Professional Documents
Culture Documents
Relevant Pedagogy
to Teach Ninth Grade
Social Studies
HOW TO ERASE THE WHITENESS OF HISTORY TO HELP
ENGAGE MINORITIES
Wayne Scolpini
EDUC 206 | MANHATTAN COLLEGE
Scolpini
9th grade is arguably the most difficult grade to teach. It is the first year of high school,
puberty is in full effect and students are forming cliques. Trying to keep their attention for 40-
50 mins a day for five days a week is literally a full-time job. How to get the attention of 9th
grade students is job one, and keeping it for the entire period, week, month and year is the
next job. It our job as teachers to convince the student of the importance of our subject areas,
this essay will focus on social studies, to hook them in, make them buy in to what we are
teaching and buy in to why what they are learning is important. This essay will explore
scholarship written about social studies, about ninth graders and my experiences with both in
the classroom setting. The culmination of this essay will provide a plan on how to teach social
studies to ninth grade, urban, minorities, over a ten-week period and how to get them to buy in
First, we will examine what we know about ninth graders. We know that this is their
freshman year in high school. Making the transformation from eight grade, where they were
the oldest back into the youngest is a difficult one. Ninth graders typically range in age from 13-
15 years old; right in the beginning stages of their raging hormone period known as puberty.
The combination of raging hormones, the formation of cliques and the insecurity of going from
children to teenager creates a whirlwind of a year for these freshmen. Next, we take a look at
social studies itself. In ninth grade social studies is World History and Geography I. The time
period starts at 10,000 BCE and covers until the Transcontinental Slave Trade, that’s roughly
11,500 years of history packed into one year of education. In some cases, high school students
learn to dislike social studies. They bring in an attitude of “why do we need to learn about a
bunch of dead, old, white people?” and to be honest, they aren’t wrong. A disdain of social
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studies comes from the fact that the curriculum is written by white men from a white man’s
perspective, for students. This causes huge rift for non-white students. It creates a bias in favor
of white people. This can turn off many students in urban areas. Many, like myself see studying
history as a way to improve the future and not make the same mistakes as humans that we had
made in the past. Social studies are a difficult area to plan for as well. History is a living content
area. Every year that goes by, is added to the content area. If the first year we study is the year
10,000 BCE, we are up to 2018 now, that’s 12,018 years of history and counting. It is hard to
enter all that time and make it interesting for any grade, let alone the huge chunk just in World
I will now compare and contrast two different teachers, from two different schools that
have two very different teaching styles that I have observed during my time as an undergrad in
college. Both of these schools are in very different areas and have completely opposite
diverseness. The first school we will look at is in the Bronx, NY. This school consists mostly of
minorities. The teacher, who I will refer to as “Mr. X” for purposes of keeping it anonymous and
respectful, teaches ninth grade global 1 during third period of the day. The class consist of 18
female students and 2 male students. The student body is all considered minorities in the grand
scale of the country, but not in this school district. This teacher has very little control over the
class. Part of it may be because the students are not well behaved, another reason is that they
aren’t interested in the content. It is the teacher’s job to develop a way for the students to buy
in and make a connection with the subject. This teacher does mostly lecture the students. The
students just don’t care about lecture. It doesn’t spark any interest in them with the material.
Moving to the other school that is in a suburban area and is about 95% white students. This
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teacher, “Mr. Z”, does a lot of group work and guided practice. He lectures for about 10
minutes of the class. The rest of the period is led by the students. They lead the discussion and
do a lot of group work together. This class has a lot of projects and moving around the class.
