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Outline of A Multicultural Lesson Plan

Multicultural Lesson Plan

A common assignment on Multicultural Lesson Plan is as follows:

For a Multicultural Lesson Plan Research Paper, you will create an annotated bibliography of 10-15 literature resources for a Multicultural Lesson Plan of your choice. Multicultural education means different things to different people. However, the differences are not as great, confusing, or contradictory as some critics and analysts claim. Many of these differences are more semantic than substantive, a reflection of the developmental level in the field and the disciplinary orientation of advocates. Focus on this in your research project.

Choose a Multicultural Lesson Plan that you would like to teach in a pre primary setting for Multicultural content in Multicultural Lesson Plan Research Paper (For example, one such Multicultural Lesson Plan may be about Native Americans). Remember, a multicultural lesson plan should become a regular part of education in America for three major reasons:

  1. The social realities of U.S. society.
  2. The influence of culture and ethnicity on human growth and development.
  3. The conditions of effective teaching and learning.

These reasons explain not only the need for multicultural education, but also what its content emphasis should be and how it should be taught. Each reason plays an important and unique role in establishing the justifications, parameters, and directions for multicultural education.

Consider what types of creative arts activities you could use to teach children about your chosen Multicultural Lesson Plan. Then, consider how you could incorporate literature into those activities.

Create an annotated bibliography of 10-15 literature resources for your chosen Multicultural Lesson Plan, Multicultural Lesson Plan Research Paper.

How to do an Annotated Bibliography for a Multicultural Lesson Plan

For each literature resource, include the following components:

  1. Source information (Author's Last Name, Author's First Name. Title. City: Publisher, Publication Year.)
  2. Type of literature (poetry, nonfiction, fiction, picture book, etc.)
  3. Summary of literature (brief description of what the content is about)
  4. Appropriate audience (age range)
  5. Integration of literature (include at least 1 description for how you would integrate the literature into creative arts /thematic unit activities)
  6. Overall recommendation (whether or not you would recommend the literature and why)

You should include at least one of each of the following types of literature (note that some books may cover more than one category):

  1. Fiction
  2. Non-fiction
  3. Poetry /Chant
  4. Cultural Character
  5. Predictable

Why Consider Multicultural Education in Lesson Planning?

As different ethnic, racial, social, and cultural groups grow in size and political significance, they will demand that social policies and programs be responsive to their particular needs and interests.Most schools in America are microcosms. Satisfying these demands will require more cultural sensitivity, "rainbow" coalitions, and pluralistically negotiated compromises in educational strategies. Ethnic and special interest group tensions may accelerate as a result of competition for limited resources such as jobs, housing, and political power; definitions and visions of what it means to be American will change; and there will be greater differences of opinion about the sources of the nation's present success, future potential, and most desirable images and symbols. None of these issues will be resolved without some fundamental knowledge of, sensitivity to, and respect for culturally and ethnically diverse experiences, perspectives, and peoples, and without some power sharing among these groups. Multicultural education can develop skills to meet these needs. Therefore, the well being of U.S. society and education for and about cultural pluralism are inextricably linked.

Parents, teachers, and students always sense something special and undefined about the schools they attend. Most schools have their own tone, climate, or "ethos" that seems to permeate all activity in the school. This unique quality of each school, the school culture, affects the way people act, how they dress, what they talk about or never speak of, and whether or not they seek out colleagues for help. The school culture is a complex web of norms, values, beliefs and assumptions, and traditions and rituals that have been built up over time as teachers, students, parents, and administrators work together, deal with crises, and develop unstated expectations for interacting and working together. This moving stream of feelings, folkways, and activities flows constantly within schools. In collaborative school cultures, the underlying norms, values, beliefs, and assumptions reinforce and support high levels of collegiality, teamwork, and dialogue about problems of practice. In short, collaboration between parent and teacher can affect the quality of multicultural teaching to the enrichment of students and public education.

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