ERIC ED369703: Influsing Multicultural Education into Today's Schools. An Annotated Bibliography To Accompany a Special Topical Collection of ERIC Microfiche Intended for Teachers, Administrators, and Librarians.

65 Pages·1993·2.6 MB·English

by  ERIC

DOCUMENT RESUME
SO 023 893
ED 369 703
Influsing Multicultural Education into Today's
TITLE
Schools. An Alinotated Bibliography To Accompany a
Special Topical Collection of ERIC Microfiche
Intended for Teachers, Administrators, and
Librarians.
ERIC Document Reproduction Service, Springfield,
INSTITUTION
VA.
PUB DATE
93
65p.; Contains 181 citations, extending from ED 318
NOTE
584 to ED 351 354.
ERIC Document Reproduction Service, 7420 Fullerton
AVAILABLE FROM
Rd., Suite 110, Springfield, VA 22153-2852
(Bibliography: free. Microfiche collection: $195).
Bibliographies (131)
PUB TYPE Reference Materials
MF01/PC03 Plus Postage.
EDRS PRICE
American Indian Culture; Asian Americans; Black
DESCRIPTORS
Culture; *Cultural Pluralism; *Curriculum
Development; Elementary Secondary Education;
Instructional Materials; Latin American Culture;
Learning Activities; *Multicultural Education; Social
Studies; Teacher Educati,n
ABSTRACT
This annotated bibliography on the topic of
multicultural education is intended to accompany a special collection
of documents on microfiche selected from the Educational Resources
Information Center (ERIC) bibliographic database. Evaluation reports
of state and district efforts to implement multicultural curricula,
and step by step instruction on addressing the needs of a diverse
student body though multicultural programming are included. Specific
topics covered in this collection include infusing multiculturalism
into the arts, literature, history, and other subject areas including
physical education; appreciating African American, Native American,
Asian, and Hispanic cultures. Additionally, the collection includes
items offering a theoretical rationale for including multicultural
education in school programming. Each entry includes the ERIC
identification number, author, title, publication year, notes, price,
and an abstract. Resources include those designed for use in teacher
education, instructional materials such as folktales from foreign
countries, and works suggesting specific teaching methods for
introducing multiculturalism at a particular grade level, or within a
particular subject. Conference proceedings and papers on the
introduction of multicultural education, literacy, and literature are
included. Surveys and reports of research work also are included.
Resources that describe programs in multicultural education at
schools across the country are listed.
(DK)
" "
******************************,..
"r
Reproductions supplied by EDRS are the best that can be made
from the original document.
,%A:.********A:r********.i.:*********'.************--..
INFUSING MULTICULTURAL
EDUCATION
INTO TODAY'S SCHOOLS
An Annotated Bibliography
to Accompany a Special Topical Collection
of ERIC Microfiche
Intended for Teachers, Administrators, and Librarians
181 Citations Extending from
ED 318 584 to ED 351 354
U.S. DEP'FITNIENT OF EDUCATION
"PERMISSION TO REPRODUCE THIS
Office ol EdpCational Research and Improvement
MATERIAL HAS BEEN GRANTED BY
EDUCATIONAL RESOURCES INFORMATION
E R
Spring 1993
CENTER (ERIC)
0 Th,s document has been reproduced as
received I,om the person or organization
originafing it
0 Minor changes have been made to !MVOS,.
reproductmn quality
Points ot view or opinions staled m t his docu-
TO THE EDUCATIONAL RESOURCES
menu do not necesaanly represent official
Cit)
INFORMATION CENTER (ERIC).-
OERI position or poSCy
ERIC Document Reproduction Service (EDRS)
CO
7420 Fullerton Road, Suite 110
Springfield, Virginia 22153-2852
CY)
0
Cn
2
Multicultucal
Infusing
Today's
Education Into
Schools
United Starts,
Throughout the
Depart-
school districts and St=
Education have been
ments of
=bi-
=ling 1 COMELlitraent to
nzw
cultural education. This
the ERIC
special collection from
Service
DOCIIMCIat Reproduction
and
(MRS) oats teachers
administrators the most recent
the
and relevant information on
includes
topic. The collection
bibliographies,
specific resources,
multicultural
and activities on
of
topic4 evaluation reports
districts to
earts of SC:iteS and
implement multicultural cur-
instruc-
ricula; and, step-by-step
the needs of
tion on addressing
student body through
1 diverse
multicultural programming.
this special
Topics covered in
collection indud=
into
Infusing multiculturalism
histori,
the arts, literature,
and other subject areas,
education;
including physical
African-Amcri-
Appreciating
American, Asian,
can, Native
and
and iftspanic cult=
for
A theoretical rationale
edu-
including multicultural
prograniniing.
cation in school
collection is ofered on
This miaofiche
for a cost
annual subscron basis
an
of $195. ThefillIsubscription
base collect*
pxkage includes the
released
quarterly updates ofnewly
boo;
documents, a microfiche szrage
index (also updated
liardcopy
and
qu'arerlY).
