click here for descriptions of some of the above titles
multicultural articles
Article 1: My Country's Problem with Menstruation
Article 2: Ex-child soldier remembers
Article 3: ISIS bride shares her story
Article 4: Bibi Tells ABC News' Diane Sawyer Why Husband Cut Off Her Nose and Ears
Article 5: Their arranged marriage blossomed into true love
Article 6: Ralph Lauren's Native American Ad
Article 7: It's a girl: the three deadliest words in the world
Article 2: Ex-child soldier remembers
Article 3: ISIS bride shares her story
Article 4: Bibi Tells ABC News' Diane Sawyer Why Husband Cut Off Her Nose and Ears
Article 5: Their arranged marriage blossomed into true love
Article 6: Ralph Lauren's Native American Ad
Article 7: It's a girl: the three deadliest words in the world
Multicultural chicagoland project
As part of our multicultural studies this semester, you are going to have an opportunity to explore one of the many ethnic groups that make up the populations in Chicago and its surrounding suburbs. Chicago is known worldwide for its ethnic neighborhoods, especially for those populated by relatively recent immigrants who have worked hard to preserve some of their culture while also assimilating into the area. Below is a list, based on the 2010 census, of the countries of origin for the immigrant populations with the highest concentrations in Chicagoland:
Mexico Poland
Ireland (Celtic) Puerto Rico
Germany China
Italy Russia
India Greece
Assyria Ukraine
Armenia Africa (Sub-Sahara)
West Indies Korea
Columbia Philippines
Guatemala Iran
Pakistan Vietnam
Japan Former Yugoslavia (Croatia/Bosnia)
Sweden Lithuania
You, in a group of 1-4 people, will get to further explore one of these ethnicities by completing the following components and compiling your information and experiences into a 25 minute presentation to your peers.
Component #1: History--all parts required. Include an informative and creative presentation that covers all of the elements below:
1. How and when did this ethnic group come to Chicago? Research the time period in which the majority of them arrived, and what methods they used to get to the U.S. in general and this area in particular. Explain your findings in your presentation to the class.
2. Where in Chicagoland did this ethnic group settle? Find out where in the Chicagoland area they are, and share this information in your presentation. Chicagoland, by definition, is the city of Chicago and its surrounding Illinois suburbs—its northern border is the Wisconsin State Line, its southeastern border is the Indiana State Line, its southern edge is Joliet, and its western edge is Rockford/Elburn. Places in Wisconsin, Indiana, or downstate Illinois do not count for the considerations of this project.
3. Why did this ethnic group leave its country of origin? Find out and explain what drove this ethnic group to leave its country of origin to come to Chicagoland. Share your findings in your presentation.
4. What contributions to Chicagoland culture has this ethnic group made? Chicago and its surrounding suburbs are known for a culture that sets this city apart from any other in the U.S. or the world. Research the role this ethnic group has played in shaping Chicagoland culture, and what parts of our culture can be traced back to this ethnic group. Share these results in your presentation.
Component #2: Traditions--all parts required. Include an informative and creative presentation that covers all of the elements below:
1. What religious traditions are practiced by the people of this ethnic group in Chicagoland? Research these traditions and describe them in your presentation to the class. Pay particular heed to any ceremonies, rituals, or practices that are unique to this ethnicity.
2. What social traditions are practiced by people of this ethnic group in Chicagoland? Social traditions include institutions like marriage, schooling, housing, family structure, business, and trade. Research these traditions and relate them in your presentation
3. What cultural traditions are practiced by people of this ethnic group in Chicagoland? Cultural traditions include arts such as dancing, painting, pottery, and theatre. Research these traditions and relate them in your presentation.
Component #3: Active Learning--choose one
This part of the project requires your group to get a hands-on experience related to this ethnic group. There are several things you can choose from to complete this portion of the project. In your class presentation, there should be an informative and creative presentation that explains what you did with your group to meet the requirements of this part of the project:
1. Visit a restaurant that serves food unique to this ethnic group, and have a meal there. While you are there, take photographs, talk to the staff, and write down notes about your experience that you can share with the class. (Please note: chain restaurants like Taco Bell, Olive Garden, and Panda Express do not count as ethnic restaurants!)
