For example:
Are there references within the material to cultural practices that broaden student awareness of a larger world and allow for acceptance and inclusion of self and others? The following example is from Lafayette High School's Health and Medical Technology Interdisciplinary Program Curriculum (Goldberg, 1994). These learning objectives illustrate how course content can broaden students' knowledge in a cultural sense within the context of an integrated curriculum.
Learning Objective: Health Occupations
Core: What are the different types of family units we see in the USA? How do they function, and what impact do they have on the role of the family during an illness? Students will:
History (Global View): What is the role of the family and its structure in India? Students will learn about the Indian family and the family members' relationships to one another, both within the family and in the society at large.
English: How does one learn to function in interpersonal relationships in the absence of family members who serve as role models? Students will read and discuss the short story "Mother in Mannville" by Marjorie Kinan Rawlings, which deals with an orphan.
Math: How does family size vary between the USA and Asia? Students will learn to read and interpret tables and charts that show the sizes of families in different cultures, including income data, and to relate family size to family structure and type of society (i.e., economic factors).
The following example is from the Guide for Integrated and Applied Curriculum, Instruction, and Assessment by the Wisconsin Department of Public Instruction (1994). This learning task shows students that cultural differences exist and that these differences have an impact on real-life situations. It allows the student to discover and consider other peoples' preferences and needs, and to apply that knowledge to a real-life experience.
Learning Task: International Guests
A local business is expecting a group of international buyers next month. This business, which sells agricultural equipment, had an unsuccessful experience the last time international buyers came to town. Not only did the clients not sign a contract to buy anything, but they also left town earlier than planned. Something had gone wrong and the suspected root cause was the company's lack of ability to understand and accommodate the clients' culturally based needs and preferences.
Your group has been asked to design a three-day visit which includes a one-hour reception and four hours of business, both taking place at the company. The rest of the three days will be spent helping the company become better-acquainted with the clients, and helping the clients get to know the company and community.
Working with a small group of other students, research the country's culture and customs (the class will select any country in Asia) and answer the following questions about the clients' probable:
Based on your answers to the above questions, design the three-day stay. Include details of what will happen for all 72 hours. Include activities that will make the clients feel welcome and "at home" and avoid elements that make the clients feel unwelcome, offended, or uncomfortable.
See Appendix D for the NCPQ Equity and Diversity Matrix of how and where the standards and indicators reflect nonsexist, culturally inclusive consideration.