Best%20Practices%20BASIC%20SKILLS%20WORKSHOP%20English%20Portion

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Best PracticesBASIC SKILLS WORKSHOPEnglish
Portion

• Melisa Rousseau
• Assistant Professor of English
• Atlantic Cape Community College
• 3/21/2006

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What is a Developmental Student?

• The diversity of developmental students extends
  far beyond mental acuity, race, ethnicity, and
  gender. Developmental students can be
• The person has been out of school for a few
  years and has forgotten the material.
• The person never truly understood the material.
• The person has never had the material.
• The person neglected to pay attention or to
  study in school.
• The person may have certain disabilities that
  create learning problems.
• Working with developmental students can be
  extremely challenging because of the level of
  need but for the same reason, it can be just as
  rewarding. We must remember that
• It is like facing a brick wall. You are not
  allowed to go around the wall. You are not
  allowed to turn around. You are blocked from
  advancing and catching up. You are frustrated.
  You are mad. You may cry. Then, you may give up.
• Somewhere, somehow, they missed or misunderstood
  a step in their directions and ran into an
  obstacle. With each year that passed, that
  obstacle grew until it became so large, they
  could never hope to overcome it on their own. No
  matter what caused the problem or how the
  obstacle came into their paths, they need help.
  But, they hate to admit it - even to themselves.
• There are many ways to respond to the student
  need. One way that I have found to respond is
  through sensory stimulation.

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Culturally Responsive Teaching As A Developmental
Educator

• Working with developmental students can be an
  incredible opportunity to learn more about
  students from other cultures as well as about
  ourselves as educators.
• I am an advocate of culturally responsive
  teaching and andragogy as a sensory learning
  experience.
• culturally responsive education recognizes,
  respects, and uses students identities and
  backgrounds as meaningful sources (Nieto, 2000)
  for creating optimal learning environments.

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Establish Rapport

• I have decided that it is important to student
  learning and my own andragogy to keep myself
  aware of the many cultures in my classroom.
• In addition to the positive impact this knowledge
  has on my teaching, it also keeps my students
  aware of the level of diversity not just in the
  world, but also in the seats right next to them

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Sensory Andragogy

• I enjoy giving my students a complete sensory
  experience as they gather information from the
  lessons that I have planned.
• One suggestion is to really consider the senses
  and figure out how you can enhance your lesson
  through the use of natural stimulation (i.e.
  taste, touch, sound, smell, sight)

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Lectures, Lessons, and Presentation

• I am all about presentationand that quirk has
  finagled its way into my andragogy.
• I really want my students to understand but not
  just to understand. I need them to download
  the information that I am presenting and
  experience the data that the author, poet,
  musician, artist, scientist, mathematician,
  politician, etc is trying to impart to the
  student on all levels

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Dont Just Bring The Subject To The Student
Take The Student To The Subject

• As I read the text I take them back to the
  moment. This can work with any subject.
• My student population is the result of the
  instant information age so I prefer to
  immediately bring them to the subject (which
  usually piques their interest enough that they go
  home and research on their own).

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In The Moment

• There are many ways to bring your students to the
  subject and stimulate your students into
  intellectual action.
• PowerPoint Presentations
• Include JPEGs, Gifs, Audio, Clip Art, and
  Animation
• You can even include Video Clips through the use
  of Microsoft Producer through PowerPoint. (tech
  support can install it on your computer)
• It is possible to include ALL of these options in
  one presentation (sometimes even on one slide)
• In addition you can change backgrounds, fonts,
  and colors).
• Background Information

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Information Station

• Most importantly, the background research will
  seal the deal and bring your students right to
  the moment.
• The response from students when they actually see
  photos, or paintings, or ancient artifacts that
  help them visualize the concepts that you are
  teaching can be overwhelmingly positive.

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Kick It Up A Notch

• Teaching The Color Of Water could have been a
  lesson plan full of lectures and questions about
  the lectures (which is not a horrible idea)
• But its a lot of fun to kick it up a notch.
• I did not want to take for granted that my
  students had no idea what a rabbi is or who the
  Black Panthers are.
• So with some images, audio, and video I tried
  to bring my students to the book.