3
Multicultural
Infusing
ABSTRACT: Although American students have always
been somewhat diverse, newly identified groups with
Today's
into
Education
special needs appear on community horizons every year.
Education is one arena from which response to d;versity is
Schools
necessary. Ethnic, socioeconomic, disability, and gender
another makiag
region
one
to
differ
from
status
Spring 1993
communities the ideal nexus for change. Some communities
have taken a pro-Relive approach to cultural pluralism, and
Successful
described.
are
programs
several
model
approaches reflect community exigencies, but all emphasize
the following components: (1) collaborative development o f
ED351354
a clear belief system which respects the nature of and
Author: Schlessman-Frost,-Anry
demands excellence for all students; (2) use of an inclusive
and
Policy
Some
Model
Democratic
Title:
A
belief system as a guiding focus for school and community;
Recommendations: Multicultural Educational Evaluation.
(3) intervention strategies for at-risk students involving
Publication Year: (1991]
businesses, and constituents
in
community agencies,
Notes: 10 p.; In:
Orteza y Miranda, Eve Una,
Ed.
cooperative ventures; (4) a globalized curriculum which
inilosophy of Education Proceedings. Alberta, Canada,
acknowledges the value of differences and teaches students
1991. p87-94.
to live in a heterogeneous, interdependent world; and (4) a
EDRS Price - MF01/P091 Plus Postage.
holistic approach to instruction where whole children are
educated in whole classrooms and are never labeled.
ABSTRACT: A democratic model of educational
Responding to cultural differences means restructuring
evaluation and some policy recommendations to develop
public schools and supporting new practices to address the
are presented. The
appropriate evaluation
culturally
reality of plurality in the schools. (Contains 12 references.)
traditional hard science paradigm in r.tsearch must be
(LL)
feed back to
evaluation designed
to
replaced with
communities of varying cultural backgrounds. The most
fundamental assumption of the new model is democracy, or
the democratic principle, meaning participation by people
ED351290
in decisions that affect them. The value-aesthetic focus is
Author: Finch,-Maty-Ellen; Rasch,-Kathe
identify shared and cherished ideas from multiple
to
Students for
Diverse
Preservice
Preparing
Title:
cultures. The shared value system of a multicultural
Populations.
democracy will be operationalized into new forms of
Publication Year: 1992
design
participatory
through
evaluation
educational
Notes: 20 p.; Paper presented at the National Forum of the
of
each
representation
that
involves
development
Association of Independent Liberal Arts Colleges for
of
evaluation
selection
the
culture
participating
in
Teacher Education (5th, Louisville, KY, June 5-8, 1992).
the
methodology. Culture must be incorpoisted
into
EDRS Price - MF01/PC01 Plus Postage.
discourse categories of evaluation to make evaluation a
contributing part of the democratic process of education.
ABSTRACT: The Education Division of Maryville
The bottom line for the new model of evaluation is not the
University (Missouri) believes in preparing teachers for
from
use of usual
gathered
descriptive information
student diversity. It encourages teachers to be reflective
standardized and normed instruments; rather, the intent is
practitioners and suggests that the quality of a teacher's
,wn
to prescriptively reinform the participants of their
reflections and actions depends on a developmental ability
school environmt
perceptions of their
children's
to integrate concrete teaching experiences, models and
instruction, and the values transmittez:. One f-ti,-ure presents
strategies of others, and principles of research in teaching
the evaluation model. (SLD)
into an integrated whole. Maryville's teacher education
program has four conceptual strands: (developmental,
curriculum and instruction, sociological, and research). The
paper describes the Roblee Project, which builds upon the
ED351299
Maryville's
permeating
curriculum
and
experiences
Author: Sherritt,-Caroline; Basom,-Margaret
preservice teacher education program. The project began in
Title: Reflecting Community Diversity in the School.
faculty and focus group
1991 with several activities:
Publication Year: 1992
critique
to
designed
diversity
meetings on
cultural
Notes: /4 p.
