Chapter SevenChapter Seven

America’s Diverse SocietyAmerica’s Diverse Society

America’s Diverse SocietyAmerica’s Diverse Society Ethnic, religious, and racial diversity has Ethnic, religious, and racial diversity has

been the rule and not the exception in been the rule and not the exception in America. America.

Throughout American history, each Throughout American history, each religious and ethnic group faced religious and ethnic group faced discrimination as they have attempted to discrimination as they have attempted to assimilate into society. assimilate into society.

As teachers we need to understand the As teachers we need to understand the nature and reasons for this nature and reasons for this discrimination and recognize how those discrimination and recognize how those patterns persist today so we can patterns persist today so we can demonstrate inclusive attitudes to our demonstrate inclusive attitudes to our students. students.

Ethnic and Religious Diversity in Ethnic and Religious Diversity in Colonial AmericaColonial America

The colonies of New England were settled by The colonies of New England were settled by staunch Puritans (Calvinists) from England.staunch Puritans (Calvinists) from England.

In the middle colonies distinct ethnic communities In the middle colonies distinct ethnic communities were a prominent feature of early settlement. were a prominent feature of early settlement. These included the Dutch, Norwegians, Danes, These included the Dutch, Norwegians, Danes, Jews, Irish, Scots Irish, and Germans in New Jews, Irish, Scots Irish, and Germans in New York and the Quakers, Scottish, and Scots Irish in York and the Quakers, Scottish, and Scots Irish in Pennsylvania. Pennsylvania.

The South had a rich mixture of ethnic people The South had a rich mixture of ethnic people with large settlements of Scots Highlanders and with large settlements of Scots Highlanders and Scots-Irish as well as more than 300,000 slaves. Scots-Irish as well as more than 300,000 slaves.

Education During the Colonial Education During the Colonial PeriodPeriod

The rich ethnic and religious mixture of the The rich ethnic and religious mixture of the colonies was reflected in their schools. colonies was reflected in their schools.

In New England, schools were established to In New England, schools were established to promote bible reading and Calvinist religious promote bible reading and Calvinist religious beliefs.beliefs.

In the middle colonies schools centered on In the middle colonies schools centered on religion and moral education.religion and moral education.

In the south private schools and in-home tutoring In the south private schools and in-home tutoring for wealthy planter children was the norm, but for wealthy planter children was the norm, but slaves and poor white children, had few slaves and poor white children, had few educational opportunities. educational opportunities.

Migration in the Nineteenth Migration in the Nineteenth Century: Old MigrationCentury: Old Migration

During the early 1800s, thousands of immigrants During the early 1800s, thousands of immigrants arrived continuing the general settlement pattern arrived continuing the general settlement pattern established during the colonial period. established during the colonial period.

From the 1830s through the 1880s, the number From the 1830s through the 1880s, the number of new arrivals increased to more than 9 million of new arrivals increased to more than 9 million people. people.

The immigrants of this period hailed from The immigrants of this period hailed from countries all over the world.countries all over the world.

Immigrants came to the United States for a Immigrants came to the United States for a variety of reasons but generally to escape variety of reasons but generally to escape poverty, oppression, and religious intolerance in poverty, oppression, and religious intolerance in their native lands. their native lands.

Education before the Civil WarEducation before the Civil War

The The common schoolcommon school gradually emerged in the United gradually emerged in the United States during the first half of the 1800s. States during the first half of the 1800s.

The curriculum of the common school was rooted in The curriculum of the common school was rooted in Protestantism but as our society became more diverse, Protestantism but as our society became more diverse, this curriculum caused social problems. this curriculum caused social problems.

The Irish found the common school curriculum offensive The Irish found the common school curriculum offensive to their religious beliefs. to their religious beliefs.

Some immigrants, such as Germans, did not speak Some immigrants, such as Germans, did not speak English, and felt excluded in English speaking schools. English, and felt excluded in English speaking schools.

As a result, by the end of the 1800s many immigrants As a result, by the end of the 1800s many immigrants established their own private schools.established their own private schools.

Migration in the Nineteenth Migration in the Nineteenth Century: New MigrationCentury: New Migration

From the 1880s to the onset of World War I, settlers from From the 1880s to the onset of World War I, settlers from Southern and Eastern Europe became the new face of Southern and Eastern Europe became the new face of migration. migration.

Nearly 35 million immigrants arrived in this country. Nearly 35 million immigrants arrived in this country. As their numbers increased there was a growing As their numbers increased there was a growing

resentment against immigrants – resulting in the National resentment against immigrants – resulting in the National Origins Acts of the 1920s that restricted entry into the Origins Acts of the 1920s that restricted entry into the United States. United States.

Because fewer European immigrants were coming to Because fewer European immigrants were coming to America, the door of opportunity opened slightly for America, the door of opportunity opened slightly for African Americans, Mexicans and Puerto Ricans. African Americans, Mexicans and Puerto Ricans.

