards
a. Art activities to meet the objective above. [You decide how many you need.]
Objective- Students will be able to distinguish and name different styles of architecture found in
El Salvador.
Critical Component- Teach to the objective, transfer, adjust and modify.
Activity Overview- The students will study the architecture of El Salvador. The students will find
that civil wars and natural disasters have destroyed many structures and that is why the country
does not have many high-rises or sky scrapers. The students will then compare new buildings
being built and study the earthquake-resistance technology in Art and Science. The students will
then choose a building and decide whether its colonial, gothic, or modernist style. They can use
A Spotter's Guide to Amazing Architecture , by Lonely Planet for assistance. The students will have
to make an inference if this building was built prior to the civil wars or preceding.
IX. Literature: four (4) pieces. If it is a poem, include it. If it is a book, include the title,
author and a brief summary of the story. Try to include NY State Standards
1. On the Front Line: Guerilla Poems of El Salvador, Claribel Alegría and Darwin J. Flakoll,
“More than poetry of combat, this bilingual edition is a record of the struggles, hopes and
dreams of a war-torn country, providing a vivid description of the recent struggles in El Salvador.”

2. One Day of Life by Manlio Argueta- Life in El Salvador after the civil war

3. A Spotter's Guide to Amazing Architecture by Lonely Planet- architecture book

4. Flowers from the Volcano
Claribel Alegría, 1924
Fourteen volcanos rise Toyotas.
in my remembered country The cycle is closing,
in my mythical country. strange the volcano’s silence
Fourteen volcanos of foliage and stone since it last drew breath.
where strange clouds hold back Central America trembled,
the screech of a homeless bird. Managua collapsed.
Who said that my country was green? In Guatemala the earth sank
It is more red, more gray, more violent: Hurricane Fifi flattened Honduras.
Izalco roars, taking more lives. They say the yanquis turned it away,
Eternal Chacmol collects blood, that it was moving toward Florida
the gray orphans and they forced it back.
the volcano spitting bright lava The golden coffee is unloaded
and the dead guerrillero in New York where
and the thousand betrayed faces, they roast it, grind it
the children who are watching can it and give it a price.
so they can tell of it. Siete de Junio
Not one kingdom was left us. noche fatal
One by one they fell bailando el tango
through all the Americas. la capital.
Steel rang in palaces, From the shadowed terraces
in the streets, San Salvador’s volcano rises.
in the forests Two-story mansions
and the centaurs sacked the temple. protected by walls
Gold disappeared and continues four meters high
to disappear on yanqui ships, march up its flanks
the golden coffee mixed with blood. each with railings and gardens,
The priest flees screaming roses from England
in the middle of the night and dwarf araucarias,
he calls his followers Uruguayan pines.
and they open the guerrillero’s chest Farther up, in the crater
so as to offer the Chac within the crater’s walls
his smoking heart. live peasant families
In Izalco no one believes who cultivate flowers
that Tlaloc is dead their children can sell.
despite television, The cycle is closing,
refrigerators, Cuscatlecan flowers
thrive in volcanic ash,
they grow strong, tall, brilliant.
The volcano’s children
flow down like lava
with their bouquets of flowers,
like roots they meander
like rivers the cycle is closing.
The owners of two-story houses
protected from thieves by walls
peer from their balconies
and they see the red waves descending
and they drown their fears in whiskey.
They are only children in rags
with flowers from the volcano,
with Jacintos and Pascuas and Mulatas
but the wave is swelling,
today’s Chacmol still wants blood,
the cycle is closing,
Tlaloc is not dead.

X. Two internet sources appropriate for the students’ age and grade. Include the link and a
brief description of the website. Try to include NY State Standards

1. Legend of El Cadejo video- Story telling of the folktale El Cadejo. It is about two spiritual
wolves one being good and one being evil. https://www.youtube.com/watch?
v=ye9H7df1z_M

