Reference no: EM133487162

Question

1. What is the best description of the Teaching Tolerance social justice standards?

a) The Social Justice Standards are a collection of standards that are drawn from all curricular areas that address diversity.

b) The Social Justice Standards are designed around the idea that all students are equal.

c) The Social Justice Standards are materials designed for classroom teachers.

d) The Social Justice Standards are designed to teach tolerance in classrooms.

e) The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction.

2. How is anti-bias education defined by the Anti-Defamation League?

a) Learning designed to actively challenge bias, stereotyping and all forms of discrimination in schools and communities and to encourage positive student involvement in their peer group.

b) Teacher in-service materials designed to increase understanding of Individual Education Programs and to actively challenge stereotyping and discrimination in schools and communities. c) Learning designed to increase understanding of differences and their value to a respectful and civil society and to actively challenge bias, stereotyping and all forms of discrimination in schools and communities.

d) Teacher materials designed to help administrators increase understanding across cultures and grade levels at a school site and in the broader community.

e) Learning designed to increase understanding of differences and their value in building classroom unity and to actively challenge curricular norms and discrimination in schools and communities.

3. What is the difference between an in-group and an out-group?

a) An in-group is a group that an individual psychologically identifies with and an out-group is a group that an individual does not identify with.

b) An in-group is a group that is considered more successful by the broader school community and the out-group is considered less successful.

c) An in-group is recognized by the larger group as more popular or engaged and the out-group is less popular or engaged.

d) An in-group is a group that is recognized by a teacher or other leader as capable and the out-group is considered less so.

e) An in-group is a group of teachers that are considered more desirable by students and parents and an out-group is less desirable.

4. What is one of the differences between prejudice reduction and collective action?

a) Prejudice reduction focuses on improving conditions for traditionally marginalized or oppressed groups and collective action focuses on changing the attitudes and behaviors of the in-group.

b) Prejudice reduction focuses on changing the attitudes and behaviors of the group as a whole and collective action on changing the behavior of small, subsidiary groups.

c) Prejudice reduction focuses on building connections between groups and collective action focuses on identifying challenges faced by all groups.

d) Prejudice reduction focuses on current issues facing a group and collective action focuses on long term goals for changing behaviors.

e) Prejudice reduction focuses on changing the attitudes and behaviors of the in-group and collective action focuses on improving conditions for traditionally marginalized or oppressed groups.

5. In the description of teaching identity and diversity in a subject area class (Science) what strategy did the teacher use to engage students?

a) He created a directed lesson about how diversity is a natural part of science and related it to the diversity in their community.

b) He related a current event to the content he wanted to cover that day in Science. The students may or may not have understood the relevant connection, but they were engaged.

c) He allowed the students to discuss a current event to engage their attention and then turned to the topic of the day in science class.

d) He encouraged a discussion of a local current event that impacted the students and tied it to a science discussion, allowing for the natural connection of a real-world, shared experience and the science curriculum.

e) He engaged the students in a conversation about a local news story and then began the science lesson once he had their attention.