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Education Aci Title I; ESEA Title I ABSTRACT This manual contains selected materials and ideas generated during the multicultural program implementationat Fremont Elementary School in 1974-75 which vas funded under ESEATitle I. The program included:(1) the consecutive concentrated study of five individual cultures and (2) a comparative multicultural approach built around five basic themes. While it isbelieved that it is essential to develop positive self-concept and intergrouprelations, multicultural awareness is seen as necessary to understand the different human experiences of people who come from different cultures and ethnic groups. In the school, multicultural awareness vas attained through implementationof the following areas: cultural curricula, multicultural curricula; curriculum based onclassroom cultural and ethnic population; integration of multicultural awareness into basic subject areas ofmath, reading, language; and chronological recognition of events and holidays across cultural lines. This project was developed for elementary grades as aformal approach to begin or enrich multicultural studies.Although much of the content is deemed to be appropriate forkindergarten to sixth grade, special emphasis is given to grades four throughsix. (Author/JM) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERICmakes every effort * * to obtain the best copy available.Nevertheless, items of marginal * * reproducibility are often encountered andthis affects the quality * * of the microfiche and hardcopyreproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS).EDRS is not * responsible for the quality of theoriginal document. Reproductions * * supplied by EDRS are the best that can bemade from the original. *********************************************************************** 6 relationship. When one's attention is concentrated upon what someone is not, it is very difficult to have a basis for communication. In addition to the self-concept orientation towards multicultural education in staff development, accurate and authentic pictures of the different cultures ALlii"Calfurcil Undersfanding ELEMENTARYANDSECONDARY US DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATsON EDUCATION ACT THIS DOCUMENT HAS BEENREPRO- OUCEO EXACTLY AS RECEIVE()FROM THE PERSON OR ORGANIZATIONORIGIN- ATING IT POINTS OF VIEW OROPINIONS STATED 00 NOT NECESSARILYRERRE SENT O-T ICIAL NATIONALINSTITUTE OF EOUCATION POSITION OR POLICY TITLE I, PART INCENTIVE GRANT. cNI 1. ( \77 sw 2 fiRVE RSIDE UNIFIED SCHOOL DISTRiCT 1975 ELEMENTARY AND SECONDARY EDUCATION ACT TITLE I, PART INCENTIVE GRANT MULTICULTURAL UNDERSTANDING Riverside Unified Special Projects Office Virginia Brown, Di -ector Julie Peters, Incentive Program Coordinator Linda Lenertz, Educational Materials Specialist Multicultural Materials developed and field tested by: Malu Carrizales Warren Ewing Pat Dahlberg Laura McKinney Bob Evans Ken Smith Dr. Carlos Corte's, Program Development ConsuH-ant University of California, Riverside Curriculum Research Consultants University of California, Riverside Janislee Abella Juan Maloz Lujgn Frances Boston Richard Morales Edward Escobar Riverside Unified School District 3954 12th Street Riverside, California 92501 (714) 781-2400 BOARD OF EDUCATION Maxine Frost President Richard F. Christensen Vice President Irving H. Below Clerk Margaret K. Rawdon Member Richard S. Clark, M.D. Member Ray Berry, Superintendent June, 1975 ACKNOWLEDGEMENTS Guidance and Support Ed Rush, Principal, Fremont School Joan Vasche, Vice Principal, Fremont School Corinne Law, Special Projects Carley Ochoa, Special Projects Alice Stromgren, Instructional Materials Specialist Eric Lindell, Research Assistant Five cultural filmstrips and the slide-tape multicultural ovcyiew Jim Henderson, Photography Bill Olson, Audio Ray Miller, Coordination Illustrations Laura McKinney Jackie Peel Editor Mari Perrone Clerical Assistance Debbie Middaugh Carmen Estrada Rachel Mendoza Kathy Plattner Marilyn Wheeler Instructional Aides and Parent Participants Genevieve Adame Vaunda Rolland Alice Ferreira Marty Smith Susan Godfrey Myrna Torres Millie O'Neal Mercy Vasquez Cheri Rheinbolt FREMONT STAFF AND PARENTS Table Contents Prefdc Intrductiun, Corte's rrouram St,,ff )evelopment Parent And Resource People riold Trips And pecial Culminatinc:Events Cw.riculum Explanation Of Activity File For: Am(q-ican i,m1rican exican AmQrican Anglo Cull-ores 1..;hricultural Curricula n |C(mio From? tlhors Live Who Are Like Me? H.:ople Of Various Groups Relate To Each Other? How Hdv,: People ',-fruggled For Their Ideals? What ry lean To Me And To Others? Amorica'!:, Heritage Through Her Flags America's Cultural And Ethnic Music Ethnic Cr)stumes And Dress Background Ethnic And Cultural Cities And Their Heritage C!II-turL:1 And Ethnic Identity 62 In*c;ration Of Multicultural Awareness Into 74 Academic Subjects List Of Curriculum Guides Recommended Multicultural Resources :Aggested Readings Chronological Recognition Of Events And Holidays 80 Across Cultural Lines multicultural Calendar 81 Conclusion Statements From Project Teachers 111 Statements From Project Students 122 PP.F.FACE mar.J, ; i I ectod ma-ter i _!r deas generaterl Our nq the mi.]