MASTER'S PROJECT A CULTURAL ENRICHMENT CURRICULUM BY CHARLEAN WILSON STATE UNIVERSITY E COLLEGE/UTAH M.A.RCH SJ 1984 A Cultural First Enrichment Through Curriculum Third Grades by Charlean Weber State Combined Wilson College/Utah State Master of Education March 5, University Program 1984 ~~~79fw ~- ~Member Committee Member A CULTURAL ENRICHMENT CURRICULUM FIRST THROUGH THIRD GRADES MASTERS PROJECT By Charlean Wilson Chapter I. II. II I. INTRODUCTION A. Statement of B. Definitions C. Purpose D. Justification E. Procedure of the the Problem Project MEXICAN-AMERICANS. A. Background B. Mexican-American C. Life D. Mexican E. Mexican-American F. Suggested G. Mexican-American Music H. Mexican-American Literature I. A Proud in Information Ancestors Mexico and Within Customs and Holidays the United Foods Foods People BLACK AMERICANS. A. Background B. Our C. Blacks Information Ancestors in America and Dance and Art States IV. D. Black Customs E. Black Foods F. Black Music G. Black Literature H. A Proud and and and Background B. Our C. Navajo Customs D. Navajo Foods E. Suggested F. Navajo Music G. Navajo Literature H. A Proud People Information Ancestors A. Background B. Customs SUMMARY and Beliefs Menus v. POVERTY STRICKEN VII. Art (NAVAJO). A. REFERENCES Dance People NATIVE AMERICANS VI. Holidays and Dance and WHITES. Information and Lifestyles Art CHAP~R ONE INTRODUCTION In rapidly changing ethnic islands is cultural structure. In order educative function of meet created needs of our isolated newly Jack D. Forbes the society, the being replaced by to keep pace with schools must and (1971) old social pattern a multi-ethnic society, constantly the expand to demands. observed that: The tide today is beginning to shift away from the whitewashing of cultural differences which prevailed in earlier years, toward a new acceptance and appreciation of cultural diversity in society and in schools. The change will most certainly not be a painless one, for it requires the conscious rethinking by AngloAmericans of their relationship to other groups with which they share this continent, a number of them indigenous to it. But the change is coming. The country demand by for that non-Anglo change parent groups They are demanding multi-culturalism They have definite ideas cultural situations. twenty-six year when she about Mrs. old is voiced and community in how Adelina Jemez being Pueblo the all over the leaders. public schools. schools should manage multi- Toledo Defender (1966), a woman, speaks for the Indian stated: First of all and most important of all is to understand the cultural background of our wonderful Indian students .... Most teachers may not be aware of it, but most do discriminate against the Indian child. Most feel that here is a hopeless individual; this child cannot be educated ..... His culture is difficult to understand, so the only beneficial action is to advance him onward whether he is capable or not. This is when discrimination arises because the teacher is trying to see the Indian child in the sense of his own values. There revolutionary periences is a growing actions meaningful consciousness needs for to students be among educators, taken to make whose racial, that school ex- social, religious, 2 and cultural backgrounds differ from that of the dominant cul- ture. Banks gram to would help (1971) alleviate some the feelings, ethnic developed staff the historical of American (b) ethnic within skills in content multi-ethnic evaluating, and revising goal of increase with encapsulation. the about and sociological (c) increase his it multi-ethnic significant of lack the ethnic of sensitivity in Because young Anglo children do not backgrounds of people and diversity, they begin to develop harmful behaviors from emulations and (d) to improve his ethnic creating, selecting, be to Anglo minority children in pro- which curriculum has reduce focused child(Banks to ethnic school age have adequate have not 1971). minorities children. knowledge learned racist associations. school of instructional Anglo-American perpetuated and understanding should school is ethnic other alternatives adults ethnic own and characteristics in by Anglo the his materials. the culture his and education and program analyze relates skills pro- and his instructional cultural This environments, as Historically, on clarify school training cited, toward development (e) students (a) acquire and This to groups, staff problems perceptions curriculum A key effective and pluralism, primarily the experiences skills vide of member attitudes, groups, an to value attitudes By the and same often develop racist minority and diverse of token, attitudes behaviors. should through Ethnic content be incorporated grade twelve as it regards into all and beyond. subject areas from groups preschool 3 look It is certainly time for at each of large ethnic schools. It children hard into enough the look uniqueness tions, of and all (1973), disciplinary of of school. If ethnic they are minority ought that the results people and their by Sister to take an informed groups sending a long enough be are understanding and of characteristics, ethnic Geneva multi-ethnic programs. crafts the so to the contribu- concerns. As reported Fasenmyer the educators Ths peoples Schillo studies folk literature and enrich the humanities program begin to understand, minorities to develop greater as are and their they to Sarah art, can why Mary well educators they Sister relate music, greatly and can inter- help self-understanding heritage is as the of it is. why 4 Statement The problem is to richment curriculum, minority groups and particular are: the American culture, of the Problem develop and implement a cultural involving the study certain ethnic The cultures the Black their cultural patterns. Mexican-American and the of Native culture, American culture en- in (Navajo). Definitions Culture: The Enrichment: jects and the way total of life of a people. To expand by increasing depth of treatment. the variety of sub- Mexican-American: dents are from The Mexico. group of Americans whose descen- Black Americans: African. The group of Americans whose ancestry Native native tribe American(Navajo): of this country of Navajo. The group and belong Purpose of the Project project are: The purposes of 1. To help children recognize 2. To help children gain and other this our respect who of Americans to the Southwestern multi-cultural for and To help children identify with others. 4. To help children accept persons as they are society. appreciate heritages. 3. is are. his Justification A child's hanced if self-concept he or she has and ethnic background. the culturally and until it is accepted It is then the culturally ciate his heritage. help others to positive attitudes their are greatly his about Education can be child until and appreciated different of esteem attitude educator's never he the can same different groups cultural his for heritage others as well. to provide the means gain respect for and appre- desired goal would backgrounds to develop time, the cultural towards en- meaningful accepts by role child At self a positive different the be and which are different by which from own. Procedure The procedure involves the following steps: I. Reviewing: Reviewing the literature as presented Introduction, and presented in each on Ethnic/Cultural studies culture Developing: groups. The units could the plines, or III. in by Along with activities Large dividually curriculum units within keeping presented each The thirty-minute of The be Presenting: study for unit the programs. II. that as in culture. each program to be Group. or with daily. The unit, there carried out The activities a small each by culture sessions each was divided group either will be Three three developed combining presented weeks program will be group were the so the disci- the children separate. total with into the entire that are are denoted are will student to last allowed for nine weeks. activities. class to be Those are carried (SG) the Small denoted(LG) out in- Group. units IV. Collecting: to be taught. 