Welcome to Cultural Recognition

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Welcome to Cultural Recognition and
Sensitivity Using the Natural Inquirer In
Conservation Education
Session Five, Tuesday, October 30, 2007
Dr. Babs McDonald, Dr. Mike Mengak, Michelle
Andrews
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Week Five Objectives
Participants will demonstrate their understanding
of core fundamental learning techniques to be
culturally sensitive.
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Babs
Faith
Faith
Becky
Barbara with Ryan, Megan and Sean
Sue
Carlos
Carlos
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Katie
Michelle
Adam
Vicki
Erika
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Penny
Linda
Joy
Sharon
Sharon
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1 in 10 schools are 'dropout factories'By
NANCY ZUCKERBROD, AP Education Writer 15 minutes
ago

• WASHINGTON - It's a nickname no principal could
  be proud of "Dropout Factory," a high school
  where no more than 60 percent of the students who
  start as freshmen make it to their senior year.
  That dubious distinction applies to more than one
  in 10 high schools across America.
• The highest concentration of dropout factories is
  in large cities or high-poverty rural areas in
  the South and Southwest. Most have high
  proportions of minority students. These schools
  are tougher to turn around, because their
  students face challenges well beyond the academic
  ones the need to work as well as go to school,
  for example, or a need for social services.
• "Part of the problem we've had here is we live in
  a state that culturally and traditionally has not
  valued a high school education," said Jim Foster,
  a spokesman for South Carolina's Department of
  Education. He noted that South Carolina residents
  once could get good jobs in textile mills without
  a high school degree, but that those jobs are now
  much harder to come by.
• Nationally, about 70 percent of U.S. students
  graduate on time with a regular diploma. For
  Hispanic and black students, the proportion drops
  to about half.
• http//news.yahoo.com/s/ap/20071030/ap_on_re_us/dr
  opout_factories

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Implicit Cultural Sensitivity

