CFS 260/1
Children in a Changing World
Fall 2009
(T/Th 11:00 – 12:15 p.m. Room EB B110)
Instructor: Dr. Alice M. Maday, Ph.D.
Office Hours: by appointment
Office: EB A120G
Phone: 320-308-4795
E-mail: ammaday@stcloudstate.edu
Required Texts
Gollnick, D, & Chin, P. (2009). Multicultural Education in a Pluralistic Society (8th ed). Upper Saddle
River: New Jersey: Pearson Merrill Prentice Hall.
Schultz, Fred (ed.). (2008) Annual Editions: Multicultural Education 08/09. (14/e).
McGraw-Hill Contemporary Learning Series.
Dubuque, IA:
Course Description:
This course is designed to study to impact of societal change on childhood. The investigation will
examine the cultural, educational, and political issues that affect families and children within the global
context.
Course Objectives:
(1) Students will acquire and integrate knowledge of  Patterns of child rearing across cultures [C1, C5, C7, B1, B5, D2].
 Varying family structures across cultures [C1, C5, C7, B1, B5].
 Educational practices and philosophies across cultures [A3, A5, B1, C5, C6].
 Gender issues in child rearing across cultures [A2, A4, B1, B5, D2].
(2) Students will extend and refine knowledge of -(B3)
 The impact of societal change on childhood [A3, A4, B1, B5, D2].
 Family structures, parenting styles, and childhood experiences in various U.S. cultures [A2, A4,
B1, B5, D2].
(3)Students will use knowledge meaningfully to –(B4)
 Evaluate media and textbooks on issues of bias [A3, A5, B4, C7, D2].
 Act as a resource person in providing information about a specific culture [A4, A5, B5, C1, D2].
(4)Students will practice critical thinking skills in –(A6, A7)
 Evaluating racism at individual and cultural levels [A3, A6, B1, B5, C6, D2].
 Examining own cultural values and perceptions with the impact on own behavior [A3, A6, A7,
B5, C6].
Instructional Strategies:
A variety of instructional strategies such as cooperative learning, problem-based learning, small and
large group task work, individual learning tasks, videos, guest speakers, and reflections on lecture material
will be used to promote an interactive learning environment.
Please silence your cell phones, pagers, watches, and other noise-making devices
during the class period. Text messaging is inappropriate during the class period. Such
intrusions will be considered rude and will result in the loss of participation credits for
the day.
Tentative Class Schedule
Date
SLO# 4
Aug 25
SLO# 3
Aug 27
SLO# 3
Sep 1
SLO# 2
Sep 3
Sep 8
SLO# 2
Sep 10
SLO# 5
Sep 15
SLO# 5
Sep 17
SLO# 2
Sep 22
SLO# 4
Sep 24
SLO# 2/3
Sep 29
SLO #4
Oct 1
SLO#2/3
Oct 6
SLO# 4
Oct 8
Oct 13
SLO# 3
Oct 15
SLO# 2/3
Oct 20
Oct 22
Oct 27
SLO# 4
Oct 29
Discussion Topic
Introductions; pictures and information cards; course expectations.
Assignment: Discussion Reading: Growing Up with the Contradictions of Race and Class.
Define global education; the need for it; how it affects children; what about rights?
Assignment: Discussion Reading: Responding to Cultural and Linguistic Differences in the Beliefs
and Practices of Families with Young Children
Including diverse learners; the importance of maintaining culture; changing the face or America.
Assignment: Discussion Reading: Developing Antibias, Multicultural Curriculum.
Fitting global education into the curriculum; making age/developmental adjustments to include
multiculturalism; using themes and issues to present realism of cultures.
Assignment: Discussion Reading: Do Young Children Understand What Others Feel, Want, and
Know?
What have you gleaned from these 4 articles? Do you have a sense of what diversity is within the
community setting? DISCUSSION (Assign power presentation topics and groups.)
Defining and understanding multicultural education.
Assignment: Gollnick and Chinn = Chapter 1 (pgs. 1 – 40) (write a response for your assigned ?’s)
BRIDGING THE GAP (guests: Jayne and Rose) Counseling Center (prejudice)
Assignment: Annual Editions = Unit 3 (pgs. 68 – 101) (write a 1-page reflection based on the 7 ?’s
pg. 68)
Deciding whether or not multicultural education has a place as an academic discipline.
Assignment: Gollnick and Chinn = Chapter 2 & 3 (pgs 41 – 121) (outline your assigned chapter)
Defining diversity: Is it ethnic or race or both? Is there class distinction in the U.S.? Why is SES
important?
