Assessment Dissemination Project
- The Multicultural Diversity Assessment Disseminitation Project
- Description
- Assessments
- Performance Vignettes/Rubrics
- Teacher Education Content Tests
- Surveys and Attitude Scales
- Lesson Plans/Rubrics
- Diversity Plans/Rubrics
- Outcomes (PDF)
- Funding Information
- Conference Information
- Participating Universities
- Project Evaluation
- Awards
- Site Map
- Asessment of Multicultural Diversity Outcomes, April 2004
- Picture Gallery
- Journal of Thought
- Submission Listserve
HOLISTIC EXEMPLARS
Elementary Lesson Plan (#1053877)
Unsatisfactory Score (4-7)
A. Getting students ready for the lesson.
Outcome: The students will discover through research how different cultures celebrate Christmas.
Anticipatory Set: The student-teacher will hand out a rubric and explain the directions. The student-teacher will then show examples.
B. Instructional input and divergent questions to ask students.
- What cultures interest you the most?
- What materials do you plan to use in your research?
- Where do you plan to begin your research?
C. Evaluation.
- Ask students to restate the objectives.
- During task time walk around and check.
-During guided practice show the students an example paper and go through it with the class.
- Independent practice: Research.
- Closure: Present individual papers.
- Assessment: The papers will be graded according to rubric.
Secondary Lesson Plan (#1053844)
Unsatisfactory Score (4-7)
Periodic Table of Elements Project
This project will be worth 50 points.
15 points – Oral presentation 3-5 minutes
10 points – Poster or visual aide
15 points – Paper (2-3 pages)
Description of the project:
Each member of the group will be required to write a paper. The paper should be 2-3 typed pages, double spaced and 12 point type. The paper needs a bibliography page with at least two different resources. The paper will be graded on the Six Trait writing method.
The papers should contain:
- History of the element.
- Key features of the element.
- Description of the uses of the element.
- Name some of the common compounds formed with this element.
- Description of the elements properties.
Plagiarism: to steal or pass off (the words or ideas of others) as one’s own.
Any Plagiarism will result in an automatic zero!!!!!!!
The oral presentation and the poster or visual aide will be a group effort and you will receive a group grade.
Oral Presentation– 3-5 minutes
–Key features.
–Description of the elements.
–Discuss the properties.
–Use of poster or visual aide.
Poster or Visual Aide
–Will be graded on creativeness.
–No profanity or obscene gestures (If any, it will result in an automatic
zero for the group)
–Should show properties of the element (symbol, weight, group, period,
etc.)
Be Creative:
Purpose of the project:
The project is designed to better familiarize you with the Periodic Table and to give you a better understanding of the uses for certain elements. This project will also work on your ability to work with others and will also give you the opportunity for oral presentation. This project is designed for you to enjoy, you can be as creative as you want for your presentation and poster. You will be given one class period for research and work time.
GOOD LUCK
Competency 19-Multicultural Diversity
The class is a high school chemistry class. The class is made up of six boys and five girls. This project is to give the students a break from the traditional class work.
Purpose: To better familiarize the students with the Periodic Table.
It will also give the students a chance to learn about different parts of the
world.
What makes it a multicultural project is that there is a chance for students
to learn about different places and people from all over the world.
The flexibility of this project gives everyone a chance to achieve the same
goal through this project.
Elementary Lesson Plan (#1053804)
Developing Score (8-11)
Mexican Calacas
Entry: Discuss the use of the Mexican calacas in Mexico's celebration of 'Los Dios De Las Muertes' Ask questions pertaining to the students recent studies dealing with Mexico, the migration of the Monarch butterflies and its relationship to this storied festival.
Lesson Outcome: Students will develop an understanding of the word Calacas as it relates to the Mexican culture. Students will develop and label the various parts of a human skeleton.
Instructional Input: Students will be paired into groups of four, working collaboratively to develop a life size human skeleton. The students will be required to share ideas of how best to present what action pose they will have their skeleton in. They will demonstrate the ability to work as a team cutting, gluing and labeling there calacas.
