DOCUMENT RESUME ED 336 313 SO 021 339 AUTHOR Donley, Susan K. TITLE Toward a Better Balance: Curriculum Guide for Multicultural Education, Part II, Grades 7-12. INSTITUTION Pittsburgh Univ., PA. Pennsylvania Ethnic Heritage Studies Center. SPONS AGENCY Pennsylvania Legislative Office for Research Liaison, Harrisburg. PUB DATE 88 NOTE 266p.; For related documents, see SO 021 335 and SO 021 338. AVAILABLE FROM Pennaylvania Ethnic Heritage Studies Center, 405 BellPfield Hall, University of Pittsburgh, PA 15260 ($15.00). PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher) (052) -- Guides - Classroom Use - Instructional Materils (For Learner) (051) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Citizenship Education; *Ethnic Groups; Ethnicity; Learning Activities; *Multicultural Education; Secondary Education; Social Studies; State History; Student Educational Objectives; Teaching Methods; United States History IDENTIFIERS *Pennsylvania ABSTRACT This curriculum guide is designed to prepare teachers to introduce basic ethnic and multicultural concepts into the classroom, and to help students, through the presented readings and activities, to understand and appreciate the role ethnicity plays in family, localnational, and global life. Four units invite students to apply creative, analytical research methods to a variety of primary and secondary sources. The four units are: (1) Belonging: ethnicity is rooted in the family; (2) Mainstreet: the ethnic texture of one's community; (3) Uniformly diverse: a nation becoming; and(4) Our global family: living in an ethnic world. Among specific goals of the ctirriculum are these:(1) students will practice critical, analytical, and creative thinking skills;(2) students should develop a sense of pride in their own ethnic groups and communities; and(3) students should exhibit an appreciation for other cultures from other times and places. Three appendices feature a vocabulFry list, a category guide for ethnic origin charts and exercises, and a selected reading list of 43 items.(DB) ***********4*****************************A************t**************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** :" ; ' SU U C DEPARTMENT OF EDUCATION Onoce ol Educational RI:Search and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1,1This document nesPeen reproduced as ece.ved from me person or organization originating i: r Minor changes have peen made to improve 1 reproduction Quality Points of view or opinions Stated in this dOCu ment do not necessarily represent officIal OE RI position or policy :::).wasssostristtpisixtfsiffelaseall "PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY ; HA BEEN GRANTED BY 2 YN-t INO y TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Curric 11 G *de for tic tur tication Q3- .stft (No ir 40.- ;. Zt. CNCI . A Curriculum Guide: LOHL Researcn rrojec Studying Minority and funded by Ethnic Groups in theThe Pennsylvania House Commonwealth, of Representatives Grades 7-12 February 1988 fuel' PflEIV MIMI AIN TOWARD A BETTER BALANCE Curriculum Guide for Multicultural Education PART IIGrades 712 About the The Pennsylvania Ethnic Heritage Studies Center was created by the Pennsylvania General Assembly and the Pennsylvania Department of Pennsylvania Ethnic Education in 1974. It is supported jointly by the Commonwealth and Heritage Studies the University of Pittsburgh's Center for International Studies, where Center it has been located since its inception. The legislation creating the Center was enactein recognition of the heterc geneous composition of the Commonwealth and of the belief that in a multi-ethnic society,h greater understanding of the contributions of one's own heritage, of the heritage of others, and of the ways ethnic groups have contributed to Pennsylvania's heritage can help to build a more harmonious and committed populace. The Center has four general responsibilities: 1. To identify and develop curriculum materials relating to the Commonwealth's etblic heritage and train educators in their use; 2. To collect information and research materials necessary for the study of Pennsylvania's ethnic heritage; 3. To encourage research on ethnic studies in the state; 4. To promote greater avyareness of the Commonwealth's ethnic diversity and of the contributions of its many ethnic groups. For more information contact: Pennsylvania Ethnic Heritage Studies Center University Center for International Studies 405 Benefield Annex University of Pittsburgh Pittsburgh, Pennsylvania 151260 (412) 648-7420 Achnowledgenwnts Special thanks to Frank Kurtik, Assistant Curator of the Archives of Industrial Society, University of Pittsburgh for help in locating and permission to reprint photographs from the City Photographer's Collection. Thank you to the many publishers who granted permission to reprint excerpts from their publications for the readings in this manual. Copyright 1988, Legislative Office of Research Liaison, Pennsylvania House of Representatives Table of Contents Unit IV OUR GLOBAL FAMILY Living in an Ethnic World APPENDICES The Speaker's Charge to LORL Introduction and Goals ' 4 41' ,ta 4:ti Illi I 1 I I rr?