• Photographs
• Regions
• Topics
• Learning techniques

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Implicit Cultural Sensitivity
Meet the Scientists
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Dr. Ford
I like being a scientist because I love to read,
write, and explore, and I have fun learning about
our planet Earth and how it works.
Issue Wildland Fire Edition Article Time Will
Tell Does Wildfire Damage the Prarie?
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Dr. Tysdal
I like being a scientist because I learned the
building blocks of how things work in the natural
world around us. And now I can figure out new
things on my own, using those building blocks. I
became interested in natural resources when I
traveled new places and saw plants and rocks and
rivers that were different than the ones at home.
I wanted to know why.
Issue Olympic Winter Games Article Should
Ditches be Graded? Testing Unpaved Roads with a
Computer Program
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Dr. Xiao
I enjoy working to discover the secrets of the
natural environment, such as the interactions
between water and the surrounding environment. My
favorite experiences in science are when I find
these secrets and then use them to improve our
environment. With these discoveries, we can
improve the quality of our lives and care for our
natural resources. Future generations will
benefit from our work.
Issue Urban Forest Article Good to the Last
Drip How Trees Help to Reduce Pollution  
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Dr. Johnson
My most memorable research experience was
conducting interviews with rural residents living
near the Francis Marion National Forest and
asking them about how urban development might
change their community.
Issue Spring 99 Edition
Article Lions and Tigers and Bears- Oh My!
Understanding Wildland Visitation
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Dr. Tarrant
My favorite science experience was swimming with
dolphins and studying their habitat in the
continental shelf at Kaikoura, New Zealand. This
photograph shows the mountains of New Zealand,
where I spend a lot of my time doing research.
Issue Wilderness Benefits
Article Can You Hear Me Now? Using the
Telephone to Discover Peoples' Opinions About
Wilderness  
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Dr. Hao
I like being a scientist because I want to
understand the impact of human activities on the
global environment.
Issue Wildland Fire
Article Smoke and Mirrors Detecting the Amount
of Gases in Wildland Fire Smoke
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Dr. Ortega
I grew up in southern California in a big city.
My first biology job took me all the way to the
wilds of Alaska. That convinced me that I was on
the right career path. On the first day of
work... We noticed a figure on the beach. As we
got closer, we realized that it was a brown bear,
standing on its back legs! We got the picture
and turned around.
Issue Invasive Species
Article Goll-ly! Don't Take a Knapweed!
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(No Transcript)
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Implicit Cultural Sensitivity
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Do You Know Who I Am?
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I received a B.S. Summa Cum Laude from Virginia
State College in 1936. In 1939 I received a Ph.D.
in Physics from the University of Cincinnati.
In 1944 I was a Research Assistant in Dr. Carl
F. Cori's laboratory in St. Louis, MO, and
thereafter worked with D.E. Green in the College
of Physicians and Surgeons, Columbia University,
New York. My parents were from Argentina.
My name is a. Herman Branson
I received a Ph.D. in Biology-Physiology from
Duke University in 1967. At the National
Institutes of Health (NIH), I conducted studies
in the genetics of detoxification enzymes,
research that is aimed at shedding light on how
the human body defends itself against poison.
My name is c. Luis F. Leloir
My name is c. Ida S. Owens
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I became the first U.S. born Latino to win the
Nobel Prize for Physics in 1968.
I am the first female theoretical physicist to
gain tenure at Harvard.
My name is a. Luis W. Alvarez
My name is b. Lisa Randall
I received my Bachelor of Science from Howard
University in 1923. After graduating in 1923, I
was hired by Howard University as an assistant
professor of zoology. In 1926, I received a
Master of Science in Zoology from University of
Chicago, where I was elected to Sigma Xi (the
honor society for biosciences).I was the first
black woman to conduct and publish research in my
field and I was the first black woman to receive
a doctoral degree in zoology from the University
of Pennsylvania in 1940.
My name is a. Roger Arliner Young
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I would hoard my lunch money to pay for homemade
rocket parts. As a teenager in physics I built an
instrument to measure gravity. I won the Nobel
Prize in Physics 1997.
My name is c. St. Elmo Brady

• My name is
• a. Steven Chu

I received a Bachelor of Science from Fisk
University in 1908 and a Master of Science in
Chemistry in 1914 from University of Illinois. I
earned a Ph.D. in Chemistry from the University
of Illinois in 1916, and I am the first African
American to earn a Ph.D. in Chemistry.
I was an engineer and the inventor of dynamite. I
am a chemist. I also suffered from epilepsy.
My name is c. Alfred Nobel
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I was the first African American to earn a
doctorate degree from an American university,
that being Yale, in Physics.
My name is a. Edward Alexander Bouchet
In 1927 I was responsible for the invention of a
process for producing paints and stains from
soybeans, for which three separate patents were
issued. I received my B.S. from the Iowa
Agricultural College in 1894 and a M.S. in 1896.
My name is b. George Washington Carver
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In 1916 I graduated from Cambridge with a
Bachelor of Science in Research. I made
outstanding contributions to analytical number
theory, elliptic functions, continued fractions,
and infinite series. My published and unpublished
works have kept some of the best mathematical
brains in the world busy to this day.

• My name is
• a. Chien Shiung Wu

• My name is
• a. Srinivasa Ramanujan

I was asked to work on the "Manhattan Project",
which was a confidential project that created the
atomic bomb. Later in my life, some other
physicists came to me with an idea (theory) of
theirs, and asked me to help them. After
performing many experiments, I helped to disprove
a law of physics, but the physicists who came to
me for help were the ones who received the Nobel
Prize. I later received praise for my many works
as an experimental physicist.
http//www.futureeducation.net/BlackScientists/Sci
entists_1.asp
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Graphic Organizer
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Graphic Organizer
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Wytosha
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(No Transcript)
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(No Transcript)
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Cultural Literacy
Cultural literacy constitutes the only sure
avenue of opportunity for disadvantaged children,
the only reliable way of combating the social
determinism that now condemns them to remain in
the same social and educational condition as
their parents.
Cultural Literacy, What Every American Needs To
Know, E. D Hirsch, Jr.
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Cultural Literacy

