ERIC ED439067: The Challenge of Diversity: Teacher's Guide. W. M. Keck Foundation Series, Volume 3.

49 Pages·1999·1.3 MB·English

by  ERIC

DOCUMENT RESUME
SO 031 464
ED 439 067
AUTHOR Degelman, Charles; Hayes, Bill
The Challenge of Diversity: Teacher's Guide. W. M. Keck
TITLE
Foundation Series, Volume 3.
Constitutional Rights Foundation, Los Angeles, CA.
INSTITUTION
W. M. Keck Foundation, Los Angeles, CA.
SPONS AGENCY
ISBN-1-886253-11-0
ISBN
PUB DATE 1999-00-00
48p.; For the student edition, see SO 031 465. For the
NOTE
earlier volumes in this series, see ED 432 479 and ED 424
179.
Constitutional Rights Foundation, 601 South Kingsley Drive,
AVAILABLE FROM
Los Angeles, CA 90005 Tel: [phone]; web site:
http://www.crf-usa.org.
Classroom
PUB TYPE Guides
Teacher (052)
MF01/PCO2 Plus Postage.
EDRS PRICE
Academic Standards; *Citizen Participation; *Citizenship
DESCRIPTORS
Education; *Civil Rights; *Cultural Context; *Cultural
Differences; Ethnicity; Racial Attitudes; Secondary
Education; Social Studies; *United States History
National Civics and Government Standards; National History
IDENTIFIERS
Standards
ABSTRACT
This teacher's guide focuses on diversity and concentrates
on issues of race and ethnicity. It is designed to provide instructional
support for classroom use of "The Challenge of Diversity," (student text).
The guide outlines recommended lesson sequences incorporating readings,
directing discussions, and offering interactive activities, supported by 16
reproducible student handouts. Instructions for utilizing the 'Civil
Conversation' feature, a culminating lesson, and a final assessment are
included. Each lesson is structured with an overview; learning objectives;
standards addressed in the lesson; preparations needed for the lesson; and
step-by-step procedures for the lesson. Standards listed are National
Standards for Civics and U.S. History. After an introduction and an overview,
the guide is divided into the following chapters:
"The Ideal of
(1)
"The Civil Rights Movement";
"A Diverse Nation";
Equality";
(3)
(2) (4)
"Issues and Policies"; and (5) "Bringing Us Together." (BT)
Reproductions supplied by EDRS are the best that can be made
from the original document.
U S DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
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eThis document has been reproduced as
received from the person or organization
ft_AC rocid
originating it.
Minor changes have been made to
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Points of view or opinions stated in this
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INFORMATION CENTER (ERIC)
official OERI position or policy.
TEACHER'S GUIDE
.0. 00
S.
.
0
.
BEST COPY AVAILABLE
W.M. KEW4CANDATION
Haley J. Fromholz, President
Constitutional Rights Foundation
Jerome C. Byrne, Chairman
The Challenge of Diversity is the third volume in the W.M. Keck
Constitutional Rights Foundation
Foundation Series, a series of educational publications that will
Publications Committee
our
and
democratic
address challenges facing
key
pluralistic republic under the framework of the Constitution
EDITOR AND CONTENT DESIGN
Marshall Croddy
and its Bill of Rights.
The W.M. Keck Foundation, one of the nation's largest charita-
WRITERS
ble foundations, primarily supports higher education, medical
Charles Degelman
research, and science. The Foundation also maintains a
Bill Hayes
Southern California Grant Program that provides support in
the areas of civic and community services, health care, precolle-
REVIEWERS
giate education, and the arts. The Board of Directors of
Jerome C Byrne
Peggy Saferstein
Constitutional Rights Foundation is grateful to the WM. Keck
Lee Edmon
Deborah Saxe
Foundation for its vision and generosity.
