Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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the expanding canon teaching multicultural literature
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Reader Response: Pat Mora and James Welch Reader Response: Keith Gilyard and Mourning Dove Inquiry: Rudolfo Anaya and James Baldwin Inquiry: Tomás Rivera and Esmeralda Santiago Cultural Studies: Ishmael Reed and Graciela Limón Cultural Studies: N. Scott Momaday and Russell Leong Critical Pedagogy: Octavia E. Butler and Ruthanne Lum McCunn Critical Pedagogy: Abiodun Oyewole and Lawson Fusao Inada
Theory Overview Lesson Plans Teaching Strategies Authors and Literary Works Resources
Session 6 Cultural Studies: N. Scott Momaday and Russell Leong - Teaching Strategies

Cultural Artifacts
Group Research
Cultural Immersion


REFLECTION - Interactive Forum

Explore two poems using four approaches.


Share your views on the discussion

Download the Session 6 Guide


Group Research


Group research involves presenting an issue or question about a text to a small number of students and allowing them to work together to find information. Students may use the library, the Internet, or a given set of texts to research their subject. After researching, students should compile and synthesize the findings of the group.

Teachers can begin a Group research project by dividing the class into groups of four or five and giving each group a specific area or issue to investigate. (These issues should be different from one another, but all should relate to the text.)

Each group should find primary sources that give them insight into the issue at hand. If there is time, teachers may ask students to interview people who have firsthand knowledge of the subject, or to record sounds and images that detail some aspect of the issue they're investigating.

The groups should then compile their information and create a brief presentation for the class as a whole. The presentations may be textual, or they can be dramatic, involving image, movement, sound, and spoken stories.

The class as a whole should discuss how the information presented changes their understanding of the literary work they're reading.


By allowing students to find answers independently with the aid of their peers, Group research teaches students to be proactive in their education. Instead of listening to information "packaged" by a teacher, students learn to find information and process it for themselves.

Group research also encourages students to rely on each other's experiences and to develop respect for their peers' perspectives. By using the findings of each member to create a group presentation, students learn to build consensus and to synthesize various ideas.

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