DOCUMENT RESUME ED 081 871 UD 013 787 AUTHOR Lee, Simi, Ed.. TITLE Multicultural Curriculum Materials: A Resource for Teachers. Phase I: English and Social Studies.. INSTITUTION San Mateo Union High School District, Calif. PUB DATE 72 NOTE 342p. ErRS PRICE MF -$O.65 HC-$13.16 DESCRIPTORS Caucasians; Changing Attitudes; *Curriculum Development; English Curriculum; *High Schools; Integration Methods; Majority Attitudes; *Multicultural Textbooks; *Race Relations; Racial Attitudes; Racial Discrimination; Social Studies; *Student Attitudes; United States History IDENTIFIERS California ABSTRACT In the Summer of 1972, the San Mateo Union High School District's Human Relations Department sponsored a Multicultural Curriculum Workshop. The minimal goal was to create curriculum strategies leading to students' recognition and understanding of their attitudes, whether racist or not, and the consequences of such attitudes. .A more ambitious goal was to promote necessary attitudinal changes: this is a continuing goal..The intent of the Social Science and English teachers engaged in the development and use of multicultural curriculum materials is to "tell it like it is" concerning the experiences of racial minorities. The goal is to help young people who are the students understand how one aspect of their social world operates and how.in American society certain attitudes, actions and institutional structures have subordinated particular persons or groups because of their color. Perhaps of equal importance is the necessity of helping students become aware that the subordination of colored peoples came into being mainly because of the benefits provided to those who did the subordinating and that racism in its many facets persists mainly because it still yields significant psychological, economic, and political advantaged to millions of white Americans--and even to a few non-whites..The curriculum is developed along two vectors:(i) exploration of the causal relationships in inter-group problems; and (ii) exploration of selected aspects of American history and culture in terms of minority subcultures.,(Author/JM) DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION CrjI ; :ENT.., HF r N ':EPA DuCE;:, F ,r Do ,00.; Tr+E wEikSON OA Ow0:rN4 'ON W TING T PO.NTS OP OP 401.,,,, rE i) 00 Nor NECES,,Aw . wEpi;E. SENT Or IIC,AL NAT.ONA. NST rQIE EDUCATION POS,' tON Ow crOL EXPERIMENTAL MATERIALS - NOT FOR PUBLICATION A Resource for Teachers MULTICULTURAL CURRICULUM MATERIALS "PERMISSION TO REPRODUCE THIS COPY- RIGHTED MATERIAL HAS BEEN GRANTED BY San Mateo Union High School District, Calif. TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE NATIONAL IN STITUTE OF EDUCATION. FURTHER REPRO. DUCTION OUTSIDE THE ERIC SYSTEM RE. QUIRES PERMISSION OFTHE COPYRIGHT OWNER rI Teacher Writers: Ms. Renee Adler Golanty Mr. Robert A. McLean, Jr. Mr. Donald M. Hill Mr. Donald Ralston Mr. Donald C. Leydig Mr. Hershel. Z. Herzberg, Coordinator Ms. Simi Lee, Editor SAN MATEO UNION HIGH SCHOOL DISTRICT San Mateo, California Summer, 1972 II ACKNOWLEDGMENTS The members of the Multicultural CurriculuM Summer Workshop, 1972, wish to acknowledge a debt of gratitude to the following consultants for the invaluable insights provided and comments made as these materials were being developed. Mr. Charles J. Bustamante Ms. Lois J. Risling Dr. Edward E. Frince Ms. Shirley Sun Dr. Ass G. Hilliard, Jr. These consultants provided books, reviewed materials, made television tapes and engaged us in invaluable discussions which influenced the course and direction of the workshop. Their help is greatly appreciated. Mr. Ed Valeau and Mr. Glen Toney detierve special thanks for their contributions in the development and writing of the multicultural master plan proposal upon which these materials are based. The enthusiastic support of the workshop by Mr. Roger Winston is deeply appreciated. III TABLE OF CONTENTS Page Title Page Acknowledgements II Table of Contents III Guidelines VII A. PROMISE AND THE PARADOX Behavioral Objectives Al A. Promise and the Paradox A4 B. Exploration of Racism: Concept Formation Strategy A7 Racism Lesson, Quiz C. Two Theories on the Causes of Racial Inequality in America Today Racism, The White Problem ..!1-1 America A13 D. Student Materials A23 The Dreams of Five Immigrants, the Promise of AMerica Expressed by High School Students Black Poetry, Statistics, Case Studies 1, 2, 3, Racism Quiz, Explanations E. Racism Spectrum Lesson A44 Racism in Action, Case Study B. INTRODUCTION TO IDENTITY UNITS B1-5 C. IDENTITY UNIT - SOCIETY 1. Identity Questions C3 2, Unit Objectives 3, Sunshine City: A Simulation C9 4. Search for Roots C24 5. Who Am I? C32 6. Fixed and Non-Fixed Identity -Factors C33 7. Family, School and Prejudice C34 8. Draw a Picture of Yourself Which Shows Who You Really Are . C41 IV Page 9. Jesse: "Somebody,"Audience: "Somebody" C42 10. We Made it, Why Can't They? C44 11. "Boy, You Better Stop that Dreaming" C49 12. Recommendations on Race