2. Legend of El Cadejo text- http://www.elsalvadortips.com/el-cadejo-legend

3. President Trump Speech- Speech on illegal immigration and Ms-13

https://www.youtube.com/watch?v=bQt-TmVNXFA

4. Volcano article- https://www.aljazeera.com/news/americas/2013/12/el-salvador-most-active-

volcano-erupts-20131229204248841733.html

5. Wild Fire website- This gives overall information on El Salvador’s climate

http://thinkhazard.org/en/report/75-el-salvador/WF
Earthquake map https://www.google.com/search?
q=earthquake+map+of+El+Salvador&tbm=isch&tbs=rimg:CQ8h-
S83tHtBIjhtFneWYmb2IZUSZwmV07wyGkXgiFW41oChSJCoWmX7Ky5gz3V2BveYLyUvo
y7uUR5cJkGxSx0YSCoSCW0Wd5ZiZvYhEYl4uNeV6drVKhIJlRJnCZXTvDIRXOOceD1LpC
kqEgkaReCIVbjWgBGJeLjXlena1SoSCaFIkKhaZfsrETG00_1i12GqMKhIJLmDPdXYG95gR1
mUcSEYyWBwqEgkvJS-
jLu5RHhFc45x4PUukKSoSCVwmQbFLHRhIEf4OZSqltEal&tbo=u&sa=X&ved=2ahUKEwiok
_7LyoPdAhWstVkKHXB5BvUQ9C96BAgBEBs&biw=1215&bih=699&dpr=2#imgrc=0bD1M
sWq6CEICM:
Final reflections.
A. Reflect on your own culture’s influences on your teaching and its impact on your definition
of equity in education.
My own culture will influence my teaching and hopefully impact education for my
students in a positive way. I hope to never “normalize” my own culture, and look at all others as
a minority culture. I currently work in a school where I am the minority culture. I think this is a
humbling way to realize that your own culture is not the best and the most important. I hope I
can use my culture to share with my students to allow them to open up and share with me. Since
I am a younger teacher, I think my generation’s culture can relate to students better than some of
my older colleagues. I can distinguish better what is a harmless joke and what is inappropriate.
I think my culture could help with equity education. My family struggled with money
when I was a student surrounded by middle-class and upper-middle-class families. I can
understand and empathize that equal opportunity does not always mean everyone receives the
same. There are divots and gaps among cultures and if we just throw a blanket on top of
everyone’s different issues, the blanket will settle revealing the same gaps that were there before.
It will help, but it will not equalize the problems. Some schools/students need more or something
different than the black-and-white problem-solver. I hope I will have the opportunity to advocate
for equity education, and I also hope that I will not have the need to do so one day.

B. Discuss how to celebrate diversity-

We must celebrate diversity and not ignore its existence in our classrooms. Allow
students to notice their differences and reflect on themselves. To be color blind is to be blind to
truth and injustice. Open and honest conversations about identities, race, and culture is a more
genuine and productive way to celebrate diversity than bringing in food from a different culture
for one day. Talk to your students about problems in the world and in our own society. Allow
students to ask questions about real issues that affect them and people in the community.
Brainstorm and entertain ideas of social justice and never dampen their curiosity of the world
and people around them.

C. Recommend ways that teachers can deal with biases and prejudice in school settings.
Review textbook sections if necessary. Be creative and do not just use surface elements of
culture.]
We have to build empathy in our students and that has to be emulated by their teachers. If
a teacher catches a student making a biased remark, instead of shutting him down right away the
teacher could try a different approach. Ask that student calmly, “Why did you say this? What
makes you believe this? Have you ever met someone from that cultural? Etc.” Speaking to the
student in a calmed approach could help them see their wrongdoing instead of being blinded by
embarrassment and anger. Abolishing biases and prejudices will not happen from one
conversation. A multicultural education could help eliminate these false and harmful beliefs.
Teachers must deal with biases and prejudices head on with knowledge. This means, the
more we educate our students of the truth then the less judgements and biases they will believe.
According to, Affirming Diversity in the James Karam study, even schools that celebrate
diversity are still in danger of isolating some students’ whose cultures are not represented ( p.
163, 2018, Nieto & Bode). The best way to deal with these biases and prejudices is to inform
students of other cultures. We must be instilling multicultural education to better understand
culture, history, and our world today. Teachers must look at multiple perspectives to know the
truth. The more we know about world history, then the better we can make sense of peoples’
customs and actions.

D. Propose ideas for encouraging inter-cultural friendships. You can integrate this within the
unit.
Teachers cannot force students to become friends; however, teachers can help bring to
light the commonalities among students. In a classroom, students should always show respect for
one another, but what if this went beyond the classroom. What if teachers encouraged a general
interest in their peers’ lives. When a special Muslim holiday passes on the calendar, instead of
ignoring it try asking the students in the classroom about their time. If a mother is pregnant, ask
the student if their family has any special traditions for the arrival of the baby. Encouraging
students to share about their lives could help them gain confidence and comfort among their
classmates. Also, peers can make connections to each other’s lives if they are allowed to freely
express their uniqueness, which can spark a friendship.

E. Suggest how to establish a cooperative, supportive learning community in the school and
in the classroom.
A positive and supportive learning environment is important for affective teaching.
Students must feel safe and confident to take steps into their own learning. Teachers must model
respect and encouragement; in addition, teachers must recognize when a student is being belittled
or mocked by others in the classroom and shut it down. Teachers can also establish this learning
community by welcoming all questions, even those that first seem too sensitive to speak about.
The teacher also must admit to himself/herself that they do not know everything, and should not
have too much pride to research and learn more about a topic. We must be open to learning if we
are in charge of learning.

F. Describe your opinions and feelings about preparing this unit and how you feel it will help
your students. Do you think you could engage another teacher to collaborate in this project?
This unit was a great way to learn that making new curriculum is possible. Although this
is a just an idea of how the unit would pan out, it took quite a bit of time to create. My biggest
fear for this project is convincing colleagues and superiors for support and help. I do not think
many teachers or principals would be excited to do a project like this because of all the work and
time it requires. If there are teachers like me then they definitely would be happy to create a new
unit to better our curriculum. I thought this final project was relevant and a good way to
implement the knowledge acquired this past semester.
References and resources

Alegría, C., & Forché, C. (1982). Flowers from the volcano = Flores del volcán. Pittsburgh:
University of Pittsburgh Press.

Nieto, S., & Bode, P. (2018). Affirming diversity: The sociopolitical context of multicultural
education (7th ed.). New York: Pearson.