2. Visit a grocery store, bakery, or other store that sells items unique to this ethnic group. While you are there, take photographs, talk to the staff, and write down notes about your experience that you can share with the class. (Trader Joe’s is not an ethnic grocery store for the purposes of this project!)
3. Interview someone who is an immigrant member of this ethnic group in the Chicagoland area. This person must have lived in his/her home country long enough to remember it, and must be an actual immigrant—not a child or grandchild of an immigrant. Ask the person to describe his/her homeland, his/her first impressions of America and Chicago, and his/her life as a member of this ethnic group.
4. Call, e-mail, or visit a museum or cultural center dedicated to this ethnic group in Chicagoland. Talk to the people there to find out more fully what it means to be a member of this group in Chicagoland. Record your interviews or take good notes that you can share with the class. If you visit, take pictures and pick up literature.
5. View an art gallery, theatre production, or film created by this ethnic group in Chicagoland. While you are there, take photographs (if you can), talk to the artists or performers, and write down notes about your experience that you can share with the class. If you visit, pick up literature.
Please remember as you are exploring these possibilities that you are dealing with people—not animals in a zoo. Just because these people may live differently than you do does not make them any less human, and you are representing yourselves, your family, your high school, and your town while you are out there. Be polite and respectful.
Component #5: Class participation--choose any two of the following activities in which to lead the class:
1. Food and Drink—bring and share a traditional type of food or drink common to your ethnic group. Be sure you have enough for the class, and be aware that there is no refrigerator or stove or microwave in the classroom! Be ready to explain what you’ve brought and how it enhances or is used by your culture.
2. Arts and Crafts--lead the class in a traditional arts and crafts session common to your ethnic group. Explain the origin of the arts/crafts, and bring enough materials so that everyone can participate.
3. Song and Dance--teach the class a traditional song and/or dance from your ethnic group. You may use the computer to play music or video if you bring it on CD/DVD.
4. Traditions and Other Stuff--lead the class in a traditional ceremony, practice, or other activity appropriate to class participation that is practiced by your ethnic group. Bring the materials you need. It’s best to avoid religious-oriented things, too.
Component #6: Multicultural Novel Connection
1. Answer the question “What does the culture you are researching believe about the responsibility to family and community?”
2. Explain how these beliefs compare to the culture in your multicultural novels.
3. Finally, compare these beliefs to Antioch citizens. What does this community belief about the responsibility to one’s family and community and how do these beliefs compare to the other cultures you have been studying?
General Information: After you have completed all of the above components, you will need to compile them into your presentation. All of the required information must be present, but how you present the information is up to you. Your presentation should be both informative and entertaining. Feel free to use power point, video, music, animoto, podcast, or even food to make your presentation more engaging.
Presentations begin on Friday, March 13. I look forward to learning from you!
Mexico Poland
Ireland (Celtic) Puerto Rico
Germany China
Italy Russia
India Greece
Assyria Ukraine
Armenia Africa (Sub-Sahara)
West Indies Korea
Columbia Philippines
Guatemala Iran
Pakistan Vietnam
Japan Former Yugoslavia (Croatia/Bosnia)
Sweden Lithuania
You, in a group of 1-4 people, will get to further explore one of these ethnicities by completing the following components and compiling your information and experiences into a 25 minute presentation to your peers.
Component #1: History--all parts required. Include an informative and creative presentation that covers all of the elements below:
1. How and when did this ethnic group come to Chicago? Research the time period in which the majority of them arrived, and what methods they used to get to the U.S. in general and this area in particular. Explain your findings in your presentation to the class.
2. Where in Chicagoland did this ethnic group settle? Find out where in the Chicagoland area they are, and share this information in your presentation. Chicagoland, by definition, is the city of Chicago and its surrounding Illinois suburbs—its northern border is the Wisconsin State Line, its southeastern border is the Indiana State Line, its southern edge is Joliet, and its western edge is Rockford/Elburn. Places in Wisconsin, Indiana, or downstate Illinois do not count for the considerations of this project.
3. Why did this ethnic group leave its country of origin? Find out and explain what drove this ethnic group to leave its country of origin to come to Chicagoland. Share your findings in your presentation.
