We are all multicultural

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					Rocky Mount ain/Great Plains NCSS Regional Conference Denver, Colorado April 2005 See in g The ms el v es in th e Cu r r ic u lu m
Dr. Tim Fry Education Department Washburn University Topeka, Kansas 66621 ry

Preface: We live in a diverse world and an increasingly diverse society in the United States. This diverse society includes a number of young people who experience some degree of alienation in our classrooms and schools. Through the application of multicultural education concepts, we can strive to create more inclusive classrooms and schools in which our students can see themselves in the curriculum.

Good social studies is multicultural and multicultural concepts make for good social studies!

Multicultural Concepts
• • • • Culture Cultural Pluralism Diversity is Valued Oneness is not sameness & balancing difference with commonalities • Multiple Perspectives • Visibility • Awareness of Stereotypes

What is Culture?
• Idealized definition:

•The way our ancestors speak through us.

Culture-Working Definition • Learned traditions, loyalties, beliefs, customs that guide behavior of a group of people.

We are all multicultural!
• Members of many groups that have cultural aspects • Gender, social class, regional, ethnicity, religious,….. • Race??White, Black, ??? • Dynamic--our loyalties change over time • Complex--groups overlap

Cultural Elements
• • • • • • • • • Values and beliefs Customs and traditions Language/communication patterns Diet and food preparation Dress and/or body decoration Religious practices Family structure View of time may vary Recreation-athletic games

CULTURE PROFILE: To which group(s) do you belong?
1.Language --English only; Spanish; Chinese; Vietnamese; Bilingual; Others________________ 2. Ethnicity/National Origin-people in class with at least one ancestor from the areas: Native American--Tribes/Nations ________________ Latin American--Countries/Regions: Mexico ; Cuba; El Salvador; Panama; South American Country, ________________ Euro-American--Countries/Regions: Great Britain (England, Scotland, Wales); Ireland; Germany, France, Italy, Scandinavia; Others ____________ African American--Countries/Regions ______________ Asian American--Countries _____________ Arab American/ Middle East--Countries ___________

3. Religion
Christianity Major Branches-- Catholic; Orthodox; Mormon; Protestant Protestant Denominations: Baptist,Congregational; Disciples of Christ (Christian Church); Episcopal (Anglican) Friends (Quaker), Lutheran, Methodist, Presbyterian Other denominations __________________ Islam (Muslims) Branches of Islam: Shiite; Sunni Judaism (Jewish); Hindu; Buddhist (including Confucianism, Taoism) Other religions______________________ 4. Musical Preference: Country-Western, Rock, Jazz, Rap, R & Blues, Latin, Tejano, Religious, Hip-Hop,Bluegrass

5. Clothes: Casual, formal, uniform, ethnic
6. Food: Fast food, traditional diet, ethnic 7. Drinks: soft drinks, coffee, tea, milk, alcohol

8. Athletics: Golf, Football, Soccer, Basketball, Baseball, Gymnastics
9. Housing: Apartment, Single family dwelling, dorm 10. Living location: City/urban, rural, small town

11. Politics: Democrat, Republican, independent
12. Transportation: Bicycle, walk, auto, bus, subway

Culture Census

Total people in class= _______
Male_____; _____%/class

Female _____; _____%/class

Language at home English only _____; _____%/class Chinese _____; _____ %/class

Spanish _____; _____%/class

Vietna mese_____; _____%/class

Others___________________________________________; _____%/class Bilingual _____; _____%/class Ethnicity/National Origin-people in class with at least one ancestor from th e areas: Native American _____; _____%/class
Tribes/Nations Represented_____________________________

Latin American_____; _____%/class
Countries/Regions Represented (y/n or number) Mexico ___ Cuba___ El Salvador ___ Panama ___ South America ___ Others __________________________________

Euro-American_____; _____%/class
Countries/Regions Represented (y/n or number) Great Britain (England, Scotland, Wales) ___ Ireland ___ Germany ___ Others ____________________________________

African American _____; _____%/class
Countries/Regions Represented _________________________