Goal: The goal of this assignment is for the students to gain an understanding of the cultural celebration of a Mexican holiday. Also too, the students will gain a deeper understanding of the Human body.
Rewards: Students will have the opportunity to display there works in the hallways of the elementary school.
Resource Interdependence: Either I or the classroom teacher will be available as a resource. The students will also be encouraged to ask their peers to help answer any questions.
Assigned Roles: Each group of students will elect there own leaders or work in a system that divides up the tasks equally.
Verbal Interactions: This will occur during the development of the solution to each problem.
Size of Group: They will be in groups of four
Individual accountability: this is easily observed throughout the lesson by walking around and talking to each group.
Skill Taught: To learn social communicational skills through answering and reflecting upon ideas presented within a small group.
Evaluation: Students will be questioned at the end of the assignment as to what it was they were working on, the significance of the assignment, and How they may apply this situation to another assignment in art, science, or history.
The teacher will continually ask questions and reflect verbally to each group how he or she thinks each group is doing in their presentation of the assignment.
Closure: Students will be asked as a class to discuss their ideas and how those ideas relate to their classroom activities dealing with Mexico.
Cooperative learning lesson reflection
This lesson was an excellent introduction for me on how to implement a cooperative learning situation. Though each class approached the proposed problem in a different way, the outcome of the assignment was the same. Most students seemed to take with them some knowledge of the skeletal system, the context of the assignment( Los Dias de Los Muertes ), and most importantly the ability to function successfully, through collaboration in a group learning situation.
This assignment was fairly easy to present because the students had already had some knowledge of the Mexican holiday discussed in the lesson. This tie in with what the classroom was already studying, made for an excellent collaboration technique that I feel only increases the learning g place in the classroom.
The size of the project (life size) was definitely adequate for what it was the students were doing. Working in groups of four it provided an art experience developed on a monumental scale, something the students all to often do not have the chance to experience.
Secondary Lesson Plan (#2053636)
Developing Score (8-11)
Lesson Topic: Early 1900's in Kansas
Objective
1. Students will recognize and identify reasons for KKK growth in Kansas in the early 1900's
2. Students will explain the differences and similarities among all people.
Instructional Input-Modeling
1. Lecture - p. 131 -132.
Guided Practice
As a class, we will brainstorm all the similarities among class members. Next, we will brainstorm all the differences. We will then compare and determine if our similarities outnumber our differences.
Checking for Understanding
Students will find a partner and discuss their differences with one another. Then, the students will work together to find a solution as to how to educate people about living peacefully among peoples of different colors, races, etc.
Closure
I will emphasize that, we as a society, are still educating ourselves about the beauty of cultural diversity.
Answers to Questions
1. The lesson regarding the KKK and possible solutions to overcoming such prejudices would be taught to an 8th grade level class. The class hopefully would be made up of students from varying racial backgrounds, religious faiths, and of course, different genders.
2. The multicultural/diversity objective is having the students identify and explain the impact of racial differences (including those among class members) and racial intolerance. In addition, the students will also outline possible ways we, as a society, may live more harmoniously together.
3. This is a multicultural/diversity objective because it not only recognizes past racial intolerance, but also celebrates the differences among people of different cultures and races and encourages students to think about we may live more peacefiay with one another.
4. This is an inclusive teaching strategy because it capitalizes on the differences among students in the classroom. The students must discover their differences while still developing solutions to five more harmoniously as a society.
5. Hopefully, an interpreter would be available to translate during my lecture. I would certainly pay close attention to non-English speaking students to determine if they needed further instruction or explanation regarding the content of the lesson. I also might try to use demonstration - that is, physically demonstrate differences among students in the class.
Elementary- Secondary Lesson Plan (#1054916)
Proficient Score (12-16)
Lesson: Watch Your Language!