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The Color Of Water

• A Black Mans Tribute To His White Mother
• By James McBride

Melisa Rousseau Assistant Professor of
English Atlantic Cape Community College
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Orthodox Jews In Prayer
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Tallis (Tallit)
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Shiva
Mourning in Judaism is extensive. It has several
purposes it shows respect for the dead, comforts
those left behind, discourages excessive
mourning, and helps the bereaved to return to
normal life. Mourning is observed for 30 days
after burial, very intensely so in the first
seven days. Regular remembrances are performed in
the years following the death. Upon first hearing
of the death of a close relative (parent, child,
sibling or spouse), grief is traditionally
expressed by tearing (keriyah) one's clothing.
The bereaved will wear the torn clothing through
the first seven days of mourning. The relative
then recites a blessing describing God as the
true Judge.
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Shiva (cont.)

• During the period between death and burial
  (aninut), the primary responsibility of mourners
  is to care for the dead and prepare the body for
  burial. This duty takes precedence over all other
  commandments. The family is left alone to grieve
  during aninut calls or visits should not be made
  during this time.
• After the burial, a relative or friend prepares
  the "meal of condolence," which traditionally
  consists of eggs (symbolizing life) and bread.
  This meal is for family only, but visitors may
  come to offer condolences afterwards.

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Shiva (cont.)

• The family then enters a seven-day period of
  intense mourning (shiva, "seven"). Mourners sit
  on low stools or the floor instead of chairs, do
  not wear leather shoes, shave or cut their hair,
  wear cosmetics, work, bathe, have sex, put on
  fresh clothing, or study Torah (except Torah
  related to mourning and grief). They wear the
  clothes they tore when they learned of the death
  or at the funeral. Mirrors in the house are
  covered. Prayer services are held where the shiva
  is held, with friends, neighbors and relatives
  making up the minyan.