Diana Hess
Marvin Sears
Michael W Monk
Lois Thompson
Carlton A. Varner
Carolyn Pereira
PRINCIPAL STAFF
Todd Clark, Executive Director
Marshall Croddy, Director of Program and
Materials Development
Jo Ann Burton, Director of Development
PRODUCTION
Michelle Ingram/Ingram Design Studio, Design
Andrew Costly, Production Manager
Navigator Press, Printing
Constitutional Rights Foundation
/
601 South Kingsley Drive
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213) 484590
www.crf-usa.org
© Constitutional Rights Foundation, Los Angeles, 1999
All Rights &served.
ISBN: 1-88625341-0
3
2
The Challenge of Diversity
TEACHER'S GUIDE
TABLE OF CONTENTS
Introduction
4
CHAPTER 5: BRINGING US TOGETHER
Overview
Lesson 15: Promoting Diversity
4
21
Lesson 16: Diversity Case Studies
LESSONS
22
5
Lesson 17: Addressing Challenges of Diversity
23
CHAPTER 1: THE IDEAL OF EQUALITY
Lesson 18: Panel Discussion
25
Lesson 1: Introduction
5
Conducting a Civil Conversation in
Lesson 2: The Constitution and Slavery
6
the Classroom
25
Lesson 3: Moving Toward Equality under Law
7
Final Assessment
26
Additional Resources
27
CHAPTER 2: A DIVERSE NATION
Lesson 4: A Diverse Nation
HANDOUTS
8
Handout A: The Debate
CHAPTER 3: THE CIVIL RIGHTS
Handout B: Biographical Profile
MOVEMENT
Handout C: Addressing Problems of Diversity Today
Lesson 5: Social Protests
10
Handout D: Equal Protection of the Laws
Lesson 6: In the Courts
11
Handout E: Legislative Adviser
Lesson 7: Congress Acts
13
Handout F: Measuring Progress
Lesson 8: The Chicano Movement
14
Handout G: Regents
CHAPTER 4: ISSUES AND POLICIES
Handout H: Reparations Panel
Lesson 9: How Much Progress Have We Made
Handout I: Curriculum Choices
in Race Relations?
15
Handout J: Signs
Lesson 10: Affirmative Action
16
Handout K: Promoting Diversity
Lesson 11: Reparations for Slavery
17
Handout L: Eracism Episodes
Lesson 12: Education for a Diverse Nation
18
Handout M: Action Packet
Lesson 13: Bilingual Education
19
Handout N: Panel Discussion
Lesson 14: Outlawing Hate
20
Handout 0: Civil Conversation
Handout P: Final Assessment
3
Profiles: Short biographies of individuals who illus-
INTRODUCTION
trate America's ethnic diversity.
This volume focuses on diversity in America. This
This Teacher's Guide and The Challenge of Diversity have
vast subject might include race, ethnic groups, reli-
been made possible by a generous grant from the W.M.
gion, gender, sexual orientation, disability, and other
Keck Foundation as part of a series that focuses on
important topics. To provide as full a discussion as
critical challenges facing America and its constitutional
possible in this book's limited space, we have decided
democracy as we enter the 21st century.
to concentrate on issues of race and ethnicity. In this
Overview of the Teacher's
volume, The Challenge of Diversity, we consider contri-
butions made and challenges faced by our country's
Guide
racial and ethnic communities.
This Teacher's Guide provides recommended lesson
This Teacher's Guide is designed to provide instruc-
sequences incorporating readings, directed discussions,
tional support for classroom use of The Challenge of
and interactive activities supported by reproducible stu-
Diversity. The student text is organized into five major
dent handouts. Also included are instructions for uti-
chapters.
lizing the Civil Conversation feature, a culminating les-
The Ideal of Equality focuses on the constitutional
1.
son, and a final assessment.
and legal doctrines that developed to ensure blacks
and other minority groups equal protection under
Each lesson is structured with an overview, learning
the law.
objectives; standards addressed in the lesson; prepara-
A Diverse Nation provides a brief historical review
tion needed for the lesson; and step-by-step procedures
2.
of the experiences and struggles of various ethnic
for the lesson.
groups during the 19th and early 20th century.
The standards listed are National Standards for Civics
The Civil Rights Movement covers the turbulent
3.
and for U.S. History. Most states have adopted stan-
period between 1954 and 1972 that changed
dards similar to these. In addition, all our lessons
America. It examines the goals and strategies of
involve critical thinking and meet the National
social protest, landmark Supreme Court decisions,
Standards for Thinking and Reasoning. Below are the
congressional civil rights legislation, and Mexican-
six thinking and reasoning standards:
American activism.
Understands and applies the basic principles of
1.
Issues and Policies explores current issues of diver-
4.
presenting an argument.
sityaffirmative action, reparations for slavery,
Understands and applies basic principles of logic
2.
multiculturalism, bilingual education, hate crimes,
and reasoning.
and evaluations of progress in race relations.
Effectively uses mental processes that are based on
3.
Bringing Us Together tells of governmental and
5.
identifying similarities and differences (compares,
grassroots efforts to bring people together. It pro-
contrasts, classifies).
vides case studies of successful school-based pro-
Understands and applies basic principles of
4.
jects and introduces students to methods for plan-
hypothesis testing and scientific inquiry.
ning and implementing their own project.
Applies basic trouble-shooting and problem-solving
5.
In addition to readings that provide a substantive
techniques.
focus on issues relating to diversity, each chapter con-
Applies decision-making techniques.
6.
tains these features:
You can find the specifics under each standard at the
Points of Inquiry: Questions about the various
web site of McREL, Mid-continent Research for
texts to promote classroom thought and discus-
Education and Learning: http://www.mcrel.org/
sion.
standards-benchmarks/standardslib/think.html
Civil Conversations: Brief readings that raise
issues for structured discussions.
Diversity Checklists: Short guides that give stu-
dents tips on approaching issues of diversity.
5
4
Chapter 1: the Ideal of
PROCEDURE
Introduction: Briefly review your planned unit of
A.
Equality
study using The Challenge of Diversiy.
Focus Discussion: Hold a brief discussion about
B.
LESSON 1: INTRODUCTION
the phrase "America is a diverse nation." Ask stu-
dents:
OVERVIEW
What does this mean? (Have them give exam-
ples of diversity in America.)
This lesson introduces students to The Challenge of
Diversiy. First, students read and discuss the introduc-
How does diversity benefit America?
tion to the text. Then, in a newspaper search activity,
What challenges does diversity present to
they identify and discuss examples of diversity in their
America?
community, the nation, and the world.
C. Reading and Discussion: Have students read
Introduction on page 4. Ask students to describe
OBJECTIVES
the focus and major sections of The Challenge of
Students will be able to:
Diversity. Discuss any questions they might have.
Describe the purpose of The Challenge of Diversity
Note: Be sure to acknowledge that diversity can
1.
and its educational goals.
include much more than racial and ethnic diversi-
ty, e.g. religion, gender, sexual' orientation, disabili-
Identify discussions of diversity from local news
2.
ty. You may want to explain that to provide stu-
sources and popular culture.
dents with an in-depth exploration of the topic,
The Challenge of Diversiy focuses on racial and eth-
STANDARDS ADDRESSED
nic diversity.
U.S. History Standards for High School:
D. Small-Group Activity: Newspaper Diversity
Understands economic, social, and cultural devel-
Search
opments in the contemporary United States.
Step 1. Explain to students that since they are
Specifically:
studying racial and ethnic diversity, it is important
Understands how recent immigration and
to understand how it affects their own community.
migration patterns impacted social and
Tell them that the newspaper is an excellent
political issues.
resource for finding out.
Understands major contemporary social
Step 2. Divide the class into small groups of four
issues and the groups involved, e.g., affir-
or five students and give each group a newspaper,
mative action, multiculturalism, bilingual
scissors, and marking pens.
education, and group identity and rights
Step 3. Have students work in their groups to skim
vs. individual rights and identity.
the newspapers for articles, features, cartoons, pho-
tos, film, television, and book notices and reviews,
Civics Standards for High School:
and advertisements related to racial and ethnic
Understands the role of diversity in American life.
diversity. Students should clip and mark each rele-
Specifically:
vant article.
