Culturally Responsive Teaching

Glencoe Science Photo Credits 1 Bob Hitchcock; 12 Joe Matunis/El Puente Academy for Peace and Justice; 25 NASA; 27 Courtesy Dawn Wright/Dept. of Geosciences/Oregon State University; 31 NASA; 49 Courtesy Philip Emeagwali/emeagwali.com; 55 AIP Emilio Segrè Visual Archives/Physics Today Collection; 69 Courtesy Joe Pineiro/Columbia University. Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Except as permission under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240 ISBN-13: 978-0-07-875741-9 ISBN-10: 0-07-875741-X Printed in the United States of America 1 2 3 4 5 045 09 08 07 06 05 Table of Contents To the Teacher . iv Activities 1 Lewis Mehl-Madrona—Pioneering Doctor . 1 2 Japanese Cultured Pearls—Endangered Future . 3 3 Buffalo Jerky and Freeze-Dried Fish . 5 4 Coral Reefs at Risk . 7 5 Whales—To Hunt or To Protect? . 9 6 El Puente—Bridge to Environmental Justice. 11 7 Unraveling a Prehistoric Food Web . 13 8 Acupuncture—Modern Uses for Traditional Medicine. 15 9 The Reawakening of Sleeping Sickness . 17 10 Biodiversity—Planting the Seeds for a Healthy Planet . 19 11 The Fight Against Killer Caterpillars . 21 12 Cancer—Uncovering the Culture Connection . 23 13 Ellen Ochoa—Space Delivery. 25 14 Dawn Wright—Deep-Sea Explorer . 27 15 The Maya—Keepers of Time . 29 16 Adriana Ocampo—Making an Impact . 31 17 The Ancient, Rising Nile. 33 18 The Ancient African Art of Metalworking. 35 19 Like Salt in the Bank. 37 20 Jade—Gemstone of Kings . 39 21 Harnessing Sunshine . 41 22 Pioneers of the Surf . 43 23 Oil—Mexico’s Primary Export. 45 24 A Day of Destruction . 47 25 Philip Emeagwali—Breaking All the Records . 49 26 ALMA—World’s Strongest Telescope Array . 51 27 Biomass—Renewable Energy from Everyday Things . 53 28 Luis W. Alvarez—Idea Man . 55 29 The Camera—A Snapshot of Its History. 57 30 Lise Meitner—The Test of Time . 59 31 A Universal Language . 61 32 Rocketry Starts with a Bang . 63 33 Desalination—Solving a Middle Eastern Shortage . 65 34 Aslihan Yener—Archaeological Detective . 67 35 Dr. Chien-Shiung Wu—Changing the World of Physics . 69 36 Watching Moon Cycles—Tradition and Science . 71 Answers . 73 iii To the Teacher The Culturally Responsive Teaching lessons are included to help you encourage students to understand and appreciate the cultural diversity within California, the United States, and throughout the world. American classrooms reflect this rich and diverse cultural heritage. Students come from different ethnic backgrounds with a wide variety of cultural experiences into a classroom where all must work and learn together. Responding to Cultural Relevance Responding to the needs of our culturally diverse classrooms and incorporating diversity into the science curriculum is challenging for any teacher. Science empha- sizes understanding. This emphasis can be used to address the issues of diversity and global awareness. The Culturally Responsive component is designed to promote understanding of how people from different cultures approach and solve problems basic to all humans. The Issue of Cultural Relevance The Culturally Responsive activities address the issue of diversity by providing information about people and groups who traditionally have been misrepresented or omitted. Some of the lessons may include hands-on activities that give students a broader and more personal understanding of the people and achievement discussed in the lesson material. The information in Culturally Responsive Teaching also shows the continuous change and interaction of cultural groups, both in history and in the students’ worlds today. Copyright © Glencoe/McGraw-Hill,Copyright Companies, a division of the McGraw-Hill Inc. iv Name Date Class Lewis Mehl Madrona— Activity Pioneering Doctor 1 As a young person, Lewis Mehl-Madrona was fascinated by the work of his great-grandmother. She was a Native American healer who lived in rural Berea, Kentucky. She used her knowledge of plants and herbs to make medi- cines and relied on traditional Native American ceremonies to ease people’s suffering. One of her most powerful tools, it seemed to her great- grandson, was the time she spent listening to her patients. Blending Old and New Mehl-Madrona took what he learned from his great-grandmother and combined it with conventional medicine to shape the path of his medical career. At 15, he graduated from high school and decided to pursue medicine at Indi- ana University. At 18, he entered medical school at Stanford University. His professors recog- nized his talent, and some called him “bril- Dr. Lewis Mehl-Madrona liant.” However, Mehl-Madrona left residency training because he began to question conven- Acupuncture is an ancient Chinese method of tional medical practices. It would be many healing that involves placing tiny needles in key years later before