Use reciprocal teaching, where students and teachers take turns leading the class discussions. In this method, the students' voices are heard and the classroom teacher becomes more of a facilitator than a "director". Students are autonomous in their own learning and feel more empowered. Reciprocal teaching gives students the opportunity to express the course material from their cultural viewpoints, which is very important according to the constructivist and progressive educator. Discipline-specific culturally relevant teaching strategies can also be used. For example: In history classes, students might compare and contrast modern and historical viewpoints and responses on selected issues or topics. For example, throughout history and in the modern world, family and household composition, housing, and food traditions have varied across cultures, socioeconomic groups, and ethnicities. By introducing these social history themes or other relevant topics in a historical context, discussion and critical analysis can take place on three levels: students compare and contrast human experiences in their own lives and experience, in the wider modern culture, and in the past. In social science classes such as sociology or anthropology, students might examine how different races, ethnicities, and socio-economic groups in the past and present define appropriate behavior, such as manners, etiquette, or what is viewed as polite behavior. Within different cultures, students can also explore how gender influences expectations for polite behavior. Be cognizant of the tourist approach when developing a culturally competent curriculum. For example, do not try to revolve lessons around indigenous peoples only during Thanksgiving or Latinos only during Cinco de Mayo. Recognizing the need for cultural authenticity and cross-cultural understanding, Professor Jonda C. McNair suggests that pairing historical and contemporary grade middle-novels could help students understand how history shaped the world of today. Cooperative learning methods can be effective in promoting culturally relevant learning. Rather than fostering competitiveness among students, group learning strategies encourage collaboration in the completion of assignments. Students learn to work together towards common goals and learn important skills such as teamwork, and embracing other learning styles. Collaborative games and cross-cultural activities allow students personal interaction with different cultures. For instance, in the three-hour game, "Ba Fa Ba Fa", students participate in one of two very different cultures and must learn the languages and customs of that cultural group. Similar to this activity, is the program "Tribes" implemented into many elementary classrooms, to help students understand their school and classroom as unique and