October 12, 2020 at 7:30 PM - Committee on American Civics

MISSION STATEMENT: “FAMILY – COMMUNITY –SCHOOL PREPARING STUDENTS TODAY TO SUCCEED TOMORROW”

2020-2021 Secondary MultiCultural Activities

In Choir, the music is in several different languages.  In Band, we have music originating from several countries.  On the last day of the week I will have them do a ‘special listening’ which is typically several different genres of music.

In AcaDeca, which is an extracurricular activity,  this year’s theme is set on studying different cultures in the decade of the 1950’s.  The students study the economy, music, art, history, language, literature, and science of this era, specifically centered on the current events going on associated with the Cold War.

In Science courses, past scientists who have made significant contributions from around the world and their discoveries throughout history  are discussed. Scientific techniques in measurement, analysis, and prediction as developed by past scientists from various parts of the world are utilized in multiple classes. In addition, the context of the place and time in which discoveries were made is discussed.

In robotics, students are exposed to other students from all over the world, with various cultural backgrounds, through competing in robotics.  We use a "vex forum" language to communicate with robotic students from all over the world as a resource to improve design and strategy.

Grade 9 ELA classes define what it means to be American by reading several related texts (Music for My Mother, A Quilt of Country, Immigrant Contribution, Rules of the Game, and The Writing on the Wall).  Students are asked to consider the immigrants’ experience and contributions to the American Identity.  Additionally students read To Kill a Mockingbird  and analyze various themes (racial injustice, coming of age, feminism).  Students are asked to consider how these themes relate to current social unrest and injustices.  

Grade 10 ELA classes define what it means to be an outsider/outcast by reading several related texts (The Metamorphosis, The Doll’s House, Encountering the Other:  The Challenge for the 21st Century, By Any Other Name).  Students are asked to consider why people need to feel a sense of belonging and how social isolation impacts the individual.  Additionally students read Of Mice and Men and explore the theme of friendship, social injustice, and loneliness.  Students are asked to consider how the mistreatment of individuals with differences breeds misunderstanding and conflict.  

The 7th grade English class explores the questions, "What can one generation learn from another?" They read stories about the customs of  various religious and ethnic groups and complete a writing assignment in conjunction with this theme. Authors include Maya Angelou, Langston Hughes, and Amy Tan.

The 8th grade English class explores the question, "What defines an event or experience as a rite of passage?" Students read stories about the customs and religions of various groups and complete a writing assignment in conjunction with this theme. Text excerpts include "The Medicine Bag", "Apache Girl’s Rite of Passage", and "The Setting Sun and the Rolling World."

The 8th grade Reading class reads The Diary of Anne Frank which explores one young girl’s experience with the Holocaust. 

In both English III and IV, students read and analyze literature from a variety of authors, including authors of all colors, races, religions, and both genders.

In Spanish classes students explored different cultures from multiple Spanish countries. The students learn about the different holidays that each country celebrates, the different structures of government, local traditions, and ethnic foods. Students create a project or presentation each chapter over a specific cultural component of the country being studied. At the beginning of each year, students create a "country presentation," where each student researches a country and finds the information they need to complete their presentation. Students present their country to the class. Students are introduced to different cultural phenomenons every chapter and are asked to compare/contrast and further explore them in comparison to their own cultural beliefs/society.

In ELL class students discuss the social and cultural relationships that exist within the United States. Students specifically look at how to act in different cultural instances and how to verbally respond. They compare and contrast their own cultural habits with those of the U.S. and do numerous projects that involve cultural events that happen. 

Mathematics courses focus on contributions to mathematicians from various cultures around the world, such as the German, Italian, & Aztec cultures.

In Mathematics, word problems involving multi-cultural names and activities are included; metric conversion activities are also done and other countries’ use of the metric system is discussed.

High School social studies classes explore the contributions various cultures have made to the world and to the United States.  Social studies classes are an ongoing and repetitive exploration of all races, creeds, and religions and their interactions with each other.

Art classes explore the contributions of artists from around the world and around the country. We also examine how culture is reflected in art and compare different cultures' artistic traditions in how they are similar or different. In Art 3&4 we examine how wealth, power and discrimination motivate some of the most politically charged works of art.

In Sociology, students analyze issues of sexism in the media, and also racism. 

In American History, students analyze the different cultures that came to America.

In Geography, students learn about the different countries around the world and study their culture and traditions. 

In Woods, students identify different wood materials from different countries.  They compare the availability to the cost of the material.  They also study the methods of harvesting the materials as compared to the methods used in the United States.

In Construction, students study housing designs, needs, and construction methods of other countries.  They then state similarities and differences of those in the US.  They also study the environment because it has a direct impact on those items.

Automotive students study the manufacturing of foreign makes and models of cars. They also become familiar with the impact that has on the US industries and markets. 

In High School Agriculture, students look at supervised agricultural experiences and how they differ across the nation and cultural backgrounds.

In Jr. High Agriculture students discuss history and cultural differences when they look at the food industry and exports as well as imports for agriculture products from other countries.  The price of the food products and what consumer food costs are in the United States compared to other countries is also discussed.

In Sociology, students analyze issues of sexism and racism in the media.

In American History, students analyze the different cultures that came to America and their contributions and impact on the history of America.

In Geography, students learn about the different countries around the world by studying their cultures and traditions. 

In Intro to Business, we study the impact and attributes of globalisation, as well as international business which includes but is not limited to tariffs, trade agreements, international monetary exchanges, external influences such as conflicts and embargoes, trade blocs, and international conglomerates as well as the marketing mix and how advertising impacts the culture in which the product is being promoted. We look at market research among different cultures including marketing segmentation.

In Personal Finance, we discuss different socioeconomic statuses as well as ethnic assumptions and how it plays a factor through taxation, budgeting, and savings. We also compare different expectations for living in rural vs metropolitan areas, as well as how gender, religion, age, and background influence the financial habits of people. Ethical decision making is also incorporated throughout the curriculum.

In Info Tech, we compare technology utilized in different cultures and how the internet is used in various countries through digital citizenship on a global level.

In World History, we have been analyzing various cultures and how they have contributed to society and how it’s shaped our society and cultures today.  

In my resource math classes the students did a research project on the development of math signs. They were to identify when the sign was invented or developed, who developed or invented it (person/culture), and why it was necessary to develop.