INTEGRATING MULTICULTURAL LITERATURE INTO THE AMERICAN HISTORY CLASSROOM

by Jonathan M. Kelly

Primary Advisor: Shirley Tang

Graduated June 2006

Abstract:
The idea for this project began six years ago when I began teaching social studies at an all-boys private high school. Over ninety percent of the school's population is white and conservative leaning. As a first-year American history teacher, the challenge for me was to create lessons that were engaging, thought provoking and challenging. I spent many hours night after night developing lessons that would peak my students interest. As much as I tried to keep my students interested with history, I soon realized that I faced the daily challenge of confronting the dullness and disinterest of the high school history textbook.

Two days into my second year of teaching another unexpected, but much larger and frightening challenge presented itself within my classroom and throughout America: the tragic events of 9-11. Beyond the fear, confusion, and anxiety that most of my students and I had the day of and immediately after 9-11, I was amazed at how quickly my students' fear, anxiety, and confusion turned to anger, resentment, and hate. Many of my students were angry at the "Muslim world" for committing such an act. Some students could not understand why Muslim Americans or "Muslim-looking" Americans should not all be considered threats. The conversations that took place immediately following and in the weeks and months post 9-11 revealed how many of my students were misinformed of the world around them. I also became aware of how much my students were influenced by the media and government's position on "profiling" and how quick they were to agree with the emotional or physical abuse that many had faced as long as the country was safe.

A year later, as my students' emotions and fears surrounding 9-11 subsided, I was still searching for ways to help my students come to terms with this event. I struggled to find the most effective method to approach these conversations. Through careful reflection I realized how to accomplish these goals; altering the approach to teaching American history. Instead of relying on the textbook as the source of truth I decided to find alternatives that will help students experience multidimensional and multicultural perspectives so they will learn to appreciate others and come to understand that their current beliefs of others are mainly based on fiction and stereotypes. In addition, this approach will help them stay interested with what they are studying since it will involve personal, emotional stories that can challenge them to think and feel connected to the story.

With these ideas in mind I developed a three-part curriculum project that addressed these needs. The first unit is entitled Unveiling the Truth, which explores the flaws and errors of American history textbooks, and encourages students to discuss the origins and impact of stereotypes that pop culture, the media, and society-at-large reinforce. Students will also discuss alternative methods to learning history, methods that promote interest, enjoyment, and personal encounters with the story. Students will be encouraged to utilize multicultural literature as an effective alternative.

The second unit allows students to experience a more personal and multidimensional perspective of American history by reading multicultural literature. The type of multicultural literature chosen for this project was Native American literature. Selections include: The Long Way Home by Robert J Conley, Only Approved Indians by Jack D. Forbes, and Indian Killer by Sherman Alexie I wanted students to focus their attention on one group that has been neglected and marginalized throughout American history to provide them with a more authentic and personal story.

The third component of this project challenges students to create an action plan for change. Here students will be asked to make decisions about what themselves, their school, and their community can do in order to promote diversity and equality throughout America. The final component of this unit asks students to complete a walking exhibit that displays their family's story demonstrating the challenges faced, accomplishments made, helping students to learn to appreciate and value multidimensional perspectives and personal accounts making them more informed and more interested in staying informed in the future.

This project is most useful for American history teachers who are looking to challenge the interest level of their students. Anyone interested in promoting equality and diversity in the classroom would find this project useful, as well as those that teach in a homogenous school environment where there is a lack of exposure to multi-dimensional perspectives.