Grade: 4th- 8th
Materials: vision simulators and sensory kits for stations from Special Ed. Coop, Braille story books, bandannas, vet wrap.
Objectives: Students will be able to identify several ways in which developmentally disabled people are the same as and different from themselves. Students will be able to identify language that can be dehumanizing to people with impairments and be able to use appropriate language to describe developmental disabilities.
Students will be able to identify typical stereotyping through simulations and write about their feelings listing the things which they had to adapt for and found difficult, to broaden their understanding of impairment difficulties through personal experience.
Anticipatory Set: Students will answer a set of true and false questions related to kids with disabilities.
1. All kids with disabilities need to be in special schools.
2. Kids who can't talk are mentally retarded.
3. People with disabilities like being with other disabled people better than with nondisabled people.
4. Disabilities are a disease. They are contagious.
5. People who are blind have better hearing than most people do.
6. People who have mental retardation can learn to do many things.
7. People with disabilities don't want people to feel sorry for them but want to be treated like everyone else.
8. It is not polite to ask people about their disabilities. They would rather not talk about the subject.
Communicate Objective: How many of you have been teased about something you have no control over. You get called names or get poked fun of because of something you did of said or just because you might be a bit different than the others. In appropriate language and stereotyping labels really hurt others feelings. We will identify language that can be hurtful to people with impairments and learn how to show them the same respect and dignity as anyone else. We will also try to put ourselves in their shoes for a short time to see how we handle difficulties and how others react toward us.
Teacher Input: Answer true and false questions for students.
1. False - Just like you, children with disabilities need to be in the best learning environment possible. It is possible for all disabled children to be integrated into a regular school setting.
2. False - Speech impairment often is caused by damage to the vocal chords, stroke, deafness, or cerebral palsy - causes that do not necessarily affect intellectual functioning.
3. False - Most people with disabilities prefer being with both non-disabled and disabled people. The greatest need it to be accepted as a person like everyone else.
4. False - Some disabilities can be caused by disease. Others are the result of an accident, genetic factors, prenatal damage, or a number of unknown causes.
5. False - When a person id deprived of one sense, he/she learns to compensate by relying on other senses for perception. Blind people do not have a better hearing mechanism, but have developed better or more sensitive hearing skills.
6. True - Because a person has mental retardation does not mean that he/she can't learn. It does mean that often he/she cannot learn as quickly and often needs special help to learn new things.
7. True - People with disabilities do want to be treated like everyone else. Pity does not help people feel good about themselves. Most people with disabilities want other people to learn to accept their disability as they have and then to help them get on with living life to the fullest.
8. False - Most people with disabilities would rather explain their handicapping condition and help people understand it rather than have people stay at a distance because they don't understand. There are polite ways of asking a person about his/her disability.
Describe for the students the difference between disability (the limitation imposed by a physical or mental impairment) and handicap (the limitations imposed by society's reaction to disability). One of the biggest slogans for the National Association for Retarded Citizens is "Your attitude is my biggest handicap."
Discuss with students how society has viewed people with impairments as dehumanizing using stereotypes that diminish self-esteem.
Guided Practice: Make a chart of the board of appropriate words and
inappropriate words when talking about people with impairments. Discuss
feeling or other types of negative connotations that may go along with these
words.
| Inappropriate | Appropriate |
| Four- eyes | Visually Impaired |
| Retarded | Hearing Impaired |
| Stumpy | Physically Impaired |
| Metal mouth | Learning Impaired |
| Fatso | Speech Impaired |
| Cripple | Wheelchair User |
| Poor | |
| Unfortunate | |
| Wheelchair bound |
Check for understanding:
Independent Practice: Divide students into groups by numbering them off for each station. Allow 7 to 1 0 minutes for each station.
