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DOCUMENT RESUME ED 115 646 SP 009 718 TITLE Multi-Ethnic DOCUMENT RESUME ED 115 646 SP 009 718 TITLE Multi-Ethnic Contributions to American History.A Supplementary Booklet, Grades 4-12. INSTITUTION Caddo Parish School Board, Shreveport, La. NOTE' 57p.; For related document, see SP 009 719 EDRS PRICE MF-$0.76 HC-$3.32 Plus Postage DESCRIPTORS Achievement; *American History; *Cultural Background; Elementary Secondary Education; *Ethnic Groups; *Ethnic Origins; *Teaching Guides IDENTIFIERS *Multicultural Education ABSTRACT This booklet is designed as a teacher guide for supplementary use in the rsgulat social studies program. It lists names and contributions of Americans from all ethnic groups to the development of the United States. Seven units usable at three levels (upper elementary, junior high, and high school) have been developed, with the material arranged in outline form. These seven units are (1) Exploration and Colonization;(2) The Revolutionary Period and Its Aftermath;(3) Sectionalism, Civil War, and Reconstruction;(4) The United States Becomes a World Power; (5) World War I--World War II; (6) Challenges of a Transitional Era; and (7) America's Involvement in Cultural Affairs. Bibliographical references are included at the end of each unit, and other source materials are recommended. (Author/BD) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document-Reproduction Service (EDRS). EDRS is not * responsible for the qUa_lity of the original document. Reproductions * supplied-by EDRS are the best that can be made from the original. *********************************************************************** I I MULTI-ETHNIC CONTRIBUTIONS TO AMERICAN HISTORY U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY. 6)0 A Supplementary Booklet Grades 4-12 0 Q 2 Foreword The United States of America is composed of people with many varied racial, religious, and ethnic backgrounds. The significant contributions and achievements of people rrom these diverse backgrounds have combined to make our American heritage. Through omission or by superficial pre- sentation, however, the role of certain ethnic groups in the development of this nation has been obscure. It is the purpose of this booklet to provide supplementary material to the regular social studies program which will give a more comprehensive coverage to the role of these Americans in the development of this country with the realization that by no means is it inclusive of all multi-ethnic contributions; and by so doing, to help every child develop a positive self-image as he views the contributions of the members of his own ethnic group. r Introduction The material in this booklet is designed for supplementary use in the regular social studies program. It is intended as a teacher guide in objectives, activities, and supportive content, with the focus on the contributions of Americans from all ethnic groups to the development of the United States of America. Flexible units usable at three levels - the upper elementary, the junior high school, and the high school - have been developed, with material arranged in outline form. Bibliographical references are included, although an annotated bibliography has been pre- pared in a separate booklet; other source materials are recommended. 4 GENERAL OBJECTIVES To develop understanding of and respect for the men of all races who by their significant endeavors have been the leaders in all phabes of the growth and development of the United States of America. To help all children develop a positive self-image in the American way of life today. To enlighten and strengthen the lives of all children through a better understanding of current issues in order to improve our nation for tomorrow. UNIT I EXPLORATION AND COLONIZATION Introduction Men of all nationalities participated in the discovery and explo- ration of America. The history of America began with the settling of the thirteen original colonies on the Atlantic Seaboard. People who emigrated to the colonies were people of great courage and determination. These explorers and colonizers brought Old World ways with them, but conditions in a new world forced them to make changes in their customs and ideas, resulting in the development of a distinctly American society. w The purpose of this unit is to provide supplementary information con- cerning the exploration-colonization period. exploration and Colonization (1450-1763) I. Exploration period A. Jewish contributions 1. Lewis D. Santogel- sailed