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ED350369.Pdf DOCUMENT RESUME ED 350 369 UD 028 888 TITLE Introducing African American Role Models into Mathematics and Science Lesson Plans: Grades K-6. INSTITUTION American Univ., Washington, DC. Mid-Atlantic Equity Center. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 92 NOTE 313p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052) Collected Works General (020) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Biographies; *Black Achievement; Black History; Black Students; *Classroom Techniques; Cultural Awareness; Curriculum Development; Elementary Education; Instructional Materials; Intermediate Grades; Lesson Plans; *Mathematics Instruction; Minority Groups; *Role Models; *Science Instruction; Student Attitudes; Teaching Guides IDENfIFIERS *African Americans ABSTRACT This guide presents lesson plans, with handouts, biographical sketches, and teaching guides, which show ways of integrating African American role models into mathematics and science lessons in kindergarten through grade 6. The guide is divided into mathematics and science sections, which each are subdivided into groupings: kindergarten through grade 2, grades 3 and 4, and grades 5 and 6. Many of the lessons can be adjusted for other grade levels. Each lesson has the following nine components:(1) concept statement; (2) instructional objectives;(3) male and female African American role models;(4) affective factors;(5) materials;(6) vocabulary; (7) teaching procedures;(8) follow-up activities; and (9) resources. The lesson plans are designed to supplement teacher-designed and textbook lessons, encourage teachers to integrate black history in their classrooms, assist students in developing an appreciation for the cultural heritage of others, elevate black students' self-esteem by presenting positive role models, and address affective factors that contribute to the achievement of blacks and other minority students in mathematics and science. Affective factors include developing positive attitudes in the early and middle grades, developing the ability to persist in the face of barriers, addressing stereotyping in mathematics and the sciences, understanding the utility of achievement in mathematics and science for everyday life and future careers, and maximizing the teacher's role asL, positive significant other for the student. Three appendixes provide a summary of factors influencing minority student participation in mathematics and science, bibliographies of African and African American contributions to mathematics and science, and resources for incorporating African American role models in mathematics and science. (JB) U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Office of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ^, This document has been reproduced as received from the person or organization Minor changes have been made to improve 44-koctic..Coo 7-(GAIr 'production quality Points of view or opinions staled in this docu- ment do not necessarily represent official TO THE EDUCATIONAL RESOURCES OERI position or policy INTRODUCING INFORMATION CENTER (ERIC)." 4111111111115111111M. AFRICAN AMERICAN ROLE MODELS INTO MATHEMATICS AND SCIENCE LESSON PLANS: Grades K-6 2 BEST COPY AVAILABLE Copyright © 1992 The Mid-Atlantic Equity Center 5010 Wisconsin Avenue, N.W., Suite 310 Washington, D.C. 20016 (202) 885-8536 All rights reserved. No part of this publication may be reproduced, stored in aretrieval system, or transmitted in any form or by any means, electronic,mechanical, photocopying, recording, or otherwise, without the prior permission of The Mid-Atlantic Equity Center. 3 The Mid-Atlantic Equity Center The Mid-Atlantic Equity Center (MAEC) is a desegregation assistance center funded by the U.S. Department of Education under Title W of the Civil Rights Act of 1964. The Center provides technical assistance and training services to public schools and school districts in Delaware, Maryland, Pennsylvania, Virginia, West Virginia, and the District of Columbia. MAEC's mission is to assist educators in providing equitable instructional experiences to an increasingly diverse student population in three program areas: race, gender, and national origin. Services include long-term inter- vention as well as short-term training and support. The following are types of assistance available: IN system-wide assessment 1%1Z long-term planning Saludos and technical assistance data analysis and 4133., =NO 4 program evaluation administrative consultations training-of-trainers workshops staff development programs multicultural curriculum NI dissemination of information and publications ACKNOWLEDGMENTS It is with great pride that I present to you Introducing African American Role Models into Mathematics and Science Lesson Plans: Grades K-6. This project was nurtured in countless ways by the collaborative effort and the supportive spirit of the Mid-Atlantic Equity Center staff and its consultants. For the conceptualization and the writing of this publication, I would like to recognize the following authors: Martha Brown, Supervisor of Mathematics, K-12, Prince George's County Public Schools, Maryland Lola K. Crawford, Former Program Officer, Mid-Atlantic Equity Center Parent Liaison, Middle Start and Programs of Assessment, Diagnosis, and Instruction, Montgomery County Public Schools, Maryland Gerald F. Consuegra, Coordinator of Elementary Science, Montgomery County Public Schools, Maryland Cynthia Goode, Staff Assistant Marva Johnson, Classroom Teacher, District of Columbia Public Schools Carolyn Kingsley, Publications Coordinator Susan Shaffer, Director of Gender Equity Programs Leigh Ann Sours, Graduate Fellow For their research, editorial, and production expertise, I would like to acknowledge: Cecila Fernandez-Carol, Former Graduate Fellow Michael Hires, Senior Administrative Assistant Julie Kaijser, Senior Administrative Assistant Carolyn Kingsley, Publications Coordinator Leigh Ann Sours, Graduate Fellow Susan Strange, Staff Assistant And finally, I wish to extend a special thank you to all the authors, organizations, and publishers, who gave us permission to reprint their materials, and to Kathy Lyon for the layout and design of this publication. Sheryl J. Denbo, Ph.D. Executive Director /Senior Editor FOREWORD Introducing African American Role Models into Mathematics and Science Lesson Plans: Grades K-6 has been designed to help counteract the effects of bias found in textbooks and instructional materials due to the omission, isolation, or stereotyping of Black men and women. We hope that these negative effects can be lessened by emphasizing African American contributions to the history of the United States. These lesson plans can also be used as a model to highlight the contributions of other underrepresented groups who have been excluded from the curriculum. The goals of this publication include: 1., providing teachers with examples of how to incorporate African American role models into mathematics and science lessons; 2. encouraging teachers to integrate Black history in their lesson plans throughout the school year by infusing African American role models into all areas of curriculum; 3. assisting all students to develop an appreciation for the cultural heritage of others; lb4.elevating Black students' self-esteem by presenting positive role models; and 5. encouraging students and teachers to be actively involved in creating better intergroup relations and understanding. These lesson plans are to be used as a supplement to teacher-designed and text- book lessons. Teachers can redesign their lessons in every subject area to incorporate role models which introduce students to the contributions of various racial and ethnic groups. S 6 INTRODUCTION Students from groups that have traditionally been labeled minority rarely find people like themselves in their school books, classroom displays, or assignments. Unfortunately, those portrayed are frequently presented in stereotyped roles.Research indicates that curricular reinforcement of stereotyping encourages these underrepresented students to perceive themselves as less capable of academic success than other students. For majority students, societal stereotypes of minority group members are strengthened by the limited images presented in their instructional materials. The annual recognition of Black History Month in February highlights the achievements of a few well-known African Americans. Yet often, a multicultural curriculum for all grade levels and subject areas is absent throughout the year. A wealth of information exists which remains untapped by the school curriculum. Significant contributions that have influenced the quality of human existence in America have been made by members of a wide variety of racial and ethnic groups. These contributions must not only be shared with students from those groups to foster the development of pride in their heritage, but also with majority group students to encourage their appreciation of the contributions and the cultural heritages of others in addition to their own. Although textbooks have improved somewhat over the years, various racial and ethnic groups continue to be underrepresented, stereotyped, or even omitted. While teachers often make a conscious effort to ensure that classroom displays are multicultural, they may still find it difficult to infuse multicultural perspectives and role models into lessons and instructional materials. Our textbooks contain almost no discussion
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