Vision Station:
Objectives: · identify objects by using senses other than vision · brainstorm ways of assisting blind students Materials: blindfolds, pencil, and paper, items to simulate other four senses.Activities: Name the five senses. What disability does a person have who has limited vision. Blindfold participants and present one item form each sense area. Make sure that each student has had a chance to experience all four sense areas. Tell students to raise their hands when they have identified their item to be given the next one. When all items have been presented, have participants remove their blindfold. Have them write how they felt during the activity. Stress the ways blind people can compensate for loss of vision with other senses. Have them think of ways a blind or severely visually impaired student could function in this school and ways in which they could make the building and classroom more accessible for these students. Communication Station Objectives: Name and give examples of several verbal and nonverbal communication systems used by most people.
Identify ways to communicate by using alternative communication systems. Materials: paper and pencil, cards telling students what they need to communicate to each other with out speaking.
Activities: Have students write down ways in which we communicate with each other.(ex. Facial expressions, gestures, signals, etc.) If you wrote a message on a piece of paper would...Your infant brother or sister understand it?
Someone living in a foreign country understand it?
What if I couldn't see, how would I understand what you wrote? What if I could not hear how would I understand the message? What if you brought me some ice cream and I could not see or hear, how would you communicate to me that it was on the table? Directions on cards 1. Read aloud "Tell me what I am doing." Gesture
a. come
b. goodbye
c. stop
2. Read aloud "Show me without speaking:"
a. that you want to ask your teacher for a question.
b. that you want to show somebody that their pencil fell on the floor
3. Read aloud "How do you get someone's attention if they can't see you or hear you?" then turn you back to the participant.
Locomotion Station
Objectives:
State several wheelchair safety rules.
Name several problems encountered by wheelchair and walker users Materials-. at least two wheel chairs, one athletic model and one standard, walkers, three traffic cones, sign with safety rules
Activities: Allow students to take turns running the obstacle course using wheelchairs and walkers or use naturally occurring school or classroom obstacles.
While students are using the equipment, others can identify problems with access for persons using these devices in their school. (ex. Reach water fountain, cafeteria counters, playground, and doorways) List ways to make these more accessible.
Role-play
a. Two people talk about the person in a wheelchair. How does it feel to be treated as though you weren't present?
b. One student pushes another without talking and backs their face into a corner. How does it feel to be treated as if you were helpless and passive?
c. Push a student in a wheelchair and "park" the chair so that the student is facing a wall or away from others. How does spatial arrangement affect communication?
Mental Retardation Station
Objectives: State how they feel after experiencing the results of failing to meet our cultural norms for "smartness" and speed. State several ways in which cues/tack analysis help us learn.
Materials: 15 small objects, paper, and pencil, cloth to cover objects
Activities:
Tell participants that you are going to test them to see how smart they are. Tell them you want them to write down all the objects you show them.
Test 1 - Put objects in a pile. Give them at least 15 objects and about 15 seconds to look at them. Cover the objects. Tell them to write down all
the items they saw.
Test 2 - Take away five objects. Make sure they are not in a pile. Only give them five seconds to look at the objects. Cover the objects. Tell
them to write down what they saw.
Test 3 - Show people seven objects. Give them 1 0 seconds to see the objects. Tell them to write down what they saw.
Test 4 - Group seven different objects according to some type of category and allow them to look at them for 10 seconds. Tell them to write
down what they saw.
Have them write how they felt after Test I ? Test 2? Etc. How was the test made easier'? Was the test fair?
Evaluation: Group discussion
How did you feel as you went through the stations? Were any activities particularly difficult? Why?
What did you learn from these activities? How are people with impairments the same as those without impairments?
Will you act differently toward the next impaired person you meet? If so, what will you do differently?
How did these activities affect the way you feel about the severely impaired students in your school?
Allow time for questions students may have about impaired student's particular needs.
Extension/Follow-up: Have students perform an accessibility survey of the school. Students could work in pairs to check out the school building
and/or other community sites. Continue to add to their journals on disability awareness. Students can write or draw their reactions to the learning stations. For example, choose on
station, describe your feelings as you went through the activities, tell how you are
like and unlike a person with that impairment, list things to remember when interacting with a person with impairments.