-t I tura Ipreoram imp I omen tat i on at Fremont F|omenfarv 'oboe n 1 q74 - 1"-)i'. 7 l,,- rn iram cons i r two 2:!rts : ( 1) the con seci ve con,.:ril rated vi rtua Icultures, and (2),a comparative culticu hura 1 ar,r.re I f ive basi c themes. An accompany i np ampa lot- describes Heoelas.! c,mtents of psocedure which includes - - c:nnrr,ut tura p roci ram i and casseif te of thefve -utures flack, Asian ,Ar,eri. nn, Native Americih, Mo.xican I can ,znd Anglo ;:h vi tyf i le of learn i n,. ter and assrc,-,m mu !r- E.ultural activities. The f um:et.;;Jr-t,er an E-,f7A T , i rcor.:ve rrant, Ju/ie Pete Coordinate INTRODUCTION Goals of Multicultural Education by Dr. Carlos Cortrls Associate Professor of History Chairman, Mexican American Studios Uriversity of California, Riverside Tho primary ronponsibility of our schooi system is to train good citizens for the future - good citizens of their communities, good citizens of our nation, and good citizens of the increasingly interdependent world. Multi- al'rural education, education for an understanding of the culturally plural- istikand multiethnic reality of our nation and of the" world, provides a key to The development of better citizens. Th.-ouch the compleI-e and sensitive ligation of concepts and strategies of multicultural education, f;chools can help prepare young peopie to five and contribute more effectively and com,tructively in a world in which intergroup understanding and mental flexibility will .continuously become more crilical factors. As I see it, multicultural educationl should have the following four basic goals: (1)It should help students develop their basic skills, principally the oft-cited reading, writing, and arithmetic. (2)It should help students develop better understanding of their own backgrounds and better understanding of other groups which compose our society and the world. (3)It should help students develop a commitment to the building of etter nation and a better world for all. And, (4),it should help students develop the skills for bui'ding that better society. Let us look more clo5ely at these four goals. First, how can muiticultural education serve as a process for developing basic Despite all of the sound and fury about going back to basics and how such "fringe" subjects as ethnic studies tako away from good fundamentzl r, tre in no intrinsic conflict betweeneducation in basic and r.':Itii:ultural education. Imaginatively and ennitively u,,ed, of e:ucation a boon to ! education. Tho materiuH with interstinq ethnic content can provide theimpetus for th., I earn 7<37.,. Fhis may he particulrly true for stud. rH, of -c(* -;ludents shn:uld find that readinc; materialn and : r OThemat H er which relate to thelr twri*:-!no and exerience me ,Jimu- :1 for in !--.11lr, development. n (1. h i I I -r-,f;.f from ntrnnftenini banic riII N/ raniflq a!out un cr;c and tackling mathematical prohleirs whic: mu I - r j i;!' , rc.a I itien. doub Ic benefit -to .H.or11,--, n,nd c '7,0ciet-y! time that the\;Hilrn basic k In, rtjdents Ic:arn bout ach ol er. Thin H' into the ',ecend r-,ajor goal of multHul urjl educ:tion - to develop better If and intercrun understandin,I. This does nr)-1- rnen iin noalin to dovoleT) kn,_mlodoe rr tolerance. Knowledne, the uccunu latio!, arct memorization of fact ,.and ideas, has no inherent value in effective mult cuHural education. tolerance, the blind acceptance of anybody or any qr-up, a worthy goal. Clearly, we do not teach tolerance of Adolf Hitler, of othe's who have commit- ted mass atrocities, or of giant narcotics combines. As mu-h as multicultural education challenges blind intolerance, it does not seek to replace it with equally blind tolerance. Rather, a goal of multicultural e'ucation is under- stand;ng - the understanding by students of the experiences and cultures of the groups fr-m which they come or belong, and the understanding of the experi- ences and cultures of groups from which others come or heiol,g. Fuch intergroup understanding is not a ulindly amoral toleran,:e. Rather, it is the rejection of blind intolerance b.nsed on stereotypes, misinformation, iv an(l projuice. It L, the reali7ation
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