preservice teacher education; data collection from new
EDRS Price - MFOI/PC01 Plus Postage.
students, student teachers, and first-year teachers; and
To Order Call 1-800-443-ERIC
Infusing Multicultural Education into Today's Schools pane 2
broad range of age levels and abilities. It can be used in
resource list collection. Data analysis showed that: (1)
several curriculum areas, including: (1) social studies on
unlike
with
children
uncomfortable
were
students
China, Japan or Asia; (2) multi-cultural studies; and (3)
in most students;
(3)
exi:ited
themselves; (2)
racism
language arts and literature. An introduction to folklore and
students needed to believe that all children could learn; (4)
a bibliography are included for teacher reference. (DB)
many students did not want to work in schools with diverse
populations; and (5) most students were ignorant of the
civil rights movement and related historical issues. One
crucial finding is that providing dissonance in terms of both
ED351225
knowledge and experience is crucial. (SM)
Title: World Cultures: A Theme Guide to K-12 Curricular
Resources, Activities, and Processes.
Stanford Program on
Stanford Univ.,
Source:
CA.
ED351278
International and Cross Cultural Education.
Publication Year: 1984
Author:
Rlsinger,-C.-Frederick
Notes:
109 p.
Title: Trends in K-I2 Social Studies. ERIC Digest.
Plus Postage. PC Nor Available from
EDRS Price - MF01
Clearinghouse for Social Studies/Social
Source: ERIC
EDRS.
Science Education, Bloomington, IN.
Publication Year:
1992
ABSTRACT:
This guide is for educators who wish to
Notes: 4 p.
improve existing curricular frameworks for teaching about
MFOI/PC01 Plus Postage.
EDRE Price -
anchored by six goal
world cultures. The guide is
statements for student learning: (1) to begin to understand
ABSTRACT:
research
contemporary
Drawing
on
that cultures are complex and are made up of many
recently developed curriculum guides, and
literature,
components (values, behavior, habitat, aesthetics, etc.); (2)
blue-ribbon reports, this digest reviews 10 contemporary
to recognize the part geographic setting and history play in
trends in K-12 social studies in the United States. Trends
shaping a culture; (3) to understand that change is natural
are as follows: (1) History, history, and more history; (2)
and ongoing and that people are affected in different ways
More geography, too; (3) Using literature to teach social
beeause of their value systems; (A) to understand the
studies; (4) Focus on the multicultural nature of American
interdependence of people, groups, and nations; (5) to
society; (5) Renewed attention to western civilization; (6)
develop an awareness of how perspectives differ among
Increased
Renewed attention to ethics and values;
(7)
individuals and between groups; and (6) to recognize the
of
Attention
to
religion;
(8)
role
the
to
attention
importance of individual and cultural diff' zences within the
contemporary and controversial issues; (9) Covering issues
context of certain cultural universals. Sample activities,
in depth; and (10) Writing, writing, and more writing.
separated by grade level, are organized to correspond to
(DB)
each of the six goals. Resources that teachers might use in
conducting the activities also arc suggested. Twelve sample
are
included.
lessons and a list of supplemental resources
Among the 12 lesson plans are the following: Introducing
ED351236
the Fiction of Other Countries through Folktales: Grades
Title: The Rabbit in the Moon: Fo &tales from China and
5-12; Education in Africa; A Simple Chocolate Bar; How
Japan.
Do Others See Us? The Latin American Perspective; and
Stanford Program on
Univ.,
Source:
CA.
Stanford
People Are Just People. (DB)
International and Cross Cultural Education.
Publication Year:
1979
ED351164
Notes:
82 p.
Plus Postage. PC Not Available from
Author:
EDRS Price - MF01
Bold-Warrior,-Sherman
Title: For the Administrator: Realities for the Native
EDRS.
American and Education.
Publication Year: 1992
14 p.; Paper presented at the Annual Meeting of the
consists of eight
Notes:
unit
This teaching
ABSTRACT:
Association
(San
Educational
Research
American
skill-development
Japan,
from
China
and
folktales
Francisco, CA, April 20-24, 1992).
exercises, and follow-up activities. It is designed for the
EDRS Price - MFOI /PC01 Plus Postage.
upper elementary grades (3-6), and is easily adaptable to a
To Order Call 1-800-443-ERIC
Infusinz Multicultural Education into Today's Schools page 16
ED347503
the role of the teacher trainer in a multicultural education
Author: Koebler,-Saundra, Comp.; And-Others
workshop. The bulk of the guide outlines thc 11 workshop
Title: Literacy through Literature. Proceedings of the
sessions. Sessions cover: (1) introductory material;
Annual Conference and Course on Literacy
(2) a defmition of multicultural education; (3) teachers'
(381h,
racial awareness; (4) actions to take and avoid in the
Pittsburgh, Pennsylvania, June 1991).
curriculum;
Source: Pittsburgh Univ., Pa. School of Education.