Assignment: Annual Editions = Unit 4 (pgs. 102 – 129) (write 5 critical thinking ?’s w/answers)
Identify the social forces that make you an individual. Ethnic Autobiography DUE!!
Assignment: Gollnick and Chinn = Chapter 4 & 5 (pgs. 122 – 198) (illustrate the main points for your
assigned chapter.
Guest: Jason Tham from Malaysia
Recognizing that gender, sexual orientation and exceptionality are forms of diversity.
Assignment: Annual Editions = Unit 1 (pgs. 1 – 37) (find a recent article that supports your stance)
Understanding the challenges and implications of the social contexts that are evident in daily life.
Assignment: Gollnick and Chinn = Chapter 6 & 7 (pgs. 199 – 286) (UNICEF—country activity for
children)
Guest: Yae-Suel Kim from South Korea
Discover the importance of language differences and honor religious differences.
Assignment: Annual Editions = Unit 6 (pgs. 170 – 201) (find a child’s book that can help a child
under stand)
Guest: Andrea from China
FALL BREAK – NO CLASS!!!
Share the child’s book and explain what it will teach youngsters about diversity.
Assignment: Gollnick and Chinn = Chapter 8 & 9 (pgs. 287 – 336) (5 real objects to represent the
point in your chapter) Interview Due!!
How does geography identify you? What does your age say about you?
Assignment: Annual Editions = Unit 2 (pgs.38 – 67) (read only)
Date
SLO#2/3
Nov 3
SLO# 4
Discussion Topic
Guest: Misato from Japan
How do educators view diversity?—need real examples from your own lives.
Assignment: Gollnick and Chinn = Chapter 10 (pgs. 375 – 402)
Nov 5
Nov 10
Nov 12
Engaging students equally!
Making multicultural education a reality in the U.S. (create crossword, word search, multiple choice,
matching, and true false tests covering the content of the text)
Nov 17
Nov 19
Nov 24
Work with partners to finish the preparations for the presentations.
Nov 26
SLO# 2/5
THANKSGIVING – NO CLASS
Presentation Topics:
Hmong Immigrants; Somali Immigrants
Dec 1
SLO# 2/5
Dec 3
SLO# 2/5
Dec 8
SLO# 2/5
Dec 10
SLO# 2/5
Dec 17
Presentation Topics:
Hinduism; Islam; Buddhism
Presentation Topics:
Gender: Lesbian, Gay, Bisexual, & Transgender
Presentation Topics:
Native Americans; Asian Americans
Presentation Topics:
Mexican Americans; African Americans
Final Exam – 10:15 am – 12:45 pm
Assignments
All out-of-class written assignments will be type written or computer generated.
Multiple grammar and spelling errors are unacceptable. I will read your paper to the THIRD significant
error and draw a line. I will continue to read your paper for CONTENT only and give you a
score/grade. You will have one week to re-do and resubmit your work. Should you choose to ignore
the opportunity; a score/grade of ZERO will be recorded for the assignment. In-class written
assignments will be legible. The six traits of writing will be applied to all written assignments. All work
submitted by you will reflect your individual efforts, with the exception of group assignments. Group
assignments will evidence the efforts of the individual group members.
A. Class Participation: = Students are expected to come prepared to participate in all class discussions and
activities. It is important to have readings and assignments completed before coming to class. Because
we will learn collaboratively from one another, “in-class” activities cannot be made-up. Tardiness and
absences will influence your final grade. However, should an emergency occur and you need to be
absent, it is your responsibility to inform the instructor by phone and email.
B. Quick Writes: = Students will be asked to provide spontaneous written comments related to the
topic(s)/assignment(s) of the day. The purpose of this kind of writing is to focus one’s thinking/opinions
and to demonstrate the ability to clarify these thoughts in writing. The format of these written
assignments varies and allows students the opportunity to tweak their writing skills. SLO #2,3,4 &5
C. Ethnic Autobiography: = You will write a 1-2-page paper about YOU. You will investigate your own
ethnic roots (including, but not limited to, heritage, nationality, linguistic, religion, celebrations, beliefs,
work ethics, family structure). Consider the ways your family life has been influenced by your
heritage—the composition of the family, how roles have emerged or were delegated to various family
members, what kind of discipline has been/was practiced, how feelings are/were expressed. And, finally
evaluate how/why you have become who you are: your interests, your opinions, your self-concept, and
your aspirations as they relate to your ethnic identity. SLO # 4
DUE_____________________
D. Interview: = Together we will create a set of interview questions for you to use to interview an
individual who has immigrated and has/or is planning to become a naturalized citizen of America. These
questions will serve as a guide only and you may expand your interview session in any direction that is
mutually agreeable to both you and the interviewee. You will write a 2-page paper summarizing your
findings. SLO# 2 and #3
DUE_______________________
E. Guest Reflections: = Following a presentation by a guest to our class sessions, each student will write a
one-page reflection paper. You will describe the personal impact that the information presented has on
your life as a student, as a human being, and in the community. SLO #2 AND #3
F.
