OCCUR/NT RESUME ED 192 225 SO 012 323 TITLE A Guide to Multicultural Education: Kindergarter. Through Grade Three. Publication No. EC-462. INSTITUTION California State Dept. of Education, Los Angeles.: Los Angeles Unified School District, Calif. SPONS AGENCY Office of Education (DHEW), Washington, D.C. Ethnic Heritage Studies Branch. PUB DATE Fet 78 NOTE 606p.: Not available from EDRS in paper copy due to dark background throaghout original AVAILABLE FROM instructional Planning Division, Los Angeles Unified School District, Listrict Publications Unit, 450 N. Grand Avenue, Recta G-230, Los Angeles, CA 90012 (S2.78 plus 6% sales tax) EDRS PRICE MF03 Plus Postage. PC Not Available from EDRS. DESCRIPTORS American Indians: Art Activities: Asian Americans; Blacks; Clothing: *Cultural Awareness: Cultural Differences: Cultural Pluralism: Elementary Education: Eskimos: *Fthrfic Groups: Family Life; Folk Culture: Food: Interdisciplinary ApEroach: Languages: *Learning Activities: *Multicultural Education; Spanish Americans: Teaching Guides: *Teaching Methods IDENTIFIERS Ethnic Heritage Studies Program Act: Euro Americans ABSTRACT This teaching guide presents learning activities for grades K-3 on multicultural education. The objectiveis to promote cultural awareness and understanding by developing acceptanceof the students, own heritage and the heritage of others. Approathesinclude interdisciplinary, disciplinary, and cross-cultural. The cross-cultural approach emphasizes examining the differencesand similarities in the heritage of various ethnic groups in the United States. Groups are divided into five heritageAreas: Black American, including Africa, West Indian, and United States: European/Mediterranean American including Europe, the Near East, and Middle East: Hispanic American including Mexico, CentralAmerica, and South America: American Indian and Eskimo including NorthAmerican Indian and Eskimo tribes: and Asian American and PacificIslands including China, Japan, Korea, Philippines, India, andSoutheast Asia. The document contains nine sectiens, each focusing on atopic. Topics are self-identity and awareness of others, familylife, working and playing together, foods traditional folk arts andcrafts, folk music, stories and storytelling, words and numbers,and celebrations and costumes. Each section presents background information; selected teacher references, somebriefly annotated, including books and audiovisual materials: a goaland three sample objectives: suggested learning activities and teachingmethods, including an identification of the disciplinary area andrelevant materials: and a cross-cultural grid designed to providequick comparisons of various categories among the culturesidentified. A selective bibliography of multicultural literaturepublished sie 1870, noting grade level, concludes the document.(Cs) o`, U S DE PARTMENT OF REALM, EDUCATION &WELFARE NATIONALiEDRITUTE OF EDUCATION THIS DOCUMENT MA% BIEN REPRO. AV DUCE!" ExAC T4.r AS RECEIvED FROM BESTCOPY THE PE R.,DN OR ORGANIZATION ORIGIN. ATNG It 00INTS OF viE OR OPNIONS STATED D O NOT Aff CF V..4.R,1 V RFPRF- SENT OF 11( 1 A L NAT IONAL ,h1%1 1101'1 91 F Du( A101.4 PONIT PC)Nr GR POI ,C A (WIDE TO PE RMISSIt )N Ht PH, ,` )0, T 11; MAU ki A t INMiCROrICHE ON1 Y MULTICULTURAL EDUCATION HAS BEA N L;TiANTE fi KINDERGARTEN THROUGH GRADE 3 (C7leSc ?:.1./i;zre/66-# TO T Ht. t Dok A Ht .,(AJHCE INF OHM A 1(1% k T Prepared by the Los Angeles Unified School District Instructional Planning Division in Cooperation with California State Department of Education Office of Intergroup Relations California Ethnic Heritage Program Copyright 0)1977/1978, Los Anteles Unified School District Instructional Planning Division *Publication No. EC-462 Second Printing 'February, 1978 $ LOS ANGELES UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION Howard Miller. President Philip Bardos Richard Ferraro Rabbi Fiedler Julian Nava Kathleen B. Rice Diane E. Watson SUPERINTENDENT William J. Johnston DEPUTY SUPERINTENDENT, INSTRUCTION Harry Handler ASSOCIATE SUPERINTENDENT Josie Bain ASSISTANT SUPERINTENDENT, INSTRUCTIONAL PLANNING DIVISION Norman H. Rossell CALIFORNIA STATE DEPARTMENT OF EDUCATION Wilson Riles, SuperIntendent of Public Instruction Ples A. Griffin, Chief, Office of Intergroup Relations Frederic R. Gunsky, Consultant, Office of Intergroup Relations PROJECT STAFF Eugene H. White, Project Director Miyoko NakaRiri, Project Leader Patricia 'Brown Frederic R. Gunsky Dan Basalone Joan Midler BACKGROUND OF THEPROJE4 The California Ethnic Heritage Program was launched in19744-75 by the State Department of Education, utilizing a grant from the U.S. Office of Education under ESFA Title IX, the Ethnic Heritage Studies Act. Common goals of the state and federal programs are to: 1. Afford pupils opportunities to learn more about the nature of their own heritage and to study the contributions of the cultural heritage of the other ethnic groups of the nation. 