Watch Your Language!
Afflicted - Very negative and a definite downer! Person who has or is affected by is much better. Cerebral Palsie - Sounds like an inanimate object instead of a person. Why not person or people with cerebral palsy. C.P. - OK to describe the condition but not a person. This puts all people in a neat little package and deposits them in a file drawer. Please use who has or who have cerebral palsy when referring to people.Crippled or Cripple - This paints a mental picture no one want to look at.
Disease - Cerebral palsy is not a disease. People with cerebral palsy are as healthy as anybody else. Better to say condition.
Drain and Burden - We wouldn't touch these two words with a 10-foot pole. Added responsibility is much better.
Poor - Physical disabilities have nothing to do with how wealthy someone is. Love and self-esteem are priceless qualities. A person's character determines the richness of his or her life.
Suffers from - If someone with a disability is independent and copes with life as well as most of us, then this phrase definitely doesn't apply.
Unfortunate - What's unfortunate is that this word is often used to describe people with physical disabilities. Don't offend with this one.
Victim - A person with physical disabilities was neither sabotaged nor necessarily in a plane, train, or car crash. There's no way to rephrase this one!
Wheelchair Bound - Leaves the impression that the wheelchair user- a better description - us glued to his or her transportation.
This list is provided as a public service by United Cerebral Palsy. Your help is needed to keep people with cerebral palsy and other disabling conditions from sounding pitiful, inhuman, of like beings from outer space. People with cerebral palsy and other disabilities have the same rights as everyone else in this world - to fall in live, to marfy, to hold down a competitive job, to acquire an adequate and appropriate education. Above all, they have a right to self-esteem. You can insure these rights by referring to the disabled in terms that acknowledge ability, merit, and dignity.
How Society has Viewed Disabled People
Over the ages, disabled persons have been dehumanized in many different ways. Some of the stereotypes, which have been used to label disabled people, persist in the mind of the public even today. Viewing a disabled person or group of disabled persons according to a stereotype limits what we expect of them and how we respond to them. This should become clearer as we discuss some of the "historical" stereotypes.1. The disabled person as a "menace.
Between 1870 and 1925, all persons with disabilities were linked with poverty, crime, and promiscuity and were seen as contributing to the decline of civilization. Mentally retarded individuals in particular were viewed as "threats" to society. This view led to segregation, imprisonment, persecution, and even destruction of thousands of disabled persons. Placement in large custodial settings or "asylums." As they were called then, was common. Sterilization was widely used to prevent the "spread" of social problems through heredity.
2. The disabled person as an "object of dread." This view stems from the time when leprosy was a common dreaded disease. The first institutions were built in Europe to house lepers. These prison-like buildings were placed well outside the cities, often on hilltops for the clean air. When leprosy declined, the "leprosariums" were quickly filled with society's misfits, disordered, and disabled persons. The image of dread that society held for lepers was transformed to the disabled.
3. The disabled person as "sub-human." This view us still encountered today, particularly where very severely disabled persons are concerned. Such persons are often compared with "animals" and 'vegetables." Simple amenities such as heat and regulation of water temperature may be ignored because the disabled person is thought to be insensitive to heat or cold.
4. The disabled person as an object of "pity" or "charity." Until recent years, services (from education to clothing) were given to disable people out of pity or a sense of charity. Disabled persons were even placed in the position of having to beg for survival. The pity and charity approach is still used in public fundraising campaigns.
5. The disabled person as an "object of ridicule." Those who remember the movie Charlie or the book "Flowers for Algemon'will recall how the mentally retarded main character was the but of frequent and humiliating jokes from co-workers. The appearance of disabled persons in "freak shows' and circuses also illustrated this point. Historical novels show that disabled people were used as fools, court jesters, or clowns.
