Final project for multicultural education course.

1. Running head: MULTICULTURAL PROJECT-BASED FESTIVAL 1
Multicultural Education Proposal
LaKeisha Weber
Xavier University of Louisiana
In partial fulfillment of the requirements for EDCI 5060 Advanced Multicultural Education
Dr. Timothy Glaude
April 21, 2015

2. MULTICULTURAL PROJECT-BASED FESTIVAL 2
Introduction
America is undergoing a cultural reconstruction. Although our country was developed
and eventually occupied by immigrants from around the world, the country remained grounded
in its beliefs. Individuals seeking to thrive in the New World were free to maintain the customs
of their homelands, but would have to adapt to specific cultural norms of this English speaking,
democratic country. Current leaders have realized that this ideology has placed Americans at a
disadvantage; we need to re-evaluate the importance of embracing the cultures of others.
Awaking the minds of an entire country is a daunting task. Older citizens tend to cling
tightly to their prejudices and preconceived notions of other cultures. Therefore it is essential that
we began initiating positive interactions among children of different racial, gender, and religious
groups preferably during elementary school years. Using early childhood education as a platform
for multicultural education reform will be effective in increasing multicultural collaboration and
acceptance. Students in the age group spanning Pre-K - 5th are least likely to hold prejudices
against other cultures, making them more susceptible to embracing the varying cultures of their
peers. It is essential that a program is developed that forces them to investigate multicultural
norms and partake in activities that call for cross-cultural collaboration.
In order to draft a program that will increase multiculturalism among Pre-K-5th graders, it
must be established in a school district that lacks a diverse student body. Students within the
district will benefit greatly from increased multicultural education programs. The Atlanta Public
School (APS) has been selected to adopt multicultural education programming to due to their
almost uniform student population. This urban school district is has a plethora of schools to
choose from, each with unique characteristics.

3. MULTICULTURAL PROJECT-BASED FESTIVAL 3
The Atlanta Public School District at a Glance
According to the National Center for Education Statistics (NCES), the Atlanta Public
School District has a student body that resembles many large, urban cities; a great percentage of
minority students who receive free/reduced lunch. The census data gained from the NCES
indicates that in 2012-2013 Atlanta Public Schools serviced a population of 93,004 students
under the age of 18 years old; (a) 79.9 % African American, (b) 17.1% White, (c) 4.3%
Hispanic/Latino, (d) 2.07% other races, (e) 1.14% Asian, (f) 0.17% American Indian/Alaska
Native, and (g) 0.03% Hawaii/Pacific Islander. This statistical data reveals an unbalanced
division of races within the school district. There is an over-population of one race and sparing
members of the others. It can be assumed that if the student population is slanted more towards
one particular racial group, there is an absence of multicultural awareness within the individual
schools.
Utilizing NCES, one school from the district was chosen to pilot a multicultural program.
The demographics of the school chosen must mirror the student population as a whole, have a
small student /teacher ratio (7:1), and be non-gender specific. Kindezi Elementary is a PK- 5
charter school in Fulton County Georgia. Having a total of 165 students, Kindezi is one of the
smallest elementary schools and one of the few that meet the selection criteria. The student body
consists of; 142 (86%) African Americans, 13 (7.8%) Whites, 4 (2.4%) Latinos, 3 (1.8%) other
races, 2 (1.2%) Native Americans, and 1 (0.6%) Asian. When developing a multicultural
program all races must be present within the school. Students will likely embrace new cultures if
they can connect the information to individuals they intermingle with such as their peers and
teachers. Also, this program will increase the self-awareness of all students. Although a student
was born into a culture does not necessarily mean they are informed of its history.

