Due to the growth of ethnic and cultural diversity in the public school population,
an added component of multicultural education needs to be integrated in all curricula
areas throughout the year.
Efforts must be made in order to meet the needs of all students by integrating
multicultural viewpoints and histories, applying instructional strategies that encourage all
students to achieve, and to prepare teachers to promote meaningful, engaged learning for
all students, regardless of their race, gender, ethnic heritage, or cultural background
This presentation is designed to show educators the need for a multicultural curriculum that is integrated into all subject areas. The introduction begins with a brief candy activity, which demonstrates how human nature tends to steer away from the unknown. The areas discussed in the PowerPoint are growth of minority students, myths associated with multicultural education, program types in the United States, and it concludes with a social studies activity showing African-American oppression.
Objectives for this multicultural workshop include: a) teachers and students will demonstrate respect towards cultural differences all year to insure equity of opportunity to learn and b) the teacher will recognize that opportunities to teach multiculturally exist in all areas of the curriculum.
Components of Multicultural Education
Ethnic, minority, women’s, and religious studies
Bilingual education and English as a second language
In order to present “Going Deeper with Multicultural Education,” the presenters
acquired a laptop computer, screen, overhead projector, and CD which had the
PowerPoint presentation burned onto it.
When considering how, where and when to implement a multicultural curriculum,
it is easy to see that more thought should be put into it. Everyone should take a hard look
at themselves first to discover what hidden biases they posses. One cannot teach towards
multiculturalism if one does not understand what being multiculturally diverse is really
about. From research and various studies (Gollick, 1998) it is apparent that people tend
to suppress their feelings towards attitudes, customs, and culture of others different from
their race If we intend to create a brighter future for our students, we must help them not
only understand the past, where they came from, how they got to where they are now, but
where they are heading in the future. In order to do this we must keep cultural curiosity at
Follow the Drinking Gourd Activity Goals:
The students will learn about the Underground Railroad.
The students will learn geography of the United States.
The students will be able to identify the free and slave states on the map with 85% accuracy.
The students will be able to explain the concept of the Underground Railroad with 85% accuracy.
The students will be able to use the “Follow the Drinking Gourd” song to map a course the slaves may have used to reach the Underground Railroad with 85% accuracy.
Words to “Follow the Drinking Gourd” song
Copy of Follow the Drinking Gourd, by Jeanette Winter
Underground railroad map
Underground Railroad map (enlarged)
Read Follow the Drinking Gourd and discuss how the slaves reached freedom.
Find on map the places the story mentioned.
Give the students a copy of the Underground Railroad map and discuss all the routes the slaves used for freedom.
Have the students determine which routes could have used the “Follow the Drinking Gourd”song.
Give the students the enlarged map and words to the song.
Using the words to the song draw the landmarks the slaves looked for to find freedom.
On the Underground Railroad map the students will label the free and slave states with their correct names.
Take another route the slaves used and make up a song that could have showed them to freedom.
Write journal entries from the point of a slave using the Underground Railroad to reach free land.
Calculate the number of miles the slaves may have traveled in order to reach Canada.
Goal: To observe hidden bias in humans.
Objective: Participants will be made aware by demonstration that human tendency is to
steer away from the unknown.
Materials: Candy from three different cultures, wrapped accordingly.
Mexican, and American candy. 2) The presenter will tally the number of people who
chose the Chinese, Mexican, and American candy. 3) The presenter will discuss the
number of each type of candy chosen which will show how human tendency is to
steer away from the unknown.
The least selected candy will probably be from the Chinese and Mexican cultures.
These candies are not of lesser quality or taste; they are just different in their appearance
and language. How does this activity correlate with our attitudes towards other cultures
and their appearances?
Getting Started – Respect Activity (Gorski, 2000)
Goal: To show people’s attitudes towards things can be different.
Objective: The participants will learn that not everyone see things the same way and that
it is alright to be different and have different views towards things.
Ask everyone to find someone in the room they do not know. Instruct them to introduce
themselves to that person, and spend five minutes talking about respect. What does it
through the understanding of how the group perceives respect, and how they negotiate its
meaning. And last, the differences and similarities in the ideas shared about respect
begin to show the first signs of the differences and similarities within the group.
Exchanging Stories- Names Activity (Gorski, 2000)
Goal: To make others aware of origin of names.