6. The disabled person as a "holy innocent." This view characterizes the disabled person as a "holy innocent," a "Child of God," a "special messenger." A divine reminder to man of his sins, but someone who is himself incapable of sin and therefore not responsible for his own actions.
7. The disables person as an "eternal child." The most common current misconception of person with mental retardation is that, mentally, they are children forever. The tendency, then, is to expect them to behave like children. For example, an eighteen year old man may be expected to play with the same toys as a six year old when, in fact, he could be playing sports and learning vocational skills. Clothes, books, and possessions that are really more appropriate for children are often given to disabled adults, thus reinforcing the juvenile stereotype.
8. The disabled person as "sick." A final stereotype, and one which is also common today, is the view of the disabled person as sick - often mentally sick. This had led to an emphasis on medical treatment in hospital settings. Some disabilities, such as epilepsy, can be treated and controlled by drugs, but it is unrealistic to expect most disabilities to be totally overcome of "cured." Even so, all disabled persons can be helped through better services and opportunities to achieve a measure of independence. Great emphasis should be, and is being put on education and rehabilitation, schools, vocational centers, and residential services. These nonmedical services are more appropriate and will, in the long run, produce more direct benefits to the disabled individual and to society.
The disabled person as a citizen and developing individual. Fortunately, the old, degrading stereotypes are being replaced by a positive view of disable people. The disabled person is increasingly seen as a citizen, entitled to full protection, rights, and privileges under the law. He/She is also entitled to the same services, opportunities, and benefits as other people.
Secondary Lesson Plan (#1054868)
Proficient Score (12-16)
Competency 19 - Multicultural Diversity
Brief description of lesson:
This is a fictitious 11th and/or 12th grade lesson on multicultural American
literature to a class comprised of both white and Hispanic students.
Multicultural/diversity objective:
Students will analyze a variety of pieces of literature to identify common
threads among them, as well as the diverse nature of each ethnic and/or cultural group.
Students will discuss the need for tolerance and understanding between among
various racial and ethnic groups.
What makes this a multicultural/diversity objective?:
The multicultural/diversity objective in this lesson focuses student
attention on the that can be found among various ethnic and cultural backgrounds represented
in the literature. The lesson seeks to reinforce the need for tolerance and
understanding.
What makes this an example of an inclusive teaching strategy for a diverse
classroom?
By asking students to compare and t their reactions to the individual pieces,
this allows students to discuss not only the diversity within the literature but
it also give students a chance to discuss the diversity between and among
themselves in the classroom community.
By asking students to write and share their own diversity, this opens the
door for students to communicate about diversity on a personal level. The
reflection questions, that students will answer after the presentations, will
help each student ponder what they have learned about diversity and the need for
tolerance.
Given your lesson plan and content, what services did or would you provide
for non-English speaking students in this classroom?
Non-English speaking students would require a translator in order to read and
understand the pieces of literature. I would take special care to see that this student's voice is heard regarding how it feels to be different. Other students
could learn a great deal about how their world is perceived by hearing from a student living in a world that he or she does not fully understand. This would
help other students comprehend the need for tolerance and understanding classroom.
Multicultural Diversity lesson
A. Getting students ready for the lesson1.Outcome (share with the students)
Students will analyze a variety of pieces of literature to identify common threads among them, as well as the diverse nature of each ethnic and/or cultural group. Students will discuss the need for tolerance and understanding between and among various racial and ethnic groups.
2.Entry/anticipatory set
"Don't Laugh at Me" by Mark Wills (The words appear at the end of the lesson.)
Questions:
What's the message for each of you?
What is the author of this song trying to say to everyone?
Can anyone define diversity?
Can anyone define tolerance?
Does anyone know what multicultural means?
Today we are going to read a several pieces of literature from a diverse group of authors. Your task is to consider the message in this song when you read the pieces. We are going to get into groups and each group will answer a series of questions regarding their particular piece of literature. When you finish, we will come back and share as a class what you found out.
