(2002). Building Citizenship Skills in Students. An action research project implemented a program for the development of citizenship, cultural awareness, and positive character attributes. Targeted population consisted of middle and high school students in several growing, middle class communities located in northern Illinois. Problems of lack of awareness and sensitivity are documented through data revealing decreased civic awareness with a definite need to have students participate in activities that promote democracy and cultural awareness. Analysis of probable cause data revealed that students were monocultural–lacking in community service skills and citizenship responsibilities. Faculty reported a need for better awareness on students' part for community and school involvement and better citizenship skills. Student surveys revealed a lack of participation in community service and a need for development of basic citizenship skills including more intercultural competency. A review of solution strategies suggested by… [PDF]
(2000). Native Americans Today: Resources and Activities for Educators, Grades 4-8. This activity guide seeks to dispel misrepresentations of Native Americans and build understanding among cultures by offering a hands-on approach to dissecting the whys and hows of institutionalized racism and by painting a realistic and diverse picture of modern American Indians. Each lesson includes a suggested grade level, materials and time needed, objectives, multi-layered activities, learning extensions, readings, and separate resource lists for teachers and students. Almost 40 different lesson themes teach students about growing up Native American today. After looking at Native American terminology, especially offensive vocabulary, chapters cover where Native Americans live, growing up and growing old, a day in the life, communications, the arts, and economics. A final chapter covers current struggles related to language recovery; burial ground repatriation; sacred objects repatriation; and efforts to change degrading team names, mascots, and logos. A special section uses…
(1980). Language Use by Yavapai-Apache Students with Recommendations for Curriculum Design. Journal of American Indian Education, v20 n1 p1-9 Oct. Bilingual Yavapai-Apache youth have some Yavapai linguistic competence and limited performance skills, yet Yavapai is important to them. A bicultural-bilingual curriculum emphasizing culture and history minicourses taught by community members can help revitalize the fading Yavapai culture and provide cross-cultural education for non-Indians as well. (SB)…
(1997). A Multicultural Family Project for Primary. Young Children, v52 n2 p72-78 Jan. Suggests that teachers can work with children's families to study likenesses and differences in their respective cultures. Details a class project for 7- to 8-year-olds whereby children start with self-portraits and construct masks of their faces. Provides sample mask project timeline and steps for making masks out of paper molds and a shredded-paper-and-glue medium. (AMC)…
(1996). Promoting Peace in Our Schools: Developmental, Preventive, and Multicultural Considerations. School Counselor, v44 n1 p55-64 Sep. Discusses ways to cultivate a more peaceful and respectful atmosphere in schools by incorporating developmental, preventive, and multicultural theories into the school environment. Three components are reviewed: (1) traditional conflict resolution learning strategies; (2) curriculum-based efforts designed to help students acquire the life skills necessary to prevent interpersonal conflicts; and (3) a clearly defined multicultural component. (KW)…
(1996). Real People, Common Themes: Using Trade Books To Counter Stereotypes. Social Education, v60 n7 p399-401 Nov-Dec. Advocates introducing children to other cultures through the use of trade books illustrating social studies themes. Outlines ways to build a better understanding of cultures through interest created by accurate and well-written books. Briefly reviews three books for the elementary, intermediate, and young adult audience. (MJP)…
(1997). "That's Not Fair!": A White Teacher Reports on White First Graders' Responses to Multicultural Literature. Language Arts, v74 n1 p33-40 Jan. Describes the responses of white, affluent, ethnically-encapsulated first graders to four books that featured African-Americans as the central characters. Finds that students' responses showed a sensitivity for the feelings and actions of people they seldom interact with or even think about. Notes that the students frequently addressed issues of racial prejudice, calling them unjust. (SR)…
(1997). Sharing Hanukkah with Young Students. Social Studies, v88 n1 p39-41 Jan-Feb. Describes a Jewish teacher's presentation on Hanukkah for a group of Gentile elementary students. The presentation covers the history of the holiday as well as activities involving toys, food, and memorabilia. Includes a list of resources for teaching about Hanukkah. (MJP)…
(1996). Seeing Students, Seeing Culture, Seeing Ourselves. Voices from the Middle, v3 n3 p32-38 Sep. Describes an action research project which began by asking how English teachers could improve the writing of their African American students, and gradually came to ask how the teachers' own cultural assumptions might be blocking their teaching relationships. Identifies and discusses eight principles of their approach, and discusses changes in their own perspectives. (SR)…
(1996). Teaching U.S. History as Part of Diversity Studies. American Behavioral Scientist, v40 n2 p134-42 Nov-Dec. Discusses how to teach a brief version of U.S. History by focusing on key legal documents that have defined the status of women and minority groups in this country. Provides some teaching suggestions for helping students think critically about issues of power and privilege. (MJP)…
(1990). Multicultural Mathematics, Underachievement, and the National Curriculum. Mathematics in School, v19 n2 p10-11 Mar. Refutes the multiculturalist's claims to current mathematics curriculum, including misinterpretation of mathematics history, promotion of racial stereotypes, and missing ethnic groups. Discusses the need for a national curriculum. (YP)…
(1990). A Multi-Cultural Model: Kosciuszko Middle School–Milwaukee, Wisconsin. School Arts, v89 n8 p17-20 Apr. Describes how the art program in Kosciuszko Middle School, Milwaukee, Wisconsin has developed, with an emphasis on multicultural students' needs. Uses a hands-on integrated approach to learning about art and artists, and makes art relevant to students' lives. Describes teaching strategies, art facilities, the aesthetic environment, and curriculum design. (KM)…
(1993). Bridging Emotion and Intellect: Classroom Diversity in Progress. College Teaching, v41 n4 p123-28 Fall. College faculty are not trained for intensely emotional discussion of non-Eurocentric topics that may arise in a diversified curriculum. They must learn to teach students to separate facts from cultural assumptions; shift perspective and acknowledge the validity of other viewpoints; and differentiate between personal discomfort and intellectual disagreement. (MSE)…
(1994). On Teaching about the Cultural Relativism of Psychological Constructs. Teaching of Psychology, v21 n4 p205-11 Dec. Describes limitations of a Western, individualistic perspective on psychological theory. Summarizes research and theory regarding how personality may be shaped differentially by individualistic and collectivist cultures. Describes strategies for teaching about the impact of culture on personality. (CFR)…
(1990). Creating Successful Learning Contexts for Bilingual Literacy. Teachers College Record, v92 n2 p212-29 Win. Explores alternative ways teachers can serve linguistically and culturally diverse student populations. Two Philadelphia elementary teachers have successfully created learning contexts for bilingual literacy. This article describes ways they adapt their teaching for biliterate development and for the particular bilingual contexts and media of their program, school, community, and district. (SM)…