6-8 pg. essay 

Total $30: $15 NOW & $15 WHEN COMPLETE 

Need by: Sunday, 3/14/2021 

Please refer to attach document

Educational Equality for All Students

Overview
Researchers have documented various factors that have hampered the integration of multicultural
curricula in schools. But the institutionalization of diverse content into school curricula has made
significant progress in the last several years. Examine current research on how multiculturalism is being
integrated into the grade level at which you teach or plan on teaching.

Instructions
Write a 6–8 page paper in which you:

● Evaluate the use of Banks’s four approaches to the integration of multicultural and global
content, focusing on curricula designed for the grade level in which you teach or plan on
teaching.

● Analyze 3–5 factors that determine that color-blindness is not the solution to racism in the
classroom. Provide specific instructional strategies geared to addressing race in a more
constructive fashion in the grade level in which you teach or plan on teaching.

● Design a scholastic program for integrating multiculturalism into the grade level in which
you teach or plan on teaching. Propose specific features of the program and how it would
be included when teaching different subject matter such as math, history, or literature.

● Develop 3–5 techniques for incorporating a school-wide positive behavior management
system and restorative practices, ensuring that your school is culturally respectful and

responsive.

● Provide at least five references (no more than five years old) from material outside the
textbook.

The specific course learning outcome associated with this assignment is:

● Design a scholastic program for integrating multiculturalism into a school’s curricula and
practices.

PLEASE FOLLOW RUBRIC TO
ENSURE THE BEST POSSIBLE GRADE

https://blackboard.strayer.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_25803731_1&course_id=_309732_1&maxValue=280.0&rubricId=_933918_1&viewOnly=true&displayGrades=false&type=grading&rubricAssoId=_1268835_1#

Evaluate the use
of Banks’s four

approaches to the
integration of

multicultural and
global content,

focusing on
curricula

designed for the
grade level in

which you teach
or plan on
teaching.

Points:

0 ​(0.00%)
Did not submit or
incompletely
evaluated the use
of Banks’s four
approaches to
integration of
multicultural and
global content,
focusing on
curricula
designed for the
grade level in
which you teach
or plan on
teaching.

Points:

42 ​(15.00%)
Partially
evaluated the use
of Banks’s four
approaches to
integration of
multicultural and
global content,
focusing on
curricula
designed for the
grade level in
which you teach
or plan on
teaching.

Points:

47.6 ​(17.00%)
Satisfactorily
evaluated the use
of Banks’s four
approaches to
integration of
multicultural and
global content,
focusing on
curricula
designed for the
grade level in
which you teach
or plan on
teaching.

Points:

56 ​(20.00%)
Thoroughly
evaluated the use
of Banks’s four
approaches to
integration of
multicultural and
global content,
focusing on
curricula
designed for the
grade level in
which you teach
or plan on
teaching.

Analyze 3–5
factors that

determine that
color-blindness is
not the solution
to racism in the

classroom.
Provide specific

instructional
strategies geared

to addressing
race in a more
constructive

fashion in the
grade level in

which you teach
or plan on
teaching.
Points:

0 ​(0.00%)
Did not submit or
incompletely
analyzed 3–5
factors that
determine that
color-blindness is
not the solution
to racism in the
classroom. Did
not submit or
incompletely
provided specific
instructional
strategies geared
to addressing
race in a more
constructive
fashion in the
grade level in
which you teach
or plan on
teaching.

Points:

42 ​(15.00%)
Partially analyzed
3–5 factors that
determine that
color-blindness is
not the solution
to racism in the
classroom.
Partially provided
specific
instructional
strategies geared
to addressing
race in a more
constructive
fashion in the
grade level in
which you teach
or plan on
teaching.

Points:

47.6 ​(17.00%)
Satisfactorily
analyzed 3–5
factors that
determine that
color-blindness is
not the solution
to racism in the
classroom.
Satisfactorily
provided specific
instructional
strategies geared
to addressing
race in a more
constructive
fashion in the
grade level in
which you teach
or plan on
teaching.

Points:

56 ​(20.00%)
Thoroughly
analyzed 3–5
factors that
determine that
color-blindness is
not the solution
to racism in the
classroom.
Thoroughly
provided specific
instructional
strategies geared
to addressing
race in a more
constructive
fashion in the
grade level in
which you teach
or plan on
teaching.

Design a
scholastic

program for
integrating

multiculturalism
into the grade

level in which you
teach or plan on

teaching. Propose
specific features
of the program

and how it would
be included when
teaching different

subject matter
such as math,

history, or
literature.

Points:

0 ​(0.00%)
Did not submit or
incompletely
designed a
scholastic
program for
integrating
multiculturalism
into the grade
level in which you
teach or plan on
teaching. Did not
submit or
incompletely
proposed specific
features of the
program and how
it would be
included when
teaching different
subject matter
such as math,
history, or
literature.

Points:

42 ​(15.00%)
Partially designed
a scholastic
program for
integrating
multiculturalism
into the grade
level in which you
teach or plan on
teaching. Partially
proposed specific
features of the
program and how
it would be
included when
teaching different
subject matter
such as math,
history, or
literature.

Points:

47.6 ​(17.00%)
Satisfactorily
designed a
scholastic
program for
integrating
multiculturalism
into the grade
level in which you
teach or plan on
teaching.
Satisfactorily
proposed specific
features of the
program and how
it would be
included when
teaching different
subject matter
such as math,
history, or
literature.

Points:

56 ​(20.00%)
Thoroughly
designed a
scholastic
program for
integrating
multiculturalism
into the grade
level in which you
teach or plan on
teaching.
Thoroughly
proposed specific
features of the
program and how
it would be
included when
teaching different
subject matter
such as math,
history, or
literature.

Develop 3–5
techniques for
incorporating a

school-wide
positive behavior

management
system and
restorative
practices,

ensuring that
your school is

culturally
respectful and

responsive.
Points:

0 ​(0.00%)
Did not submit or
incompletely
developed 3–5
techniques for
incorporating a
school-wide
positive behavior
management
system and
restorative
practices,
ensuring that
your school is
culturally
respectful and
responsive.

Points:

42 ​(15.00%)
Partially
developed 3–5
techniques for
incorporating a
school-wide
positive behavior
management
system and
restorative
practices,
ensuring that
your school is
culturally
respectful and
responsive.

Points:

47.6 ​(17.00%)
Satisfactorily
developed 3–5
techniques for
incorporating a
school-wide
positive behavior
management
system and
restorative
practices,
ensuring that
your school is
culturally
respectful and
responsive.

Points:

56 ​(20.00%)
Thoroughly
developed 3–5
techniques for
incorporating a
school-wide
positive behavior
management
system and
restorative
practices,
ensuring that
your school is
culturally
respectful and
responsive.

Five references. Points:

0 ​(0.00%)
No references
provided.

Points:

21 ​(7.50%)
Does not meet the
required number
of references;
some or all
references are
poor-quality
choices.

Points:

23.8 ​(8.50%)
Meets the number
of required
references; all
references are
high-quality
choices.

Points:

28 ​(10.00%)
Exceeds the
number of
required
references; all
references are
high-quality
choices.

Clarity, writing
mechanics, and

formatting
requirements.

Points:

0 ​(0.00%)
More than six
errors present.

Points:

21 ​(7.50%)
5–6 errors
present.

Points:

23.8 ​(8.50%)
3–4 errors
present.

Points:

28 ​(10.00%)
0–2 errors
present.