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Ethnic/Religious Groups. the Sendobjective Is for Children to Describe How Cultural Heritageis Transmitted Through Therecognition Leaders

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Ethnic/Religious Groups. the Sendobjective Is for Children to Describe How Cultural Heritageis Transmitted Through Therecognition Leaders DOCUMENT RESUME UD 022 107 ED212 747 AUTHOR Martinez, Jimmie; And Others TITLE US: A Cultural Mosaic Program.Groups: Alike and Different. A Social Studies Unitfor Level 2 (Grades 2, 1-2, 1-2-3). INSTITUTION San Diego City Schools,Calif. PUB DATE 78 NOTE 46p. AVAILABLE FROMSan Diego Unified SchoolDxstrict, 4100 Normal Street, San Diego: CA 92103($8.00). EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Cultural Differences; CurriculumGuides; *Ethnicity; *Folk Culture; *Leaders; LessonPlans; Multicultural Education; Primary Education; *SocialStudies; Teaching Guides' IDENTIFIERS *Holidays ABSTRACT This curriculum guide emphasizes amulticultural approach to the teaching ofsocial studies in grades onethrough The three. The guide is organizedaround three principal objectives. first objective is for children todescribe how cultural heritageis transmitted through the recognitionof special days. Lesson plans preiented under this objective focus onHew Years celebrations, independence days, "appreciationdays" (e.g., Mother's Day), Thanksgiving days, and religiousholidays of various nations and ethnic/religious groups. The sendobjective is for children to describe how cultural heritageis transmitted through therecognition leaders. The lesson plans in this of national heroes and famous and section provide biographicalinformation on important historical contemporary figures in theUnited States and around the world.The third objective is for children.tode3cribe how cultural heritageis transmitted through legends andfolk tales, Lesson'plans herecenter around the examination of naturemyths, legendary heroes,stories with moral values, and storiesof legendary "little people."Appended for teachers, and to the guide areadditional background information lists of media materials andproducers of audiovisual materials. (GC) *********************************************************************** Reproductions supplied by EDRS are thebest that can be made from the original document. *********************************************************************** Stock No 41-5-4020 iTasIlligl soloosmean 'Maw1111111s: pass'. lagal °Meld som4-- II!T.N: MU! 011,11141.11111liks% surizo,.114.. 1:I1Iy diam11:111:111i,!, ACULTURAL imu 01111im'NM?. aMellrmo mi... -1111,7' Immo:UP ,...ii:11 mi=l'Elk i.1... ;aims_ . ..... grom:".41:4L'Untr. MOSAIC "NE -7111.:111::. MP". 111.il:...1 '"eillailka 7iii:112111111M1051.11' toiling ,. 1,1..1Dan 1ImillIrM111:11 ....,7, "0111'''"4"-0M11=11 .." Milli.-Alb. PROGRAM Amill.0210MilOsor..ile'rlr ummem...m.us:- U S DEPARTMENT OF EDUCATION giliTifillitite"........- NATIONAL INSTITUTE OF EDUCATION EDUCAMJNAL RESOURCES INFORMATION INTER 'ERIC, 71 7 17 17 11(1,If prodt. , ,y, ,,rsotir,tqqinAlturt !,el r,1 r y ,t M=1 ,e, t= 110 V 71,717,17 7 171/ 111i17111/117.717 pr11, p110e, rlIS e1'v r,4 , r;! 111 1b15 doCu 17177, 717 7 N 1' 17 II re=1 e, 44=HI ME PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED E.Y TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" GROUPS: Alike andDiffejent A SOCIAL STUDIESUNIT FOR LEVEL 2 (GRADES 2, 1 -2, 1-2-3) Son Diego City Schools Son Diego, Californin 1978 2 US: A Cultural Mosaic GROUPS: ALIKE AND DIFFERENT A Social Studies Unit for Level 2 (Grades 2, 1-2, 1-2-3) Prepared by Jimmie Martinez, Curriculum Consultant,Elementary Social Studies Arlene Watters, Teacher, MeadElementary ol Contributing Writers: Esther Cannon, Elementary Art ResourceTeacher Myrtle Faucette, AdministrativeIntern, Freese Elementary School Damaris McNeill, Curriculum Consultant,Elementary Music Dimple Morrison, Elementary LanguageArts Resource Teacher Advisory Committee District ?ersonnel: Pat Ammon, Instructional Aide,Marcy Elementary School Diane Bailey,_ Teacher, Linda VistaElementary School Eloiza Cisneros. Director, ElementarySchools Division John Cleveland, Curriculr cno.cialist,Multiethnic Studies Joe Ford, Principal, Hor ?.men'iry School Charles Freebern, Curric racialist, Music Gilbert Guzman, Curricul Biling,a1 Education Jeanett-: Haseyama, Teache rton Elementary school Leven Leatherbury, CurriculumSpecialist, Art Jesse Perry, Curriculum Specialist,Language Arts Lyle Rangel, Counselor, GompersJunior High School Alfredo Rodriguez, Teacher, BalboaElementary School Jdte Senour, Principal, Sunset ViewElementary School Jane Stein, ResourceTeacher; Consumer and Family Studies Aina Summerfelt, Curriculum Specialist,Consumer and Family Studies Paul Yap, Principal, Johnson ElementarySchool Chairman: 1-,y Harris, Curriculum Specialist,Social Studies Community Consultants: Ambrose Brodus, Chairman, EducationCommittee, Urgan League of San Diego Adam