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Kaddish
Shiva is followed by schloshim ("thirty"), which
lasts until the 30th day after burial. During
this period, the bereaved do not attend parties
or celebrations, do not shave or cut their hair,
and do not listen to music. The final period of
formal mourning, avelut, lasts for 12 months from
burial and is observed only for a parent. During
avelut, mourners do not go to parties, the
theater or concerts. The son of the deceased
recites the Kaddish prayer every day for 11
months. (Why not 12? Traditionally, the soul must
purify itself before going to the world to come,
which takes up to 12 months for the most evil. To
recite the Kaddish for 12 months could imply the
parent was the type that would need that long, so
rabbinical authority set the limit at 11 months.)
Interestingly, the mourner's Kaddish does not
mention death. Rather, it praises God and asks
for the establishment of God's kingdom. Its
purpose is to reaffirm the faith of one who has
lost a parent, a time when one is especially
vulnerable to turning away from God. This in turn
honors the deceased, since it demonstrates he or
she has raised a child with faith that is strong
enough to endure the death of a loved one. After
the first year, the anniversary of death
(yahrzeit) is remembered annually at the
synagogue. The son recites the Mourner's Kaddish
and makes the aliyah, and a candle is lit that
burns for 24 hours.
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Polio
People who have abortive polio or nonparalytic
polio usually make a full recovery. However,
paralytic polio, as its name implies, causes
muscle paralysis - and can even result in death.
In paralytic polio, the virus leaves the
intestinal tract and enters the bloodstream,
attacking the nerves (in abortive or asymptomatic
polio, the virus usually just stays in the
intestinal tract). The virus may affect the
nerves governing the muscles in the limbs and the
muscles necessary for breathing, causing
respiratory difficulty and paralysis of the arms
and legs. ContagiousnessPolio is transmitted
primarily through the ingestion of material
contaminated with the virus found in stool
(poop). Not washing hands after using the
bathroom and drinking contaminated water were
common culprits in the transmission of the
disease. PreventionIn the United States, it's
currently recommended that children have four
doses of inactivated polio vaccination (IPV)
between the ages of 2 months and 6 years.
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The Blue Bike
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Fedora
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Superfly and Shaft (6)
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(No Transcript)
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Black Panther Party
Original six Black Panthers (November, 1966) Top
left to right Elbert "Big Man" Howard Huey P.
Newton (Defense Minister), Sherman Forte, Bobby
Seale (Chairman). Bottom Reggie Forte and Little
Bobby Hutton (Treasurer).
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Rules of the Black Panther Party
Every member of the Black Panther Party
throughout this country of racist America must
abide by these rules as functional members of
this party. Central Committee members, Central
Staffs, and Local Staffs, including all captains
subordinated to either national, state, and local
leadership of the Black Panther Party will
enforce these rules. Length of suspension or
other disciplinary action necessary for violation
of these rules will depend on national decisions
by national, state or state area, and local
committees and staffs where said rule or rules of
the Black Panther Party were violated. Every
member of the party must know these verbatim by
heart. And apply them daily. Each member must
report any violation of these rules to their
leadership or they are counter-revolutionary and
are also subjected to suspension by the Black
Panther Party.
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Rules of the Black Panther Party
The rules are 1. No party member can have
narcotics or weed in his possession while doing
party work. 2. Any part member found shooting
narcotics will be expelled from this party. 3. No
party member can be drunk while doing daily party
work. 4. No party member will violate rules
relating to office work, general meetings of the
Black Panther Party, and meetings of the Black
Panther Party anywhere. 5. No party member will
use, point, or fire a weapon of any kind
unnecessarily or accidentally at anyone. 6. No
party member can join any other army force, other
than the Black Liberation Army. 7. No party
member can have a weapon in his possession while
drunk or loaded off narcotics or weed. 8. No
party member will commit any crimes against other
party members or black people at all, and cannot
steal or take from the people, not even a needle
or a piece of thread. 9. When arrested Black
Panther members will give only name, address, and
will sign nothing. Legal first aid must be
understood by all Party members. 10. The
Ten-Point Program and platform of the Black
Panther Party must be known and understood by
each Party member.
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Rules of the Black Panther Party
11. Party Communications must be National and
Local. 12. The 10-10-10-program should be known
by all members and also understood by all
members. 13. All Finance officers will operate
under the jurisdiction of the Ministry of
Finance. 14. Each person will submit a report of
daily work. 15. Each Sub-Section Leaders, Section
Leaders, and Lieutenants, Captains must submit
Daily reports of work. 16. All Panthers must
learn to operate and service weapons
correctly. 17. All Leaders who expel a member
must submit this information to the Editor of the
Newspaper, so that it will be published in the
paper and will be known by all chapters and
branches. 18. Political Education Classes are
mandatory for general membership. 19. Only office
personnel assigned to respective offices each day
should be there. All others are to sell papers
and do Political work out in the community,
including Captain, Section Leaders, etc. 20.
Communications--all chapters must submit weekly
reports in writing to the National
Headquarters. 21. All Branches must implement
First Aid and/or Medical Cadres. 22. All
Chapters, Branches, and components of the Black
Panther Party must submit a monthly Financial
Report to the Ministry of Finance, and also the
Central Committee. 23. Everyone in a leadership
position must read no less than two hours per day
to keep abreast of the changing political
situation. 24. No chapter or branch shall accept
grants, poverty funds, money or any other aid
from any government agency without contacting the
National Headquarters. 25. All chapters must
adhere to the policy and the ideology laid down
by the Central Committee of the Black Panther
Party. 26. All Branches must submit weekly
reports in writing to their respective Chapters.
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8 Points of Attention 1. Speak politely. 2. Pay
fairly for what you buy. 3. Return everything
you borrow. 4. Pay for anything you damage. 5.
Do not hit or swear at people. 6. Do not damage
property or crops of the poor, oppressed masses.
7. Do not take liberties with women. 8. If we
ever have to take captives do not ill-treat them.
3 Main Rules of Discipline 1. Obey orders in
all your actions. 2. Do not take a single needle
or piece of thread from the poor and oppressed
masses. 3. Turn in everything captured from the
attacking enemy.
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The Black Panthers Ten-Point Program

