Learning about History through Corridos Lesson 2: Corridos ...
24 Pages
English

Learning about History through Corridos Lesson 2: Corridos ...

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1 Learning about History through Corridos Lesson 2: Corridos Reflecting Social Justice Targeted Grade Level: 5-12 National History Standards Objectives v Drawing conclusions from different sources of data (e.g. song lyrics, artifacts, visual images) v Interpret data presented in time lines v Identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation v Reading historical narratives imaginatively and interpreting what they convey about the humanity of the individuals and groups involved Classroom/Internet Approaches Using different sources to interpret historical narratives Museum exhibits as well as virtual exhibitions,
  • findings to the larger class
  • larger issues of social justice
  • social justice
  • themes
  • sources
  • issues
  • work of art
  • work with the art
  • time

Subjects

Informations

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Reads 12
Language English
Document size 3 MB

Nebraska Urban Indian
Health Coalition
SOMS
Soaring Over Meth and SuicideMission Statement:
Elevate the Health Status of
Native Americans to the
Highest level possible OVERVIEW
MSPI

Successes

•   Arts and Crafts Community Group
–   Youth group expanded to accommodate all ages
•  Collaborations
–  Boys and Girls Clubs: Omaha Wall Mural Beautification project to exhibit
Native youth artwork on buildings/businesses throughout Omaha.
–  University of Nebraska at Omaha Intertribal Student Council Service Learning
projects
–  Partners for Meth Prevention
–  Omaha Public School Native Indigenous Cultural Education
•   “Hoops for Life” Basketball Tournament
–  Community awareness of our program
–  Community education and support toward suicide prevention
Challenges
Solutions
•   Program Promotion
–   Low-Income Service Area:

•  Fliers handed out at schools

•   Lesson Learned
–   “Word of mouth” and facebook are the best forms of
communication for our community.
–   Providing transportation increases participation.
•   Lack of Participation in Evidence-Based-Practice
–   ColumbiaTeenScreen: parents gave consent, but youth still declined to
participate when they saw their friends decline to participate.
•   Engaging TeenScreen in identifying solutions
•   Engaging the Community Advisory Board in dialogue about the
cultural appropriateness of TeenScreen for Native youth
•   Begin the planning and adaptation of a Strength-Based Assessment •   What are assets? External Assets
The 40 Developmental assets are Ø  Support
grounded in extensive research in Ø  Empowerment
youth development, resiliency, Ø  Boundaries and Expectations
and prevention, the
Ø  Constructive use of time Developmental Assets represent
Internal Assets the relationships, opportunities,
and personal qualities that young Ø  Commitment to learning
people need to avoid risks and to Ø  Positive Values
thrive. Ø  Social Competencies
–   http://www.search-institute.org Ø  Positive Identity



External Assets

•   Support
–   Family life provides high levels of
love and support –   Family Support
–  Young person and his/her parent
–   Positive Family (s) communicate positively, and
young person is willing to seek Communication
advice and counsel from parent
–   Other Adult (s).
Relationships –  Young person receives support
from three or more nonparent –  Caring Neighborhood

adults
–  Caring School Climate
–  Young person experiences
caring neighbors –   Parent Involvement in
–  School provides a caring,
Schooling encouraging environment
–  Parent(s) are actively involved in
helping young person succeed in
school.