(1994). Native Americans: A Seven Day Curriculum. Developed for sixth-grade students, this curriculum incorporates Native American issues into such areas as art, social studies, language arts, and literature. Specifically, the curriculum examines the oppression of Native Americans in American society. The curriculum takes 7 days to complete, with the final assignment requiring an additional 1 or 2 days. Each lesson includes objectives, learning activities, evaluation, and suggested lecture notes. Lessons aim to help students analyze their feelings and attitudes concerning Native Americans, examine the impact of negative stereotypes and misconceptions, identify common Native American stereotypes in literature, apply the concept of authenticity to their own artwork, recognize contributions of American Indians to American society, demonstrate an understanding of Native American stories and legends, challenge their own previously held attitudes about Native Americans by visiting a reservation, acknowledge accomplishments of prominent… [PDF]
(1997). Atlanta Metropolitan College, Exploring America's Communities: In Quest of Common Ground. Progress Report. In 1996, Atlanta Metropolitan College (Georgia) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. In an attempt to enhance the college's curriculum with American pluralism and identity issues, the college team developed an action plan to revise the teaching of humanities and history and to provide opportunities for the college community to find common ground as they explored what it means to be an American. A Plurality and Diversity Task Force was established, which held discussions regarding campus-wide multiculturalism and identity issues. Faculty met to discuss their syllabi, textbooks, and materials. Three day and three evening assemblies were held which featured lecture-forums addressing multicultural themes. Students in the history and humanities classes visited ethnic clubs on campus and exhibits at… [PDF]
(1997). Black River Technical College, Exploring America's Communities. Progress Report. In 1996, Arkansas's Black River Technical College (BRTC) participated in the American Association of Community Colleges' Exploring America's Communities project, which worked to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. The proposed centerpiece of BRTC's program is called the "The Century Wall," a large mural which is to depict the faces of 100 Americans who, with their diverse racial, religious, and ethnic identities, have made a difference in shaping the 20th century. The project includes a student researched and written booklet which contains a keyed schema and short biographies of the 100 individuals. Community interest, including generous coverage in a regional newspaper, has been remarkably keen. Letter surveys were sent to colleagues at Arkansas State University, as well as to local organizations and schools in order to get suggestions for people to include in the mural. In the summer, prospective… [PDF]
(1997). San Antonio College, Exploring America's Communities. Progress Report. In 1996, Texas's San Antonio College (SAC) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. The college's plan to enhance teaching and learning about American pluralism and identity is to offer a new course beginning in Spring 1997 entitled "American Pluralism and Identity." This team-taught course will allow students to explore the sociology, historical development, and literary expression of the German-American, African-American, and Mexican-American communities. Goals that have been met include the following: (1) faculty have been selected; (2) a comprehensive syllabus has been written; (3) guest speakers have been recruited; (4) field trips have been arranged; (5) the new course has been approved and listed in the spring 1997 schedule; and (6) a colloquium on American pluralism has been… [PDF]
(1995). Counseling for Diversity. A Guide for School Counselors and Related Professionals. This book provides practicing school counselors and their colleagues in related professions with direction for developing, implementing, and evaluating counseling programs for culturally diverse student groups. It also serves as a useful methods textbook for counselor training. Intervention strategies and counseling techniques are presented in the following chapters: (1) "School Counseling and Cultural Diversity: A Framework for Effective Practice" (Courtland C. Lee); (2) "Counseling Interventions with African American Youth" (Don C. Locke); (3) "Counseling Youth of Arab Ancestry" (Morris L. Jackson); (4) "Counseling Asian American Students" (Darryl Takizo Yagi and Maria Y. Oh); (5) "Counseling Hispanic Children and Youth" (Jesse T. Zapata); (6) "Counseling Native American Students" (Timothy C. Thomason); (7) "Cross-Cultural School Consultation" (Carol F. Duncan); (8) "Multicultural Classroom Guidance"…
(1995). Autobiographies: Personal Odysseys of Change. A Language Arts Unit for Grades 4-6. In this language arts unit, high-ability students in grades 4 through 6 study the concept of change by reading autobiographies of writers from various cultures and by looking at change in selected lives. Selected stories from "Junior Great Books" were chosen for their probing of issues of identity. Other literature selections are drawn from multiple genres that include short stories, poetry, autobiographies of published authors and related writing of those authors, and essays. Discussions and reflective writing encourage students to explore their own identities as talented learners. This guide provides goals and outcomes, an assessment model, a paper analyzing the concept of change, teaching models, 20 lesson plans, assessment forms, a list of 74 works taught in the unit and resource materials used in its development, an annotated bibliography of 30 items on change, and a list of 31 computer software resources. (JDD)… [PDF]
(1979). Civilization and Barbarism. A Guide to the Teaching of Latin American Literature. Latin American Curriculum Units for Junior and Community Colleges. This guide was developed as part of a project to encourage more, and more accurate, teaching about Latin America in U.S. community colleges. The specific purpose of the guide is to survey the range of 20th century Latin American literature in order to suggest various ways in which works from Latin American countries may be integrated into any course concerned specifically with the culture of the region or devoted simply to a study of culture or literature as such. The guide includes an annotated list of works, listed by country, that are especially representative of the high quality of Latin American literature. The guide also seeks to offer a variety of possible approaches to each of the literary genres (essay, short story, poem, novel, and play) and to detail in effect how specific works may be introduced into discussions of history, literature, sociology, psychology, philosophy, and art, as well as composition and any humanities course open to consideration of such cross-currents…