Asian American _____; _____%/class
Countries Represented_________________________________

Arab American or Middle East_____; _____%/class
Countries Represented________________________________

Languages in Our Room
12 10 8 6 4 2 0 English Spanis h Vie tna m e se C hine se Language Se rie s1

Number of Students

Cultural Pluralism
• Multiple identities and loyalties in a nation • Not a melting pot • Opposite of Assimilation • 1890-1910 population doubled • ―PIGS‖-- ―WASPS‖ • Not a deficit or deprived--different

Diversity Has Value
• Paradigm shift from deficit, more than tolerance, to view it as a strength • Music analogy-unison/harmony; • ―same song‖---Our song is about equality, civil rights & social justice included in our founding documents!! • Analogy from Biology--positive adaptation • Political Science --Democracy is inefficient but in the long run the best decisions are made when many points of view are listened to

Oneness is not sameness & balancing difference with commonalities
• E Pluribus Unum • Balancing Act • Different yes but much more in common

Multiple Perspectives
• • • • • • Important social studies concept Not just one story ―Don‘t believe anything I tell you‖ Elian Anglo centric Imbalance ―What if Custer‘s men had repeating rifles and the kill ratio were higher?‖ Same math skills could have been applied with bacteria and antibiotics.‖ • ―Settled--Won‖ • Nine Year Freshman Story • Singer Quote

• Posters, Calendars, Bulletin Boards • Add history/SS to math to show the contributions of many cultures • First Person Reports • Many good websites--biographies
• The MacTutor History of Mathematics archive
• Dr. Sarah Greenwald ―Incorporating Mathematical Achievements of Women and Minorities into Schools…Classroom Activity Sheets • Benjamin Banneker Lesson plan at:

Visibility- Curriculum Materials
• REACH Center • Southern Poverty Law Center • Cobblestone--recent issue on contribution of women in the civil war • VOICES Herstory: A collection of stories about women in history m

Visibility Quote
• ‗―We, the people.‘ It is a very eloquent beginning. But when that document was completed on the seventeenth of September 1787, I was not included in that ‗We, the people.‘ I felt somehow that George Washington and Alexander Hamilton just left me out by mistake. But through the process of amendment, interpretation, and court decision, I have finally been included in ‗We the people.‘‖ Barbara Jordan, House of Representatives,

Brown Foundation for Educational Equity, Excellence and Research •http://brownvboard Brown Quarterly, other resources-- videos
•National Park Service Brown vs. Board of Education National Historic Site • •curriculum materials, videos & CD‘s, Ranger visits,
•Video: A Case for Equality: Reading, Writing, and Resistance (elem-middle)

•Video :Dialog (high school) phone:(785) 354-4273

• John McCutcheon
– ―Travelin‘ in the Wilderness‖ – ―Cross that Line‖

• •

•Other Suggested Resources ―Simple Justice‖ by Richard Kluger both book (1975) and movie (video)

―Brown V. Board Of Education, A Brief History with Documents‖, (1998) by Waldo E. Martin Jr. Black, White & Brown video by KTWU (PBS)website:
Fry,―The Struggle Against ‗Separate But Equal‘—Teaching About Brown v. Topeka,‖ Southern Social Studies Journal, Vol.30 (1) Fall 2004

• TODOS: Mathematics for ALL

• Benjamin Banneker Association • NAME

Awareness of Stereotypes
• • • • • • • • Stereotype, Prejudice (Bias), Discrimination Cognitive, Affective, Behavior Head, Heart, Hand Jane Elliot‘s ―Eye of the Storm‖ Terrible Thomas Jefferson Quote Banneker‘s Twelve Page Letter Jefferson Reply-sort of retraction Detect stereotypes in materials

Goals of Students Seeing Themselves in the Curriculum Include:
• Improving the academic achievement of minority students • Build commitment to American ideals of pluralism and democracy • Eliminating bias in classroom interactions and learning materials • Incorporating minority perspectives into the curriculum • Fostering respect and appreciation for the contributions to society that minorities have made

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