(5)
of
multicultural
a
implementation
classrooms that support cultural diversity; (6) development
Publication Ye&r: 1991
of a multicultural curriculum; (7) activities for teaching
Notes: 102 p.; For the 1990 proceedings, see ED 329 900.
multicultural awareness; (8) the holidays and celebrations
EBBS Price - MF01/PC0( Plus Postage.
of people of various cultures and ethnicities; (9) children's
perspectives of race; (10) culturally responsive child care;
ABSTRACT: This conference proceedings is the result
and (11) discussions with children on the topic of cultural
of a week-long conference and course focusing on the use
differences. Workshop sessions typically follow a format of
of literature programs in the development of literacy skills
presentation of a problem and its social context; critical
and the attainment of broader educational outcomes. The
reflection; practical application; journal writing; the use of
proceedings includes speeches by keynote speakers, session
the problem; and
relating
to
presentations, graduate student papers, and middle school
statements
affirmative
additional activities. A total of 47 handouts are included
student papers. Keynote papers arc: "Acting Meaning: The
throughout the individual lessons. A 42-item bibliography
Play of Reading" (Shirley Brice Heath and Shelby Anne
is appended. (BC)
Lowry);
Pennsylvania"
(Lois
"Remembering
Wolf);
"Families and Literacy: Building Social and Cultural
Continuity" (Vivian L. Gadsden); "The Secret of the
Lifetime Reader or the Clue in the Classroom" (Elizabeth
ED347606
Segel); and "The Secret of the Life-Long Reader or the
Author: Sperrazza,-Su.san-S.
Clue in the Classroom" (Margaret Mary Kimmel). Session
Title: Increasing Global Awareness in the First Grade
presentations are: "Helping Parents and Teachers Develop
Classroom by Advocating the Awareness of Self and the
Preschool
Reading
toward
in
Dispositions
Positive
Cultural Differences of Others.
Children" (Donna DiPrima Bickel); "Rights without Labels:
Publication Year: 1992
(Nicolette Armstrong and
A Mainstreaming Project"
Notes: 60 p.; FAD. Practicum, Nova University,
others); "Literacy through Experimental Verse: Selected
EDRS Price - MFOI/PC03 Plus Postage.
Works of
Labriola);
(Albert
Cummings"
C.
e.
e.
"Enriching Early Literacy with Long-Term Projects"
ABS1RACT: A practicum aimed to increase global
(Jeanette Allison Hartman); "The Heartwood Project: An
awareness in the first grade classroom. The problem was
Ethics Curriculum for Children" (Eleanor Gettleman and
that the students were very "Americanized," predominantly
Learning, and Literacy: Promoting
"Liberty,
others);
white, and rarely exposed to other cultures. Therefore, the
Higher Order Thinking in the Social Studies Classroom"
students could not recognize commonalities among people
(Caryn M. King and William E. McDonald); "Teaching
and could not understand the cultural differences in others.
after the Summer Institute: Where I've Been and Where
The major goal was to increase global awareness in all five
I'm Going" (Mimi Botkin); "Reaching back, Moving
first grade classrooms by advocating the similarities of self
Forward: An Intergenerational Approach to Literacy and
and the cultural differences of others using a thematic,
(George R.
Jr.);
"Promoting
Skornickel,
Literature"
charts,
Language-experience
approach.
integrated
Literacy through Bibliotherapy" (Lelia Allen); "The Ethnic
portfolios, charts, and student journals were used during
Mosaic: Multicultural Books for All Our Children" (Joan
the implementation phase to document student growth. The
Brest Friedberg); and "Writing Workshops for Children"
results of the practicum were very positive. All four
(Karen Waggoner). The :.hree graduate student papers are:
objectives were successfully reached and surpassed the
"Whole Language Makes Learning Fun, Even in High
original expectations. The outcome of the project was
"Ownership" (Marion E.
(Shandel Gilbert);
School"
demonstrated through improved student attitudes, new
Through the Eyes of
Gosson); and "World War II:
friendships, and positive behaviors toward other students
Literature" (Elizabeth Tihey Harbist and Edith P. Jones).
and among the five first grade teachers. The students are
The five middle school papers, briefly introduced by
similarities
now more aware of their own needs, and the
Patricia Thomas, are: "Being Black In America" (Sahara
(Three appendixesteacher
and differences of others.
Bey); "Untitled" (Edward Caldwell); "When I Grow Up"
observation/sample
personal
and
questions
interview
(Brandy Fleming); "My Scariest Experience" (Maurice
statementsand 17 references are attached.) (Author/PRA)
Harvey); and "Untitled" (Erica Hatcher). (RS)
To Order Call 1-800-443-ERIC
Infusing Multicultural Education into Today's Schools page 4
in-front-of-the-camera perspective, describing how she
World of Diversity and Understanding. A Mosaic of
brings diverse voices into contact and what effects her
Multicultural Achievement.
organization of discussion has on children's discourse
Massachusetts State Board of Education, Boston.
Source:
skills. The behind-the-camera perspective focuses on turn
Publication Year:
1991
taking behavior that takes place during morning meeting.
Notes: 42 p.
observer draws
from
methods
the
on
Specifically,
MF01/PCO2 Plus Postage.
EDRS Price -
conversational analysis to show the placement of one
instance of classroom discussion on a continuum with other
ABSTRACT: This publication describes
programs
in
speech-exchange systems. The paper concludes with an
education in Massachusetts that foster multiculturalism.
analysis of the conventions employed by the teacher which
Many of these programs are recipients of the Multicultural
appear to influence classroom turn-taking organization
Recognition Award for their effectiveness in this field. The
the "cognitive apprenticeship" model of
according to
programs are described under the following 8 categoriex:
teaching. (Author/LL)
(2) community
bilingual education (5 programs);
(1)
connections
programs);
participation programs
(3)
(5
abroad (8 programs); (4) conflict resolution and anti-racist
programs (7 programs); (5) cultural awareness programs (4
Second Language (6
as
English
a
programs);
(6)
ED350275
programs); (7) integration of new students (3 programs);
Author:
Dana ,-Nancy-Fichtman
multicultural education (8 programs). As all
and (8)
Developing an Understanding of the Multicultural
Title:
categories have relationships among each other,
the
Classroom: Experiences for the Monocultural Preservice
descriptions are cross-referenced. In addition, because staff
Teacher.
of
part
advancing
critical
a
is
development
Publication Year:
1991
staff
programs that
strong
offer
a
multiculturalism,
Notes: 14 p.; Paper presenud at the Annual Meeting of the
development component are noted. In addition to each
Association of Teacher Educators (71st, New Orleans, LA,
paragraph-long description is the name of a person whom
February 16-20, 1991).
more information
or
readers may contact
for
for
EDRS Price
MF01/PC01 Plus Postage.
recommendations. Programs that received the Multicultural
Recognition Award are noted with an asterisk. Throughout
ABSTRACT: Demographic projections indicate that the
the publication, excerpts from the writings of students
classrooms of the future will be quite different from those
participating in the programs arc included. (./B)
of the past because of the increasing language and ethnic
diversity found among the American student population. As
a result, there has been increasing concern about preparing
monocu Rural teachers for multicultural classrooms. Teacher
ED350286
education literature provides a limited framework for
Author:
Gra y,-Loreta-S.; Richards,-Judith-J.
designing courses to prepare teachers for a classroom
In Front of and Behind the Camera: Two
Title:
student culture different from their own. One of the most
Perspectives on "Morning Meeting."
valuable avenues available to the preservice teacher who
Publication Year:
1992
attempts to enter and understand a different culture is the
Notes: 23 p.; Paper presented at the Annual Meeting of the
Exposure to
children's
avenue of reading
literature.
Association
(San
Research
Educational
American
literature that includes an array of cultural settings can help
Francisco, CA, April 20-24, 1992).
and
develop
understanding
an
teachers
preservice
EDRS Price - MF01/PC01 Plus Postage.
appreciation of the diversity of cultures both within and
outside the United States. Exposure to this literature will
ABSTRACT: In Judith Richards' ethnically diverse third
also help them develop a repertoire of readings which they
and fourth grade classroom, the morning meeting is a time
practices.
their
teaching
a
incorporate
In
into
can
for discussion. The functions these discussions serve range
preservice course at Florida State University, children's
about
talking
news
literature was used to prepare White preservice student
personal
to
sharing
from
problem-solving strategies. During these meetings, the
teachers to work with African American students in Leon
of
selection
discusses
paper
teacher has a polyphonic role. She participates, moderates,
This
Florida.
County,
on a
appropriate literature and gives specific examples of
students'
contributions
writes
sometimes
and
chalkboard. She thus creates an orchestration of voices in
children's books and their use in thc college course. Two
which children respond both to other children and to what
categories of books are discussed: socially conscious books,
is written on the board. In this paper, the teacher gives the
To Order Call 1-800-443-ERIC
7
Infusin_Multicultural Education into Today's Schools naze 5
EDRS Price -
MFOI IPC01 Plus Postage.
which are written by White or African American authors
for White audiences to acquaint readers with the African
ABSTRACT: Teacher educators must consider two major
American condition; and culturally conscious books, which
issues in their efforts to ineorporate multicultural education
arc written by African American authors who portray the
into preservice teacher preparation programs: (1) the
uniqueness of being African American from the author's
experiences of preservice
background and
previous
own perspective. (IAH)
teachers; and (2) schooling as an institution that either
or promotes the
strengths of citizens
a
in
inhibits
democratic society. In both schools and colleges, few role
models exist for racial- or language-minority students. In
ED350272
addition, the curriculums at all educational levels tend to be
Author:
Dana,-Nancy-Fichiman
strongly monocultural, reflecting little ethnic or cultural
Title: Towards Preparing the Monocultural Teacher for
diversity. Recent philosophical and theoretical perspeetives
the Multicultural Classroom.
in education have provided insights into alternatives for
Publicatior Year:
1992
multicultural teacher education. Constructivist orientations
16 p.; Paper presented at the Annual Meeting of the
Notes:
would lead programs to create experiences in which diverse
Association of Teacher Educators (72nd, Orlando, FL,
psychology
are
Developmental
explored.
realities
February 15-19, 1992).
perspectives would cause teacher education to be based on
EDRS Price -
MFOI/PC01 Plus Postage.
the recognition that an individual's cognitive development
cannot be separated from the surrounding social context.
ABSTRACT: An ethnographic study was conducted to
The reconstructionist perspective focuses on the conditions
determine what happens when teachers are placed in
of schooling within a democracy. Preservice teachers must
schools in which the students' cultural background differs
construct understandings of the effect of values on reality,
dramatically from their own. Participants were five student
the dominant forces in society, the political and economic
teachers completing their internship in a low socioeconomic
context in which decisions are made, and the impact of
school in Tallahassee, Florida. Three methods were used to
culture on the individual. The teacher education program
collect data: journals reflecting student teachers' thoughts
must be grounded in these issues which are philosophical,
about the teaching experience;
participant
ideas
and
social, political, economic, and psychological. (Contains 41
observation; and qualitative ethnographic interviewing.
references.) (IAH)
teacher
student
each
that
indicated
analysis
Data
experienced culture shock when beginning the internship,
on norms
basing value judgments and expectations
established by their personal prior experience, and judging
ED350259
different experiences to be abnormal. Four of the five
Author:
Renyi,-Judith, Comp.
student teachers experienced difficulties with classroom
Title: Multicultural Survey.
management and control, attributing their difficulties to the
Alliance for Curriculwn Reform, Alexandria, VA.
Source:
background of the students being taught; and efforts to
Publication Year:
students using the prepackaged technique of
1992
control
202 p.; Some pages contain small print.
Notes:
assertive discipline were unsuccessful. The five student
EDRS Price -
MF01/PC09 Plus Postage.
teachers in this study indicated that their college experience
had not prepared them for student teaching. The results of
this study indicate the need for teacher educators to develop
ABSTRACT: In May of
culturally literate teachers and to challenge prior personal
for
Affiance
the
1992,
experiences and attitudes of prospective teachers. (LI.)
Curriculum Reform (ACR) surveyed member organizations
in ACR activities
and others who had participated
concerning their printed policies on issues relating to
ED350267
multicultural education. The areas of interest for the survey
Reiff-Judith-C.; Cannella,-Gaile-S.
