Starko: Chapter 2

Thinking About the Classroom

“Visit a place or event in which a culture that influences your students is expressed. This might be a local cultural center, festival, performance, or museum. Observe the multiple ways that creativity is expressed and values that are represented. Consider how they could be integrated into your curriculum” (Starko, 2010, p. 26).

I would consider the race of my students before planning cultural trips because if my students could relate the information to themselves or to their friends, they may have connections that result in their understanding. I would also take location into account. Not all cities and towns offer cultural experiences. If I were teaching in Great Falls, I would arrange a field trip to the buffalo jump in Ulm, MT. There are many traditions that students can learn about. The buffalo runner is one of them. Also, I could try to take them to the tribe’s headquarters here in town. They could learn about the conflict this tribe has undergone. Students can be creative by inquiring why things are the way they are. I could give them pieces of information for background knowledge, but they have to fill in the rest of the story. For example, after visiting the tribe headquarters, students have to explain why the tribe is not considered a tribe. Another question they could answer is do they think this group is a tribe although the government does not recognize them. Why or why not?