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UD 014 670 Multicultural Textbooks; Negro History; Puerto

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UD 014 670 Multicultural Textbooks; Negro History; Puerto DOCUMENT RESUME ED 099 447 UD 014 670 AUTHOR Mack, Louise; Flowers, Hazel TITLE Providing K-12 Multi-Cultural CurricularExperiences. Revised Edition. INSTITUTION Ohio State Dept. of Education, Columbus.Office of Equal Educational Opportunity. SPONS AGENCY Office of Education (DREW), Washington,D.C. PUB DATE an 74 NOTE 75p. AVAILABLE FROMOffice of Equal Educational Opportunity,65 S. Front Street, Suite 1015, Columbus, Ohio43215 EDRS PRICE MF-$0.75 HC Not Available from EDRS. PLUSPOSTAGE DESCRIPTORS African American Studies; American Indians; *Biculturalism; Cultural Interrelationships; Curriculum Development; *Curriculum Guides; *Elementary School Curriculum; *High School Curriculum; *Kindergarten; Mexican Americans; Multicultural Textbooks; Negro History; Puerto Ricans IDENTIFIERS Ohio ABSTRACT This curriculum guide seeks to provideteachers with a brief account offour minority groups in theUnited States: Afro-Americans, American Indians,Mexican-Americans, and Puerto Ricans. Because Afro-Americans consitute thelargess. minority group, they are dealt with moreextensively than the other three groups. This curriculum guide is designed tobe used by teachers in all subject areas in grades Kindergartenthrough 12, as they incorporate minority history anl culture into thetotal curriculum. Teachers should not be limited by the informationand sources in this publication; due to space limitations, theguide is a highlighting of events rather than a comprehensivehistory. There are three ways to locate information; by subject matter,by date, and by means of the alphabetical index. To speed the locationof material pertaining to Ohioans and Ohio history, a color screenhas been applied to this material. This curriculum guide lendsitself to a variety of teaching methods. Two of these are:(1) NPresent-to-past.ft This method capitalizes on students' awareness of currentevents. What is happening today is studied anddiscussed in relation to former events.(2) Related Events. Since no event occursin a vacuum, teachers of various subjects canrelate their discussion of inventions, scientific discoveries,artistic triumphs, great newspaper editors, toother happenings of the time periodbeing discussed. (Author/JM) YtDE PAN TUE N T OF NE M.TH. EDUCATION I ME LP All NATIoNat, INiTituTit OF EDUCATION -a-rws1nocumr1/21 b4A% N Nt PAO Ptit't 0 I AA( Vi v A% Qier ,Stn tvlik !Mr PUOSON OR Oit(.ANit !MN cm lot% ito.f, 11 UK twominio. ,,!f 1.0 Do p T kitI OAlv.1vkiPitt. NI01,1,..1 NAf.i,AtItked.loTI c. COW At s4,Npt),, IION Q UJ ''t "";Li 4. , fi , - , ,/ `:' IkttfPi .v I1119t),Lt.16,,A.I.:11, , ,. ,v Of, O. 01.668 PREFACE In 1989, as a result of innumerable requests and an established need, the Office of Urban Education, State Department of Educa- tion, published the first edition of Providing K-12 Multi-Cultural Cur- ricular Experiences. This effort was pointed toward inclusion of the contributions from our varied minorities toward the total growth and development of our nation in a more meaningful curriculum. Although black Americans, as the major "minority" in our large urban areas, have a wider coverage in this work, it is crucial that all minorities repre- sented in this guide find greater exposure throughout all the disciplines of the curriculum. The first guide was distributed to all Ohio school districts, the 50 state departments of education, U.S. Office of Education and other concerned agencies. The response to this effort was overwhelming. More than 20,000 additional copies were requested. While the depart- ment, unfortunately, was not able to fill all of the requests, a great number of children in the State of Ohio indeed benefited from the materials presented in that earlier publication. The 110th General Assembly, recognizing the continued need for emphasis on the placement of positive information concerning contributions of all minorities in the curriculum, passed Senate Reso- lution No. 103. Primary sponsors for the resolution were Senator Wil- liam Bowen of Cincinnati and Senator Paul R. Matia of Westlake. This resolution ( see page vi ), urged the inclusion of all minorities in the curriculum for all children in the schools of Ohio. As a result of this resolution, the department's commitment, and the continued demand for additional aid, the Office of Urban Education directed a group of research consultants in the development of this revised edition of the 1969 effort. Departmental staff members and consultants are to be congra- tulated for their efforts to maintain authentic and historical continuity in the treatment of the varied multi-ethnic contributions tothe great- ness of America.Individuals, issues, and ideas are covered within the framework