1. 2. 3. 4. Pictures Recipes Games Songs V. Collect all Critiquing: Evaluating teacher observations, discussions, of children. the materials that the may be project and observed may enhance done interest the through level CHAPTER TWO MEXICAN-AMERICANS Background Information More than five million Americans are of Mexican ancestry. Many call themselves Chicanos, from the last part of the work Mejicano. Others resent this name; they prefer to be called Mexican-Americans or Mexicans. Mexican-Americans are a suffering minority, a people who live in the South-west, but gain very little from the business and wealth of that area (Martin, 1971). Yet, they The are a proud people. Mexican-Americans are a mixture ancestors were Aztecs, Toltecs, and tribes. These ancestors later married 1519, Hernando Cortez In Spaniards it came easy for to them Mexico. to Montezuma, the ruler of the Empire. 300 years. for The Spaniards over Aztecs. Cortez the many hundreds of Spanish culture, (Fellows, 1972). own 1846, disputes. the United This war States resulted Aztecs, Mexico the their land cannons, destroyed the Spaniards. and They of with Indian guns to much mixed great weapons, Thus, The and other about of years. of of steps accept In emperor members Their cultures. army took culture. ed the many a small Their conquer killed Aztec and of make the things Indians went in was made tricked and and made himself ruled by Spain Indian the 550 accept Indians Spanish had develop- but to had no but they also kept much to war with Mexico over a treaty choice called then the of Treaty 8 of Guadalupe Hildago. Secession, which The gave land is now California, parts of Wyoming the treaty brought United States New Mexico, and Colorado. who lived on this land States. Most of them were farmers and tended it with care. help to Mexicans did area that is today. seek work. Many went into until the Mexican came to It was it not immigrants escaped Mexico and uncertainties cans soon lost destroyed farm because better north from Mexico and other railroad however, that to life and turmoil (Acuna, help of and Cesar have farmers and shared given and To the English language gave arts which Chavez, a little immigrant many they added bar-b- to nation special Some with have tornado, weaving. workers. things coyote, the as a rodeo, and Mexi- underpaid become have They The 1970). conditions ranch, the trickery exploited Mexican-American their jobs. hazards the their as to of leader, shared agricultural through chocolate. and the fed Many the and Southwest that numbers. with que, land land such 100,000 mass workers. new words, and in also many and the of States. Nevada, States were United Utah, United Mexican-Americans the This loved Revolution, records the Mexico. United a revolution. Today, of by with Mexican-Americans dances mining, Mexican the migrated land-grant for ruled who the the 60,000 associated most Mexican-American Texas, were make They the half Between_ Mexicans them about are music in the and 9 Congress of the United people (Martin, 1977). Americans part of the States, of Mexican United States working descent of are America. for the a great good and of all important 10 Mexican-American A. Ancestors Introduction B. 1. Group: Mexican-Americans 2. Grade 3. Projected 4. Subject level: Third time: Two days area: History important events Rationale There the are Mexican-American history. people These America C. and events should that are be and information have been of importance the concerning over-looked in the in history of taught. Body Before Indians in United States. and Columbus sailed to the called land These Aztecs. They During the had New World, there were Mexico and much what is tribes were the Olmecs, lived in this area for of now Mayans, Toltecs, thousands of years. reign of Montezuma, and proceeded to colonize General Procedure 1. Day one a. Introduction and discussions. Indians D. questions b. Columbus came Mayans, Toltecs, of years. Discuss to with Cortez conquered topic. the children the Elicit responses, fact the New World, the Indians, and Aztecs lived in had the them. of the the Mexico that before Olmecs, for thousands 11 2. Read Montezuma. Ask have happened it? Would E. Activities 1. Visit F. class. the story of Cortez and what do you think Cortez had the Empire if to additional Aztec have grown? the library find not would conquered information about (LG) Optional reports 3. Pictures of 4. Challenge students tribes. may be various shared on tribes may be to tell the to write the (LG) tribes. drawn. (SG) of Cortez story and (LG) Challenge Mexican the history students such as: What if a different Cortez had ending not conquered (SG) References 1. to example; 2. Mexico? Mexico discuss the Montezuma. to of questions: to it and of 5. People Day Two a. any Ancient Read: C • (Teacher Books: Mexico edited by Nolan, New York, Land Louise and Ancient Mary of People; Land Barbara, Charles the Watson, Ill., Peoples Lee. Student) of Three Cultures; Scribner's Sons, 1968. Mexico; Champaign, is and Franklin Plumed Jane Serpent, Werner, Grant, Garrard Clara Pub. Co., Edward and 1968. of Mexico; Pub., Greenblatt, Pasadena, Ca., 1962. 12 Life A. Mexico and Within the United States Introduction B. Mexican-American 1. Group: 2. Grade 3. Projected 4. Subject Third Level: Time: Three area: Days Geography; Sociology Rationale It is important immigrant mising were to in and the work on The was The Mexicans was formerly language system in the learned at home reflects other United that the farmers land was States. to were farm were in and a compro- Mexicans who offered permanent visas as a communication theirs. important It Mexican-American had been traditionally The language is for centuries. aspects of Mexican Revolution of job opportunities. At this time, for agricultural labor in the the United the beautiful Mexican-American and culture, Body During displaced there There that Spanish aware States work. land be United situation. seeking C. to the and was Southwest were seeking a tremendous United States. need They came 1910, north many to Mexicans were States, 13 They were often outrageously They were paid the lowest forced to live in the had to make difficult given shacks. adjustments in The topics were: 1. Reasons for migration. 2. Adapting to a new the by their employers. the worst jobs, The Mexican-American new and The culture. most culture. Thou~ht Day One a. Using discuss b. Children a simplified world closeness to Show "Adobe make c. dance crudest language. 1. and wages, being General D. to many exploited film: comments Display of farming 2. Day Two the map, United pictures: where Mexico is, States. Village, throughout show Valley the "Life of Mexico," film. in Mexico," stress abun- land. a, Class may examine b. Read: Chicanos: c. Discuss area reasons for Mexicans' migration America. 3. culture of Mexicans in United States the United States. settled by Mexicans. Day Three a. Brainstorm to another. b. Have in Spanish. like when Children a Spanish Children they various do not difficulties may speaking give in give reactions know what the from one analogies. student may moving person give as to is a talk what talking it totally feels about. 