Education after the Civil WarEducation after the Civil War

As the nation became more diverse, educators As the nation became more diverse, educators attempted to assimilate new immigrants and attempted to assimilate new immigrants and promote the idea of America as the cultural promote the idea of America as the cultural melting pot. melting pot.

Immigrants received a basic education but many Immigrants received a basic education but many struggled to maintain the language and values of struggled to maintain the language and values of their homeland.their homeland.

Today, as new immigrants grapple with similar Today, as new immigrants grapple with similar problems, American teachers try to create problems, American teachers try to create classrooms where all children can learn. classrooms where all children can learn.

The Great MigrationThe Great Migration

The early 1900s is known as the Great Migration when The early 1900s is known as the Great Migration when over a half million African Americans permanently left the over a half million African Americans permanently left the South for the North. South for the North.

During World War I, there was a severe shortage of During World War I, there was a severe shortage of workers and African-Americans were recruited for factory workers and African-Americans were recruited for factory jobs in the North. jobs in the North.

By 1920 thousands of Blacks had moved to Chicago, By 1920 thousands of Blacks had moved to Chicago, Cleveland, Detroit, and New York. Cleveland, Detroit, and New York.

During the Great Depression their numbers slowed but During the Great Depression their numbers slowed but increased dramatically during World War II.increased dramatically during World War II.

In recent years there has been a significant “return In recent years there has been a significant “return migration” with thousands of African Americans returning migration” with thousands of African Americans returning south. south.

Education of African Americans Education of African Americans

Due to official policies of segregation, prior to Due to official policies of segregation, prior to Brown v Brown v Board of EducationBoard of Education (1954), (1954), African American children African American children often were forbidden by law to attend white schools and often were forbidden by law to attend white schools and were forced into poorly equipped schools. were forced into poorly equipped schools.

As a result of the struggle for civil rights and aggressive As a result of the struggle for civil rights and aggressive legislation during the 1960s (including the Civil Rights legislation during the 1960s (including the Civil Rights Act of 1964), African American children now have Act of 1964), African American children now have access to a first rate education. access to a first rate education.

By developing policies of inclusion and modeling By developing policies of inclusion and modeling accepting behavior for our students we create accepting behavior for our students we create democratic classrooms where all children, regardless of democratic classrooms where all children, regardless of skin color, can learn. skin color, can learn.

Hispanic Settlement and Hispanic Settlement and EducationEducation

Mexicans have a long history of settlement in the old Mexicans have a long history of settlement in the old southwest and in southern California.southwest and in southern California.

During the 1920s, many Mexican and Puerto Rican During the 1920s, many Mexican and Puerto Rican people took advantage of America’s new immigration people took advantage of America’s new immigration policies and came to this country for jobs and a new life. policies and came to this country for jobs and a new life.

There were few official bilingual programs available to There were few official bilingual programs available to these children, rather, the policy of “submersion” – these children, rather, the policy of “submersion” – English only instruction – was common at the time. English only instruction – was common at the time.

Beginning in the 1980s, immigrants from El Salvador, Beginning in the 1980s, immigrants from El Salvador, Guatemala, Nicaragua, and Honduras made their way to Guatemala, Nicaragua, and Honduras made their way to this country. this country.

Today, English as a Second Language, Bilingual Today, English as a Second Language, Bilingual Education, and Structured Immersion programs are Education, and Structured Immersion programs are available to help all Hispanic children learn. available to help all Hispanic children learn.

Asian Migration: Chinese and Asian Migration: Chinese and JapaneseJapanese

Thousands of Chinese and Japanese migrated to the Thousands of Chinese and Japanese migrated to the United States and Hawaii during the late 1800s and early United States and Hawaii during the late 1800s and early 1900s. 1900s.

Despite their contributions to the economy and culture of Despite their contributions to the economy and culture of the United States, they were not always welcomed.the United States, they were not always welcomed.

In 1882 the Chinese Exclusion Act closed the door on In 1882 the Chinese Exclusion Act closed the door on Chinese immigration. Chinese immigration.

During World War II, thousands of Japanese immigrants During World War II, thousands of Japanese immigrants were sent to relocation camps. were sent to relocation camps.

Despite these obstacles, today many have embraced Despite these obstacles, today many have embraced middle class values that have allowed them to participate middle class values that have allowed them to participate in the American economy and helped their children to in the American economy and helped their children to achieve in school. achieve in school.

The New Asian Immigration: The New Asian Immigration: South Asians South Asians

By the early 1980s, thousands of Samoans, By the early 1980s, thousands of Samoans, Koreans, Taiwanese, Filipinos, Cambodians, Koreans, Taiwanese, Filipinos, Cambodians, and Vietnamese people immigrated to the U.S.and Vietnamese people immigrated to the U.S.

South Asians often were middle class when they South Asians often were middle class when they arrived in this country and their assimilation has arrived in this country and their assimilation has been smoother than other groups. been smoother than other groups.

Their enrollment in primary, secondary, and post Their enrollment in primary, secondary, and post secondary educational institutions is among the secondary educational institutions is among the highest in the country.highest in the country.

