01. Introduction

PRESENTERS

Rudy Acoba, M.Ed., Waipahu Intermediate School
Laurie Luczak, M.Ed.T., Farrington High School
Jeff Moniz, Ph.D., Director, Secondary Education, Institute for Teacher Education

SUMMARY

This module focuses on identity and politics of location by engaging participants in a Socratic session and critical reading. We will discuss the following questions: (1) How do we identify the diminished ethnic identity/awareness amongst our students? (2) How do we build student identity and awareness? (3) How do we accomplish these goals to foster student achievement? Participants will also develop their use of the Structure Academic Controversy debate model in order to unpack deeper topics.

LEARNER OBJECTIVES

  • Participants will discuss what it means be a “Filipino in Hawai‘i” as opposed to “How am I local?”
  • Participants will examine the tension between local born Filipino Americans and immigrants
  • Participants will critically examine plantation history and its effect on the social hierarchy in Hawai‘i
  • Participants will examine the roots, pros and cons of stereotypes and ethnic humor in Hawai‘i

LANGUAGE ARTS STANDARDS

  • Standard 2: Reading: READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts
  • Standard 3: Reading: LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical
  • Standard 5: Writing: RHETORIC: Use rhetorical devices to craft writing appropriate to audience and purpose
  • Standard 6: Oral Communication: CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public¾ for a variety of purposes.

SOCIAL STUDIES STANDARDS

  • Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history.
  • Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms.
  • Standard 3: History: HISTORICAL CONTENT-Understand people now and then, here and now (learning, living, working together).
  • Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time.

FINE ARTS STANDARDS

  • Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences.