S tatesman L i n c o l n
H i g h
S i o u x Fa l l s , S D
January 25, 2016
S c h o o l
“The best way to predict your future is to create it.” -Abraham Lincoln
Vol. 50, No. 3
Diversity levels rise in the Sioux Falls School District Curriculum changes to come in english classes
BY LIZETTE WRIGHT In schools, businesses, workplaces and media, various cultures contribute to the community. This is no exception in Sioux Falls, or even at LHS. Sioux Falls has become increasingly diverse over the years. According to Keloland, Sioux Falls is currently 30.4 percent diverse and continues to grow by about one to two percent each year. USA Today’s stats on the likelihood of two students being different races paint the picture of the rising diversity in LHS. The percentage increased from 23 percent in 2001 to 41 percent in 2011. The numbers from the poll pertaining to the diversity of LHS are a wonder today, but librarian Mary Peters testifies her account of the rising diversity here at LHS. “You do see a lot of different cultures coming through Lincoln. Maybe I see more because I just see kids come through the library,” said Peters. “I think authors have written more diverse books just because they know more teens are coming through this way and they’re written in a way that you can understand their cultures.” Due to the evolving diversity levels in Sioux Falls, the School District has proposed to alter the English curriculum to include more diverse literature. At this point teachers are discussing the possible changes that could take place in the near future. Along with Peters, LHS American Literature teacher, Ashley Griese, is well aware of the possible curriculum change. “At this point, I’m doing a curriculum study,” said Griese. “So what that means is that we are looking at what we teach, when we teach it and what the standards are. And one of the conversations that we’ve had in American Literature and literature
classes in general is what are we teaching in terms of who the authors are, and are we teaching for diverse learners? Are we teaching contemporary vs. modern things? So it’s all just a conversation at this point.” While the majority of teachers
PHOTOS BY MIKAELA NEUBAUER
agree on the necessity of the curriculum change, their definitions of what it entails seems to differ. “From what I understand and from what they asked us to do they’re trying to add diverse literature into some of the classes,”
said Peters. “Not everything, but just to give students a little more perspective on different cultures.” Books such as “The Grapes of Wrath,” “The Great Gatsby,” “Of Mice and Men” and “Jane Eyre” are a few of the ones from the high school curriculum that are studied in today’s English classes. While these books are full of content that is beneficial to students some argue that they are lacking in certain aspects. “If you look at American Literature for example, the majority of what we teach is coming from white men,” said Griese. “The goal is to establish how we can include text from all races and ethnicities.” The benefits of this curriculum change are not limited to only one certain section of students, but are intended to be beneficial to all, so everyone will be able to relate and better understand the topics. “It’s hard to say what’s going to go and what’s going to stay. We definitely need to make a change,” said Griese. “I think the majority of us agree with that. The diversity element is important, but kids struggle with identifying with this older stuff, and what’s the point in teaching literature if you’re not reading it? Really, literature is about the read. When all is said and done you have to be reading it.” With the diversity level of LHS at 24.7 percent, according to the Sioux Falls School District, and quickly climbing, Sioux Falls and LHS are progressing with an abundance of different cultures. The Sioux Falls School District is attempting to change along with the rising diversity with the intention that it will benefit each and every student.