• abstract art
• Berlin Wall
• Caricature
• Dont look a gift horse in the mouth
• Excalibur
• flappers
• Gandhi, Mahatma
• Hickory, Dickory, Dock
• introvert
• Jekyll, Dr

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• Kiev
• lobotomy
• maestro
• narcissism
• Old Glory
• pariah
• Qatar
• Rachel
• The Secret Life of Walter Mitty
• Tiffany glass
• ukulele
• vaudeville
• Watts riots
• xylem
• Yukon Territory
• Zeitgeist

• The New Dictionary of Cultural Literacy, Third
  Edition. Edited by E.D. Hirsch, Jr., Joseph F.
  Kett, and James Trefil.

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5-7 minutes
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Areas in Which Culture Conflict Occurs in
Learning Environments

• Social Structures unique ways of organizing
  people to participate in learning events
• Cognitive Styles analytical vs. holistic
  patterns
• Non-Verbal Communication expressing emotions,
  proximity to others
• Verbal Communication language, and ways of
  talking
• Acculturation the transition of adopting a new
  culture.
• (side note, assimilation is not the same as
  acculturation)

• Social Structures were teams divided equally
  among students?
• Cognitive Styles did team have both styles
  analytical and holistic?
• Non-Verbal Communication is the team listening
  to all kinds of communication?
• Verbal Communication were people of different
  languages included in each team?
• Acculturation did students of different
  ethnicity response well to the teams?

Pat Outcalt
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VocabularyFacts to the Future, p. 49 Stress
Test, Thinking about Science

• Find a variable
• Find a variable
• Measure it
• Measure it
• Look for some relationships
• Look for some relationships
• Analyze and report
• Analyze and report
• To the tune of Are You Sleeping?

Sharon Waltrip
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Carlos M Dominguez Cristobal
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CORDIA SEBESTENA.Country have several
trees,Orchids and many fernsRadiant flowersDay
to day as a glorious giftInside our houses and
schoolsAvailable to everyone.Sun looks the
eventsEverybody is full of  happyBodies are
radiantExamples of nature handsSay yes to
lifeTotal loyalty to the treesElegant students
smilesNow the project is completeAnother one
will be the next.
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Subsistence Groceries from the Wild
Subsistence Groceries from the Wild
Looking at Vocabulary, Collectivism, Previous
Experience and Cognitive Styles

• Looking at Vocabulary, Collectivism, Previous
  Experience and Cognitive Styles

Faith Duncan
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Crabs anyone?
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Vocabulary

• Alaska Native Claims Information Act
• Rural and urban settings
• Seasonal round
• Sharing and bartering

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Collectivism

• Design a fish camp
• At the smokehouse
• Sharing the products of the land

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Previous Experience

• Stories from the elders

Cognitive Styles

• Analytical Using math to figure catch
• Aesthetic Recording your camp
• Kinesthetic Stories in dance

