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This paper gives detailed instructions on how to develop a high interest culturally appropriate instructional unit for American Indian and other students. It includes 15 steps for planning a unit.

"Multicultural education means different things to different people. However, the differences are not as great, confusing, or contradictory as some critics and analysts claim. Many of these differences are more semantic than substantive, a reflection of the developmental level in the field and the disciplinary orientation of advocates. One should expect people who have been involved in a discipline or educational movement for a long time to understand and talk about it differently from those who are new to it. Similarly, educators who look at schooling from the vantage point of sociology, psychology, or economics will have differing views of the key concerns of schooling. Yet, these disparate analysts may agree on which issues are the most critical ones. Such differences over means coupled with widespread agreement on substance are naturally found in discussions of multicultural education. But this diversity should not be a problem, especially when we consider that multicultural education is all about plurality. The field includes educational scholars, researchers, and practitioners from a wide variety of personal, professional, philosophical, political, and pedagogical backgrounds. Therefore, we should expect that they will use different points of reference in discussing ethnic diversity and cultural pluralism. Yet, when allowances are made for these differences, a consensus on the substantive components of multicultural education quickly emerges. Such agreement is evident in areas such as the key content dimensions, value priorities, the justification for multicultural education, and its expected outcomes. Only when these fundamentals are articulated do variations emerge. Some advocates talk about expected outcomes, while others consider the major determining factor to be the group being studied; the arena of school action is the primary focus for one set of advocates, and still others are most concerned with distinctions between theory and practice. Some people

"This guide to over 50 web sites was created to assist multicultural educators in locating educational resources on the Internet. World wide access to multicultural information and current events in other regions makes the Internet an important educational tool. Teachers through the internet have access to lesson plans, on-line photo galleries, stories, maps, virtual field trip, international radio programming, and e-mail pen pals. In the multicultural classroom these resources can be used to create thematic units. Other sites, such as those devoted to art and geography can supplement an existing lesson. Many of the sites listed are source sites with lessons, pictures, problems and quizzes on-line, and other sites are Index sites which provide extensive links related to a subject of interest. Teachers should keep in mind that the Internet is a temporary resource, and sites move and change rapidly. A listing of professional organizations for multicultural educators is also provided. Highly recommended sites are marked by an "*"."

Noting that the terms "Native American" and "American Indian" are both legitimately used to refer to the indigenous people of North America, this digest identifies stereotypes about Native Americans that children gain from media portrayals and classroom role playing, and suggests strategies for teachers to use to counter stereotyped portrayals and to reflect cultural diversity among Native Americans. Stereotypes are perpetuated by television, movies, and children's literature when these media depict Native Americans as uncivilized savages or as romanticized heroes. Many teaching materials and children's books present a generalized image of Native American people with little regard for differences among tribes. In their classrooms, teachers can use specific positive strategies to counter these stereotypes and generalized images. Suggested strategies are to: (1) provide knowledge about contemporary Native Americans; (2) prepare units about specific tribes; (3) use books that show contemporary children of all cultures engaged in their usual daily activities; (4) obtain posters that show Native American children in contemporary contexts; (5) use dolls with different skin colors in the dramatic play area; (6) cook ethnic foods; (7) be specific about which tribes use particular items when discussing cultural artifacts; (8) critique a Thanksgiving poster depicting stereotyped pilgrim and Indian figures; and (9) at Thanksgiving, shift the focus away from reenacting the "First Thanksgiving" to items children can be thankful for in their own lives. Besides engaging in these positive practices, teachers can avoid: using over-generalized books and lesson plans; using a "tourist curriculum" that teaches predominantly through celebrations and holidays; presenting sacred activities in trivial ways; and introducing the topic of Native Americans on Columbus Day or at Thanksgiving.

MMEP is a multi-sector collaborative, dedicated to having educators, public officials, philanthropists, business people, nonprofits, students and parents at the table. MMEP focuses its work on kindergarten through postsecondary education and promotes a continuum of support at all levels. MMEP is a multicultural organization dedicated to having the diversity of Minnesota communities represented in all components of the organization. MMEP's financing structure requires that one third of its core operating budget come from membership fees, one third come from a state appropriation and one third come from grants. The Implementation Working Group has the ability to adjust the work plan of the organization whenever it is necessary to assure appropriate advocacy and programming on behalf of Minnesota communities of color. The work of MMEP is as dedicated to the process of collaboration as it is to its programs/products.

Includes Asian American, Enslaved, Mexican American, and Native American Voices along with teaching materials, active learning, multimedia and much more.

Project Intersect was funded from 2006-2010 by the U.S. Department of Education, Office of Innovation and Improvement, Arts in Education Model Demonstration and Dissemination Programs. Project Intersect is a comprehensive and collaborative model designed and facilitated by the University of Minnesota's Institute for Community Integration and Department of Curriculum and Instruction Art Education Program, for American Indian and non-American Indian students in grades K-8 to enhance their interest, understanding, enthusiasm, and performance in standards-based subjects.

Discusses the negative consequences of gender stereotyping in the mathematics classroom, especially for girls. Addresses possible challenges associated with creating a safe learning environment and combating gender stereotypes. Describes difficulties in various settings in the mathematics classroom and explores challenges associated with traditional gender roles, role models, and sexist language.

Gender stereotyping primarily of junior high female math students is a relatively recent awareness. I liked the three points they made on combating this issue, i.e., (1.) reinforcing the fact that math should be nonsexist, (2.) including the contributions that female mathematicians have made to society, (3.) teaching nonsexist language by example. Also, several good ideas on countering domineering students so that all students feel free to participate. I plan to implement the idea of limited and revolving discussion groups

The Freire Project is dedicated to building an international critical community which works to promote social justice in a variety of cultural contexts. We are committed to conducting and sharing critical research in social, political, and educational locations. The project promotes research in Critical Pedagogy, and brings together local and international educators. We are committed to continuing the global development of Critical Pedagogy and to highlighting its relevance with marginalized and indigenous peoples. The Freire Archives and International Journal of Critical Pedagogy are publicly accessible, publications will be available in both hard copy and virtually through this website. Housed in the project are the papers of seminal scholars who have contributed to the evolution of Critical Pedagogy. In addition, the project will promote research in Critical Pedagogy and bring together both local and international educators and continue its development globally while highlighting its relevance with marginalized and indigenous peoples. Critical Pedagogy is a domain of education and research that studies the social, cultural, political, economic, and cognitive dynamics of teaching and learning. Critical Pedagogy emphasizes the impact of power relationships in the educational process. Emerging in the late 1960s with the work of Brazilian educator, Paulo Freire, Critical Pedagogy has evolved as a cross-disciplinary field.

Bring dozens of Peace Corps Volunteer stories, letters, and folk tales with standards-based lessons to your class. Also discover ways to involve students in service learning.