Assignment: Curriculum Critique (100 pts.) – Select a curriculum currently in place in either your school or in one of your observations. Use Appendix B on pages 158 and 159 to evaluate the curriculum.
In your critique:
Give the name of the curriculum and a brief overview. (10 points)
Discuss the results of your evaluation using “Appendix B: Checklist for Evaluating Informational Materials”. (20 points)
In what ways does this curriculum reflect the multicultural principles outlined in this course? (10 points)
In what ways can this curriculum be changed to reflect the diversity within the current or future US classroom. (10 points)
Provide specific examples from both the text and the curriculum. (10 points)
Your submission must be at least two pages double spaced. Include a title and reference page. The title and reference page do not count toward your page limit. (10 points)
Check for clarity, spelling, and grammar. (10 points)
Use APA 7th edition guidelines for reference page, in-text citations, etc. (10+ points) Note: I will take a point for every mistake. This total may go over 10 points).
Appendix B Checklist for Evaluating Informational Materials
1. Includes a range of racial, ethnic, and cultural groups that reflects the diversity within U.S. life and society.
Rating Hardly at all ↔ Extensively
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2. Describes the wide range of diversity that exists within racial, ethnic, and cultural groups (for example, social class, regional, ideological, and language diversity within ethnic groups).
Rating Hardly at all ↔ Extensively
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3. Describes the roles, experiences, challenges, and contributions of women within various racial and ethnic groups.
Rating Hardly at all ↔ Extensively
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4. Helps students to view American history and society from the perspectives of women within various racial and ethnic groups, such as African American women who played major roles in the civil rights movement but who are often not given much visibility compared to men in the movement (e.g., Ella Baker, Jo Ann Gibson Robinson, and Fannie Lou Hammer).
Rating Hardly at all ↔ Extensively
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5. Describes the range of dialects and languages within U.S. society, the problems of language minority groups, and the contributions that diverse languages make to U.S. society.
Rating Hardly at all ↔ Extensively
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6. Integrates the histories and experiences of racial and ethnic groups into the mainstream story of the development of the United States, rather than isolating them into special sections, boxes, and features.
Rating Hardly at all ↔ Extensively
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7. Challenges the concepts of American exceptionalism and Manifest Destiny and helps students to develop new views of the development of the United States.
Rating Hardly at all ↔ Extensively
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8. Helps students to view the historical development of the United States from the perspectives of groups that have been victimized in American history, such as Native Americans, Mexican Americans, African Americans, and lower socioeconomic groups, and from the perspectives of groups that have been advantaged in America, such as Anglo-Saxon Protestants and higher-income groups.
Rating Hardly at all ↔ Extensively
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9. Uses primary resources to document and describe the experiences of racial, ethnic, and cultural groups in the United States.
Rating Hardly at all ↔ Extensively
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10. Helps students to understand the powerful role of social class in U.S. society and the extent to which class is still a significant factor in determining the life chances of U.S. citizens.
Rating Hardly at all ↔ Extensively
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11. Helps students to understand the extent to which acculturation within U.S. society is a two-way process and the ways in which majority groups have incorporated (and sometimes appropriated) aspects of the cultures of ethnic groups of color and the extent to which ethnic groups of color have adapted and incorporated mainstream culture into their ways of life.
Rating Hardly at all ↔ Extensively
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12. Helps students to understand the extent to which the American dream of equality for all citizens is still incomplete and the role that students need to play to help close the gap between American democratic ideals and realities.
Rating Hardly at all ↔ Extensively
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13. The mathematics and science materials help students to understand the ways in which the assumptions, perspectives, and problems within these fields are often influenced by culture.
Rating Hardly at all ↔ Extensively
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14. The mathematics and science materials describe the ways in which these disciplines influence the knowledge that is constructed about racial, ethnic, cultural, and gender groups.
Rating Hardly at all ↔ Extensively
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15. The mathematics and science materials help students to understand the ways in which people from a variety of cultures and groups have contributed to the development of scientific and mathematical knowledge.
Rating Hardly at all ↔ Extensively
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16. Acquaints students with key concepts that are essential for understanding the history and cultures of racial, ethnic, and cultural groups in the United States, such as prejudice, discrimination, institutionalized racism, institutionalized sexism, and social-class stratification.
Rating Hardly at all ↔ Extensively
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17. Acquaints students with key historical and cultural events that are essential for understanding the experiences of racial and ethnic groups in the United States, such as the Harlem Renaissance, the Middle Passage, the internment of Japanese Americans, the Treaty of Guadalupe Hidalgo, and the Trail of Tears.
Rating Hardly at all ↔ Extensively
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