• We Want Freedom. We Want Power To DetermineThe
  Destiny Of Our Black Community.
• We believe that Black people will not be free
  until we are able to determine our destiny.
• We Want Full Employment For Our People.
• We believe that the federal government is
  responsible and obligated to give every man
  employment or a guaranteed income. We believe
  that if the White American businessmen will not
  give full employment, then the means of
  production should be taken from the businessmen
  and placed in the community so that the people of
  the community can organize and employ all of its
  people and give a high standard of living.
• We Want An End To The Robbery By The Capitalists
  Of Our Black Community.
• We believe that this racist government has robbed
  us, and now we are demanding the overdue debt of
  forty acres and two mules. Forty acres and two
  mules were promised 100 years ago as restitution
  for slave labor and mass murder of Black people.
  We will accept the payment in currency which will
  be distributed to our many communities. The
  Germans are now aiding the Jews in Israel for the
  genocide of the Jewish people. The Germans
  murdered six million Jews. The American racist
  has taken part in the slaughter of over fifty
  million Black people therefore, we feel that
  this is a modest demand that we make.
• We Want Decent Housing Fit For The Shelter Of
  Human Beings.
• We believe that if the White Landlords will not
  give decent housing to our Black community, then
  the housing and the land should be made into
  cooperatives so that our community, with
  government aid, can build and make decent housing
  for its people.
• We Want Education For Our People That Exposes The
  True Nature Of This Decadent American Society.We
  Want Education That Teaches Us Our True History
  And Our Role In The Present-Day Society.
• We believe in an educational system that will
  give to our people a knowledge of self. If a man
  does not have knowledge of himself and his
  position in society and the world, then he has
  little chance to relate to anything else.

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• We Want All Black Men To Be Exempt From Military
  Service.
• We believe that Black people should not be forced
  to fight in the military service to defend a
  racist government that does not protect us. We
  will not fight and kill other people of color in
  the world who, like Black people, are being
  victimized by the White racist government of
  America. We will protect ourselves from the force
  and violence of the racist police and the racist
  military, by whatever means necessary.
• We Want An Immediate End To Police Brutality And
  Murder Of Black People.
• We believe we can end police brutality in our
  Black community by organizing Black self-defense
  groups that are dedicated to defending our Black
  community from racist police oppression and
  brutality. The Second Amendment to the
  Constitution of the United States gives a right
  to bear arms. We therefore believe that all Black
  people should arm themselves for self- defense.
• We Want Freedom For All Black Men Held In
  Federal, State, County And City Prisons And
  Jails.
• We believe that all Black people should be
  released from the many jails and prisons because
  they have not received a fair and impartial
  trial.
• We Want All Black People When Brought To Trial To
  Be Tried In Court By A Jury Of Their Peer Group
  Or People From Their Black Communities, As
  Defined By The Constitution Of The United States.
  
• We believe that the courts should follow the
  United States Constitution so that Black people
  will receive fair trials. The Fourteenth
  Amendment of the U.S. Constitution gives a man a
  right to be tried by his peer group. A peer is a
  person from a similar economic, social,
  religious, geographical, environmental,
  historical and racial background. To do this the
  court will be forced to select a jury from the
  Black community from which the Black defendant
  came. We have been, and are being, tried by
  all-White juries that have no understanding of
  the "average reasoning man" of the Black
  community.
• We Want Land, Bread, Housing, Education,
  Clothing, Justice And Peace.
• When, in the course of human events, it becomes
  necessary for one people to dissolve the
  political bands which have connected them with
  another, and to assume, among the powers of the
  earth, the separate and equal station to which
  the laws of nature and nature's God entitle them,
  a decent respect of the opinions of mankind
  requires that they should declare the causes
  which impel them to the separation.

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Haggadah
"Haggadah" in Hebrew means "Telling." It is the
text used in a traditional service held by Jewish
families around dinner on Passover night,
commemorating the miraculous delivery of the
Jewish nation from slavery in Egypt, over 3000
years ago, as described in the book of Exodus in
the Bible. To celebrate this redemption, the
holiday of Passover became the most important
holiday of the Jewish year, and Jews were
commanded by the scriptures to "tell your son on
that day" about the great miracle. "Haggadah"
means "the telling" and is a fulfillment of that
commandment.
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Haggadah
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Haggadah
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Haggadah
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Tin Lizzie that the Klu Klux Klan rode in when
Ruth lived in Suffolk
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BC Powder
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James as a child
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Ruth and two of her children
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James and his mother Ruth McBride
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Ruth and some of her children