14 c. Show Mexican-American E. film: "Children films. Inner City; in discussions Ernesto, Boy." The children may participate of the (LG) 2. Read Chicanos: Mexicans 3. Write a story about new country. (SG) 4. Let children role 5. Let children dramatize they can help someone new learn English, showing explaining 6. who was 7. reports, F. the Activities 1. the of customs. List, not a Chicano play States. boy girl or situations. (SG) coming situations in them country by helping the neighborhood or which schools, discuss some (SG) Display library books dioramas, or posters things learned and let the from the books. from a person children make Mexico," Baily (Teacher) Films: "Adobe Films Associates, Village, the Valley of Santa Monica, California. Inner City; "Children of American Boy," Society Pictures: "Life in Education, Inc., New York. for Ernesto, Visual Mexican- Education, New York. 2. to (LG) the America. References United various in them the (LG) then from in Mexico," Society for Visual Inc., 15 3. Books: Chicanos; Martin, P., Parent's Mexicans in Magazine the Press, United 1971, States. New York. 16 Mexican A. and Holidays Introduction B. and Customs Mexican-American 1. Group: 2. Grade 3. Projected 4. Subject Third Level: Time: Three Area: Humanities a society where days Rationale We live in beliefs. When people another culture, attitudes better of confusion, develop. people other practice cultures ethnic do not frustration, Teaching about other a strong family structure customs understand rejection and other customs perpetuates undeistanding. C. Body Mexicans have traditionally determines the The family. authoritarian the father is decision ful, and for keeping the maker, is respect- the home and family assume responsible culture young boys. defend his mother She together. first; loving, is responsible The children later, they are are made to roles. emphasizes He is honor. in The superiority. at individual and male permissiveness each culture provider, to great of the protector, obedient allowed The function and expected machismo or maleness to up to live his in men and manliness and to 17 The religion They Catholic. holidays are of are center an ancient The Mexican-Americans has been traditionally a religious people and many of days. Religious fiestas that appeared around religious Mexican tradition. Virgin of Gudalupe (an apparition the lSOO's), is a holiday celebrated every year. It is a big fiesta make a visit to the shrine of day Christmas celebrations, of and December commemorate the Posadas are never January 6th, children. present For giving Many journey the French D. General many the Virgin. the Posadas, of December Mexican-Americans begin on the on Christmas Eve. The Posadas of Joseph to Bethlehem. Mary and without Epiphany, is traditional 16th pinatas. a happy celebration Mexican-Americans, for this is their time. is and the fiestas are celebrated during anniversary of the victorious are asked to think about their families Lent. battle over Procedure Day One Students the roles members and charted on b. the and 12th in intervention. a. may be given holidays May 5th 1. end the their sent the of the to library Mexican-American These discuss are listed blackboard. During the play. and first family. activity, to find a group out some of children information on 1 18 c. These children Mexican-American 2. family focusing Show on the b. child of the reads After discussing America, of of religions. people c. Read d. Assign to research. 3. a narrative. Fiesta World," posada. some try relating Time in students the of the various them to specific to the class. Mexico a Mexican-American holidays groups holiday or to some Day Three a. their Parents: Invite experiences another Around Mexican-American in they Mexican have had parents growing share up or moving to culture. b. given E. another filmstrip:·"Christmas celebrated of while roles Day Two ·a. custom may pantomime by The those reports on the holidays who were assigned them. and customs may be on holidays and depicting a Mexi- a bulletin board. Activities 1. Discuss family 2. Discuss filmstrips. 3. Discuss reports customs. (LG) 4. Allow can-American the holiday roles - and (LG) (LG) given children chart. to arrange by children make posters them for (SG) 19 5. center so Post instructions the children they are F. References (Teacher) 1. Books: Fiesta Judith, Garrard 2. at the for making are able to Time in Mexico, a pinata start at on their the art pinata when center. Pub. Co., Champaign, Filmstrips: "Christmas Around for Education, Inc., Visual Marcus, the Rebecca and Ill., 1974. World," Society New York. 20 Mexican-American A. Foods Introduction B. 1. Group: Mexican-American 2. Grade 3. Pro j e c t·e d Time : 4. Subject Level: Third Area: Two days Humanities Rationale Many Mexican of the food dishes This information culture. we eat today are a part should be shared of with all groups. C. Body The corn, basic beans diet and The most for Mexicans. of most squashes. prominent of They the and corn dough is tostadas tacos, some of meat are In America, They tortillas. All beans are usually corn foods are tortillas, the kernels are shape tamales, are They desired are foods made called.masa. of patted with baked or immediately the consists Corn are paste The Mexican-Americans base for and added to each flour tortillas of as a bread hands other Beans common as made from a flour dough. cooked foods are well seasoned, and tortillas always eaten with of chile sauces a to the There and/or foods. are spicy into foods. enchiladas. are most. fried. many these eaten ground both of corn and and tomatoes. 21 D. General 1. Procedure Day one a. groups to Plan a Mexican include a dish b. Mexican day. with each and discuss the food group. The children may conduct The children can make cut from magazines. pictures d. Make Some children 2. a class poll on favorite plans to a few may volunteer The Mexican 1) Flour featuring Mexican Mexican dishes the next ingredients. 2) Frijoles 3) Churros 4) Hot menus dishes to cook. Menu may consist tortillas Refritos Chocolate References See cook posters Day Two a. E. from menu foods. c. foods dish following. (refried beans) of: 22 Suggested Flour Tortillas 24 - 6" tortillas ½ cup shortening 1 lb. all purpose sifted 2 tsp. iodized salt 1 cup warm water ½ cup dry milk 1-2 tsp. baking powder Mix dry ingredients. water and aside covered Knead dough board and the add greased flour Cut in the flour mixture. for at least 15-20 roll into with rolling and around griddle, cook until can roll out made, can butter their Frijoles After soaking bring to a boil shortening and paste. dough minutes. in well. Do not Set regrigerate. each ball on floured pin. With each press of pin, keep it circular. brown in spots. their Place Turn own tortillas. the on un- over After turn once. they are own and eat them! beans in pot, cover with water, flame and add 1 tbsp. of slowly until beans cooking slowly Refritos 1 lb. beans (pinto or 2 tbs. shortening (or 1 medium-sized onion until salt Press to ** Children they Knead balls. slightly Dissolve shortening. to roll dough become Menus overnight, crinkly. beans Add black) oil) and an put skim. onion Add Lower Simmer (halved). salt to taste. soft. Pour off liquid, shortening and put into are Continue mash a casserole beans dish into and a place 23 in oven ** If (350 you degrees) for an hour or masher can get a Mexican bean children take turn mashing the Churros (Congregational 3 pkgs. Sugar Cinnamon Buttermilk roll out Then use crust trimmers Twist each degrees for ten and cinnamon mix on others. Hot Chocolate Make ordinary beater potato masher, have beans. cocoa bisquit (or slightly. 350 an egg or bisquits children strips. crisp. style) Have pie until Fry minutes. flavored vigorously until to about plastic knives) in hot Put sugar with a little the 3-4 oil, or diameter. to into bake on some chocolate inch cut in and cinnamon. foams. oven use sugar Beat with 24 Mexican-American A. and Dance Introduction B. Mexican-Americans 1. Group: 2. Grade 3. Projected 4. Subject Third Level: Time: Two Days Area: Music Rationale Mexican-Americans This unit and music. will have introduce Dancing today Their music and D. General Procedure 1. a wealth of children to the is much a part of songs have a rich sound steps to "Mexican Folk the folk dance La Ropasa is Hat the Mexican to what can remember. they The recording, The words to you may learn them. E. Activities 1. of and dances. those dances them. Dances,;' Dance, is played. taught. A few so may volunteer they of the Day Two a. played. some to recording, may know 2. music Mexican-American-life. The children show folk Day One a. The Music Children El may be "Children's Gato and required Songs of Mexico," El Burro may be duplicated to listen to learn and is so a 25 new song dance F. in Spanish 2. A group to teach or to References 1. at the six children the rest (Teacher Music of and Recordings: "Mexican "Children's Songs Center. (SG) may learn the class. a new simple (SG) Student) Folk Dances," of Mexico," Bowmar. Bowmar. folk 26 Mexican-American A. 1. Group: 2. Grade 3. Subject 4. Projected and Mexican-Americans Level: Third Area: Language Arts and Art to become Two Days Time: unit will literature help the of Mexican-American the children aware of of myths the people. Body C. Much of Mexican-American literature consists They reveal much of variety of art. legends from ancient Mexico. beliefs, and customs of Mexican-Americans embroidery, pottery, steel-copper-tin painting General have a wide gold leather and silver character, It includes work, iron- work, carving, laquer, masks, of Mexican Folkways, myths. Mountains" can sculpture. Day One Read "The b. 2. people. the and Procedure a. story the glassblowing, work, and 1. The Art Rationale This D. and Introduction B. art Literature from Legend Discuss A Treasury of the be Myths. Day Two a. Display picture: "Crafts de Mexico." read. 27 b. E• types of art (e.g., of Mexican New York, 1974. religious art, ojos de dios). Activities 1. F. Discuss Art projects a. Ojos de Dios b. Yarn painting c. Paper flowers d. Aztec designs References (Teacher) 1. Books: A Treasury Crown Pub., Crafts of Story: "The 2. Mexico, Legend Macmillan of the Folkways, Co., Toor Frances, New York. Mountains," Fernandez, Carmen. 28 A Proud A. B. Introduction 1. Group: 2. Grade 3. Projected Mexican-Americans Third Level: One Day Time: Rationale The the People Chicano movement Mexican-American is doing m~ch The movement people. awareness of La Raza (The who want to unite ·Mexican-American This unit the will Mexican-American C. Race) introduce and to the instill pride will in promote present day an leaders people. that movement and conclude the study. Body During the attempted to past few years, promote an awareness pride, and dignity to name Chicano has taken it's Spanish-American, Mexican. They Race. There are that will to has bring unrecognized Hispanic, of many long Mexican-American on new meaning American, speak the identity, culture. include Latin the The Mexican- American, their people as La Raza, Chicano leaders who work and meaning The for the good of movement and what it La Raza. D. General 1. Day One a. means to Procedure After Chicanos, discussing the name of some Chicano the Chicano leaders. Ceasar 29 Chavez, Reies Tijerina, b. Activity Centers should be set up. They are: Filmstrips, Reading, and.Art. Allow the children to work in each center for the next center. E. Activities choosing one 2. Art: learned 3. chosen F. of They The children persons to the Students about 1. Filmstrips: 2. Books: 4. then rotate to may be given more about. on the mural a choice of something that Mexican-Americans. One of the displayed library books may be read. References: 3. Gonzales. learn may draw the Readings: to Rodolfo 15 minutes. Filmstrips: 1. they and for Student Reading "Spanish Brown, New York, 1973. Franchere, Ruth, New York, 1973. Nina, Americans Juarez, Ceasar Martin, Patricia M., Parents Magazine Press, of Thomas Chavez, Chicano: New Mexico." Y. Crowell Co., Thomas Y. Crowell Mexicans in the New York, 1971. U.S., Co., CHAPTER THREE BLACK AMERICANS Background Blacks and came settlers; with the slave the first 1700's, slavery was flourishing American slavery was a practice totally dehumanize inferior and The Quakers Blacks deserved first slavery the them that treatment they after the early nineteenth Whites to deport Blacks denounced the movement United States because this to country, and Americans viewed in agitate these century, they to for a right the Civil the War. abolition The developed country. Black that they would not had helped to fathers had were a movement urged their they societies. another and to received. Revolutionary figures 1619. 1968). convince the build in to leading the America designed the leave explorers to (Katz, organized formed came European was were leaders earliest that and societies were In among America however, By the of to Information to live in America War as the God-sent by birthright. Black conflict that would were: the Thirteenth Civil Rights Act Amendment which After the migrate to urban emancipate them Amendment which which bondage. abolished Blacks citizens; recognized Blacks as Civil large areas made from War, in the citizens numbers South and and The results slavery; the the Fourteenth (Finkelstein, of Blacks began to settle in the 1971). to 31 Southwest. Conditions In the rights. 1960's Black tragic racial Blacks the worsened Black Americans frustration was rebellions in continued seventies. Instead and riots began a fight manifested in American cities. their historic struggle of pushing emphasis shifted to building self-help the Community (Quarles, 1969). Black many for took place. for their a series of for liberation integration, programs their and improving in 32 Our A. B. Ancestors In Introduction 1. Group: 2. Grade 3. Project Time: Two days 4. Subject Area: History Black Americans Third Level: Rationale There has fically Black Black American and his that America the African a growing Americans, has is to awareness of search for their his heritage, should all cultures a mixture of many different people and that one the savage, but a who built and ruled America came from with differences which includes ancestors who were brought empires. The of is mighty roots. Children heritage of speci- deprived not of Americans, been heroes. heritage C. been of wild his be history, aware Body The various Africans tribal groups. language, religion, from one part from Southerners. African They and of Africa empires cities, institutions·of trading system, and brought customs. to have They another, been higher a noble to differ from just as Easterners to possess known learning, culture. them each large a well-developed in other, differ armies, 33 D. General 1. Procedure Day One a. Countries," grades, The filmstrips, "Africa, may be viewed. therefore, some b. Encourage c. Discuss d. Read This terms the Land filmstrip Developing is more for upper about the film- Examine the culture. Africa, to the in Africa; may require children of explanation. to talk strips. 2. First some of the Display Book of "Roots". My Friend in class. b. Locate Africa the tribal regions. c. Portions A Glorious the map, on of Proud (adapt to levels). lower from Age Africa. Identity: the filmstrips Heritage from and from West try to "The Africa" determine Search for may be seen. Activities 1. times. Discuss now, Africa as compared to Africa in early (LG) 2. free book, pictures Black E. movie Day Two a. The the Let students Visit the read "My Friend in Africa" during their time. 3. tribes together in library Africa, and to on one report to how they tribe. find out were organized. (SG) about some of Group the various friends 34 F. References (Teacher Books: Frank, Merrill Co., Chu, Daniel New York, Hughes, Student) Frederick, New York, and My Friend in Africa, Bobbs- 1960. Skinner, Elliot, A Glorious Age in Africa, 1965. Langston, Publishing 2. and Co., First Book of Africa, New York, 1964. "Africa, Land for the Visual Education, "The Search for Black Identity; West Africa," Filmstrips: Society Guidance of Associates. Franklin Watts Developing Countries," Inc., New York. Proud Heritage from 35 Blacks A. in America Introduction B. Black 1. Group: 2. Grade 3. Projected 4. Subject Americans Level: Third Time: Three Area: Days Sociology Rationale Children men and need to but also share in the riches need to know the truth, as social problems women, corresponding learn not that only blacks the stories of have been deprived and opportunities nation. They learned, about slavery and the first Africans in English a Dutch warship in 1619. These first as were some Whites. In blacks were debased for cheap labor. Slavery its most barbarous form. C. great far Black of of the it can be of blacks. as a Body The aboard dentured servants 17th century, the demand slavery in Black revolts Civil slaves were evident With War. did the not accept from the freeing problems were compounded. rights, equal respect or America from the North America of slave of slaves after did give not under period the inthe with was As a result, colonial justice were middle to in Jamestown Africans early the in servant slavery. Freedom equal arrived slave up to the the war, their them equal law. 36 Black people rights as citizens. class Blacks and communicate in The modern Blacks are to them. Blacks have new feeling of D. General Procedure denied 1. child a. Display b. Plan 2. Day Two 3. society. achieve their imposed upon lower of from learning them social seeking an identity begun to view themselves have discussion. and pride. slave posters and a slave auction in for one full that to has read been with a another the slave class for one day. Each half day. Make posters. be a slave (i.e., being auction. Day Three Discuss around; b. how it having to felt obey to commands). Read: Harriet Tubman slave auction in - Conductor of the Under- Railroad. Activities 1. Hold posters 2. ing. today's to Hold a. Make many to Day One a. E. struggling prevented dignity a slave ground still Limitations have is ordered are (SG) describing Write Write about class. slaves. feelings feelings may be slaves. (LG) of about Volunteers being a slave being a master. after (SG) role play- 37 3. Tubman, F. Read a biography Frederick Reference 1. 2. Pictures: Douglass, a slave, assisted such by the as Harriet instructor. (Teacher) Slave Sorgman, U of Books: Harriet Railroad, about Petry, posters available from Tubman - Conductor of Ann, Thomas Margo U. Y. Crowell, the Underground Co., 1955. 38 A. B. Black Customs Black Americans 1. Group: 2. Grade 3. Projected 4. Subject Level: Third Time: Area: Two Days Humanities Rationale Black of the Anglo remnants of a beautiful more this heritage of American children understand identity search. C. Holidays Introduction The much and has culture. been culturally assimilated They have to African is tried heritage, surfacing. the Black that the American hold Today, This into on to more and unit will help culture and this Body It can be said remnants of their African heritage culture had Black after American slavery. survived slavery. search. Soon, began their identity hair styles, and Swahilian ways, Blacks started These Blacks with only remnants in African dashikis, phrases emerged as were an assimilated the same holidays late of years Afro Negro cultural components. In many Observing and culture, It serve and celebrating was not commemorate until recently holidays that representing minority. as Blacks the dominant began a remnant to ob- culture. 39 Holidays that are nationally Emancipation Day, slaves were Luther King's birthday; General Procedure D. 1. or the Black through trieving E. each Malcolm the following 15th, Martin X Day. are Why do you questions: considered to couldn't African have little heritage heritage con- How could or slavery? Why do you think Blacks (i.e., afros, dashikis, holidays. traditions a. Discuss observations of b. Discuss the question, "What or customs of are not re- etc.)? these Black is the importance days?" Activities List some Anglos. (SG) 2. some minority. 3. dashikis, F. January 9th Day Two 1. with free; May 19th, people African 2. of Discuss tradition? tinue set January are: Day One a. think recognized List traditions customs that Blacks that Blacks share with find out share another (SG) Each should afros. choose a custom to more about: (SG) References Negro Historical Wisconsin. Calendar: Joseph Schlitz Brewing Co., 40 Black A. B. Foods Introduction 1. Group: Black 2. Grade 3. Projected 4. Subject Americans Level: Third Time: Area: Three Days Humanities Rationale This unit will help children understand the soul food concept. and times thereafter, of food because of money were usually given the left-overs from the leavings from the harvested crops. made delicious dishes from These dishes concocted are soul foods. Some are: C. to become aware of and to Body During slavery was limited in of movement. choices They butchered meats The slave woman was the left-overs the basis for and ingenious and and the leavings. what is now known Hog Maws: Chitterlings: Ham Hocks: Black eyed corn bread. many southern Black but for the American of the country, "soul Black American and freedom Lining of stomach of pork. The cleaned intestines from The lower leg portions of pork. peas, read beans or green beans For Black as the families, food" who is these lives in a specialty. dishes are various other pork. and common, sections 41 D. General 1. they had Procedure Day One a. Class will be b. List foods on the ever eaten c. Discuss d. Plan 2. F. soul blackboard. food. Ask students nutritional Plan value of luricheon food on day three. menus. Comp~ete Have plans for soul food the luncheon. Discuss Activities 1. Plan soul 2. Write about the food luncheon. black children. experience. References Parents of if foods. luncheon. Day Three a. E. name Day Two a. 3. to any. a soul may participate. asked (LG) (LG) the food. Parents 42 Black A. and Dance Introduction B. 1. Group: Black 2. Grade 3. Projected 4. Subject Americans Level: Third Time: Area: Three Days Music Rationale This unit will help and dance as a form of C. Body While heritage slave left most it is believed best expressed in was miserable in ditions to him. American slave sustain expression told of their and his desire significant and vent to for blues and constitute great new that song land the inner because he this sang religion. his cultural dance. emotions his sorrow, their after death. on American music. jazz of peace forms performers Franklin, as music most unique Louis Armstrong, and Billie had no tra- the Black This method in songs for songs created of slave's hopes These soul The void, repressed music slavery. his and To off-set America's Aretha of Black in his weariness, impact Smith, this danced gave Such histor~cally him, life understand expression behind is Americans to African African The children the the Bessie Music of that freedom made a by Black musical Ella Holiday, heritage, Fitzgerald, show the 43 absolute genius Much to the of of Blacks for Black music and dazzling music songs today people. people, specifically Black Stevie Wonder, Marvin Gaye, and clear about the world situations Blacks have forms. bring a message Artists James Brown and how things like sing loud will and get better. entertained slavery times. This culture today encourages their youth. D. General 1. themselves was another the with form of dancing from expression. development of Black dancing skill Procedure Day One a. Show filmstrips, "Black Folk Music b. Play songs "Songs of the American Negro c. Discuss from slavery, Civil War and times from the d, Learn a song each time from in America." Slaves." modern 2. songs filmstrip. from period. Day Two a. D. Gillespie, List the Discuss famous Black musicians: from "Music style and L. Armstrong, etc. b. Play c. Discuss on board, and recordings rhythm, name musicians for Makers." types each of type, Black music. in 44 message "Save d. Play to people. e. Play the 3. Marvin Gaye's discuss "Black "What's Play Discuss c. Discuss are Black Activities 1. Discuss from "Black 2. today's disco inspired. from filmstrip. Learn a song from each 3. Check hymn books at home class. (SG) biographies on famous Find class. students Going On" and Culture dancing. Learn songs 5. discuss meanings. recording b. E. with and Program" dance. that 4. Man" Day Three any to Wonder's Children", a. on Black Stevie the Name and discuss "hustle". (LG) time period.(LG) for Negro Black spirituals. Bring musicians. Share (SG) After listening to Marvin about the message (Teacher and Student) Music in America". American Negro may write Black people. F. References Gaye and Stevie Wonder, to the world and (SG) Films: "Black Folk Music: "Songs of "Music Makers:. the Slaves". to 45 Songs from Marvin "Black Culture Hymn books and Gaye Program" various albums. on Black biographies. dance. 46 Black A. Black 1. Group: 2. Grade 3. Projected 4. Subject One Day Area: writers Language and artistic children to some C. Arts and Art artists have contributed much society. This unit will introduce yet the inspiration American art, but of these today is to the the words. Body Black somehow art there. It brighter, the During the musicians known as the Black African, like most are and 193O's, produced some of Black pride the colors Black artists, writers best work. This their Renaissance. These artists heritage in their and protested racism or two cultural is freer. 192O's Harlem General 1. is not designs American emphasized era reflected works. and They discrimination. Procedure Day One a. Tales Third Time: and D. Americans Level: literary the Art Rationale Black and and Introduction B. are Literature Retold. Read one fairytales from Black Fairy is 47 b. Suggest c. Show filmstrip "Harlem Renaissance Play recordings "Walk Together Emphasized children read others. and Beyond". art. d. "Gwendolyn Brooks e. Reading Discuss her Children" and Poetry". messages in art and literature by Black artists. E. Activities 1. out in Read a Black class. fairytale; may act a story (SG) 2. Paint be recognized by others. 3. Read Gwendolyn Boys and Girls". F. References could children a picture from Read to express an Brook's book, a section Filmstrip: "Harlem Associates, New York. to idea emotion that "Bronzeville the class. and Beyond, "Guidance Vinnie Burrows. Renaissance Records: "Walk "Gwendolyn Brooks reading her Poetry", Books: Bronzeville Boys and Girls, Harper and Together or Children", Caedmon Records, New York. Row, New York, 1958. Gwendolyn Brooks, 48 A Proud A. Introduction B. 1. Group: 2. Grade 3. Proj~cted 4. Subject Black Americans Level: Third Time: One Day Area: Psychology Rationale This unit Black American come proud. C. Body will reject his culture. help children movement A new Black is and in the identify with "colored" as Black so that their and General 1. and Americans favorably D. Blacks role are trying to one. searching process. or "Negro". a different Blacks have No longer do They are glad the making that of textbooks to history would be written be depicted, Procedure Day One a. Discuss the Black b. Set three Activity up be- proud, demanded realistically is a new have in have create to the they by was of why shaped striving they understand aware who He is soul become one which a deep to making, identity through known to old gone be People American Centers: today. Filmstrips, more 49 Reading every E. and Art. Children should rotate Center: Children to each center choose one of the of the displayed 15 minute~.• Activities Filmstrip 1. famous Black Americans 2. Reading 3. Art they have learned F: References to learn about. Children Center: read one books. Center: Children draw Black Americans. about (for Student Filmstrips: "Negro Education; Educational Books: Boone, A Picture Derricotte, History", Society Multi-Media Luther Press, Elise, Word New York, 1953. Felton, Harold W., Jim Beckwourth: Co., Chicago, 1966. Nat Turner, Griffin, and Judith Berry, New York, 1970. Johnston, Johanna, New York, 1967. Radford, Ruby Services, Chicago, L., King, Pictures House, Mead Visual Chicago, Random Dodd, for Kit. Martin Childrens Palmer somethin~ Reading) Margaret, Story, on a mural Jr., 1972. Great Negroes, Negro Mountain Man, Howard McCann, Inc., A Special Bravery, Mary McLeod Bethune, Picture Life New York, 1968. of Dodd, Mead Scholastic and Book 1973. Young, Margaret B., Franklin Watts, Inc., The of Ralph Co., Bunch, CHAPTER FOUR NATIVE AMERICANS (NAVAJO) Background left The Navajos in the It is the largest tribe United States today (Russell, believed that the North American Asia. One languages The in are continent reason for Navajos began They learned art of Navajos animal of mobility and food gathering. The Navajo blanket world and the is many migrated Bering the to Strait the from similarity of with the Spanish from the Spanish. sheep and horses, the Spanish. The Navajo life. The things acquired firearms in from revolutionized expanded opportunities (Brandon, women of Americans 1961). encounters learned horse for hunting, the horse raiding 1963). learned weaving and made the Navajo of the famous. The Navajos made sand adopted paintings Pueblos their own. became stable people. Their hogans (crude or scattered clusters have and Native Orientals. husbandry the provided and of people belief to silversmithing, acquisition They this Navajos The Navajo by way between 1626. Information many of the and the religious Later, They earth about. they learned were not lodges) were practices to Pueblos. ceremonies of farm and land, a village-forming gathered in the people. family 51 the Even though they were Navajos were considered States Army set out were removed to a reservation For four years they in quite 1864 a raiding tribe. The United to the Navajos. They subdue Sumner, New Mexico. live on the reservation. gave the idea, land and some live Today, most Navajos They still farm and sheep herd raids, Fort up the of of near to gave them. victims forced government back the were When the their often and it goats on reservations sheep on (Spicer, set this land. Navajo part 1969). aside for 52 Our A. Introduction B. 1. Group: 2. Grade 3. Projected 4. Subject Native Level: American (Navajo) Third Time: Three Area: days History Rationale This unit the Navajo C. Body It will acquaint children with is that the Navajos combined the North American continent the believed migrated about 1,000 years ago. Soon, among the Apaches, and became tured as years to passed. considerably changed. D. Procedure General 1. ancestors of Soon Navajos were a distinct their customs with the from not Apache Asia included tribe. They and language aculwere Day One a. Show Indians-Indians of b. Show c, Discuss the the tribe. Tribe, in Ancestors filmstrips. filmstrip, the "Adventures with Early American before Columbus". tribes as Southwest". filmstrip, the "Americans differences in portrayed 53 2. Day Two a. The United Display States". - Pass outline Students draw b. student. their pictures "The Indian Tribes of the United States to some of the various The Navajo, maps in tribes of and Activities Required 1. reading: Pole, Little Navajo Bluebird, Child of the Navajo. (SG) 2. Participate 3. Students F. map, territories. E. of and life on the and imagined Story Its of the Totem Indians, (LG) experiences (as a Navajo) reservation. (For Student Reading) Bleeker, S6nia, The Navajo, William Morrow Co., 1958. N.Y., Brindze, Ruth, The N.Y., Clark, Ann-Nolan, N.Y., of the Totem Pole, Vanguard Little Navajo Bluebird, Row-Peterson 1943. Leavitt, Jerome Press, New York, Reil, Seymour, Chicago, Story 1951. Press, Co., America a discussion. write References Books: in The 1971. E., America and Its Indians, Childrens 1962. Child of the Navajo, Dodd, Mead and Co., 54 Filmstrips: "Adventures with SVE (Society for Education). "Americans before Columbus", "American Indian, Study in Depth", New York, 1967. Maps: The Indian Tribes of the D'Arcy, artist Visual (Rand McNally Early Troll American Indians", Associates. Prentis United copyright). Hall States", Co., McNicle Navajo A. Customs Beliefs Introduction B. 1. Group: 2. Grade 3. Projected 4. Subject Native Americans Level: (Navajo) Third Three Time: Area: Days Humanities Rationale There are many when one does not This unit will help reasons C. for misconceptions understand these the about the reasons children to different cultures for behavior. their understand some of the behaviors. Body The Navajo Indians call believe that all around are believe that these spirits themselves good is the spirit of of a hogan always faces east, believe that The four Navajos sacred spirits These all either greatest mountains. It is The and can The bad People. They spirits. help They them or harm them. is why the door sun. sun. That which is toward the rising their land is marked off in these mountains that to the by the live. The Navajos have are the ceremonies ceremonies many When someone is and hurting him. many ceremonies they used long please