Relations C51 13. "Shook" C55 14. Racial Isolation in Public Schools C57 15. K.K.K. Membership Application C67 16. Selected White Attitudes toward Social Change C68 17. White Identity: The Psychology of Racism C76 18. Chicano Identity - An Introduction C91 19. Understanding the Mexican Americans C93 20. Two Teacher's Views of Mexican Americans C96 21, The Language Barrier C98 22, A Texas Ranger's View of Mexicans in the 19th Century C99 23. Culture Conflict and Mexican American Achievement' C100 24. The Immigrant Experience C103 25. An Open Letter to Society C104 26. How to Improve Conditions C105 27. Median Family Income and Family Size C106 28, The Mexican American Family C108 29. Who is a Chicano? And What is it Chicanos Want? C109 30. Chicano Course Holds Mirror to Others, Too C111 31. Chicano Power, Pride or Prejudice C115 32. The Spiritual Plan of Aztlan C117 33. Native American Identity' C119 34. The Many Faces of the American Indian C120 35. Hope Has Little Meaning for the Blackfeet C124 V Page 36. A Boarding School Experience C128 37. Inquiry: Custer's Last Stand C130 38. Proclamation: To the Great White Father and All His People . C132 39. Asian American Identity C134 40. "But Why This Discrimination Against the Chinese" C135 41. Anti-Japanese Propaganda of the 1920's C137 42.. America's Concentration Camps C139 43. "Work, Not Welfare" C148 44. The Emergence of YelldW Power in America C166 45. I am Curious (Yellow?) C172 D. IDENTITY UNIT - THE NOVEL Behavioral Objectives D2 I. Subtle Rewards of Racist Society - Origins and Elements of Identification D4 A. Identity of Superiority D7 B. Social Class D9 II. Consequences of Racist Behavior for the Doiinant Society . D10 A., Human Resources Are Wasted D10 A. America's Ultimate Ideal D10 C. White Racism May Be Dll The White Girl Who Turned Black D12 III. Examination of Racism through the Larger Works of Fiction - Model Example: Black Boy D14 A. Projection D14 B. Self-Fulfilling Prophecy: In-group Virtues Become Out- group Vices D16. Attitudes of Whites and Blacks Toward Each Other in the 1920's D21 "Do You Steal" D21 "Proud of His Race" D23 VI Page C. Ethnocentrism and Racism: Northern Urban Experience vs Southern Rural Experience D24 Remarks of Hon. John E. Rankin of Mississippi D25 E. IDENTITY UNIT - SHORT STORIES'AND POEMS "Smohalla Speaks" E4 "Relocation" E5 "Son in the Afternoon" E7 "Alarm Clock" Eli "Merry -Go- Round" El5 "The Tyger" and "Yet, Do I Marvel" E16 "Sanchez" E18 "I Am Joaquin" E27 "My Face" E34 "A Tribut4 to Our Ancestors" E36 "The Trouble With Losing Face is, You Become Invisible" E38 Stereotype Lesson E40 A Minority View of How Movies Affect White Identity and World View E42 Literature, Student Projects, Films E48 F. PROMISE AND PARADOX*ACTION PHASE: CHANGE WHAT? CHANGE HOW? I. Change What? Fl II. Change How? Student Research Project Fl Kernec Report F3 Videotape Resources x Multicultural Bibliography XII Charles McCabe Article XIV efc/11/1/72 VII MULTICULTURAL CURRICULUM GUIDELINES Philosophical premise:Multicultural curriculum workshops in the past held as their basic premise the hypothesis that understanding of cultural differences from, contributions to, and commonalities with the main stream of American culture would suffice to help reduce racial tensions in the schools and the community. The belief was that prepared curriculum would serve a two-fold purpose: 1. The Caucasian student would learn and understand culturil differences and contributions to American society and somehow become more accepting of minority people. 2. Minority students would learn the same material. Then, once secure in their cultural identification, they would begin to accept.middle American values and work and study harmoniously with their Caucasian peers, confident in the belief that there would be equal opportunity for all. The racial situation in the United States and in this district has proved this hypothesis incorrect. First, our inter-group problems are not caused primarily by differences in minority sub-cultures (Internal Model) and, therefore, do not respond to treatment by strategies emphasizing an under- standing of those. differences.Rather they stem primarily from the racism and oppression inherent in the values of the majority culture '(External Model). Second, because the San Mateo Union High School District is 88% Caucasian, the problems of inter-group relations are not "efficiently" dealt with by studying the minority problem (weak self-image, lack of cultural identity, etc.). Instead the focus must be on the Caucasian student and his potentially racist attitudes. It is with the above in mind chat this workshop has agreed to select a new focus (the majority student) and a new emphasis (the external model). Our minimal goal is to create curriculum strategies leading to students' recognition and understanding of their attitudes, whether racist or not, and the consequences of such attitudes. A more ambitious goal is to promote necessary attitudinal changes.