Objectives: Participancts will discover where their name originated and where others
came from in the group. They will discover that although they may be culturally
different, their names may tie them together in some way.
Materials: paper, pencil, encyclopedia, or access to Internet.
This activity should be mentioned in advance so participants may research some of the
information ahead of time. Ask the participants to write a short story about their names.
Leave the assignment open to the individual’s interpretation as much as possible. If they
ask for more specific instructions, suggest some or all of the following possibilities for
inclusion in their stories.
Who gave you your name? Why
What is the ethnic origin of your name?
What are your nicknames?
What do you prefer to be called?
As always, encourage them to be creative. Everything is acceptable. Some may choose
to write a poem, while others may write humorous stories or character lists. It is up to
them what they choose to create. But make sure you tell them that they will be sharing
what they create with the rest of the class.
Ask for volunteers first. Some papers may have personal information they wish to
share. If the facilitator goes first, it tends to make others open up and want to share. Be
sure to allow time for everyone to speak. When everyone has shared, ask participants
how it felt to share their stories. Why is this activity important? What did they learn
about themselves, or about others in the group?
How often do you integrate multicultural ideas and principals into the taught
"The IECC (Intercultural E-Mail Classroom Connections) mailing lists are provided by St. Olaf College as a free service to help teachers and classes link with partners in other countries and cultures for e-mail classroom pen-pal and project exchanges."
The Pavilion's mission is to "provide resources for educators to explore and discuss multicultural education; to facilitate opportunities for educators to work toward self-awareness and development; and to provide forums for educators to interact and collaborate toward a transformative, critical pedagogical approach to multicultural education." Resources include a Discussion Board, archives of online papers and essays, research and inquiry links, a tutorial for finding resources
online, and a list of links to online sources.
Multicultural Studies from the Social Studies School Service (http://www.socialstudies.com/)
"Social Studies School Service has been a leader in educational resources since
1965, searching out the highest quality supplementary learning materials, including books, CD-ROMs, videos, laserdiscs, software, charts, and posters. Our experienced editorial staff and teacher consultants carefully evaluate titles from over a thousand publishers, searching for materials that are effective, balanced, easy to use, and reasonably priced. In our ongoing effort to respond to the needs of teachers, we publish over 30 catalogs a year (focusing on different subject areas and grade levels) that list the best materials for you using short, informative, and objective descriptions."
National Alliance for Media Arts and Culture
The main Web site for NAMAC will be very useful for anyone who is trying to find a source for films, or for organizations devoted to media, education and social justice. NAMAC provides a very extensive listing of both national and local organizations, both alphabetically, and by state.
National Civil Rights Museum (http://www.midsouth.rr.com/civilrights/)
Information regarding the museum in Memphis, Tennessee. Also includes a Virtual Tour of the museum with text and photographs.
Standards: An International Journal of Multicultural Studies (http://stripe.Colorado.EDU/~standard)
An online journal dedicated to multicultural studies, with a different theme for every issue. See vol. 6 no. 1 for "Education."
Vandergrift's Children's Literature Page (http://www.scils.rutgers.edu/special/kay/childlit.html)
An acquaintance with and an understanding of literary characters is one of the
first ways a young child has of making sense of what it is to be human." Kay
Vandergrift offers a myriad of wonderful resources pertaining to children's
literature, including lists of books with positive portrayals of African Americans,
Native Americans, Asian Americans, and Hispanic Americans. She also includes
a list of books with positive portrayals of women.
Burnett, G. (1994). Varieties of multicultural education: An introduction. V98.
(Report No. ISSN 0889 8049) ERIC Clearinghouse on Urban Education, New York,
Gollick, D., & Chinn, P., (1998). Multicultural education in a pluralistic society. Columbus, Ohio: Prentice Hall.
Gorski, P., Green, M., & Shin, G. (2000). The multicultural resource series:
Professional development guide for educators. (V1). Annapolis Junction, MD: NEA
Gomez, R. (1991). Teaching with a multicultural perspective. (Report No. EDO-
PS-91-11) Office of Educational Research and Improvement. (Contract No.OERI 88-
0620-12) Champagne, Illinois.
Paschal, K. (2001). Student demographics in midlothian independent school district. Midlothian, Texas: Midlothian I. S. D.
Spann, M. (1992). Literature based multicultural activities: An integrated
approach. New York: Scholastic Professional Books.