ago. These spirits. are the still use today. is sick, the Navajos believe a bad spirit Something must be to the bad done drive spirit 56 away. A ceremony person or The a sand in painting be made in it. Shamen, the floor of to make on just sands a certain the sand on it. There the bad To the displaced older fiercely is urban by values of still living to old the disagreements D. General Procedure the sick called, make hogan. This is a design. The design supposed to the sick person and dancing is finished, much are is ~inging these traditions the dominant on the reservation and the old with the urban young. cited the Review the _b• Show filmstrip such Navajo. done by must be magic is to drive culture. are Those tend to culture. being who are cling They sometimes as, traditions can "Indian day before. Celebrations". we distinguish Ask those celebrations that "Indians of Southwest, Life topics such as, do you think that there live in old today? Why Discussion. Day Two Show filmstrip, the Customs". b. are the Navajo, a. a. and they of Day One questions 2. as There then ways great are hogan spirit. have 1. the way. painting young, and at hogan. or colored in either men, When placed held a ceremonial medicine sprinkling away is still do you Discuss Navajos think Navajos who are the changing their tradition lifestyles? 57 3. Day Three a. his/her E. experiences others an Choose to 2. F. student on the or an adult reservation may share some and life in the find two or three old of way. Activities 1. or A Navajo work Choose illness a Navajo with and a natural and explain celebration, tell about that phenomenon it celebration. (storms, lightening, etc.) traditionally. References Filmstrips: Young "Indian "Indians American Films, Celebrations", of the Southwest, Life and Incorporated. Troll Associates, New York. Customs", 58 Navajo A. Introduction B. 1. Group: Native 2. Group 3. Projected 4. Subject Time: Two Days Humanities Rationale that the Navajo C. Body Native hearty will introduce people Americans and and the children to some of the simple food that foods eat. have nutritious. generations always Navajo preparation eaten foods have methods is been eaten passed from generation available in the are for many generation. The Navajo of foods and are in season. homemaker utensils. On the hogans--with Navajos meat is other very eat mutton, Navajos for (Navajo) Third Area: unit in Americans Level: This to Foods Vegetables They use wild plants they modern utensils. of pinons (pine is readily available drink goats milk wild plants, and cook which wood Typical in and spices over nuts). way use fires of the Navajo homes. it a basis as products. consist of turnips, berries, cactus of squash, watermelon corn, is few which dairy what reservation, a lot usually uses and yucca and fruit. peaches. wild spinach, They also onions, eat a lot 59 Corn is Cornbread, of D. the corn General speculate F. meal the Navajo, and so it is mush, roasted and steamed wisely corn used. are some Procedure Day One a. Review basic food as to many Navajo family? 2. E. to favorites. 1. her sacred Use what a food from b. Show filmstr.ip, c. Discuss d. Plan with a menu groups. Question: mothers each food "Indian class for the the would Can we prepare for group. Homes". Navajo next day diet. of some in class. Navajo Day Two a. Prepare b. Discussion. the Navajo discussions. dishes. Activities 1. Participate in 2. Help the prepare (LG) chosen food Homes", Troll dish References Filmstrip: "Indian Associates. (LG) dishes. 60 Suggested. Navajo Fry Menus Bread 4 cups flour 1 tsp salt 1 tbsp baking powder 2 tbsp powdered milk l½ cups warm or hot water 1 cup shortening, lard, or oil Mix powder, salt and pliable. together flour, baking Add water and mix until soft 30 minutes to one hour, covered. and forth between Melt lard, shortening pat back round. very hot. Fry bread browning on each **Children can Indian and Pinch hands, oil. milk. Let about off pulling or powdered stand a ball until Allow in hot fat, turning and pull their own dough. boiler and it once to of dough; flat and to become allow side. pat Pudding ¼ cup yellow cornmeal 2 cups milk 2 tbsp butter ¼ tsp ground nutmeg ¼ tsp ground ginger ¼ tsp allspice ¼ tsp cinnamon 1/8 tsp salt Heat milk in a double 20 minutes. Remove Pour mixture into 400 degrees for **This recipe from heat. pour Add buttered one-quart 30 minutes. Serve will have to be tripled in remaining baking from Cook cornmeal. ingredients. dish and bake dish. to for serve 30 students. at 61 Navajo A. and Dance Introduction B. Native 1. Group: 2. Grade 3. Projected 4. Subject Americans Level: (Navajo) Third Time: Two Days Area: Music Rationale They a part Songs and dances were have many songs and prayers. the Navajo life. This Native American Tribes enjoyed both religious and recreational. sorrow, of the Navajo C. Body The and Music great importance The majority which There were of were dances of peace, joy, the and anything else They believed that in dance could would give power. The them and Every and other animals. Navajo man and songs. All songs tell different the songs, Two or The and helps war, fishing prayers songs knowledge or buffalo, to the Navajos. dances are to understand better. singing hunting of drumbeat dances woman through ideas is they or Indians the imitated knows and performs life these are Words stories. three key words told the the pulse of most songs. rain, good needed. contact often dancing unknown, birds, deer, some rituals, collected. are story. which important The in 62 D. General 1. Dances Procedure Day One a. Show filmstrip, and Ceremonies". b. Discuss c. Play "Indians of the Southwest; recording, "Authentic Music of the Native to again of "Authentic Music of a song and write their in- Americans". E. Activities 1. the Listen Native Americans". 2. Students terpretation of F. recording pick the out song References(Teacher (SG) and Students) Filmstrip: "Indians of Ceremonies", Young American Records: Everest "Authentic Records, down Music Los the Southwest; Films, of Angeles. the Dances and New York. Native Americans", 63 A. Navajo Literature and Art Native American (Navajo) Introduction B. 1. Group: 2. Grade 3. Projected 4. Subject Level: Third Time: Three Days Area: Language Arts and are becoming more aware Art Rationale Today, Indian people arts and provides a better This unit will C. Body Legends Navajos. crafts provide these stories, children learned animals their people. and knowledge the Navajo are of art etchings Through to were on the stone bringing iron-bearing it animal with and fat. the be integral for of and an a story tics robes the to of that the literature of part of tribal organiza- the Navajo did. the social new many habits codes legends, the scratched cliffs. rock on bark The deep minerals of life. into the passed red From characterisof their in the earliest scrolls, color life. history The do. of and Included they way way and elders generation. crafts This legends. Indian everything the appreciating the a knowledge are is their of considered Legends There respecting understanding are tion. and and wisdom art of forms buffalo was a powder made and by mixing 64 Sand painting was an called Kachina art that is associated with ceremonies. Dolls birds, animals and dolls are is another form of In late 1850's, the Navajo They borrowed was not used extensively Navajo women are famous for their designs of are alike. silverwork. Turquoise D. General 1. and the into various learned the art the Spanish. food. Pottery the carved blanket art. many designs from until about woven blankets.- The Art of North American of 1900. No two Procedure Day One a. Read to the class b. Have on display: c. Show filmstrip "Indians of the the Southwest Indian Arts. Southwest; crafts". 