Alignment:

This report has met the following North Carolina Standards for Elementary Teachers

Standard 1:
Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator 1:
Teachers knows the developmental stages of language acquisition.

Under the Culturally Relevant Practices section, language acquisition of African Americans is addressed. I have completed and included a small write up about using Ebonics in the classroom. I have studied how African Americans use language at home, and how it affects the way these students learn.

Indicator 2:
Teachers know and understand influences on dialect.

Within the Culturally Relevant Practices section, dialects of the English language are addressed for African Americans. I have met this objective by including when to correct students on their English and when to recognize their dialects as a separate language. Standard English should be used and understood by all students, however, I have made it clear that the English language is consistently changing, and the dialects of African Americans should not be marked as incorrect English, but incorrect usage of the English.

Indicator 3:
Teachers understand the diverse range of historical and contemporary literatures, including various genres of American, British, and World, as well as literature written by women and authors of colors and works written for children and young adults.

I have met this objective by including African American authors in the accomplished people, including titles and synopses of children’s books about African Americans, as well as providing additional readings about/by African Americans in the Resource Bank section of this report.

Indicator 4:
Teachers understands the elementary school child’s social, cultural, linguistic, cognitive and affective backgrounds as they relate to the ability to develop effective communication processes (listening, speaking, reading, and writing.)

This objective has been met through the Culturally Relevant Teaching Practices, as well as the Statistics sections of the paper. I have research the African American population’s tests scores, as well as family income and found a positive correlation. African Americans tend to make less money, and more African Americans are on welfare than majority populations. Test scores of children of this group are the lowest of any race. I have determined that tests are bias against African American students, and have laid out effectively incorporate the student’s culture of social interaction and their linguistic differences to help them excel. 
      
Indicator 7:
Teachers knows and understands that the English language continually changes.

 I have met this objective through studying the African American dialect known as "Ebonics." I addressed this languages as being a dialect of Standard English, have spoken about the appropriate usage of this dialect in the classroom as well as preserving Standard English for formal assignments.

Standard 4:
Elementary teachers have a broad knowledge and understanding of the major concepts in social studies.

Indicator 1:
Teachers have a basic knowledge and understanding of the tapestry of world cultures.
Teachers:
- Know and appreciate creative works of world cultures.
- Value the contributions of world cultures and religions.
- Have an awareness of, an appreciation for, and sensitivity to diverse cultures, and
- Recognize the impact of social diversity in a complex world.

I have met this objective by analyzing the African American culture in this report. The report addresses artists, writers and African American traditions. Through creating this paper, I have realized that the world would be a completely different place if it were not for some of the brave and intelligent African American people of American history. It has helped me to understand that it is incredibly important to learn about other cultures in order to be the best teacher that I can be.

Indicator 4:
Teachers have knowledge of and appreciation for multicultural children’s literature. Teachers select appropriate literature that is free from racist and sexual bias.

Within this report I have included several children's books of the multicultural nature. Though this report relates specifically to African Americans, it has helped me in finding appropriate methods of locating multicultural children's literature. I have provided summaries as well as instructional activities to go along with each reading.          

Indicator 12:
Teachers present historical perspective.

Teachers:
-Link current events to past events and future trends.
-Highlight continuity in the human experience.
-Foster a respect and appreciation for enduring traditions.
-Demonstrate the ability of groups or individuals to initiate change.
-Develop experiences to help students learn about the historical development of democratic values.

I have met this objective by providing both a historical time line running from the time that African's were brought to America through early the 2000's. I have also spoken about the events under the Stereotypes section relating them to historical perspectives. I have also provided information on current stereotypes, where they come from and what we can do about them. I have spoken about individuals, such as Martin Luther King, making positive changes in their situation in both the Historical Stereotypes section and the Children's Literature sections. I have provided information about how to teach democratically in the classroom, so that every student can be effectly reached.

***********Continued on Rational Part 2************