1. Introduce yourself and exchange the usual identity information (year in school, major, why you're here, your future ambitions, etc). Ask each other these questions. Avoid yes/no questions and ask degree-of-feeling questions. Encourage reflection.

2. Through questions and follow up questions, pursue what each of you wrote as your most salient cultural traits and family values. Talk about how these came to be important to you, where they were learned, how they've been reinforced. Jot down direct quotes where possible. Note how your partner's body language, tone and posture change depending on the subject under discussion. Note the examples they give, or ask for them.

3. With follow-up questions, check that you have understood very clearly what was said. Make sure your quotes are accurate. Exchange contact information with your partner in case you need to check any problems later.

4. Tonight! Write up your notes and impressions while the details are still fresh in your mind.

CRITERIA FOR EVALUATING WRITTEN INTERVIEWS

• Interviewee is introduced in context, with details about their physical appearance, voice, tone, manner and attitude.

• Statements about this person's culture and experiences are supported with examples and/or details. The interviewer elaborates on these ideas, contrasting or comparing them to his/her own experiences.

• A clear image emerges of this person and his/her principle cultural traits and values, supported by direct quotes and contextual details, if appropriate.

• The interview is written up without distracting errors in spelling, syntax, slang or incorrect usage.

• The interview is typed up in no more than three pages, in 12 font, Times New Roman, double-spaced. It has been spell- and grammar-checked, and the writing "flows" naturally if read aloud.

CLASSMATE INTERVIEW RUBRIC

4-5 Includes detailed description of interviewee and the interview format, information about their culture and experiences with examples and a comparison to your own. Principle cultural traits and values are supported with details and quotes. Written report has no distracting errors in spelling, syntax, incorrect usage or punctuation.

2-3 Some sections are missing or incomplete or writing errors distract from comprehension.

0-1 Interview fails to comprehensively meet the criteria for the assignment and doesn't communicate effectively.

TEACHING PROJECT: WHAT HAVE YOU GOT TO SHARE?

Between now and the end of the 9th week of class, you will be preparing a lesson to share with children at the Club. You’ll write up your subject and a step-by-step plan detailing:

a. The purpose or learning objectives of the lesson (brief description)
b. The linguistic development objectives of the lesson
c. The intelligences addressed in the lesson
d. The materials and time it will require
e. The step-by-step directions you'll give the children, how you'll check their understanding (maybe a picture or poster to help if the steps are complicated).
f. Summary-evaluation, including children’s observations, quotes

When this is ready, you’ll assemble the materials and try it out. Try to hang on to examples of student work, photos, etc., for sharing with the class. This is going to be FUN! By being there, you enrich the children’s lives through sharing one of your special interests or talents with them. You’ll leave them with something concrete and at the same time try your hand at teaching.

Choosing your subject: Sadly, there can be no food- nor glitter-based projects this year. What else could you do that these children might learn? Play a sport, make a craft or draw in a particular way? Learn some phrases in another language? Use chopsticks? Brainstorm with your classmates.

Lesson organization: Plan to spend approximately an hour doing the project with them. List the materials you’ll need (and we’ll talk about what the Club has on hand). Outline the steps your project will take. Plan your motivation techniques (and any rewards you’ll offer). Practice talking through the steps in scripted stages to help the children develop the internal dialog they’ll need to achieve mastery. Organize your materials (maybe even create a flyer). Make a sample or two, if you have an art project you’re doing. Plan how you will display or celebrate what you’ve accomplished.

RUBRIC FOR TEACHING PROJECTS

The teaching projects will be scheduled in class. The week following your presentation at the Club, you will do a 5-minute review for the class. The write-up of your lesson is due at that time, as well.

For assessing the WRITTEN projects, the following descriptors guide evaluation.
16-20 points: Teaching project has all of suggested sections and is well organized for the reader’s clear understanding. Visuals, samples of student work and/or photos illustrate the text. The evaluation provided is comprehensive, tying student motivation, teaching strategies, student engagement, learning stages and outcomes with thoughtful discussion that reflects the subjects and objectives of the course.
11-15 points: The project has most of the sections and is comprehensible, but there are few illustrations or efforts beyond the basic requirements and/or few samples of student work. Work is somewhat disorganized or appears rushed. The evaluation part of the report lacks evidence of serious reflection and has few connections established to the readings and course discussions.
0-10 points: The project seems hastily assembled and is lacking many parts of the assignment. It is difficult to follow what went on, there are few descriptions of the work involved, writing has many errors. The evaluation makes few connections to class content and seems cursory and/or superficial.

The ORAL presentation will be evaluated according to the following criteria.
4-5 points: Speaker has a bright, enthusiastic tone, good eye contact, and can be heard easily. The presentation is well supported with visual evidence, organized point by point for easy comprehension, and very informative.
2-3 points: Speaker has some trouble with voice and/or eye contact, is somewhat difficult to hear or comprehend at times. The presentation is supported somewhat with visual evidence and/or fairly clearly organized. The presentation lacks a clear conclusion.
0-1 points: Speaker has voice, diction and/or projection challenges, is difficult to understand. The presentation shows little evidence of preparation and thought.