Author:
multicultural
printed policy(ies)
were:
on
Title: Preparing Teachers for Cultural Diversity: Rhetoric
content/curriculum; printed policy(ies) on student diversity
or Reality.
the member organization's
and
field;
affects
as
it
Publication Year:
1992
policy(ies) on multicultural diversity as these policies affect
Notes: 13 p.; Paper presented at the Annual Meeting of the
staffing, organizational, structural, and/or membership
Association of Teacher Educators (72nd, Orlando, FL,
issues. The purpose of the survey was to provide data on
February 15-19, 1992).
policies
as
associations'
official
curriculum-centered
To Order Call 1-800-443-ERIC
Infusing Multicultural Education into Today's Schools pace 6
focus on four major areas:
geography, government,
background for development of a general ACR statement
culture, and education. The activities are designed for
on multiculturalism in curriculum. Thirty-three associations
grade levels one through six; they may be adapted to meet
responded to the survey. Of these, 13 had printed policies
other grade level requirements, however. Each activity
in all 3 areas and 4 reported policies in development at the
includes a title, introduction, objectives, grade level, time,
time of the survey. The document is organized in the
materials, proccdure, follow-up, evaluation, and further
a checklist of responses from
all
following way: (1)
suggestions. A 36-item list of references is included. (DB)
organiaations; (2) an organizational list showing responses
to all categories alphabetically by organization; and (3) a
list by category within which organizational responses are
repeated alphabetically. (LL)
ED350216
Title: Chinese Amer:can Experience: San Francisco.
Stanford Program on
Source: Stanford
Univ.,
CA.
International and Cross Cultural Education.
ED350250
Publication Year: 1985
Author: Zimmerman,-Enid; Clark,-Gilbert
Notes: 80 p.; The China Project.
Title: Resources for Teaching Art from a MuUicultural
EDRS Price MF01 Plus Postage. PC Not Available from
Point of View.
EDRS.
Source: ERIC Clearinghouse for Social Studies/Social
Science Education, Bloomington, IN.
ABSTRACT: This unit encourages students to explore
Publication Year: 1992
the history and current situation of Chinese Americans.
Notes: áp.
Organized arothid five lesson plans, the unit's first lesson
EDRS Price - MF01/PC01 Plus Postage.
begins with the students' own perceptions of Chinese
Americans, followed by a quiz that provides relevant
ABSTRACT: Teaching art from a multicultural point of
background information. The second lesson examines the
view can enhance art curricula by celebrating diversity and
general history of Chinese Americans, while the third looks
promoting social equity for all students. This bulletin is
at the history of San Francisco's Chinatown. The fourth
written in two parts. In part 1, ideas are presented to help
lesson offers onc of two alternatives: a slide presentation or
art teachers use resources that reflect a multicultural point
an actual walking tour of San Francisco's Chinatown. (Thc
of view. In part 2, a bibliography of instructional resources
slides are not included with this document). The last lesson
is annotated to help teachers make selections and extend
reserved for debriefing and concluding the unit. A
is
their curricula with multicultural concepts. (Author)
minimum of one class is needed for each lesson; lessons
two and three require more time. A number of student
handouts and a bibliography that lists materials concerning
Chinese Americans are included. Eight teacher's
ED350222
appendices also are included: (1) "Racism in the Comics"
Author: Wood,-Robert-W.; And-Others
by Michio Kaku; (2) Key to quiz; (3) Key to population
Title: A Cultural Experience: Japan.
graphs; (4) Discussion questions on San Francisco
Publication Year: 1992
of
Chinese
distribution
Geographic
Chinatown;
(5)
Notes: 179 p.
(6) Occupations and earnings of Chinese
Americans;
EDRS Price - MF01/PC08 flits Postage.
Script for slide presentation; and (8)
Americans; (7)
Teacher materials for walking tour. (DB)
ABSTRACT: This activities unit for tesching about Japan
is designed for use with elementary students. The activities
reflect the growing importance of Japan in today's world,
ED350210
and the belief that the social studies curriculum should
Title: Compendium of Curriculum Projects for 1991
reflect principles of global education. The unit is intended
Fulbrighi-Hays Seminars Abroad Program: Ancient and
to explore seven major goals included in the social studies
Modern Egypt and Israel, June 20-22, 1991.
economic
multi-ethnicity,
citizenship,
curriculum:
Source: Institute of International Education, New York,
understanding, effective decision making. sensitivity to time
and space, examination and use of information, and
N. Y
Publication Year: 1992
analysis and adaptation to a changing world. The activities
To Order Call 1-800-443-ERIC
9
Infusing Multicultural Education into Today's Schools page 7
"Chinese Ideas in the West." (DB)
318 p.; Some materials may not reproduce clearly.
Not Rs:
EDRS Prke -
MFOI1PC13 Plus Postage.
ABSTRACT: These curriculum projects were produced
ED350206
by teachers who traveled to Egypt and Israel as part of the
Author:
Poindexter,-Beny; Korra,-Herb
Fulbright-Hays Seminars Abroad Program. The materials
Title: Practicing Democracy through Equity Education:
and
Activities
were:
educators
the
by
developed
Social Studies Curriculum Grades K-12, 1991-1997.