(1994). The Peoples Multicultural Almanac: America from the 1400s to Present. 365 Days of Contributions by African Americans, Asian Americans, Hispanic Americans, Native Americans, European Americans. The Peoples Multicultural Almanac provides five entries for each day in the school year, September through May, organized for the following ethnic groups: (1) African Americans; (2) Asian Americans; (3) European Americans; (4) Hispanic Americans; and (5) Native Americans. The entries highlight significant social, political, historical, cultural, and artistic people and events as they have had impact on the United States within the global community. The gender balance for the entries is roughly half male and half female. Each page is illustrated with authentic ethnic motifs. A concise calendar provides one or two entries for each day of the summer months. (SLD)…
(1998). To Integrate Your Language Web Tools–CALL WebCT. The benefits of Internet activities for teaching of foreign languages, for example the use of e-mail as a non-threatening environment for language output, and using the Web to integrate language and culture, have become apparent in the last few years. This paper describes WebCT as a user-friendly integrated Internet environment for the teaching of foreign languages. WebCT (Web Course Tools), created at the University of British Columbia is a multi-faceted program that allows educators to customize an existing suite of tools to their individual needs and content. The different tools WebCT has to offer are assembled in a single password protected area; they include, but are not limited to: e-mail, bulletin board, chat rooms, and quizzes. These tools can be categorized in four areas: Content (paths, links), Communication (bulletin board, e-mail, chat rooms), Testing/Assessment (quizzes, self-test) and Course Management (calendar, student management, My Record). This paper briefly… [PDF]
(1989). The New Immigrants and California's Multiethnic Heritage. New Faces of Liberty Series. California has one of the most diverse societies on earth. Ethnic minorities comprise at least one-third of the state's people, and the society is becoming ever more diverse. It is estimated that by about the year 2010, California will have no majority ethnic group. The historical development of this diversity is traced from the arrival of European settlers, through the Gold Rush migrations and the arrival of Chinese immigrants in the nineteenth century. Successive waves of Japanese American, Mexican American, and other Asian American groups, especially after the reform of immigration law in 1965, enriched the state's heritage. The Los Angeles (California) and San Francisco (California) metropolitan areas are to the late twentieth century what New York was to the late nineteenth, the primary center of new immigration. (SLD)…
(1993). Montana Family Reading Program Manual. Based on the Theme "Many Faces, Many Stories.". This manual is a guide from the Montana State Library for libraries interested in setting up a family reading program with a multicultural theme. The purpose of a family reading program is to encourage reading and foster an enjoyment of reading among children and families. This manual contains an introduction which gives planning information, background, public service announcements, and sources and resources. Other topics covered include suggestions for displays and bulletin boards; a list of cultural celebrations; program and activity ideas; suggested crafts and games; language activities; and other helpful ideas for bookmarks and log sheets. (JLB)… [PDF]
(1984). Grow, Grow, Grow: Learn about Other Cultures. California Demonstration Program. Revised. This booklet is designed to provide historical and cultural information about Blacks and Mexican-Americans and to give some perspective on other minorities in the United States. The following topics are included: (1) a historical timeline of key events for ethnic groups in American history; (2) a historical perspective on Black Americans; (3) biographical sketches of famous Blacks; (4) a historical perspective on Mexican-Americans; (5) biographical sketches of famous people in Mexican history; (6) tests/awareness surveys to be given on a pretest/posttest basis; (7) two word puzzles; and (8) answer keys for the tests/awareness surveys. (JW)…
(1990). Maximizing Learning for All Students: A Review of Literature on Learning Modalities, Cognitive Styles and Approaches to Meeting the Needs of Diverse Learners. This review of journal literature proposes that ethnic/race-specific research on cognitive/learning styles provides models for cross-cultural and multicultural classrooms that will maximize learning through building self-esteem and devoloping a reason for learning. The intent of the review was to discover patterns and themes developing across cultures and across studies. Highlights of journal articles are provided in table format; an index to citations follows the table. The aspects and findings are categorized to develop a taxonomy of aspects and learner orientations. The taxonomy provides topical groupings that facilitate further identification of cross-cultural aspects and implications for maximizing learning for all students. The focus is on how the background factors that students bring to school can be matched by school policies suitable for a variety of students. (JD)… [PDF]
(1985). The Embassy Adoption Program. E.C.I.A. Chapter 2. Final Evaluation Report. 1984-85. A multicultural enrichment program involving fifth- and sixth-grade classrooms from forty-four District of Columbia public schools encourages students to learn about foreign countries by studying a foreign embassy. Chapter one presents background information and a description of the project. Chapters two and three concern evaluation. A description of the Planning, Monitoring, and Implementing Model (PMI) used for evaluation is followed by evaluation results for each of the four stated objectives. Chapter four (Appendices) which makes up over half of the report, includes an evaluation model schema; a memorandum to librarians requesting materials; the teacher's role in the embassy; a list of embassies involved in the 1984-85 project; statistics on student demonstration of knowledge from the adopted country; results of the student questionnaire; the table contents for an information booklet for the preparation of a mini United Nations; background information, implementing instructions,…
(1985). Embassy Adoption Program. E.C.I.A. Chapter 2. Final Evaluation Report. 1983-1984. A multicultural enrichment program in which students from 123 fifth- and sixth-grade classrooms from the District of Columbia Public Schools learned about foreign countries by studying a foreign embassy, is evaluated. Chapter I outlines the main components of the program. Chapters II and III concern evaluation. A description of the Planning, Monitoring, and Implementing Model (PMI) used for evaluation is followed by evaluation results for each of the program's four stated objectives. Appendices, which make up over half of the report, include the evaluation schema, suggested activities for participating teachers, a list of embassy adoption program embassies and schools, a chart showing student knowledge level, results of student questionnaires, information and forms on Mini United Nations instruction, information and evaluation of a teacher workshop on implementation of the Embassy Adoption program, questionnaire results, and an embassy visit trip confirmation form. Findings show…