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Toward a Better Balance: Curriculum Guide for Multicultural Education, Part I, Grades K-6

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Toward a Better Balance: Curriculum Guide for Multicultural Education, Part I, Grades K-6 DOCUMENT RESUME ED 336 312 SO 021 338 AUTHOR Donley, Susan K. TITLE Toward a Better Balance: Curriculum Guide for Multicultural Education, Part I, Grades K-6. INSTITUTION Pittsburgh Univ., PA. Pennsylvania Ethnic Heritage Studies Center. SPONS AGENCY Pennsylvania Legislative Office for Research Liaison, Harrisburg. PUB DATE 88 NOTE 234p.; For related documents, see SO 021 335 and SO 021 339. AVRILABLE FROM Pennsylvania Ethnic Heritage Studies Center, 405 Bellefield Hall, University of Pittsburgh, PA 15260 ($15.00). PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher) (052) -- Guides - Classroom Use - Instructional Materials (For Learner) (051) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Citizenship Education; Elementary Education; *Ethnic Groups; Ethnicity; Learning Activities; *Multicultural Education; Social Studies; State History; Sthdent Educational Objectives; Teaching Methods; United States History IDENTIFIERS *1,ennsylvania ABSTRACT This curriculum guide is designed to prepare teachers to introduce basic ethnic and multicultural concepts intothe classroom, and to help students, through the presented readings and activities, to understand and appreciate the role ethnicityplays in family, local, national, and global life. Four units invitestudents to apply creative, analytical research methods to a varietyof primary and secondary sources. The four units are:(1) Belonging: ethnicity is rooted in the family; (2) Mainstreet: the ethnictexture of one's community; (3) Uniformly diverse: a nationbecoming; and (4) Our global family: living in an ethnic world. Amongspecific goals of the curriculum are these: (1) students will practicecritical, analytical, and creative thinking skills; (2) students shoulddevelop a sense of pride in their own ethnic groupsand communities; and (3) students should exhibit an appreciation for other cultures from other times and places. Three appendices feature a vocabularylist, a category guide for ethnic origin charts and exercises, and aselected reading list of 43 items. (DB) *********************************************************************** Reproductions supplied by EDRS are the best that can bemade from the original document. *0. 11, 1I T. 1 1 I 1., 1 ' '1 ,: I 'r, ,IF:",1 ,..iii tli.,itk At 11,,.1;' ii,, ui 1.4, .. ii,. .('' -i.,, < . i:,,,,,, i,...: ';. i:, i., di, ''':<I .:,r, l'ir Zi...iit' :e 4 ti-, ..nt tit... "ill r'tf, i_,\,.'In, tn,.il 0.'tit,.,,t" , .1-''ilk .11.4* ifc,_.t-1 .- 7 c,.1-1,- -lull -iii.vr 41 14 111' .444 4 -14 ,',Ii 44111P niiitt 41 -'4,10"1:0' 'Fow ,f) A:it: :Itu.f5A 1?/SF,,,tagffio g; V NEE@ es gimgm. EMMA .iue.gm 345 mit 104, '+""tt,' 4$. U.S. DEPARTMENT OF EDUCATION illa. Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION I Ott 1114 Th' litTit: Vt CENTER (ERIC) liClhis document has been reproduced GS , - 1. -r , ..11. _ _ _ - - ;41 sr5 received from the person or organization Alf 414 1}11Miltlitt-4M itit Aar MU&Malt =US MU' uun 444418 .wumu num nnn Amin .nut mut HMI su originating it 0 Minor changes have Peen made to improve *:Ugl reproduction quality Points of view or opinions stated in 'hist:IOW. 110111' mint do not necessarily represent &haat OE RI position or policy : 441.7.4tli. dErik f "PERMISSION TO REPRODUCETHIS 514 MICROFICHE ONLY ;:..<'!; MATERIAL IN HA.EEN GRANTED BY U.C.) 11111, bot4 -4114. TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC)." 11. /Mk .111h. Ala itit it, 1+4 I -S. !..,--:4- 4i I :,:s1 4 i ti 1,t g 4titi---,1111-..4 ...iitlitVr'3 ttli 0., , / ...' ,..,-;$ ,,,F;:,_:'.231:-. 11 --x. ;;..,..-..).0.,,, - i-_-,...... ,., ;'"_cs 4.:1' ii 1=4 Itita lItt"iOttiti litwAttrurn tilUI tint!. nttn,stnnn.ptin NSW It tyt Milt It tat =I IIIII4 1t1f311-14 wan .....-i. 'P -.. ,..,........_..--:,0.` sr ...' , ;..-'1 -...,.-. , -...- ."---s,"'r.42''f<?'" ';`,A;;.;:7Z'-'-`1.:1:;41:.li-f`-r- ' r,,t< ,:.'1`,Z,- ---:'`-..."*..-.1. - -----..'---,,,..'7''''.,`Z ...;;-_-)-,_ ' 4-*.,541.\`?'*,-..., !...._-_-11k .---1-. ---- 4 ri41-7--.4- -m -.1.0, i s r t ' .. , -rs.:'-, s , r/ , `.. ' ; -'. :74 kkii..gm0Aubtimmig au*- .,. 1 ttpt : 01. , 041 -4.