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Born To Be Wild
To illustrate the article Born to be Wild in
volume 5-number 1, a technique I would use to
help relate the issues of deforestation and
endangered species would be to play the game Web
Of Life.
Adam Dewitte
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Born To Be Wild
Introduction In order to find out what species
may become endangered or threatened in the
future, scientists must look at the population
trends of as many species as they can. Because
animals are so restricted to certain habitats,
or environments in which they will thrive, if the
environment around them is destroyed or in
danger, the species themselves will also be in
danger. The following activity, Web of Life, is
designed to show students that all animals and
habitats are linked to each other, and if one
species is gone, it will create a chain reaction
that will cause other species and environments to
fail in the future.  
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Materials 1) 20 small, laminated cards that show
pictures of animals that may be in a
predator/prey relationship and restricted to
certain habitats. For example Painted Turtles
are restricted to wetlands/ponds and will eat
aquatic insects. Other ideas may include
snake/field mouse, red-tailed hawk/ cottontail
rabbit or trout/caddisfly larvae. 2) 1 large ball
of yarn 3) Hand-held holepunch 4) Scissors
Born To Be Wild
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Born To Be Wild
Set-up Cut out the pictures, have them laminated
and use the hole-punch to put a hole on either of
the top corners. Use a length of yard to tie to
the pictures so they are able to hang around the
students necks. Hold on to the remaining ball of
yard for the activity.
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    Activity The students will stand in a
circle, wearing the different animal cards around
their necks. Inform the students that, because
all animals are dependant of each other, if one
species were to fail, it could form a chain
reaction to the rest. One student (or the
teacher) will hold the ball of yarn and explain
to the class what animal they have and what they
would eat or what would eat them, out of the
circle of animals in front of them. When they
figure it out, they will throw the ball to that
animal, allowing the yarn to stretch between them
and tighten. This will continue, as the yarn
literally forms a huge web in the center of the
circle. When everyone has had a turn, the ball
of yarn will stop at one person. Explain to the
group that as one animal may become extinct or
threatened, it will affect the rest of the food
chain. At this point you will ask one of the
students to sit, while still holding the yarn, to
represent an animal that has suddenly become
extinct. Ask the class what other animals out of
the circle would be affected if this one animal
became extinct. When they figure this out, they
too will sit, still holding the yarn. The web
will begin to lean and become distorted as more
kids must sit. As a conclusion, ask the kids
which habitats were becoming affected the most,
wetlands, grasslands, and so on.    
Born To Be Wild
Introduction In order to find out what species
may become endangered or threatened in the
future, scientists must look at the population
trends of as many species as they can. Because
animals are so restricted to certain habitats,
or environments in which they will thrive, if the
environment around them is destroyed or in
danger, the species themselves will also be in
danger. The following activity, Web of Life, is
designed to show students that all animals and
habitats are linked to each other, and if one
species is gone, it will create a chain reaction
that will cause other species and environments to
fail in the future. Materials 1) 20 small,
laminated cards that show pictures of animals
that may be in a predator/prey relationship and
restricted to certain habitats. For example
Painted Turtles are restricted to wetlands/ponds
and will eat aquatic insects. Other ideas may
include snake/field mouse, red-tailed hawk/
cottontail rabbit or trout/caddisfly larvae. 2) 1
large ball of yarn 3) Hand-held holepunch 4)
Scissors Set-up Cut out the pictures, have them
laminated and use the hole-punch to put a hole on
either of the top corners. Use a length of yard
to tie to the pictures so they are able to hang
around the students necks. Hold on to the
remaining ball of yard for the activity. Activity
The students will stand in a circle, wearing
the different animal cards around their necks.
Inform the students that, because all animals are
dependant of each other, if one species were to
fail, it could form a chain reaction to the rest.
One student (or the teacher) will hold the ball
of yarn and explain to the class what animal they
have and what they would eat or what would eat
them, out of the circle of animals in front of
them. When they figure it out, they will throw
the ball to that animal, allowing the yarn to
stretch between them and tighten. This will
continue, as the yarn literally forms a huge
web in the center of the circle. When everyone
has had a turn, the ball of yarn will stop at one
person. Explain to the group that as one animal
may become extinct or threatened, it will affect
the rest of the food chain. At this point you
will ask one of the students to sit, while still
holding the yarn, to represent an animal that has
suddenly become extinct. Ask the class what other
animals out of the circle would be affected if
this one animal became extinct. When they figure
this out, they too will sit, still holding the
yarn. The web will begin to lean and become
distorted as more kids must sit. As a conclusion,
ask the kids which habitats were becoming
affected the most, wetlands, grasslands, and so
on.
Introduction In order to find out what species
may become endangered or threatened in the
future, scientists must look at the population
trends of as many species as they can. Because
animals are so restricted to certain habitats,
or environments in which they will thrive, if the
environment around them is destroyed or in
danger, the species themselves will also be in
danger. The following activity, Web of Life, is
designed to show students that all animals and
habitats are linked to each other, and if one
species is gone, it will create a chain reaction
that will cause other species and environments to
fail in the future. Materials 1) 20 small,
laminated cards that show pictures of animals
that may be in a predator/prey relationship and
restricted to certain habitats. For example
Painted Turtles are restricted to wetlands/ponds
and will eat aquatic insects. Other ideas may
include snake/field mouse, red-tailed hawk/
cottontail rabbit or trout/caddisfly larvae. 2) 1
large ball of yarn 3) Hand-held holepunch 4)
Scissors Set-up Cut out the pictures, have them
laminated and use the hole-punch to put a hole on
either of the top corners. Use a length of yard
to tie to the pictures so they are able to hang
around the students necks. Hold on to the
remaining ball of yard for the activity. Activity
The students will stand in a circle, wearing
the different animal cards around their necks.
Inform the students that, because all animals are
dependant of each other, if one species were to
fail, it could form a chain reaction to the rest.
One student (or the teacher) will hold the ball
of yarn and explain to the class what animal they
have and what they would eat or what would eat
them, out of the circle of animals in front of
them. When they figure it out, they will throw
the ball to that animal, allowing the yarn to
stretch between them and tighten. This will
continue, as the yarn literally forms a huge
web in the center of the circle. When everyone
has had a turn, the ball of yarn will stop at one
person. Explain to the group that as one animal
may become extinct or threatened, it will affect
the rest of the food chain. At this point you
will ask one of the students to sit, while still
holding the yarn, to represent an animal that has
suddenly become extinct. Ask the class what other
animals out of the circle would be affected if
this one animal became extinct. When they figure
this out, they too will sit, still holding the
yarn. The web will begin to lean and become
distorted as more kids must sit. As a conclusion,
ask the kids which habitats were becoming
affected the most, wetlands, grasslands, and so
on.
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Appreciating Our Similarities and Differences!