2. Day Two 3. a. Make Day Three a. Read sand paintings and weavings. a few legends from The Indian's Secret a sandpainting (using World. E. Activities 1. Jello) Students or start will make a mat(weaving). either (LG) Indian. Arts 65 2. Students shall view in free time. filmstrip their one of the legends on the Tell the legend to the Southwest the class. (SG) F. References Books: The (Teacher) Glubok, Macmillan Filmstrips: Young The Art of Co., New York, 1971. "Indians of Southwest; American "American Shirley, Indian Films, the Arts and Indian, Crafts", New York. Legends", Coronet Films, New York. 66 A PROUD PEOPLE A. Introduction B. 1. Group: 2. Grade 3. Projected 4. Subject Americans Level: (Navajo) Third Time: One Day Area: Psychology Rationale This unit progress will made acquaint by Native the children with some American of the Americans. Body C. Native They are shaping Americans making new determine D. the force in for redress of grievances, and fighting for old life. the right to that have been Were they justifiable? own destinies. Day One Discuss Native b. retain demands a growing Procedure a. upon are identities, their General 1. to Native of Americans. Children one's C • some Discuss things Question: shall cultural the discuss forced pros and cons of wanting Why are more and more heritage. Questions: the young Native Americans proud and sincere to retain elements of Indian way of the life? in their Do they of desire 67 realize E. F. the value and need 1. Participate in 2. Draw about for many of the white man's ways? Boy Navajo, New Activities murals discussions. Navajos. References 1. Books: Virginia York, NY: Abelard Janet and Lion Press 1968 Anna Moore Shaw; University K. Alex of Smiley; Schuman D'Amato; Puma Arizona Little 1954 Indian Crafts, Indian Legends, Press 1968 New York, Tucson, AZ: NY: CHAPTER FIVE CULTURALLY DEPRIVED This unit is is well to include ethnic and It to be taught this culturally along group most neglected being neglected: ethnic because sight or of in area The 2) They not group (Johnson, 1970). account for as distinguished not more freedom this of move- 3) Most are with the dominant in an area hidden from of the population (i.e., in Appalachia more because areas). are becoming from their recognized homes in the heart of from the East coast West Virginia, parts of Maryland, Ohio, Kentucky, Georgia. the in rest extends probably blend the is is can secluded migration with segregated; are people is have They rural dealing which racially and includes and factors 4) Appalachia The groups" and Southern vast are groups. study whites 1) Protestants These the of groups; they Anglo-Saxon culture; a number cultural Information disadvantaged are other ment of any other people. disadvantaged There group as culturally with in different Background "The APPALACHIANS into the cities. Appalachian to Virginia, Tennessess, the the of Mountains. Midwest. Pennsylvania, Arkansas, Alabama It 69 Customs A curriculum as A. for Lifestyles this group could be developed follows: Introduction B. 1. Group: 2. Grade 3. Projected 4. Subject Poverty Stricken Level: Whites Third Time: One Day Area: Humanities Body The to plan and be Appalachian studied. A review helpful in are as follows: are considered not prefer obtaining istics show mother as helpful, only They Southern of have They outside the father as and assigned definite people do not know strong family ties and leery of outsiders and Some other character- figure; the authoritarian loving; and the children in the family. an education, and how to read would be helpful. by giving cultural traits C. General Procedure 1. Day One a. Introduce topic b. Discuss Appalachian be groups the value would these are duties need of agencies. these Hillbillies. whites which usually from to characteristics understanding help needs disadvantaged a better clannish. softspoken These one and Whites, being and feel write. A review a brief history. such as Beverly -( that of do 70 D. Activities 1. Children could list stereotypes 2. Children could think of of this group of people. could help E. References 1. this group Reaching the Johnson, Kenneth Science Alto, the dominant culture assimilate. Books: Palo ways 1970. Culturally Research Disadvantaged, Association, Inc., 71 REFERENCES Acuna, Rudy, American _______ Books, A Mexican American Chronical. Book Company, 1967. , Cultures in Inc., 1970. New York: New York: Conflict. Charter Story of the Mexican ------- American , The Book Company, 1969. Americans. Banks, for Ethnic 1975 James Boston: A., Teaching Strategies Allyn and Bacon, Inc., _______ , Teaching National Council 1973. Ethnic Studies; for the Social Concepts Studies, _______ , Teaching Children. Reading: Social Studies Addison-Wesley to Bennett, Lerone, Jr., Johnson Publishing Before the Company, Brandon, William, House, 1963. American The Burma, John H., Cambridge: Caine, T.A., Social San Francisco: Clark, Kenneth, Indian. Mexican-Americans Pub." Schenkman Co., in Strategies. Yearbook, Different 1971. Baltimore: Random States. Life in a Mexican American Community. R&E Research Associates, 1974. New York: De Leon, N., Chicanos; Trueba Publications, Our Background Inc., 1972. E.L., Ancient Publications, Peoples 1962. of Harper and and Pride. Mexico. Fellows, Donald K., New York: John A Mosiac of American's Wiley and Sons, Inc., Finkelstein, Book al., Inc., Forbes, and 43rd the United 1970. Ghetto. M. et. Company, Studies. New York: Dark Greenblatt, Franklin New York: Culturally Pub. Co., Mayflower. 1967. School Minorities: 1971 U.S.A. our Row, 1965. Lubbok: Pasadena: Ethnic 1972. Minorities. New York: Globe Jack. "The Mandate for an Innovative Educational Response to Cultural Diversity", in Teaching MultiCultural Populations, edited by James C. Stone and Donald De Nevi, New York: D. Van Nostrand Company, 1971. 72 Hughes, Langston, The First Book Franklin Watts, Inc. 1952. Jenness, A. Thomas and Kroeber, Y. Crowell of Negroes. L., A Life of Company, 1975. Their Johnson, Kenneth, Teaching the Palo Alto: Science Research Culturally Associates, Katz, W.K., Chicago: American 1968. Logan, Rayford New York: Teacher's Quadrangle ________ States; Martin, Guide to Books, W., The Negro in the Van Nostrand Reinhold , and Winston, Michael, Volume II. New York: P., Chicanos;Mexicans York: Parent's Magazine Moquin, Wayne, Americans. New York: Own. Disadvantaged. Inc., 1970. Negro History. United States; Company, 1970. The Negro Van Nostrand in the United Press, 1971. Negro in Company, the Making 1969. Land - Yesterday Inc., 1961. and Volume I. in the United Reinhold Co., States. et. al., A Documentary History New York; Bantam Books, 1971. Quarles, Benjamin, The York: The MacMillan New York: of of New the Mexican- America. Russell, S.P., Navajo Melrnont Publishers, Schille, G. and Fasenmyer, M.S., "Many Peoples-Shared Dreams: A Curriculum Guide for Multi-Ethnic Studies", National Catholic Education Assoc., 1973. (ERIC Document Reproduction Service, No. ED117033) Spicer, Edward H., United States. Stone, J. and De Nevi, D., editors, Teaching Populations. New York: D. Van Nostrand Multi-Cultural Company, 1971. Toppin, E., Boston: States Zintz, Miles, Education Across Hunt Publishing Company, A Short History of the New York: Van Nostrand The Black American in Allyn and Bacon Inc., Chicago: Indians of the Reinhold Co., the United 1973. Cultures. 1969. Today. New Dubque: History. Kendall/ 1969. 1971. SUMMARY This project different respect of the is concerned child's cultural and appreciation program is of of ciltural Helpful Hints: If there are teachers Inform 2. Ask 3. only the examined one student student in to others gain groups. The help cultural the culturally and implement a curriculum of the program is and be and to develop enrichment. based on activities or two children of the presentation to help with the teacher observation. followed of through. a culture in a class, on his culture. unit. Make a report on a prominent Prepare some musical or art Bring in a food for tasting. Invite ask 4. be pride should: 1. a. b. c. to should and other goal a curriculum are towards The implement Reports heritage, develop groups. participation developing to cultural Student with Allow his that the parents they in person of presentations. his during the unit presentation to the role playing culture. and participate. student(s) lead for the unit. goal