B. Instructional input and divergent questions to ask students
I. Group of approximately 3 or 4 students will select one of the pieces listed below. Students will be given a brief introduction to the pieces so that each group may select a piece that the group finds interesting, however, each group must choose a different piece.
Group members will take turns reading the piece out loud, stopping to discuss whenever someone has a question or a comment.
II. See attached list of questions
III. Whole class discussion
IV.Assignment
C. Evaluation
4. Check for understanding
As groups read and discuss, I will be walking around the room offering suggestions and helping students stay on task.
5. Guided practice
Groups answering the questions together will serve as guided practice.
6. Independent practice (homework)
Write a short story or poem that discusses your personal diversity. You may use the questions from today as a guide. You will be asked to share and discuss your creation with the other members of your group. Each member will answer some reflection questions following the presentations.
7. Closure
Can someone give us a recap of what have we learned today? We must work hard to remember that every person has a story and that story plays a role in who that person is today.
8. How will the student be assessed either now or at a later date?
Students will be assessed as they work in groups. Students are expected to participate in the reading and discussion. In addition, students are expected to participate in the whole class discussion. Students will also assessed based upon the written piece assigned as homework. Finally, as part of their unit test, students will be provided with a short piece of literature. Students will be asked to discuss the impact of diversity within the story.
Possible selections for the groups:
1. Gish Jen - excerpt ftom In the American S@et : "His Own Society" (page 2803) This piece addresses white racism toward Asian-Americans:
2. Janice Mirikitani - po@'@breaking Tradition" (page 3095)This poem discusses the powerlessness of being a woman in American society.
3. Bharati Mukherjee - "A Wife's Story" (page 3105)This piece discusses an Indian woman's transformation when she comes to the U.S. to study.
4. John Okada - from No-No BLDY: Chapter 6 (page 2193)In this piece we encounter a child of Japanese heritage during World War 11.
5. Martin Luther King - I Have a Dream (page 2483) This piece contains the famous quote regarding Dr. King's hope for his children's future.
6. N. Scott Momaday - from The Way to Rainy Mountain (page 2723)Momaday introduces the reader to the American Indian concepts of sacredness, beauty, and harmony.
"Don't Laugh at Me"
(performed by Mark Wills and written bv Allen Shamblin and Steve Seskin)
I'm a little boy with glasses
The one they call the geek
A little girl who never smiles
'Cause I've got braces on my teeth
And I know how it feels
To cry myself to sleep
I'm that kid on every playground
Who s always chosen last
A single teen-age mother
Tryin' to overcome my past
You don't have to be my friend
But is it too much to ask
Don't laugh at me
Don't call me names
Don't get vour pleasure from my pain
In God's eyes we're all the same
Somedav we'll all have perfect wings
Don't laugh at me
I'm the cripple on the corner
You've passed me on the street
And I wouldn't be out here beggin'
If I had enough to eat
And don't think I don't notice
That our eyes never meet
I lost my wife and little boy when
Someone crossed that yellow line
The day we laid them in the ground
Is the day I lost my mind
And fight now I'm down to holdin'
This little cardboard sign ... so
Don't laugh at me
Don't call me names
Don't get your pleasure from my pain
In God's eyes we're all the same
Someday we'll all have perfect wings
Don't laugh at me
I'm fat, I'm thin, I'm short, I'm tall
I'm deaf, I'm blind, Hey aren't we all
Don't laugh at me
Don't call me names
Don't get your pleasure from my pain
In God's eyes we're all the same
Someday we'll all have perfect wings
Don't laugh at me
Title:
Author:
Date:
Block:
What is your group's reaction to this piece?
What makes this piece multicultural in focus?
How does diversity play a role in the conflict in this piece?
How would things be different or would things be different if the persons in
the story were all white?
Please feel free to email Dr. Anthony Ambrosio, if you have any concern about the grant. Thank you.
Original website designed by Marcos A. Prono and Sarah J. Stump revised by John W. Parton.
Last revision: Oct. 2006