• Tell us three things about your familys history

Vicki Arthur
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Cognitive styles
Babs
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Nocturnal AnimalsSung to the tune from Addams
Family
CHORUS De-Da, da, da (snap, snap) De-da, da,
da (snap, snap) Da, da, da, da, Da, da, da, da,
Da, da , da, da (snap snap) Theyre creepy and
theyre kooky, Mysterious and spooky And all
together ooky, NOCTURNAL ANIMALS! You hardly ever
seeum Except in a museum They really are a
scree-um NOCTURNAL ANIMALS! Theyre only out at
night When they give you a fright Always just
out of sight NOCTURNAL ANIMALS! Theyre full of
adaptations Like bats echolocation and owls
stealth predation NOCTURNAL ANIMALS! NEAT!
SWEET! PETITE!
Linda Hauser
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People often forget to include things they are
not familiar with
What are the things that different users like to
do in the park?
Findings
Implications
Method
All people liked to do some of the same things.
The big difference was caucasians tended to visit
by themselves or with one other person. See
graphs for a good way to compare the differences
Introduction
Knowing who uses your park can influence how you
manage it. If you dont manage it for the people
who use it, they will stop coming, or
unintentionally cause damage by their actions.
The user groups were Black, Latino Asian
Americans. They were asked the same questions by
interviewers of the same ethnicity.
In the past, researchers focused on what
caucasian users liked to do in the park. In order
to provide opportunities for more park users, the
three main ethnic user groups were surveyed
Sue Baker
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How to Handle?

• The term invasive species

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Questions For You!

• Were the out of class assignments of appropriate
  length?
• How can the training be more interactive?
• In terms of the Natural Inquirer, would you like
  more specific training sessions, such as how to
  use the website, or how to use a particular
  edition?
• What have you learned that you plan to use?
• How would you do that?
• How could we ensure next time that folks commit
  to at least 4 out of 5 training sessions?

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Thank you!Your Participation Has Been Truly
Appreciated!!
Questions, Comments, Suggestions, Needs,
Discussion? Evaluations will be sent soon!