DGL Courses Include:
DGL projects and activities help students to learn course content and understand the backgrounds and lived experiences of others. Consider Inclusive Teaching Techniques as you lead DGL conversations (see Inclusive Teaching Tab).
Students work in group to create a presentation based on DGL research and discussion. Student present findings to local organization, or other college venues: Parley, EXPO, the Global Village.
Select one of the poorest families in the world on the income scale. Read the family’s biography and view the photos. Answer the following questions: How does this compare to how you live? How would your life change if you lived like this family? What household items stand out to you? Compare those items to the same items in your home. Now, select one of the richest families in the world on the income scale. Read the family’s biography and view the photos. Answer the following questions: How does this compare to how you live? How would your life change if you lived like this family? What household items stand out to you? Compare those items to the same items in your home.
"Me Talk Pretty One Day," David Sedaris
"I Want to Be Miss America," Julia Alvarez
NY Time article: https://www.nytimes.com/2018/12/28/us/native-american-education.html
Discussion board prompt:
In "Me Talk Pretty One Day," David Sedaris certainly uses humor to deal with the challenges of living in a foreign country, but what are some of the real issues he faces as an immigrant student? How is Julia Alvarez's experience different, as described in "I Want to Be Miss America," and how are their experiences similar? While Native Americans are certainly not immigrants, what struggles do they have in common with immigrants? Where does your own concept of what immigrants and/or Native Americans face come from? Support your position with reason and evidence.
First, read the articles:
Before starting your post, read the texts carefully and annotate them. Then, read them again, and take a few minutes to think about what you’ve read. Then, write your response. In your post, tell us what you think the main idea or thesis of each article is. Also include answers to the following questions:
1. What's the problem with "wearing culture as a costume" (cultural appropriation)?
2. What does "whitewashing" mean?
3. Why does Sean Sherman feel the often-repeated Thanksgiving story is "damaging" and "poisonous"?
3. What was your understanding of the holiday before reading these articles? Do you remember being taught about the Thanksgiving story in school? Did you learn something new from the reading?
Instructors should consider the following:
Students presenting their painting project in Humanities class -- Julan Shirwod Nueva CC BY-SA 4.0
Click on the buttons inside the tabbed menu:
Access PPCC's subscription to more than 25,000 streaming videos available 24/7. PPCC login required for off-campus access.
Search Films on Demand by title or topic of interest.
For more detailed information on how to use Films on Demand, click here.
Awareness, Sensitivity and Mutual Respect
Recognize the vast diversity of cultures, thought, and social systems on a local and global level.
Analyze and shape how your experiences, perspectives, values, and assumptions affect your interaction with the world
Engaging Diversity in the Classroom
Gain the real-world skills and knowledge necessary to engage in various multicultural settings.
Explore similarities with different cultures through community buildings, inter-cultural communication and global learning.]
|DGL Division Specialists||DGL Advisory Team|
|Eric Erickson -- English||Josh Baker - VPIS|
|Susan Rollins -- Math||Michael Madson - Associate Dean of NPS|
|Martin Conrad -- Humanities||Fran Hetrick -Dean of CHTS|
|Amy Cornish -- French (Global Village Lead)||Kristy Callihan — Professor of COM|
|Jason Dias -- Psychology||John Brower -- Associate Dean of BPS|
|Gloria Nikolai -- Sociology|
|Sandi Harvey -- Anthropology|
|Dennis Natali -- Business|
|Donna Damphousse -- Allied Health (Dental)|
|Kyle Anibas -- Geography|
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