2. Reduce the educational (P.sadvantage and socialdivisivene04 caused by personnel and curricula that do not recognize the importance of cultural influences in the lives of individuals and communities. 3 Emphasize the educational gains that can result from cultural pluralism in a(multi-ethnic nation. 4. Engender in citizens of our pluralistic society greater inter- cultural competence relltihg to self-acceptance, acceptance of one's culture, and acceptance of persons of other cultures. Activities conducted during the first year of the projectin California were largely focused on development of a Guide to Ethnic Heritue CurriculumAnalysis_, with criteria and questions to be used by teachers and others in screeningand analyzing materials with reference to their value in teaching children tounderstand and appreciate their varied ethnic heritage and to respect cultural pluralism inthe United States. An experimental draft of this document, A Guide toMulticultural Education, Kinder- garten through Grade 3, was originally distribgted toselect schools and offTTFZTO January, 1976, for field testing and analysis. Over one hundred schools were involved in the experimental phase of the document. The guide has been revised, incorporatini, suggestions, corrections, and deletions recommended by fieldpersonnel. A team of volunteers from the Los Angeles Unified School District, the LosAngeles County Schools, the California State Department of Education, and thecommunity assumed responsibility for synthesizing and editing this revised version. Reactions were solicited from the District's American Indian, Asian, Black,and MexicanAmerican Commissions, and the Educators' Advisory Committee of the Los Angeles Jewish FederationCouncil. This guide should be considered as a yonstantlyevolving resource document. It is hoped that later editions, as they .are published,will include further suggestions, references, and activitiei which teachers find useful inclassroom situations. Additional comments and content should he submitted tothe project director. EUGENE H. WHITE, Project Director Director of Audio-Visual Services Los Angeles Unified School District APPROVED: NORMAN H. ROSSELL Assistant Superintendent ,Lastructional Planning Div,ision i 144*,w4L-wcA .. .. , . .. , SPECIAL APPRECIATION Many people and groups havecontributed to the realization of this resourceguide. Their generous cooperation andassistance have made it possible todevelop this material. Special appreciation is extended to: - TheCalifornia State Department ofEducation, Office of Intergroup Relations, which initiatedthe project and provided continual guidance - TheTextbook Services Section, LosAngeles Unified School District, which providedreference assistance and support services - The Audio-Visual Services Section,Los Angeles Unified School District, for assistancewith content, format, and graphic support - TheLibrary Services Section andthe Professional Library, Los Angeles Unified SchoolDistrict, for reference assistance - Thesecretarial support staff of theOffice of Intergroup Relations, California State Departmentof Education, for manuscript preparation. In addition to the projectstaff list on page ii, theseindividuals are recognized for their creative contributions: Dr. Eleanor Blumenberg,Western Director of Education, Anti-Defamation League of B'naiB'rith; Jo Bonita Perez, Multicultural Education Consultant,Division of Curriculum and Instructional Services,Los Angeles Coanty Schools; Harold Sunderland, CurriculumConsultant, Sonoma County Office of Education; Bette Cox,Teacher Adviser, Music, Instructional Planning Division, LosAngeles Unified School District iv 4-, "qt1K., - CONTENTS Page BACKGROUND OF THE PROJECT iii SPECIAL APPRECIATION iv MULTICULTURAL EDUCATION: A PROCESS AND AN ADVENTURE SELF-IDENTITY AND AWARENESS OF OTHERS 7 Background and References 7 Goal and Sample Objectives 8 Suggested Activities 9 FAMILY LIFE IN MANY CULTURES 21 Background and References 21 Goal and Sample Objectives 24 Grid: Family Structure; Language; Greetings; Pets; Children's Chores 26 Suggested Activities 32 Resource Information 35 WORKING AND PLAYING TOGETHER 39 Background and References 39 Goal and Sample Objectives 40 Suggested Activities 41 Materials and Resources 41 THE UNIVERSALITY AND DIFFERENCESOF FOODS 43 Background and References 43 Goal and Sample Objectives 44 Grid: Grains and Bread; Fruits and Vegetables; Meat and Fish 46 Suggested Activities 76 TRADITIONAL FOLK ARTS AND CRAFTS 85 Background and References 85 Goal and Sample Objectives 87 4 , Page Grid: Pottery; Textiles; Toys; Macrame; Painting; Masks;