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U.S. HISTORY MULTICULTURAL CURRICULUM PROJECT a Project U.S. HISTORY MULTICULTURAL CURRICULUM PROJECT A Project Presented to the faculty of the Department of Teacher Education California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in Education (Curriculum and Instruction) by Shawna Mary Farbotnik SPRING 2013 U.S. HISTORY MULTICULTURAL CURRICULUM PROJECT A Project by Shawna Mary Farbotnik Approved by: __________________________________, Committee Chair Rita M. Johnson, Ed.D. ____________________________ Date ii Student: Shawna Mary Farbotnik I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for the Project. , Department Chair Susan Heredia, Ph.D. Date Department of Teacher Education iii Abstract of U.S. HISTORY MULTICULTURAL CURRICULUM PROJECT by Shawna Mary Farbotnik Statement of Problem There is a glaring achievement gap that exists within the California public schools according to California Standards Test (CST) results (California Department of Education, 2011). Additionally, while multicultural curriculum has improved over recent years, the emphasis on high-staked testing exacerbates the achievement gap by emphasizing a frequently uniform curriculum that serves to benefit one dominant worldview. Budget and time constraints continue to make it difficult for teachers to find the precious funds and minutes to find or create curriculum that meet multicultural expectations. It was found that textbooks feign objectiveness, but often present a biased and one-sided view of historical events (Apple, 2008; Banks & Banks, 2010; Finley, 2003; Waters, 2007). As textbooks are the dominant source of curricular content, other sources of curriculum need to be available for teachers in order to transform the current curriculum and provide a more equitable education for students (Russell, 2010). iv Sources of Data An extensive review of literature regarding the research, benefits, and recommendations was conducted and used as the main source of data for this project. The curriculum presented in this project was developed around the literature research and recommendations. The lessons are specifically designed around Banks and Banks’ (2009) transformative and social action approach. Primary sources are heavily used in order to allow students to reach their own conclusions through critical analysis. Furthermore, building critical literacy skills is emphasized through reading activities, such as Read-Recap-Request, that are incorporated into various lessons. Conclusions Reached Social studies has been neglected largely due to the emphasis on math and reading in high-stakes testing (Burroughs, Groce, & Webeck, 2005; Mitsakos & Ackerman, 2009; Winstead, 2011). However, the study of history through a multicultural and critical lens offers countless opportunities for students to think critically about the relationships in the world around them and feel a sense of empowerment. When used effectively, multicultural curriculum offers numerous benefits to students and inherently the society of which they are a part. , Committee Chair Rita M. Johnson, Ed.D. _______________________ Date v TABLE OF CONTENTS Page Chapter 1. INTRODUCTION .................................................................................................. 1 Statement of the Problem ................................................................................. 1 Significance of the Problem ............................................................................ 2 One Solution to the Problem ............................................................................ 3 Anticipated Outcomes ...................................................................................... 4 Definitions ........................................................................................................ 4 Organization of the Project ............................................................................... 5 2. LITERATURE REVIEW ....................................................................................... 7 The Use of Textbooks in Traditional Social Studies Curriculum .................... 7 Textbook Related Social Studies Content Issues ............................................. 7 Multicultural Content in Textbooks ............................................................... 10 The Effects of No Child Left Behind on Social Studies and Multicultural Curriculum ................................................................................ 11 Multicultural Education Models ..................................................................... 12 Benefits of Multicultural Curriculum and Learning in the Classroom ........... 16 Multicultural Curriculum Literature Recommendations ................................ 19 Conclusion ...................................................................................................... 23 3. METHODOLOGY ............................................................................................... 25 Introduction .................................................................................................... 25 Design ............................................................................................................. 25 Classroom Implementation ............................................................................. 27 4. SUMMARY, CONCLUSION, AND RECOMMENDATIONS ......................... 30 Summary ......................................................................................................... 30 Conclusion ...................................................................................................... 31 Recommendations .......................................................................................... 32 vi Appendix A. Lesson Plans ....................................................................................... 35 References. ............................................................................................................... 210 vii 1 Chapter 1 INTRODUCTION Statement of the Problem Recent California Standards Test (CST) results reveal an achievement gap exists within the California public schools. The number of African American and Latino students who scored below basic or far below basic on the 8th and 11th grade history CST tests were twice as high as the number of white and Asian students who scored below basic or far below basic. This discrepancy is exacerbated when comparing results among economically advantaged and disadvantaged students (California Department of Education, 2011). Banks and Banks (2010) wrote that despite the fact that curriculum has become more multicultural since the Civil Rights movement, school curriculum still focuses on mainstream and Euro-American values and belief systems. As the review of the literature will document, this mainstream and Euro-American focus marginalizes and alienates students of color, whose motivation is increased when the school curriculum reflects common experiences (Banks & Banks, 2010; Ladson-Billings & Brown, 2008; Okoye-Johnson, 2011; Sleeter & Grant, 2009). Ironically, public demands for the very standardized tests cited above as evidence of the problem intensify the problem. With national standards and budget constraints affecting students, teachers, and schools nationwide, the task of finding time to create or use culturally relevant social studies curriculum while simultaneously 2 meeting district, state, and national-level standards can seem overwhelming to teachers. Making social studies content relevant to the interests, values, and perspectives of an ever diversifying student body can seem daunting to teachers without the knowledge, skills, and/or resources to do so. Significance of the Problem The significance of the growing achievement gap between students of color and mainstream students lies in the consequences of inequitable education in our country. The Education Trust, a United States-based organization, cited loopholes in Title I of the Elementary and Secondary Education Act that allows districts to allocate more funding to affluent schools than poverty-stricken schools (The Education Trust, 2010). Without sufficient funds, district administrators in high-poverty areas tend to ignore inequities and external conditions, such as poor health and welfare conditions created by poverty, and focus singularly on student achievement (Noguera, 2008). One of the reform movements to increase student achievement for students of all backgrounds has been the emphasis on standardized testing (Ladson-Billings & Brown, 2008). However, given the most recent CST scores, testing has not effectively solved the inequity issue. Additionally, school choice policies arising as a means of desegregating schools are another example of inequitable educational opportunities. Magnet schools, which are generally located in inner-city, high-minority areas, were developed to increase both racial diversity and academic achievement through the development of 3 specialized curriculum. However, magnet schools seek to attract more affluent white students, resulting in minority students from the non-magnet school being denied the same educational opportunity as the magnet students (Welner & Oakes, 2008; West, 1994). Low-income, largely minority students are thus unable to attain the same school choice and opportunity for success as other students (Noguera, 2008). The Coalition
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