4. What contributions to Chicagoland culture has this ethnic group made? Chicago and its surrounding suburbs are known for a culture that sets this city apart from any other in the U.S. or the world. Research the role this ethnic group has played in shaping Chicagoland culture, and what parts of our culture can be traced back to this ethnic group. Share these results in your presentation.
Component #2: Traditions--all parts required. Include an informative and creative presentation that covers all of the elements below:
1. What religious traditions are practiced by the people of this ethnic group in Chicagoland? Research these traditions and describe them in your presentation to the class. Pay particular heed to any ceremonies, rituals, or practices that are unique to this ethnicity.
2. What social traditions are practiced by people of this ethnic group in Chicagoland? Social traditions include institutions like marriage, schooling, housing, family structure, business, and trade. Research these traditions and relate them in your presentation
3. What cultural traditions are practiced by people of this ethnic group in Chicagoland? Cultural traditions include arts such as dancing, painting, pottery, and theatre. Research these traditions and relate them in your presentation.
Component #3: Active Learning--choose one
This part of the project requires your group to get a hands-on experience related to this ethnic group. There are several things you can choose from to complete this portion of the project. In your class presentation, there should be an informative and creative presentation that explains what you did with your group to meet the requirements of this part of the project:
1. Visit a restaurant that serves food unique to this ethnic group, and have a meal there. While you are there, take photographs, talk to the staff, and write down notes about your experience that you can share with the class. (Please note: chain restaurants like Taco Bell, Olive Garden, and Panda Express do not count as ethnic restaurants!)
2. Visit a grocery store, bakery, or other store that sells items unique to this ethnic group. While you are there, take photographs, talk to the staff, and write down notes about your experience that you can share with the class. (Trader Joe’s is not an ethnic grocery store for the purposes of this project!)
3. Interview someone who is an immigrant member of this ethnic group in the Chicagoland area. This person must have lived in his/her home country long enough to remember it, and must be an actual immigrant—not a child or grandchild of an immigrant. Ask the person to describe his/her homeland, his/her first impressions of America and Chicago, and his/her life as a member of this ethnic group.
4. Call, e-mail, or visit a museum or cultural center dedicated to this ethnic group in Chicagoland. Talk to the people there to find out more fully what it means to be a member of this group in Chicagoland. Record your interviews or take good notes that you can share with the class. If you visit, take pictures and pick up literature.
5. View an art gallery, theatre production, or film created by this ethnic group in Chicagoland. While you are there, take photographs (if you can), talk to the artists or performers, and write down notes about your experience that you can share with the class. If you visit, pick up literature.
Please remember as you are exploring these possibilities that you are dealing with people—not animals in a zoo. Just because these people may live differently than you do does not make them any less human, and you are representing yourselves, your family, your high school, and your town while you are out there. Be polite and respectful.
Component #5: Class participation--choose any two of the following activities in which to lead the class:
1. Food and Drink—bring and share a traditional type of food or drink common to your ethnic group. Be sure you have enough for the class, and be aware that there is no refrigerator or stove or microwave in the classroom! Be ready to explain what you’ve brought and how it enhances or is used by your culture.
2. Arts and Crafts--lead the class in a traditional arts and crafts session common to your ethnic group. Explain the origin of the arts/crafts, and bring enough materials so that everyone can participate.
3. Song and Dance--teach the class a traditional song and/or dance from your ethnic group. You may use the computer to play music or video if you bring it on CD/DVD.
4. Traditions and Other Stuff--lead the class in a traditional ceremony, practice, or other activity appropriate to class participation that is practiced by your ethnic group. Bring the materials you need. It’s best to avoid religious-oriented things, too.
Component #6: Multicultural Novel Connection
1. Answer the question “What does the culture you are researching believe about the responsibility to family and community?”
2. Explain how these beliefs compare to the culture in your multicultural novels.
3. Finally, compare these beliefs to Antioch citizens. What does this community belief about the responsibility to one’s family and community and how do these beliefs compare to the other cultures you have been studying?
General Information: After you have completed all of the above components, you will need to compile them into your presentation. All of the required information must be present, but how you present the information is up to you. Your presentation should be both informative and entertaining. Feel free to use power point, video, music, animoto, podcast, or even food to make your presentation more engaging.
Presentations begin on Friday, March 13. I look forward to learning from you!