RUBRIC FOR ON-SITE TEACHING ACTIVITY (10 points)
8-10 points: Presentation is outstanding. Cyberguide is well organized, prompt, and carefully prepared with necessary materials, etc. Project introduction is highly motivational, friendly and engaging. Demonstration models the project steps, clarifies goals, anticipates and addresses children's questions, and utilizes samples effectively. Cyberguide leads the children through the lesson smoothly, introducing each phase with
modeling, talking them through it (helping them verbalize), and
congratulating them on their efforts.
5-7 points: Presentation is complete and well planned but skimping on some of the affective or scaffolding specifics. Children have some difficulty understanding lesson objectives or completing the project or Cyberguide provides insufficient direction and verbal interaction.
2-4 points: Several elements of the presentation are weak, Cyberguide is insufficiently prepared (unclear on lesson steps, objectives, etc.). Children have some difficulty understanding tasks.
0-1 points: Insufficient and inadequate project either plagiarized or done without attention to assignment specifications.

ORAL HISTORY

Each family's remembered history is a collection of stories about past triumphs and tragedies, wins and losses, challenges and achievements. In the past, when extended families lived close by, grandparents and other elders could often share their memories, experiences and values with younger generations. Now, as mobility and technology continue to change how modern families interact, there are fewer opportunities for their knowledge to be passed to the young, and family stories and traditions are often lost. This assignment will provide you with a valuable experience developing a mini case study or ethnographic inquiry. At the same time it will encourage you to seek out an elder “knowledge holder” in your family or the community and follow these steps.

1. Identify an elder from your family or a close family to interview, choosing someone you have always wanted to talk with, who has an interesting story to tell.

2. Conduct a web search for background information on their place of origin and the historical events they experienced, then construct a list of general questions you will be asking during your interview. Questions should direct your interviewee toward remembrances of growing up, family life, schooling, leisure activities, youthful expectations for the future, as well as significant events such as first employment, marriage, births and deaths. You’ll need to keep the themes of the class in mind, also (discrimination, education, socioeconomic opportunity, language barriers, cultural conflicts, etc.). If your interviewee wants to talk about some event which had great importance in his/her life, you will want to ask about their recollections of the event, what they remember thinking and feeling at the time, how they saw other people respond, and how they now view the event. Be prepared to let the interviewee follow his or her narrative, and to drop questions you had prepared which don’t “fit” with the direction of their recollections. (See part E, below).

3. Set a time and place for the interview that will be quiet and comfortable for both of you and free from interruptions. Plan to spend at least an hour talking with your interviewee, but be flexible. You may want to schedule a follow-up interview after you have reviewed your notes.

4. With your interviewee's permission, you may choose to audiotape, videotape, and/or take notes during the interview. Tape transcriptions are time-consuming but they yield the specific quotations that allow your interviewee to speak through your paper. Word-for-word transcriptions are not required, however, simple summary will suffice. We encourage you to take a photo of your interviewee, or the two of you together, to personalize your document. Be sure to explain that this interview will be used only in an educational context and not become public information but find out if your interviewee would mind if their story became part of a book about UCI students' heritage. If they don't mind, get their signature on the permission form, please.

5. When you have completed the interview and prepared your transcription / summation, prepare a 9-12 page paper, of which 4-5 pages are analysis of what you learned from your interview. Incorporate into your analysis at least four of the major themes from this class.

   • Cultural Diversity and Multicultural Education

   • Cultural Differences and Commonalities (Individualism v. Collectivism)

   • Diversity, Pluralism and Prejudice

   • The Debate over “English-Only” Instruction v. Bilingual Education

   • Identity and Personal Development (particularly in-school experiences)

   • Discrimination in Linguistic and/or Educational Settings

   • Equality or Inequality of Opportunity

   • Mentoring Relationships and Support Networks

Each final paper should contain the following parts.

Historical Context A paragraph or two on the historical and social context of your subject’s group. Information you find in academic and/or Internet research will help you establish the social and historical context affecting your subject (place, time, major events, push factors for immigration, etc.). Be sure you have properly utilized quotation marks and attributed your information to its sources in complete footnotes or bibliography references.

Biographical Profile The story of how your interview subject came to be where he or she is now. This section describes how you met this person and why you chose to interview him or her. This profile might already establish the major events that shaped this individual and the themes you will highlight from your interview notes.

Interview Highlights or Excerpts (with quotations, where possible) This section introduces the interviewee and any main themes you believe will help the reader understand him or her. Precise quotes allow the interviewee to speak directly to the reader and greatly enrich this section. You may decide to organize the excerpts you select by themes as the information suggests them. Select important quotations from your interview to quote directly, Your own commentary introduces their words, adds descriptions, or summarizes what you found significant in their statements.

