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Tiffany Kopp
Michael Mahi
Aabida Mayet
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http://vodpod.com/watch/3791877-the-daily-show-socialism-
studies (4:55)
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( Teach specific geographical regions and
the cultural experience of those people
( Teach problem solving approach and
constructing topics both teacher and
students want to explore
( Student questions: reveals how social
structures reveal about stereotypes &
creates an open and trusting forum for
class discussion
  


 
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( ÿoal of Multicultural Curriculum:
 Intellectual growth, deepen understanding,
support curiosity, and affirm student identities.
( Preparation: Cross-Curriculum planning
( Setting ÿoals: From a Social Justice stand
point.
( Schedule Plan:
 Throughout the school year, 1-3 weeks of
intensive study,& 1 week of focus group
 Adaptation 1:
Activities Throughout the School Year
( Visitors:
( Community members, give personal accounts, and
promote classroom of honest questioners.
( Shared experiences by other students from the
community.
( Field Trips:
( Community ÿarden, to benefit foreign schools and
temples
( Dance Performance,( DVDs, videos) Performing art
into classroom
( Buddhist Temple, Religious education & Celebrations
 Adaptation 1: One to Three Weeks

( Cross Curriculum:
 English: investigating Folk tales of the community
 Science: Endangered Species in the region
 Social Studies: Refugee experiences
 Math: Ratio, proportion, and scaling comparison
of houses between U.S. and Cambodia
 Art: Architectural design and history, and temple
art
 Adaptation 1: Focus ÿroups
( Student could choose a focus group within
one of the previous courses to work on a
single project.
( At the end of the focus week had a
Demonstration Day to share what they
learned, and the questions they had.
( Community was welcome to attend.
  
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( ouestioning the Equitability of track classes
( Minorities have less Economic access which is
dependent on science and math literacy.
( Try to create a more equitable course by allowing
regular classes to be engaged in higher level
thinking.
( Expectation of students based on perceived abilities
is an example of inequity.
( When students are challenged, most took the
opportunity to take on challenge
  

( Promote Heterogeneous grouping classes
( Engages students and rejuvenated teachers.
( Belief in students͛ ability and worth, high
expectations providing them with social and
cultural capital to better position themselves
in the world.
( Tracked Classes, causes students to perceive
themselves based on school structure of
courses.
( Social Justice by changing the math structures
at a school and district level.