he completed the last part places on the body to relieve pain, treat disease, of his education and became a board-certified and improve overall health. Yoga uses a series of physician. poses or postures to make the body strong and flexible. Guided imagery is a technique that Mehl-Madrona believed that traditional assumes that the mind can influence the body. approaches to healing, like those of his great- People who practice guided imagery create grandmother, and “modern” approaches, as prac- positive images in their minds in an attempt to ticed by conventional doctors, could be combined control involuntary functions such as breathing to administer more effective patient care. Unlike and heart rate. many doctors, Mehl-Madrona combined the resources of Native American healing and other alternative approaches with the Western medicine Gaining Acceptance he learned during his university years. Using these and other techniques in the early years of his practice made Mehl-Madrona a Alternative Medicine medical pioneer, of sorts. However, at the time, many of his physician colleagues did not agree Alternative medicine is any treatment that’s with his approach. Today, alternative treatments considered outside of “official” medicine being Copyright © Glencoe/McGraw-Hill,Copyright Companies, a division of the McGraw-Hill Inc. like those practiced by Mehl-Madrona have taught in medical schools across the country. become more widely accepted. Some of the alternative methods Mehl- Madrona uses include massage, acupuncture, Sometimes, Mehl-Madrona’s patients are yoga, and guided imagery. those that other doctors have referred to him 1 Name Date Class Activity 1 (continued) after conventional treatments have not worked. there’s still controversy among doctors about And, unlike when Mehl-Madrona was a med- alternative medicine. While physicians continue ical student, medical schools now offer some to debate the pros and cons of it, and Congress courses in alternative medicine. studies the effectiveness of it, Mehl-Madrona Statistics show that in 1997, four out of ten will continue using it. Americans used alternative therapies. Yet in spite of all the changes in the last few decades, Active Reading 1. Is there something that helps you feel better, such as holding onto a stuffed toy, having a back rub, or eating a certain food that has no accepted medical value? Why do you think it helps you feel better? 2. All patients bring not only their illness but also their culture with them to doctor’s offices and hospitals. Some cultures, like Dr. Mehl-Madrona’s believe that the entire family must be involved in helping the patient recover. Others don’t. Some people believe only disposable items and items wrapped in plastic are really clean. Other cultures have dietary restrictions. How much should medical personnel and hospitals do to accommodate the cultural concerns of patients? Explain your reasons. 3. Why do you think that Dr. Mehl-Madrona’s integrated medicine has been so controversial? Alternate Assessment Make a table with three columns. Using research, list four ailments and then conventional and alternative methods that might be used to treat each. Copyright © Glencoe/McGraw-Hill,Copyright Companies, a division of the McGraw-Hill Inc. 2 Name Date Class Japanese Cultured Pearls— Activity Endangered Future 2 Natural pearls have been popular in many cul- The oysters then are placed in wire nets and tures throughout history. Pearls are mentioned in hung from rafts in shallow, coastal seabeds. the literature and sacred writings of early India Their shells are cleaned twice a month. Remov- and were considered a sign of status in ancient ing seaweed and other attachments results in a China. Early Romans valued pearls more than larger, higher-quality pearl. It takes a year or any other gemstone. Wealthy Romans wove pearls more for each pearl to form. Pearl oysters thrive into their gowns and used them to adorn their in calm, warm waters and mild temperatures furniture. Native Americans gathered freshwater help produce more pearls. pearls in waters along the Atlantic Coast and All cultivated pearls have a covering, called around the Mississippi River. They used them for nacre, that’s thinner than their natural counter- jewelry and wove them into clothing. parts. Nonetheless, there is still a demand for The round shape of pearls, their soft, lus- fine-quality, cultured pearls. trous colors, and their rarity have made them highly desirable in many cultures. Once consid- World Leader ered financial assets, natural pearls were equal in value to real estate. Today, pearls are still For more than 100 years, Japan has led the popular. However, most pearls are cultured world in the production of cultured pearls. pearls, rather than natural.

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