Cato, Teacher, Ca:on ValleySchool District Virginia Fang, Cultural EducationSpecialist, Union of Pan Asian Communities Delia Morales, Special Assistant to theDirector, Chicano Federation of San Diego County Ellie Nadler, Anti-DefamationLeague, B'nai B'rith Johh Roilillard, Chairman, Departmentof American Indian Studies, San Diego State University San Diego City Schools San Diego, California 1978 Unedited PREFACE In the last several years many efforts have been made to infuse a multiculturat orientation into...the San Diego City Schools curriculum. While most earlier efforts were aimed at secondary levels, research has consistently shown that attitudes are formed at an early age. Accordingly, in the fall of 1974 cur- riculum resource staff began developing a multicultural program for the primary ` grades. This program had a social studies babe, but incorporated correlated activities from language arts, music, and art. The initial levels of the program were implemented in schools in 1975-76. Since that time work has continued on the program, correlating it with the implementation of new 1978-73 social studies text materials.These develop- mental efforts were undertaken by durriculum writers chosen from the ranks of the district's resource staff and-teachers, assisted by committees of district teachers, administrators, and corebunity representatives. The result of these efforts is a program entitled US: A Cultural Mosaic, composed of six levels for elementary grades. Level 1 begins with a study of the family, and successive levels study group, community, state, nation, and a region of the world. Each level is designed to help students develop an ap- preciation of the similarities and differences of individuals and groups which compose American society. c/1 Elisa L. Sanchez Assistant Superintendent Programs Division S. iii RATIONALE FOR THE US PROGRAM Most research indicates attitudes are formed az. an early age andth.it many attitudes may be well-established by the time the child completeselementary grades. The US: A Cultural Mosaic pr(-,ram was developed with this inmind avid is designed to help children develop positive attitudesabout themselves and others. It is based upon the idea of helping children to seethat simi- larities among people are those traits which make themmembers of the human family, and differences among people are those characteristics whichmale etch person special and unique. It is hoped that through experiencing this program.childrenwill begin to sole thatdiffexences need not-be negative; but rather, they arepositive'tind,add interest and richness to life. This approach 4111 help makd children aware that one of the beauties of America is that it is anation of many people whose cultures have interwoven to create a composite culturericher than any :Angle culture from which it is drawn. This may be viewed as a mosaic in whichg'ach. piece is distinct and adds to t'he beauty of the whole. Earlier approaches to multicultural education tended to stressheroes and holi- days. In the US: A Cultural Mosaic program heroes and holidays aretaught, but as part of a larger examination of the similarities anddifferences shared by people from many backgrounds. The similarities and differences ofcultural values are studied in the settings of family, group, community, state,nation, and region of the world. At each level of the expanding circle,history and geography are used as vehicles to explore these culturalsimilarities and differences. SOME THOUGHTS BEFORE BEGINNING Teachers have long had intimate familiarity with the conceptof balance. We have had learning conveniently divided into domainsfor us, and we know that the cognitive,- affective, and psychomotor domains areall-important and that we.should no emphasize one at the expense of the others.We'know that the development of children's minds is important, but we must notneglect the development of their bodies or their appreciation for the aestheticside of life. Instruction id the area of multicultural educationrequires the teacher to internalize and project still another balarice. For many years individual and cultural differences were brushed aside with theoversimplification that "we are all really alike." This was often referred to as a whitewash attempt to mold all Americans into the image of Euro-Americans. In recent years the pen- dulum has swung, and multicultural education oftentakes the form of festivals in which members of a 'cultural group. are portrayed either asall dressing in a given way or all eating the samefood or all performing the same ceremony. Portraying all members of a group as acting in a given way cangenerally tle considered stereotyping. For example, all Mexican Americans.do not eat tacos at every meal. All Asian Americans do not use chopsticks to eatchow mein at each meal. All American Indians do rot dance around a firewhile wearing feathered headgear every time they get together. All Black Americans do
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