Knows examples of conflicts stemming
Step 4. Have each group report its examples and
. .
.
from diversity.
write them on the board. When all groups have
. . .
reported, debrief the activity by asking:
PREPARATION
Which articles dealt with conflicts between
groups? What problems of diversity are there?
Bring to class six or seven recent editions of your local
newspaper (include all sections and advertisements).
Which articles dealt with laws or proposed
laws?
Did any of the articles mention groups that are
working on diversity issues? What groups are
6
mentioned?
5
. ..
Do you think the newspaper covered issues of
the arguments of advocates and opponents
of slavery from different regions
diversity well? Why or why not?
How do you think newspapers could improve
Understands the institutions of government created
their diversity coverage?
during the Revolution. Specifically:
the interests of regions on compromises at
. . .
EXTENSION
the Constitutional Convention.
Have students monitor local television news broadcasts
Civics Standards for High School
to determine how diversity issues are covered. Ask stu-
Understands the various purposes that constitu-
dents to log newscast stories reported in the order they
tions serve. Specifically:
were shown. Then lead a class discussion to determine
Understands how constitutions, in the past
how each newscast covered the diversity categories
.
and present, have been disregarded or used
described in the newspaper search above.
to promote interests of a particular faction
(e.g., slavery).
Understands the central ideas of American consti-
LESSON 2: THE CONSTITUTION AND
tutional government and how this form of gov-
SLAVERY
ernment has shaped the character of American
society. Specifically:
OVERVIEW
.Knows major historical events that led to
. .
America has always been a diverse society and one of
the creation of limited government in the
its first problems of diversity involved slavery. In this
United States (e.g., Declaration of
lesson, students examine the Constitutional
Independence, Articles of Confederation,
Convention and how the framers handled the issue of
U.S. Constitution).
slavery. First, students read and discuss an article on
Understands issues concerning the disparities
slavery and the Constitutional Convention. Then stu-
between ideals and reality in American political
dents imagine that they are delegates to one of the rati-
and social life. Specifically:
fying conventions that followed the Constitutional
Knows discrepancies between American
Convention. As homework, they prepare speeches on
. . .
ideals and the realities of American social
whether the Constitution should be adopted even
and political life.
though it contains compromises on slavery. In class,
they present their speeches in small groups and each
PREPARATION
group selects one person to present a speech to the
class.
You will need a copy of Handout A for each student.
OBJECTIVES
PROCEDURE
Students will be able to:
Focus Discussion: Write the following on the
A.
board:
Explain at least two of the compromises on slav-
1.
ery that took place at the Constitutional
We hold these truths to be self-evident, that all
Convention.
men are created equal, that they are endowed
by their Creator with certain unalienable
Develop arguments on whether the Constitution
2.
Rights, that among these are Life, Liberty and
should be adopted even though it contains conces-
the pursuit of Happiness.
sions to the South on slavery.
Hold a brief discussion about the phrase "all men
STANDARDS ADDRESSED
are created equal." Ask students:
U.S. History Standards for High School:
Where does this phrase come from? (The
Declaration of Independence)
Understands the ideas shaping the American revo-
What does it mean?
lutionary movement. Specifically:
7
6
Reading and Discussion: Ask students to read
B.
LESSON 3: MOVING TOWARD EQUALITY
The Constitution and Slavery on page 6.
UNDER LAW
Conduct a class discussion using the Points of
Inquiry questions on page 7.
OVERVIEW
The Constitution never mentions the word
1.
In this lesson, students examine events in the 19th cen-
"slave" or "slavery." Whenever the subject aris-
tury leading up to and following the adoption of the
es, other words are used ("such Persons,"
Civil War amendments. First, students read and discuss
"other Persons," "Person held to Service or
an article on the issue of slavery in the 19th century
Labour"). Why do you think the framers avoid-
and the adoption of the Civil War amendments. Then
ed these words?
in small groups, students role play a congressional
Some 19th century opponents of slavery con-
2.
committee developing a plan to help the newly freed
sidered the Constitution a pro-slavery docu-
slaves following the Civil War. If you are teaching U.S.
ment. Do you agree? Explain.
history, we recommend using this lesson prior to a unit
C. Homework Assignment: Distribute Handout A
on Reconstruction.