4. MULTICULTURAL PROJECT-BASED FESTIVAL 4
Project-Based Multiculturalism Education Program
Objective: Develop a project-based multicultural program that highlights African American,
Hispanic/Latino, Asian, Native American, and Hawaiian/Pacific Island cultures, ultimately
increasing cross-cultural collaboration, knowledge, and respect.
Multicultural education cannot produce suitable results if it is limited to rote learning
within a limited time frame. Using a project-based educational program places learning in the
hands of students and engages all pupils regardless learning style. Project-based learning (PBL)
is a progressive educational model that utilizes projects centered on a driving question, real
world topic, or theme (Hovey and Ferguson, 2014). Also, PBL enforces cross-curricular
collaboration, therefore teachers and students benefit from its use. Hands-on projects are
essential when including students from diverse educational and cultural backgrounds because
kinesthetic, linguistic, and visual learning is infused in the practice.
The multicultural program will span the entire spring semester (3rd/4th quarters).
Beginning in the month of January, each grade level will pay homage to the selected culture of
the month during the Cultural Arts Day event. Students, along with select teachers, will
collaborate in planning and executing the affair. See table 1 for the tentative Cultural Arts Day
schedule. For program success, teachers, students and school administration must invest their
time and effort, and have a shared mission, vision, and goals.
Teachers that are tasked with the responsibility of leading the multicultural programs
with be labeled as “Multicultural Ambassadors.” These ambassadors spearhead the program and
will represent each grade level. There are responsible for selecting the student representatives for
each grade. Once the ambassadors and students are selected, they will meet consistently

5. MULTICULTURAL PROJECT-BASED FESTIVAL 5
throughout the first semester to discuss and plan for the project. Teachers will keep the
administrators and student body abreast of their progression through monthly newsletters.
Month Culture of the Month Event Participants
January Asian Tet/Asian New Year
Celebration
students and staff
February African American Harlem Renaissance
Day
students and staff
March Native Am./Alaskan “Powwow Sock Hop” students and staff
April Hawaiian/Pacific
Islander
“Learning Lau” students and staff
May (week 2)
May (week 3)
Hispanic/Latino
All Cultures
Cinco de Mayo Fiesta
Cultural Arts Festival
students and staff
School & community
The second half of the school year will consist of heavy planning and collaboration
between all teachers. PBL is not a strategy but the foundation of the entire curriculum (Bell,
2010), therefore lesson plans, objectives, and assessments will reflect the mission, vision, and
goals of the multicultural program. One day a week (preferably a Friday) multicultural
ambassadors and elected students will liaise to eliminate any problems that arise during planning.
If possible, a Saturday will be set aside for the physical portion of Cultural Arts Day (i.e.
decorating, painting, etc.). Kindezi Elementary is an impeccable choice for the development of
this program because of its small student population. Teachers will be capable of enacting hands-
on learning with small class sizes.
Cultural Arts Day will take place one Saturday a month, until the culminating end of year
celebration; The Multicultural Arts Festival. The fest will require the help of students, teachers,
school leaders, parents and the community. The 3-day program will be open to the public and
Table 1

6. MULTICULTURAL PROJECT-BASED FESTIVAL 6
will highlight all of the artwork, musical/theatrical performances, as well as any other student-led
activities. School leaders and multicultural ambassadors will reach out to local businesses,
politicians, and media outlets for assistance in making this day a major accomplishment for the
entire community.
A program of this nature is needed in schools throughout the United States as a way to
reduce the tension among ethnic and religious groups, as well as a way to promote pride in
oneself and cultural norms. History education in primary schools exposes students to the major
milestones in America’s history. Students are taught of explorers like Christopher Columbus,
presidents such as Abraham Lincoln, and how their efforts shaped the America we see today.
The majority of these great individuals were of European decent. They are painted as
heroes/heroines, referenced in textbooks and state assessments, and are continuously post-
thumously celebrated. In various schools, the month of February hones in on the accom-
plishments of a select few African American scholars and freedom fighters as well as the history
of slavery in our country. The information is often diluted, leaving students with more questions
than answers. While trying to instill a sense of pride in African American students, teachers
oftentimes fail to show other students how important this culture, actually all cultures, is to the
history of all Americans. It is obligatory that we identify and highlight the accomplishments of
people from cultural backgrounds that resemble our citizens.

