A. Identify three videos from the attached “Task 1 Video List” found in the “Supporting Documents” section.
Note: When selecting three videos to observe, it may be helpful to read the description available on the web page for each video. You will want to choose videos that will give you enough relevant material to respond to parts 81-85.
B. Reflect on your video observations by doing the following: 1. Discuss specific examples of how the teachers in the videos effectively incorporated the needs of individual learners within their learning environments, including at least one example of each of the following from any of the three videos: • cultural needs • social needs • emotional needs
2. Discuss ways that the teachers could have more effectively incorporated individual learners’ cultural, social, or emotional needs in the learning environments. 3. Discuss two culturally sustaining pedagogy strategies you learned from observing the videos that you could incorporate into your future practice as a teacher. a. Explain how you can apply the two strategies from B3 in your future classroom. 4. Explain how you could involve your students’ caregivers in the execution of the strategies from part B3, including specific examples. 5. Explain how you could involve the community in the execution of the strategies from part B3, including specific examples.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
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6. -Developing Drug Awareness and Resistance Skills,” sixth grade
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7. -Learning about Cultural Identity,” kindergarten . 181189■13
B. ‘Developing U.S. History Content Vocabulary,” RIM grade
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9. ‘Adding Mixed Numbers with Like and Unlike DenOrnInatora,” Sixth grade httosdArus wan sdutorovI9on/20078Z1)61)
10. ‘Analyzing Diverse media to Clarify Text,” Seventh grade IRMO/ hos wsu sslotormisionf208778247
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Title: Incorporating Individual Learners’ Needs in the Classroom
As educators, it is essential to recognize and address the diverse needs of individual learners within the classroom environment. In this essay, we will explore the effective incorporation of cultural, social, and emotional needs of students in diverse learning environments, as observed in three videos. We will also discuss how teachers could have incorporated these needs more effectively, identify culturally sustaining pedagogy strategies, and explore ways to involve caregivers and the community in executing these strategies.
Thesis Statement: The effective incorporation of individual learners’ cultural, social, and emotional needs within the classroom environment is crucial for creating an inclusive and supportive learning space that fosters academic and personal growth.
Video Observations:
The videos “Writing a Cooperative Paragraph,” “Building Classroom Community through the Study of Chinese Art and Culture,” and “Learning about Cultural Identity” were selected for observation. Each of these videos offers valuable insights into how teachers addressed the diverse needs of individual learners.
Effective Incorporation of Individual Learners’ Needs:
In the video “Building Classroom Community through the Study of Chinese Art and Culture,” the teacher effectively incorporated cultural needs by introducing Chinese art and culture to the students. This not only catered to the cultural needs of Chinese students but also provided an opportunity for other students to learn about and appreciate different cultures. The teacher also fostered social needs by encouraging collaborative activities where students shared their knowledge and experiences, thus creating a sense of community within the classroom. Additionally, in “Learning about Cultural Identity,” the teacher acknowledged and celebrated the diverse cultural backgrounds of the students, creating an inclusive environment that validated their identities.
Ways to Improve Incorporation of Individual Learners’ Needs:
While the teachers in the observed videos made commendable efforts to address individual learners’ needs, there is always room for improvement. To more effectively incorporate these needs, teachers could implement personalized learning plans that consider each student’s cultural background, social interactions, and emotional well-being. This could involve conducting regular check-ins to assess students’ emotional needs, integrating diverse perspectives into the curriculum, and creating opportunities for students to share their cultural experiences with their peers.
Culturally Sustaining Pedagogy Strategies:
Two culturally sustaining pedagogy strategies that stood out from the videos are incorporating culturally relevant literature and promoting student-led discussions on cultural topics. These strategies can be applied in my future classroom by curating a diverse collection of literature that reflects my students’ backgrounds and interests. Additionally, I can facilitate open dialogues where students can share their cultural experiences and perspectives, fostering a sense of pride and belonging.
Involving Caregivers and the Community:
To involve students’ caregivers in executing these strategies, I could organize family engagement events where parents are invited to share their cultural traditions or stories with the class. This not only validates students’ cultural backgrounds but also strengthens the home-school connection. Furthermore, involving the community could entail inviting guest speakers from diverse cultural backgrounds to share their experiences with the students or organizing field trips to culturally significant locations within the community.
In conclusion, it is imperative for educators to prioritize the incorporation of individual learners’ cultural, social, and emotional needs in the classroom. By implementing culturally sustaining pedagogy strategies and actively involving caregivers and the community, teachers can create an inclusive and supportive learning environment that nurtures the holistic development of all students.