There is very little time spent sitting in the chair taking notes. Both teachers are white males in
their mid-forties. Students success in Mr. Z’s class is relevant because they are learning things
about people who look like them, from a man that looks like them. The lack of success and
control of the classroom is tied to Mr. X’s ethnicity and the lack of using culturally relevant
Brown v. Board of Education (1954), was 64 years ago and it can be argued that our
schools are just as segregated now as they were over sixty years ago (Lleras 2008). The decision
of Brown v. Board of Education legally ended segregation in the United States, however, the
achievement gap between white and black students has never been greater (Lleras 2008). This
is because African American students cannot connect with the material and teachers are not
helping them connect with it. According to research, African American children begin
elementary school approximately one year behind white students in vocabulary knowledge and
they finish high school four years behind white students (Lleras 2008). That statistic is mind
blowing. To think that African American students will be at a ninth-grade level while in the
twelfth grade is almost unfathomable. What are we saying about ourselves as teachers that this
is an acceptable thing in our country? One of the reasons this gap is so immense is that at
schools that are predominantly African American/minority based is that they do not offer
enough higher learning opportunities and in schools that are predominantly white, minorities
are not placed in those classes (Lleras 2008). Ninth grade is the first year of high school and if
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we, as educators, are not providing the opportunity for students to succeed at higher levels
how are we to know if they can even learn at a higher level? Teachers are largely to blame for
lack of success of the students. White teachers, mostly unknowingly, undermine the learning of
minority students. (Tyson 2003). Minority students are forced to leave their home culture at
home and when they come to school, they are forced to learn and adapt to a culture that fits
middle-class, white culture (Tyson 2003). These students not only have to go through the
stressful rigor of the school curriculum, but now they have to learn an entirely different way of
life, not to mention dodge the landmines of social status and puberty. Why should these
students have to completely change their culture at the door, essentially leaving their ethnicity
at the door and be painted white? Adding these pressures to conform are detrimental to the
psyche of students, especially those of ninth graders. African American students are held to a
higher, stricter standard when it comes to behavior as well. There are heavy demands placed
on black students to conform to the highest standards of behavior so that they do not confirm
the stereotype of uncivilized black person (Tyson 2003). Adding behavioral consequences
hinders African American learning as well. If the students are consistently out of class for
punishment, they cannot learn what is being taught inside the classroom. All the statistics in the
world can help form a theory of how to help the minority students, but what can actually be
done to help them? Gloria Ladson-Billings is known as the creator of “culturally relevant
pedagogy”. It is essential for connecting with students based on differences in culture, language
and materials. The theory behind culturally relevant pedagogy is to have cultural competence,
which is the ability to interact effectively with people of different cultures, critical
consciousness which the ability is to question yourself and your environment and purposeful
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classroom choices, which means do not choose to do things in your classroom just for the sake
of doing them. Culturally relevant teachers do not need to come from the same ethnic
background as the students they teach (Osborne 1996). It is desirable to involve the parents
and families of children from marginalized and normalized groups (Osborne 1996). It is
desirable to include students’ first languages in the school program and in classrooms
interactions (Osborne 1996). These three assertions are critical in culturally relevant pedagogy
in today’s classrooms.
Taking into consideration the scholarly work done on the subjects of teaching ninth
grade minorities, teaching social studies to those minorities and combining that with my
experiences in classroom observations, I have developed a plan to help teach social studies to
minorities. Taking into consideration that I am a white male that will teach social studies, it can
be off-putting to minorities. I am just another white guy, teaching them about dead white guys.
Well step one is to be confident in what I am teaching. Teaching ninth graders means Global
History 1. Every area of history that is covered in the standard will include people of different
minorities. In every aspect there are minorities involved in historical context. It is imperative to
include these figures in teaching. I will introduce these figures with historical context of their
lives, if available, and primary sources for those minorities as well. Teaching the students to
understand the perspective from which these primary sources are written, spoken, pictured or
painted. By being able to see things through the perspective of their ancestors and teaching the
history of their culture, it will engage them in the curriculum. Step two is involving their
parents. This can be somewhat difficult to do sometimes. Every students home situation is
different but if I can get the parents involved, they can reinforce the things being taught in the
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classroom and be involved with their children’s learning can help them engage in the material
even more. Step three is including students first or native languages into the class. Mostly this
language will be some version of a Hispanic language. Admittedly I can understand Spanish
much more than I can speak it. But I can speak enough to hold my own in a conversation. By
either greeting the students in Spanish or joking with them in Spanish during the lessons, this
will create a stronger bond with the students and further their engagement. Doing all these
things over the course of ten weeks will help the students to buy in to what I’m teaching them.
that sounds, because students learn what they know. Instead of shedding their cultural and
ethnical skin at the door and putting on white skin, they get to experience heir history, along
with pairing it with the curriculum. I will also use paired texts to help teach the curriculum.
Using music and film to accompany the lessons and help the students become more engaged in
learning will help them succeed in my class, future classes and on their standardized tests.
because history is ever evolving. Teaching social studies to ninth grade minorities is a
monstrous task. I believe that being completely involved and into culturally relevant pedagogy
is the proper way to teach ninth grade minorities. By using the tactics, I have outlined in this
study, engaging minorities in learning social studies should help them be successful, and the
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Bibliography
Lleras, C. (2008). Race, Racial Concentration, and the Dynamics of Educational Inequality
Across Urban and Suburban Schools. American Educational Research Journal,45(4),
886-912. doi:10.3102/0002831208316323
Osborne, A. B. (1996). Practice into Theory into Practice: Culturally Relevant Pedagogy for
Students We Have Marginalized and Normalized. Anthropology & Education
Quarterly,27(3), 285-314. doi:10.1525/aeq.1996.27.3.04x0351m
Tyson, K. (2003). Notes from the Back of the Room: Problems and Paradoxes in the Schooling
of Young Black Students. Sociology of Education,76(4), 326. doi:10.2307/1519869