The New Asian Immigration: The New Asian Immigration: Southeastern AsiansSoutheastern Asians

Southeastern Asians such as Cambodians Southeastern Asians such as Cambodians and Vietnamese often suffered psychic and Vietnamese often suffered psychic trauma because of their exile from trauma because of their exile from repressive and war-torn nations. repressive and war-torn nations.

As American teachers we must reach out As American teachers we must reach out to children in these situations to to children in these situations to understand their cultures, styles of understand their cultures, styles of learning, and tap into their persistence and learning, and tap into their persistence and determination so they can succeed. determination so they can succeed.

CubansCubans In the late 1950s and early 1960s thousands of In the late 1950s and early 1960s thousands of

Cuban refugees settled in South Miami area, Cuban refugees settled in South Miami area, now known as Little Havana. now known as Little Havana.

From the very first, they established their own From the very first, they established their own private elementary and secondary schools under private elementary and secondary schools under the auspices of the Roman Catholic Church.the auspices of the Roman Catholic Church.

Classes in these schools are taught in Spanish Classes in these schools are taught in Spanish and the curriculum places special emphasis on and the curriculum places special emphasis on their vision of Cuban history.their vision of Cuban history.

The majority of Cuban Americans have The majority of Cuban Americans have graduated from high school and one in six have graduated from high school and one in six have a college degree. a college degree.

The Immigration Act of 1965The Immigration Act of 1965

The Immigration Act of 1965 abandoned the The Immigration Act of 1965 abandoned the immigration quota system that had been immigration quota system that had been employed since the 1920s (The National Origins employed since the 1920s (The National Origins Acts).Acts).

As a result, Hispanics and Asians now form the As a result, Hispanics and Asians now form the core of immigrants to this country. core of immigrants to this country.

Along with their important skills and labor they Along with their important skills and labor they also brought their rich diversity of culture. also brought their rich diversity of culture.

Nevertheless, there has been growing hostility to Nevertheless, there has been growing hostility to America’s newest immigrants. America’s newest immigrants.

Illegal ImmigrationIllegal Immigration While thousands of legal immigrants live and While thousands of legal immigrants live and

work in the United States today, we do have a work in the United States today, we do have a problem with illegal immigration. problem with illegal immigration.

Some blame the immigrants themselves while Some blame the immigrants themselves while others focus on the business community. others focus on the business community.

Whatever the solution to this problem, children Whatever the solution to this problem, children of illegal immigrants are caught in the middle. of illegal immigrants are caught in the middle.

By encouraging their attendance in school and By encouraging their attendance in school and modeling accepting behavior, children of illegal modeling accepting behavior, children of illegal immigrants will have a better chance to succeed immigrants will have a better chance to succeed in the classroom and assimilate into American in the classroom and assimilate into American society. society.

Strategies for Teaching Students Strategies for Teaching Students from Diverse Culturesfrom Diverse Cultures

Focus on verbal interactions.Focus on verbal interactions. Select activities that encourage students to respond verbally Select activities that encourage students to respond verbally

such as group discussions, skits, role playing, oral reading, such as group discussions, skits, role playing, oral reading, and games.and games.

Use small groups activities and cooperative learning.Use small groups activities and cooperative learning. Have students work in small groups and use cooperative Have students work in small groups and use cooperative

learning. learning. Encourage divergent thinking.Encourage divergent thinking. Have students brainstorm, and use problem-solving Have students brainstorm, and use problem-solving

techniques. techniques. Use active learning.Use active learning. Employ activities that require active involvement of students Employ activities that require active involvement of students

such as interactive bulletin boards, games, hand motions, such as interactive bulletin boards, games, hand motions, clapping, etc.clapping, etc.

More Strategies for Teaching More Strategies for Teaching Students from Diverse CulturesStudents from Diverse Cultures

Employ activities that focus on experiences.Employ activities that focus on experiences. Include activities in your lessons that children can relate toInclude activities in your lessons that children can relate to

Example: When teaching a unit on fractions, have your students bake a Example: When teaching a unit on fractions, have your students bake a cake (from scratch). By measuring ingredients, students can cake (from scratch). By measuring ingredients, students can

obtain a obtain a real application of the use of fractions. real application of the use of fractions. Encourage your students.Encourage your students. Give positive feedback to your students. Be encouraging; for Give positive feedback to your students. Be encouraging; for

example, say “good job” or “nice work”. example, say “good job” or “nice work”. Celebrate holidays of ethnic, racial, and religious groups Celebrate holidays of ethnic, racial, and religious groups

represented in your class.represented in your class. Include holidays, food, music, and art from the cultures in your Include holidays, food, music, and art from the cultures in your

classroom.classroom. Include literature from diverse cultures.Include literature from diverse cultures. Select stories and poems from cultures represented in your Select stories and poems from cultures represented in your

classroom. Read these selections aloud and discuss them and classroom. Read these selections aloud and discuss them and make these books available to your students.make these books available to your students.