Teachers:			
								
One more graduate project – I appreciate all the help that everyone has provided this year on all the little projects that I have been working on.  

Thanks, Mr. Burgess
  
Please identify any way that your current grade level curriculum resources support or reflect diversity: Example – Saxon Math uses names common to various cultures in word problems. Include descriptions of any special activities/themes: example – Hawaiian Paradise Café.

Though the population of Greenfield is not extremely diverse, it is important to teach diversity to our students. 

Show-Me Standards:

Performance: 

Students will demonstrate within and integrate across all content area the ability to:

1.9 identify, analyze and compare the institutions, traditions, and art forms of past and present societies.
2.3 exchange information, questions, and ideas while recognizing the perspectives of others.
3.2 develop and apply strategies based on the ways others have prevented or solved problems.
4.2 understand and apply the rights and responsibilities of citizenship in Missouri and the United States.
4.3 understand and apply the rights and responsibilities of citizenship in societies.

Knowledge:
In Communication Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge and proficiency in: 
CA2: reading and evaluating fiction, poetry, and drama.
CA3: reading and evaluating nonfiction works and materials. 
CA7: identifying and evaluating relationships between language and culture.

In Fine Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge and proficiency in: 
FA5: visual and performing arts in historical and cultural contexts.

In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge and proficiency in: 
SS2:  continuity and change in the history of Missouri, the United States, and the world.
SS6:  relationships of the individual and groups to institutions and cultural traditions.

Please fill in as much information as possible on the back of this page. 
If you are not sure about the Show-Me Standard leave it blank.

Please fill in as much information as possible. 
If you are not sure about the Show-Me Standard(s) leave it blank.

Teacher: ________________________   Grade Level: _______________________

subject area
 or activity	performance standard(s)	knowledge
standard(s)	how diversity is reflected	

				

Please write any suggestions to improve diversity in the curriculum:

Responses:

Grade Level	subject area
 or activity	performance standard(s)	knowledge
standard(s)	how diversity is reflected	
1st	language and reading	1.9, 4.2, 4.3	CA2, CA3. FA5	Rigby Literacy – children, ideas, custom from other countries are introduced, discussed	
1st	social studies	1.9, 2.3	SS6	My World – talks about cultures, traditions, celebrations of other people	
2nd	language and reading	1.9, 4.2, 4.3	CA2, CA3. FA5	Rigby Literacy – children, ideas, custom from other countries are introduced, discussed	
2nd	social studies	1.9, 2.3, 3.2, 4.4	SS2, SS6	integrate culturally diverse units with holidays	
2nd 	language arts	1.9, 4.2, 4.3	CA2, CA3, CA7	historical, cultural traditions identified, discussed, written	
3rd	language
arts	1.9, 4.3	CA2, CA7,
SS6, FA 5	read Cinderella stories from various cultures.
Read Porquoi stories (these stories explain why) from different cultures.	
3rd	reading and language	1.9, 2.3, 4.3	CA2, CA3, CA7	Rigby guided reading present diverse character/cultural info – 
example – Pueblo Ruins (Native American culture)	
3rd 	science	2.3	CA2, CA 3	Magic Bus Videos contain diverse characters	
3rd	social studies	1.9	SS6	Christmas traditions from around the world are related to US customs	
4th	social studies	1.9, 4.2, 4.3	SS2, SS6	Missouri History studies culture, customs, traditions of French, German, African American, Native Americans in Missouri settlements	
4th 	social studies	1.9, 4.2, 3.2, 4.3	CA 7, SS2, SS6	write letters to Iraqi children explaining democracy and why it is better than a dictatorship	
4th 	social studies	1.9, 4.2
4.3	SS2, SS6	Weekly Reader – multicultural articles	
4th	reading and language	1.9, 2.3, 3.2	CA2, CA3, CA7	basal reader – several multicultural stories – probably at least half of them	
4th 5th 6th 	Kaleidoscope	1.9, 2.3, 3.2	SS6	a community interaction day with local people coming to our school for a day to share arts, foods, and crafts from around the U.S. and the world – Asian cooking, origami, Tae Kwan Do, etc.	
5th	reading/
language	1.9	CA3, CA7, SS 6	read novel - Sadako – historical fiction after WWII; young Japanese girl dying of leukemia, learn Japanese culture, make paper cranes	
5th	social studies	1.9	CA3, CA7
SS6	Japanese Tea - art, food, customs introduced and “tea and noodle” after reading Sadako	
5th 	social studies	1.9, 2.3	CA7, SS6	Paradise Café – decorations, food, music, with language and culture of a particular society discussed during preceding 2 weeks	
5th 	language and reading	1.9, 2.3, 4.2	CA2, SS6	Plain Girl – novel –about Amish girl, compare contrast cultures	
6th	social studies	1.9, 3.2, 4.3	SS6	Abuela’s Weave – economic activity based on family from Guatemala	
6th	social studies	1.9, 3.2, 4.3	SS2, SS6	World History – includes study of major religions and ethnic groups	
6th	social studies	1.9, 4.2, 4.3	SS2, SS6	Weekly Reader – multicultural articles	
All	Saxon Math	2.3		textbooks use culturally diverse names	
All	music	1.9	FA5	African American performers composers, many different cultural styles of music – Latin, spiritual	

comments/suggestions: 

We need access to foreign language education at the younger grades where it has the best chance of being retained.

Read more novels and current events magazines with diversity.