with Columbus in his voyage to the New World 2. Berzal and Marco- doctors who traveled with Columbus B. Negro contributions 1. Pedro Alonso Nino- sailed with Columbus 2. Nuflo de Olano- was with Balboa when he discovered the Pacific Ocean 3. Estevanico - explorer who openedup New Mexico and Arizona Spaniards 4. Two Negroes accompanied Velasin 1520 5. Negroes accompanied Cortezto Mexico 6. Negroes were with Caleza de Vacain exploration of South- western part of North America C. Norwegian - Thorfinn Karlsefneled expedition of 160 people who settled on Long Island II. Colonization period A. French contributions- Jean Baptist Point du Sable came to New France in 1765 to buildtrading post at mouth of Chicago river B. Negro contributions 1. Alexander Garden instructed slavesin principles of holy religion 2. Touro Synagogue in Newportbuilt by Negro craftsmen 3. Prince Fowle- served as pressman on New Hampshire's first newspaper 4. Lucy Terry Prince a. Was slave who gained freedom b. Won case involving landdisputes in Supreme Court 5. Jupiter Hammon- published religious poems 6. Gustavus Vasa- wrote account of his capture and slavery 7. Cesar - South Carolinaslave who developed cures for poisons 8. James Derham- doctor who practiced in New Orleans 9. Benjamin Banneker- contributed to scientific, mathematical, and political affairs C. Russian contributions 1. Captain Alexei Chirikoff- led first Russian expedition to America and discoveredKayak and Kodiah Islands -2 - 2. Grigor F. Shelikou - led first permanent colony attempt 3. Alexander Baranov a. Founded Sitka b. In charge of trade and regulation of Alaska and Aleutian Islands 0 Bibliography Franklin, John H. From Slavery to Freedom. New York: Knopf Publishing 'Company, 1961. Frazier, E. F. The Negro in the United States. New York: The Macmillan Company, 1966. Handlin, Oscar. Race and Nationality in American Life.New York: Doubleday Publishing Company, 1957. Hillbrand, Percie V. The Norwegians in America. Minneapolis, Minnesota: The Lerner Publishing Company, 1967. ,f Masserman, Paul and Max Baker. The Jews Came to America. New York: Block Publishing Company, 1932. Pei, Mario. Our National Heritage. Boston: Houghton Mifflin Company, 1965. Public Schools of the District of Columbia. The Negro in American History. Washington, D. C.: Public Schools of the District of Columbia, 1964. Robinson, Wilhelmina S. Internaticnal Library of Negro Life and History. New York: Publishers Company, Inc., 1967. 9 - 4 1 UNIT II THE REVOLUTIONARY PERIOD AND ITS AFTERMATH Introduction As America was becoming an independent nation, it became the most cosmopolitan area in the world. The necessity of cooperating with neighbors of other ethnic groups, other faiths and other traditions guaranteed the rapid development of religious toleration, social equality, and political democracy. The young country began the task Of settling an entire continent with a population of only four million. This would have been an impossible undertaking without the continuous arrival of new immigrants. These men and women affected, and quite often determined, the cultural and social aspects our society today. This unit presents some of the contributions and achievements of these early settlers during the struggle for independence. 1 0 The Revolutionary Period and Its Aftermath (1750 -1820) I. Agricultural contributions A. Italian - Philip Mazzei, scholar, doctor, and agriculturist B. Jewish '1. Amicable Society a. Founded to help needy strangers b. Members involved in fruit sales 2. Asser Levy - early settler who helped win citizenship rights for Jews in America II. Cultural contributions A. Italian 1. Constantive Brumidi a. Fresco painter b. Created historical murals in rotunda of nation's capitol 2. Filippo Traetta a. Wrote books on music and singing b. Founded American Conservatory in Boston 3. Cavaliere Rivafiroli - first opera impresario in U. S. B. Swedish 1. Gustaf Hesselius - called "father of American painting" 2. Adolf Ulrick Wertmuller - painted famous portrait of . George Washington III. Educational contributions A. Jewish 1. Judah Monis a. Scholar and convert to Christianity b. Was first American Jew to receive Master of Arts degree 2. Ezra Stiles - was president of Yale University B. Negro 1. Benjamin Banneker - noted astronomer and mathematician 2. Paul Cuffe - led in improvement of educational opportunities for Negroes in Massachusetts C. Scotch 1. Lindley Murray - published first English school grammars, 1795 2.
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