of this foundation material. This publication, therefore, provides a vehicle which local school districts may utilize in carrying out their commitment for curricularcredibility. In order for this docu- ment to become more than just another"handout," a series of statewide curriculum seminars are scheduled to assist in classroomimplementa- tion. The orientation seminars will be conductedjointly by the Divi- sion of Renewal and Redesign and the Office ofEqual Educational Opportunity. From this groundwork, the teacher mustbe the builder! ,77P/szo-f4 Robert 0. Greer Assistant Superintendent Urban Education fv 4 FOREWORD Quality integrated education flourishes only when quality inte- grated instructional materials are skillfully utilized. Few requests from districts moving toward desegregation exceed those for consultative services and curricular suggestions in the area of minority group his- tory and culture. It was in response to this demand that the concept of a multi- cultural chronological guide was born. The selection of Afro-Ameri- cans, Mexican-Americans, Puerto Ricans and native Americans for treatment in this volume was based on the number of requests and the space available in the publication. The destruction of the melting pot myth is now documented history. In its place has emerged the realization that America is a collection of minorities, each unique yet, ideally, each flourishing in- tewt in the channels of the American mainstream. The framers of curricula and the publishers c-1 ..exts for the schools of this country are now awakening to the irreparaV, e. damage inflicted upon all children when the rich history and her, t-..ge of America's minorities are excluded from the curriculum and for Airriculum mate- rials. The avalanche of publications on minority group history and culture is ample evidence of the positive response of publishes to this call for the "new history" of the United States. The book- purchas- ing public now has virtually unlimited choices for selecting quality integrated texts. Yet due to the economics of the five-to-seven-year book purchasing cycle, hundreds of thousands of children are being denied the benefit of an enlightened and enriched instructional pro- gram utilizing integrated instructional materials.Basal texts which depict the role of Black Americans and other minority groups in a scholarly and realistic manner are still missing in many classrooms. The role of this publication is to provide a resource for that period of time between the phasing out of old texts and the adoption of quality integrated texts. To those who will find this book usefula word of caution. There is no substitute for textbooks in every subject matter area in which relevant minority group material is woven into the fabric of the book and where each culture Is presented in a manner which dis- plays understanding, empathy, and respect. Thus the temporary as- pect of the use of this supplementary guide book cannot be over- stated. Failure to adopt quality integrated texts at the earliest possible date with the thought of using this publication as a long-range resource disregards the principle for which Providing K-12 Multi-Cultural Cur- ricular Experiences was written. We fully recognize that providing culturally diverse curricular materials is but one dimension of the many-faceted thrust required to assure culturally enriched education. This publication is part of the continuing drive of the Ohio Departinent of Education to support and promote quality integrated education. Our hope is that Providing K-12 Multi-Cultural Curricular Experiences will be a useful though temporary tool in the schools of Ohio. etier Arthur L. -r Chief Office of Equal Educational Opportunity 5 BEST CM AVAILABLE HOW TO USE THIS CURRICULUM GUIDE This curriculum guide is designed to be used by teachers in all subject areas in grades K through 12, as they incorporate minority history and culture into the total curriculum. Teachers should not be limited by the information and sources in this pUblication; due to space limitations, the guide is a highlighting of events rather than a comprehensive history. There are three ways to locate information: by subject matter, by date, and by means of the alphabcical index. To speed the location of material pertaining to Ohioans and Ohio history, a color screen has been applied to this material. 1. By SUBJECT %fawn. All teachers, K through 12, elude Afro-Americans and the New Deal (page will find the subject matter designations helpful when 21); Willard Townsend, an Afro-American Ohioan attempting to use this publication. A few selected ref- active in the labor movement (page 21); and erences have been noted for the all-too-often -cgjected contributions of minority-group Americans dur- K through 3 grade levels. Beside each paragraph or sec- ing World War II (pages 22-23). dm
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