The Debate to each student. Review the handout's
assignment, answer any questions, and give stu-
OBJECTIVES
dents a due date.
Students will be able to:
D. Small-Group Activity: Speech
Identify several events leading up to the Civil War.
1.
Step 1. On the due date, ask students to prepare to
Design a plan for helping the freed slaves follow-
2.
give their speeches.
ing the Civil War.
Step 2. Divide the class into six groups. Tell stu-
dents to deliver the speeches to their group. Inform
STANDARDS ADDRESSED
students that after they listen to the one-minute
U.S. History Standards for High School:
speeches, they should decide on one person whose
Understands the causes of the Civil War.
speech they want delivered to the whole class.
Specifically:
Step 3. Have the six students selected by each group
the events that polarized the North and
deliver their speeches to the class. When they fin-
. . .
the South over slavery (e.g., the Missouri
ish, ask the class to vote on whether the compro-
Compromise, the Kansas-Nebraska Act)
mises on slavery should stop the Constitution
from being adopted. Ask all students to turn in
Civics Standards for High School:
copies of their speeches.
Understands the various purposes that constitu-
Step 4. Debrief the activity by asking which were
tions serve. Specifically:
the strongest arguments on each side.
Understands how constitutions may be
. . .
used to preserve core values and principles
CIVIL CONVERSATION
of a political system or society.
As an additional activity, conduct a Civil Conversation
Understands the role and importance of law in
using the reading on page 8 and the procedures out-
the American constitutional system and issues
lined on page 25 of this guide.
regarding the judicial protection of individual
rights. Specifically:
illustrations of the
Knows historical
. .
. . .
.
idea of equal protection of the laws for all
persons (e.g., the 14th Amendment).
instances in which
Knows historical .
. .
. . .
judicial protections have not been extend-
ed to all persons
. . . .
4)
7
PROCEDURE
EXTENSION
Focus Discussion: Remind students that although
A.
This lesson is closely related to Lesson 11: Reparations
many of the delegates to the Constitutional
for Slavery? on Teacher's Guide p. 17. If students are
Convention opposed slavery, they did not restrict
highly interested, you might consider doing this lesson
slavery in the Constitution. Ask students what
next.
consequences this may have had on the nation.
Hold a brief discussion.
Reading and Discussion: Ask students to read
B.
Chapter 2: A Diverse
Moving Toward Equality Under Law on page 9.
Conduct a class discussion using the Points of
Nation
Inquiry questions on page 10.
What is the role of the U.S. Supreme Court?
1.
LESSON 4: A DIVERSE NATION
What were the Civil War amendments? What
2.
methods did the South use to get around
OVERVIEW
them?
What, if anything, do you think the North
In this lesson, students explore five brief histories of
3.
should have done to help the newly freed
various immigrant groups. (These histories focus main-
ly on the 19th and early 20th centuries.) First, students
slaves following the Civil War?
read and discuss the histories. This can be done either
C. Small-Group Activity: Brainstorming
by having all students read and discuss each article or
Step 1. Remind students that despite the enact-
by dividing the class into five groups, with each group
ment of the Civil War amendments and the occu-
responsible for reading and reporting to the class on
pation of federal troops until 1877, the South
their history. Then students research and write on the
quickly adopted legalized segregation following
immigration history and accomplishments of an
Reconstruction.
important American.
Step 2. Divide students into groups of three or
four. Ask them to imagine that the year is 1865,
OBJECTIVES
the Civil War has just ended, and they are mem-
Students will be able to:
bers of a special congressional committee in
charge of Reconstruction. Tell them that they
Define race, culture, and ethnicity.
1.
should develop a plan for helping the newly freed
Describe a variety of immigrant experiences.
2.
slaves. Tell them that their plan should be able to
Research and write a narrative account of a current
3.
generate support in both the North and South.
or historical American's immigrant experience and
Step 3. Write on the board the following steps that
accomplishments.
each group should take:
Brainstorm ideas.