7. MULTICULTURAL PROJECT-BASED FESTIVAL 7
Implementation Plan and Timeline (Tentative)
1. July/August
a. Select Cultural Ambassadors
i. Cultural Ambassadors will be chosen from the teacher pool. The positions
are voluntary but require unwavering commitment from the teachers.
ii. They will meet with the school administrator to discuss the objectives and
expectations of multicultural education.
b. Professional Development Courses
i. Professional development sessions will be held the outline the importance
of multicultural education and project-based learning.
ii. The sessions will be mandatory for all staff and teachers.
2. September
a. Teacher/Student Collaboration
i. Ambassadors will select students who will assistant in the multicultural
program
ii. The criteria for election as student assistant will be at the teacher’s
discretion.
iii. Meeting times and dates will be set
3. October
a. Schedule of Events
i. Cultural Ambassadors and students will develop a tentative schedule for
the multicultural program
ii. The schedule will be approved by administration once completed.
iii. Once the schedule of events is approved, teachers throughout the school
will receive their copies for planning purposes
4. November/December
a. Training
i. Teacher cluster meetings will be centered on developing lesson plans and
objectives that satisfy state standards but are also aligned with the mission
and vision of the project-based program.
ii. The finalized festival dates are released to students, as well as parents.
5. January
a. Asian Culture Month
i. Cultural Ambassadors and students prepare for the Tet/Asian New Year
program.
ii. Parents are urged to participate along with their children.
iii. Program takes place the 3 week of January
6. February
a. African American Culture Month
i. Teachers collaborate and determine the best way to highlight the Harlem
Renaissance
ii. English and social studies teachers meet twice a week to plan lessons
around the Harlem Renaissance period. .
iii. Event is schedule for the final week in February

8. MULTICULTURAL PROJECT-BASED FESTIVAL 8
7. March
a. Native American Culture Month
i. Teacher lesson planning focuses on Native American history and customs,
including powwow.
ii. Event is schedule for the final week in March
iii. Phone calls are made to the community and media outlets concerning the
upcoming Multicultural Arts Festival
8. April
a. Hawaiian/Pacific Islander Culture Month
i. English and social studies teachers meet twice a week to plan lessons
around the state of Hawaii and its culture.
ii. Event is schedule for the third week in April
9. May (week 1-2) Latino/Hispanic Culture Month
i. Students will learn about Latino culture, specifically Mexican customs.
ii. Lessons will begin the final week of April or first week of May.
iii. Event is schedule for the second week in May
iv. Parents, students, school leaders, and the community are flooded with
reminders and final information regarding the festival.
10. May (week 2-3)
a. Multicultural Arts Festival
i. The entire school is finishing up end-of-year assessments and helping with
the festival prep.
ii. Community outreach becomes critical.
iii. Final arrangements are made.
iv. Event is schedule for the third week in May.
Using this outline as a guide, teachers, students, and administrators are likely to stay on the
mission towards a sensational program. It should remain a student-driven program.

9. MULTICULTURAL PROJECT-BASED FESTIVAL 9
Expected Outcomes
Because project-based learning is a lengthy curriculum model, student progress will be
monitored in the form of summative and formative assessments, daily work, and submitted
projects. Student assessments can be achieved though oral or paper examinations or in other
model grade-level teachers deem fit. A rubric can be drafted and used in every content area to
maintain an equitable grading procedure.
Project-based learning is one of the best methods to teach 21st century skills students,
Hooper, 2014), and also a great way to build cultural awareness throughout the school year.
Program efficacy will be determined by the quality of student work and the pride students exude
when participating in the festivities. Those students who were not born into American culture are
fed the information school districts have identified as necessary for assessment mastery. Yet, if
we are a country of immigrants, a free country, it is not evident in the curriculum in our schools.
Students should not have to abandon and/or hide the custom or norms of their homelands. They
should bring that pride into the classroom and share it with teachers, students, and leaders.

10. MULTICULTURAL PROJECT-BASED FESTIVAL 10
References
Atlanta Public School District Census Data. (2014, January 1). Retrieved April 10, 2015, from
http://nces.ed.gov
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. Clearing House,
83(2), 39-43
Hopper, S. (2014). Bringing the world to the classroom through videoconferencing and project-
based learning. Techtrends: Linking Research & Practice to Improve Learning, 58(3),
78-89.
Hovey, K. A., and Ferguson, S. L. (2014). Chapter 6: Teacher Perspectives and experiences:
Using project-based learning with exceptional and diverse students. Curriculum &
Teaching Dialogue, 16(1/2), 77-90.