Power Point Presentation an out-of-class assignment! = In groups of three, you will investigate,
prepare, and present information concerning the particular issue that your group selected. Your group will
become the in-house experts on your topic. The presentation will include a synthesis of your research,
implications for practice, reference list (APA style), and recommendations for further research.
(1) Once you have identified the topic for your power point session, you will submit a brief description to
the instructor. Be sure to include the why, what, and/or how this topic is currently relevant to the
changing demographics of our communities.
DUE_______________
(2) You will research the topic using a review of at least 6 articles from education journals, and one
other method of inquiry (web search, interviews, observation, review of popular press/media). Your
sources must be dated 2004- 2009. You will create an annotated bibliography (APA style) of your
resources. You will prepare/share copies for your audience on the date of the presentation.
DUE_______________
(3) Prepare a group outline that connects the entire presentation, with a main point indicating each
section of the presentation. Each person in the group will contribute a minimum of two slides to the
power point presentation. The power point should outline the key points for each particular part of the
presentation. The entire presentation should flow together.
DUE_______________
(4) The group will create a handout/graphic organizer that will engage the audience and focus their
learning during the presentation. This is an opportunity to be creative. Some suggestions include, but
are not limited to: crossword puzzle; word find; concept web; short answer quiz; definitions; game
(bingo, jeopardy; sorry; feud).
(5) Your group will present on the assigned date with all materials ready. Power point presentations will
include a minimum of 6 colorful illustrations. Each person in the group is responsible to orally share 5
minutes worth of the topic information. Citations at the bottom of each slide will include the author and
date of the information presented. SLO #2 and 5
SLO# 2
SLO# 3
SLO#4
SLO# 5
= 30%
= 35%
= 15%
= 20%
} See breakdowns on class schedule table above
Course Requirements
Each assignment listed will be explained in detail during class.

Attendance and participation in all class activities
(2 absences will lower grade by one full grade)
(4 absences will result in a failing grade)
 Quick Writes
 Ethnic Autobiography
 Interview
 Guest Reflections
 Power Point Presentation
25 points
50 points
25 points
40 points
40 points
200 points
Academic Dishonesty:
Academic dishonesty includes, but is not limited to, cheating, plagiarism, misrepresentation of
student status, and resume falsification. Plagiarism includes, but is not limited to, the use by paraphrase or
direct quotation, the published or unpublished work of another person without full and clear
acknowledgment; unacknowledged use of materials prepared by another person or agency engaged in selling
or otherwise providing term papers or other academic materials (SCSU Code of Conduct).
I expect that all work submitted by you will reflect your individual efforts, with the exception of group
assignments. Group assignments will reflect efforts of the individual group members.
Evaluation of Student Performance:
Grades will be determined by converting the total number of points earned to a percentage.
The following percentage distribution will be used to convert your final score to a letter grade:
93-100%
90-92%
87-89%
83-86%
A
AB+
B
80-82%
77-79%
73-76%
70-72%
BC+
C
C-
67-69%
63-66%
60-62%
Below 60%
D+
D
DF
A -- Achievement that is outstanding relative to the level necessary to meet course requirements.
B -- Achievement that is significantly above the level necessary to meet course requirements.
C -- Achievement that meets the course requirements in every respect.
D -- Achievement that is worthy of credit even though it fails to meet fully the course requirements.
F -- Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of
achievement that is not worthy of credit or (2) was not completed and there was no agreement
between the instructor and the student that the student would be awarded an extension.
Special Instructional Accommodations:
It is Saint Cloud State University policy to provide, on a flexible and individualized basis, reasonable
accommodations to students who have disabilities that may affect their ability to participate in course
activities or to meet course requirements. If you have a documented disability that requires an
accommodation, please notify me within the first week of the semester.
Make-up policy:
Both attendance and participation are expected of all students. Assignments will be submitted on the
due date. NO late assignments accepted! Because so much learning is dependent on student interaction and
shared experience, class attendance is essential. However, IF you must miss, due to illness, family
emergency, official college business, contact me before the class meets and we will establish an appropriate
course of action with the understanding that points may be deducted.