Bibliography of Resources to Promote Student Involvement
Warren Township Independent School District,
Source:
in a Class Study of Egypt and Egyptian Culture (Edith
Indianapolis, Ind.
Baxter); Egypt at the Crossroads of Civilization: The Old
Publication Year:
1991
Ways Change (Charlotte Nasser Byrd); A Comprehensive
Notes:
1,437 p.
Unit on Israel for Sixth Graders Using the Five Themes of
EDRS Price -
MF11/PC58 Plus Postage.
Geography (Joy Campbell; Janet Rinehart); Jerusalem: City
of Peace (Frances S. Dubner; Bella Frankel); Eight-Year
ABSTRACT: Thia social studies curriculum guide for
NilePrimary
Grades
Old Mohammed Travels
the
grades K-12 contains 10 sections: (1) School board policy
Curriculum on Egypt (Monty Hawks); Taking Many Steps
and philosophy; (2) Philosophy implementation guidelines;
through Ancient and Modern Israel and Egypt (Tonya
(3) Program level objectives; (4) Responsibility for social
Houser); Lesson Plan: The Rise of Nazism and World War
studies curriculum; (5) Multicultural/multiethnic graphic;
IIStereotyping and the Holocaust (Jim Kelly); Promote
(6) General exit outcomes; (7) Social studies skills; (8)
The
Kinstler);
(Cynthia
Understanding
International
Seven essential lcarnings; (9) Strategies for classroom use;
Homeland or Occupied
Resolution;
Israeli-Palestinian
and (10) Course of studyskills charttime frame. Most of
Smith);
Kelly
MaClean;
A.
(Bruce
Territory?
E.
the guide is devoted to the last two sections. Strategies for
McCormick);
Curriculum ProjectEgypt (Kristine
K.
classroom use arc outlined and discussed under the
Israel: A Land of Intensity (Linda Mager); Materials for
following categories; multicultural/multiethnic, religion,
Teaching Ethical Monotheism (Simmie Plummer); and
active civic responsibility, economics, globalization, critical
Israel and Egypt (Mary E. Snethen). (DB)
thinking, and assessment. The last section cf the guide
features materials describing the content of the K-12 social
studies curriculum in depth. Skills charts feature the subject
ED350198
area, the name of the textbook used, the unit or topic, the
Keyser,-Catherine-H., Ed.; Martin,-Roberta, Ed.
Author:
skills used, support materials used, and the approximate
amount of class time. A course of study time frame is
Title: China: A Teaching Workbook.
Columbia Univ., New York, N.Y. East Asian Inst.
included that describes, in sequence for each social studies
Source:
Publication Year:
course, the major topics covered, the course objectives, and
1991
learner ot icome statements. (DB)
Notes:
725 p.
EMS Prke -
MFO4 Plus Postage. PC Not Available from
EDRS.
ABSTRACT: This workbook is divided into 17 topical
ED350125
classroom
and
readings
student
containing
sections
Title: A Bibliography for the Themes: Multkultural,
textbook
standard
supplement
designed
to
activities
Self-Concept/Family, Health and Fitness, and Careers.
presentations and to bring China "alive" for students. The
Summer Program Academie Resources Coordination
organization of the materials and the background notes for
Center.
teachers stress central themes that are distinctive and
State Univ. of New York, Cortland.
Coll. at
Source:
recurrent in Chinese history and culture. The workbook's
Cortland.
17 sections include: (1) Introduction; (2) Geography and
Publication Year:
[19921
Population; (3) Language; (4) Philosophy and Religion; (5)
20 p.; For related documents, see RC 018 731-732.
Notes:
Traditional History; (6) Modern History; (7) Society; (8)
EDRS Price - MF01/PC01 Plus Postage.
What It Means to be Chinese; (9) Government and Politics;
(10) Economics; (11) Taiwan and Hong Kong; (12) Art;
ABSTRACT: This bibliography, which lists over 100
(13) Culture; (14) Literature; (15) Foreign Policy; (16)
children's books, was compiled by the Summer Program
Chinese Americans; and (17) Overseas Chinese.
Academic Resources Coordination Center (SPARCC) in
Section 18 contains three readings: "A Film Guide to 'The
Loudonville, New York. SPARCC was a migrant education
Heart of the Dragon'"; "China's Gifts to the West"; and
To Order Call 1-800-443-ERIC
0