\ r TYA r'r if""litteiki 14ii .4:51-4 WWiø t.Y. r IC.Lf. istr '1lit`S tsts A Curriculum Guide: Studying Minor* and Ethnic Groups in theThe Pennsylvania House Commonwealth, of Representatives Grades K-6 2 May1988 1 TOWARD A BETTER BALANCE Curriculum Guide for Multicultural Education PART IGrades K 6 About the The Pennsylvania Ethnic Heritage Studies Centerwas created by the Pennsylvania General Assembly and the Pennsylvania Department of Pennsylvankt Ethnic Education in 1974. It is supported jointly by the Commonwealth and Heritage Studies the University of Pittsburgh's Center for International Studies, where Center it has been located since its inception. The legislation creating the Center was enacted in recognition of the heterogeneous composition of the Commonwealth and of the belief that ina multi-ethnic society, a greater understanding of the contributions of one's own heritage, of the heritage of others, and of the ways ethnicgroups have contributed to Pennsylvania's heritage can help to build a more harmonious and committed populace. The Center has four general responsibilities: 1. To identify and develop curriculum materials relating to the Commonwealth's ethnic heritage and train educators in their use; 2. To collect information and research materialsnecessary for the study of Pennsylvania's ethnic heritage; 3. To encourage research on ethnic studies in the state; 4. To promote greater awareness of the Commonwealth's ethnic diversity and of the contributions of its many ethnicgroups. For more information contact: Pennsylvania Ethnic Heritage Studies Center University Center for International Studies 405 Bellefield Annex University of Pittsburgh Pittsburgh, Pennsylvania 15260 (412) 648-7420 Acknowledgements Special thanks to Frank Kurtik, Assistant Curator of the Archives of Industrial Society, University of Pittsburgh for h lp in locating and permission to reprint photographs from the City Photographer's Collection. Thank you to the many publishers who granted permission to reprint excerpts from their publications for the readings in this manual. Copyright 1988, Legislative Office of Research Liaison, Pennsylvania House,of Representatives Table of Contents t . .7,7 41:r '414>r W'.51k.fP: Ile4 lqiIIIVIOM71"1110gMain gift: 404 e. ttP Ift NI'S( NeoeN ...;044 " 11'i* $1447.114 4?*4r.41 Unit IV OUR GLOBAL FAMILY Living in , Ethnic World APPENOICES The Speaker's Charge to LORL '77tirolgr,,trw The Commonwealth of Pennsylvania has officially recognized the need for ethnic studies in the school curriculum to create in studentsan understanding of one another and to prepare them for responsible citizenship ina pluralistic society. The state recommended in 1970 that teachers-in-training study cul- tural pluralism as part of the certificationprocess and in 1972 that multicul- tural education be a required part of every school curriculum. Unfortunately, studies since then (primarily David Washburn's 1978 Ethnic Studies in Pennsylvania) have shown that because of inadequate materials only 20% of Pennsylvania's schools incorporate any ethnic studies into their curricula. Yet even in those few schools, ethnic studies tendsto be found only in iso- lated pockets of the curriculum. Ethnicity is oftenseen as strictly a topic for social studies, where a handful of well-known ethnic "heroes"are studied during "Emphasis" weeks. Very often, and quite illogically, such unitsare viewed as necessary only for students who are members of the "empha- sized" ethnic groups! Another form ethnic studies commonly takes in schools, particularly at the elementary level, is the study of foods, crafts, and holiday traditions from other lands. The weakness shared by each of these common approaches is that they fo- cus on the unusual or extraordinarythe famous person or the quaint cus- tom. Yet ethnicity is commonplace. It pervades every level of our culture from our families and communities to our nation and world. Our ethnic fies help to determine everything from our language,our food, our relationships with families and friends, to our emotional and political reactions. Evenpeo- ple who feel they have no ethnic heritageare in reality taking part in an An- glo-American heritage transplanted and modified by earlier immigrant groups. Because ethnicity is such an inseparable part of our lives, simply providing a set of lesson plans for "Ethnic Week" or a curriculum supplement for so- cial studies would do little to fill the most basic need, which is to raise ethnic awareness among teachers and their students at all levels and in all subjects. Only through an interdisciplinary approach, like the one demonstrated in this curriculum guide, can ethnicity become a natural part of every subject. Our primary goal is to help teachers understand how ethnicity permeates all society and to give them methods and activities to help them begin to inte- grate ethnic studies into their own curricula, making daily connections for their students. iv 1 1 Ethnicity is Rooted in the Family 13 BESTCOPY AVAILABLE Belonging Ethnicity is Rooted in the Family Notes... Student Exercises and Readings minnommommummunompoolimmomiummunosionommom Family Data Sheet 111111111111111 1111111111I1111111111111111111111111111111 Students will: pages 14-15 Gather their families' vital statistics. Determine the difference (if any) between their ethnic back- ground and their ethnic identity. Hypothesize reasons for presence
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