STANDARDS ADDRESSED
1.
Discuss the ideas and choose the best
2.
U.S. History Standards for High School:
ones.
Since these readings cover much of U.S. history,
Develop a plan.
3.
many different standards are addressed including
Prepare to present your plan to the class.
4.
those that deal with Spanish settlement in the
Step 4. Tell students the time they have to perform
Americas; slavery; the Treaty of Guadalupe
these tasks.
Hidalgo; the Alamo; the treatment of Mexicans
Step 5. Call time. Ask the groups to report on
loyal to the Texas Revolution; immigration and
their plans. Allow students to ask questions and
growing cultural diversity in the late 19th century;
comment on each plan.
the movement to restrict immigration; influences
on African, Native, Asian, and Hispanic
Step 6. Debrief the activity by asking which plans
Americans; the "Great Migration" of African
they think are the best and why.
Americans to northern cities; and the contribu-
9
tion and treatment of minorities during World
How did Europeans and Native Americans
2.
both benefit and suffer from the interchange
War II.
between the two cultures?
Civics Standards for High School:
What was the long-term outcome of the meet-
3.
Understands the role of diversity in American life.
ing of these cultures? Do you think this out-
Specifically:
come was inevitable? Why or why not?
Knows how the racial and ethnic diversity
Points of Inquiry for "The Black Experience"
.
of American society has influenced
Describe some of the struggles that African
1.
American politics through time.
Americans have faced.
Knows examples of conflicts stemming
Name some African cultural influences that
.
2.
from diversity, and understands how some
have been absorbed into American society.
conflicts have been managed and why
Which do you think are most important?
some of them have not yet been successful-
Why?
ly resolved.
Points of Inquiry for "The Mexican-American
and Latino Experience"
PREPARATION
What is a Latino? A Chicano? A Hispanic?
1.
You will need a copy of Handout B for each student.
In what ways is Mexican-American immigra-
2.
tion to the United States unique?
Lesson 4 applies to all five readings in A Diverse
Nation. You can assign all five readings to the class or
What do you think are the most important
3.
assign one reading to each of five small groups. Small-
contributions Latinos have made to American
group study might include a research assignment where
society?
students become "experts" on their assigned immigrant
Points of Inquiry for "Asian-American
group. Groups could then report their findings to the
Immigrants"
class in presentations or round-table discussions.
What caused Chinese, Japanese, and Filipinos
1.
to immigrate to the United States?
PROCEDURE
How were their experiences in America similar?
2.
Focus Discussion: Write the words "race," "cul-
A.
How were they different?
ture," and "ethnicity" on the board. Explain to stu-
What forms of official discrimination did
3.
dents that these words describe human characteris-
these groups face? How do you think people at
tics that are often confused with one another. Ask
the time justified this discrimination?
students to read Culture, Race, and Ethnicity on
Points of Inquiry for "European Immigration:
page 13. When they finish, hold a brief discussion
Irish, Jews, and Italians"
by asking students:
What is the difference between race and
What caused these various European groups to
1.
culture?
immigrate to America?
What is ethnicity?
What are padrones? What did they do?
2.
What are some ethnic groups in America?
How were the experiences of Irish, Jewish, and
3.
Italian immigrants similar? How were they dif-
Reading and Discussion: Assign students to read
B.
ferent?
one or all five of the sections in A Diverse Nation
C. Individual Activity: Biographical Profile
on page 11. Conduct a class discussion using the
Points of Inquiry at the end of each section. If
Step 1. Tell students that they are going to research
student groups have become "experts" on one
and write biographical profiles about famous
immigrant group, ask them to share their addition-
American from different ethnic groups.
al knowledge with the rest of the class.
Step 2. Distribute Handout BBiographical
Points of Inquiry for "The. First Americans"
Profile to each student. Review the handout and
What were some cultural differences between
Diversity Checklist: BIO on page 20 of the stu-
1.
Native American and the newly arrived
dent materials. Assign each student a person to
Europeans of the 1500s?
report on.