Conclusion and Evaluation Discuss what you learned from this person’s life and what they shared with you. Discuss how you have been affected by this project, how your perceptions may have changed, and any further questions that occur to you. Also note here what you found most interesting or most challenging in the oral history/life history process, and what changes you might incorporate in a future effort.

Format Submit this project typed or word-processed, double-spaced, 12 font with normal margins.

Due date for the completed Oral History Assignment is Wednesday, December 1, 2004.

ORAL HISTORY RUBRIC

There are 20 points possible and your grade will constitute 20% of your course grade.

HISTORICAL CONTEXT (4 points)

Maximum points: Clearly describes historical antecedents and factors affecting this individual; describes social factors (socio-economic status, immigration, etc.); details enrich understanding; 1-2 paragraphs include place, time, major events, push factors, etc.
Minimum points: Few or incomplete descriptions of historical and social context; little or no detail.

BIOGRAPHICAL PROFILE (4 points)

Maximum points: Narrative includes description of why you chose this individual, the context in which you conducted the interview, how the interview proceeded, how your subject came to be where he/she is now, and the major events that shaped this individual and how they relate to the topic focuses or principal themes of the interview.
Minimum points: Notes where and when the subject was interviewed with little explanation of why you chose this individual and what you thought would be interesting to learn from him/her. Includes lttle detail of how the interview proceeded.

INTERVIEW EXCERPTS (6 points)

Maximum points: Thorough description of the interviewee, including details such as their gender, age, physical appearance, immigration status, cultural and social attributes, languages, profession, education, family status, and socio-economic status. These subjects are tied, where possible, to class themes and to the major focuses of the interview. Individual is directly quoted frequently, with your commentary as explanation or elaboration. You may include physical changes you observed when your subject talked about certain themes. You may include written transcripts of the interview questions and responses themselves.
Minimum points: Inadequate description of the individual, leaving out many of the interviewee’s essential characteristics. Pays little attention to the themes of the course. Few direct quotes used – subject described rather than permitted to speak in his/her own voice. It is difficult to separate the subject’s voice from yours. Little or no description of the nonverbal aspects or progress of the interview included. Little or no clear themes or major focuses highlighted.

CONCLUSION AND EVALUATION (6 points)

Maximum points: Thoroughly discusses what you learned from this person’s life, referring back to specific themes and quotations. Describes how it affected you, making connections to your own life, where possible. Includes any questions you were left with after the interview. Describes what you found most challenging or interesting about the oral history process and what you might do differently in a subsequent similar project.
Minimum points: Provides only a brief description of what you learned from this individual, from his/her life, and from the interview process.

CHILD PROFILE ASSIGNMENT AND RUBRIC

This week your assignment is to write a profile or mini-case study of one of your children. Be sure you have asked them in previous weeks about everything you need to know (although you certainly won't be expected to write about every thing in the lists below). Find out about the child, and confirm your perceptions from past time spent with him or her, from genuine interest and enjoyment of them (like Kozol) and, of course, do so in a way that is non-threatening and supportive. This is a class assignment (make a hardcopy for class) as well as a field note question and for which you will receive two grades. Naturally you can't be certain about your perceptions - you're only getting a small glimpse of these young children in this limited context - but your feelings and inferences about them are still helpful descriptions and often are very insightful.

8-10 points: The profile...

• is carefully written and shows serious reflection on this child's life and academic potential.
• reflects obvious affection and respect for the child as an individual.
• describes the child's appearance and physical characteristics relative to other children (tall for his age, seems fussy about his hair, etc.)
• effectively places the child in context, describing the child's role in his/her..
  • family (birth order, responsibilities at home, role expectations)
  • community (extracurricular activities, interests, hobbies, affiliations)
  • school (grade level, favorite subjects, attitude toward teachers, placement labels, rank, responsibilities as a student, attitude toward testing, risk-taking and failure, favorite learning activities, understanding of academic options and future paths in school, etc).
• identifies child's self-concepts and beliefs such as their sense of competency (words used to describe themselves or you'd use to describe them) and attitudes toward friends, adults, and/or you).
• provides direct quotations and detailed, rich descriptions of shared activities, where the child "comes alive" for the reader (significant anecdotes, facial expressions, reactions to events).
• may have titles or highlighted and repeated descriptors that capture the child's essence.

5-7 points: The profile may...

• be thoughtfully written but somewhat superficial.
• be unclear in presenting perceptions about or relationship with the child.
• provide an incomplete physical description.
• neglect to fully develop the child's role in his/her family, community or school.
• be very limited in conveying anything about how the child thinks, what they value and believe about him or her self.
• have few, no or irrelevant quotations.
• lack clear descriptions and anecdotes that support profile's contentions.