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ERIC Number: ED490198
Record Type: Non-Journal
Publication Date: 2005-Apr-14
Pages: 12
Abstractor: Author
Reference Count: 14
ISBN: N/A
ISSN: N/A
Multicultural Concept Construction and Group Inquiry with Elementary Students
Bisland, Beverly Milner
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, Apr 14, 2005)
Advocates of a multicultural curriculum in the public schools argue that including the heritage and cultures of the many cultural and ethnic groups in our society will result in a better educated citizenry with a better understanding of the broader society of the United States. To achieve this goal it is important that students investigate ways of living in cultures different from their own. It is also important that they investigate the contributions of different cultures. The investigation of important places and structures that often represent a cultural group's contributions to human history will help to achieve this goal of better cultural understanding. This paper includes skills from the language arts and social studies curriculums within a multicultural inquiry into landmarks from around the world. The intent is to help students towards an understanding of the unique histories and accomplishments of many of the societies that are now part of America's cultural landscape. This paper is an example of an elementary classroom project that uses multicultural perspectives of world landmarks to encourage students to think deeply about landmarks and their meanings to a variety of cultures. The study is an example of the incorporation of children's non-fiction books, print resources and teacher evaluated websites in the structure of a group project. In the project students create inquiries in groups that explore essential questions common to each landmark and conduct research based on these questions.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A