- -- '.,.. s".1X'''ffi..":-"_t4iCi":"'": _ . -. ...:.:2.mIti 0-.....7.. ... Belonging Ethnicity is Rooted in the Family r 4.. I ..v°4 t' le 44'4 411'ler' 414 qi M. Notes... Stucl,ent Exerrises and Readings monnommommonmonommonnononommonnonomoommonnonnonommomononommonnonnimonnonnomonnommommonnomm Family Data Sheet 11111111111111111111111111111111111111111111111111111,111111111111111111111111111111111111111111111111111111 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Students will: pages 12-13 *gather their families' vital statistics 'determine the difference (if any) between their ethnic back- ground and their ethnic identity 'hypothesize reasons for presence or absence of strong ethnic identity in various families. When the subject of ethnicity and the family is introduced, many stu- Discussion dents may object, "My family isn't ethnic." This objection is based in truth, although, as they will learn, it is impossible for any human being to have no ethnic background. The reason for this contradiction issim- ple. While all people have an ethnic background (which might come from a nationality group, a racial group, religious group, or a group with a sense of shared culture and traditions), not all families identify strongly with their ethnic backgrounds. A family may have made a con scious choice in past gcnerations to stop maintaining ethnic traditions to "become more American." Or the ethnic identity of a family may be shared by so many others, that it is hard to recognize as an ethnic tradi- tion (the so-called "WASP" culture is a good example). We cannot choose our ethnic backgrounds, but wo (or our families) can choose whether or not to identify with that background. Often one side of a family Will have a stonger influence than another side, so that a person who is equally German and Polish in background will answer "Polish" when asked about his/her ethnicity. This exercise will help students collect the raw facts they need to dis- Procedure cuss how they came to identify or not identify with aparticular ethnic group. Before students fill in thefamily tree, ask them to write their eth- nic identity in the box at the top of page 13. Anyone who does not identify with an ethnic group, should leave the box empty. Although the Family Data Sheets may be started in class, they should at least go home for additions and corrections. When they come back, discuss to what extent the students' ethnic backgrounds (listed in the fourth gener- 5 6 Notes... 1 " 2 e' 44. 1, .. 4. ^44 AP 'v' 44, 4 vs4, 4 ". "IN 4 ip;46,.111 lifr in ic, ,u P114411 '4,f' .41.;* kt; t , ,,,,,',.- a tr* ' 4.° .441!`li''ff ht, -. I 'N., 4,104 tu, 'A, r f:. 'f,. -.- --.......,/A't IN 1-, ,,.:. 1 r - IP 151 ' K ...../.;.- ',.(.1,?¶ 041 "lit+ . 41 14 .--v.,,-, ,1;%.,t1.1, 444 41461' 'it s'pc "1,ti'vi'Agh;v1Z...iii.:it.12:1.'tilt2Igstelt,r-',1Notes... -?4,4' ''''',1'.4i, e k Or le It-{ jli.' %II Pr i t:* .1k, ° I t':., 1');'''1!,.;Ati4giltc: [ 4,! di, 1! lil V Ne V, t.ii. .10 , Ale% ,*i!treattig*SNIZCItitiaisitli.44N '4:rie ,44., -4409,f.i.,. ":160.71 4te 4.%<:`,A-4.!' '....4011,0 ,1. ''''.,'' ''.1''.4. slis;'i 4.4, ta a. 44.41.0-4. 07....,...141` 'f.,.-,I 04' t 1 1:';,2 II . kt 4i). ;tirii: ,,,,... 404.400. ..,e,lekr4,i 0.,..ssamanaKINSCIS 2 IN r ,Notes... toittp,011,4411N.,44.1,.e),.111,. 1.0.1.,:,-1 t4e:4'119'14telkLeltiVt: Great-grandfather's name 1 Birthdate: I Birthplace: Date of marriage: I Date of death: Grandfather's name E Occupation: Ethnic background: Place(s) of residence: Gathering your Birthdate: family's vital Birthplace: statistics is a first Date of marriage: Great-grandmother's name Date of death: F. step toward Occupation: understanding Place(s) of residence: Birthdate: your own Birthplace: Date of death: ethnicity. Occupation: Ethnic background: Place(s) of residence: Father's name Birthdate: Birthplace: Great-grandfather's name Date of marriage: Date of death: Occupation: Birthdate: Place(s) of residence: Birthplace: Date of marriage: Grandmother's name Date of death: Occupation: Ethnic background: Birthdate: I Place(s) of residence: Birthplace: Date of death: 3 Occupation: Great-grandmother's name Place(s) of residence: Birthdate: Birthplace: Date of death: Occupation: Ethnic background: Second Generation Place(s)