Jul 11, 2019 in Education

Multicultural Curriculum Unit Plan Sample

Valdez writes a book titled “Learning in Living Color,” which reflects succinctly on the racial demographics of the classroom in various schools. In every school environment, students of color are present and educators should not advocate discrimination. Teachers in contemporary classrooms meet the needs of such students by reexamining the instructional and curriculum strategies. Classrooms should be responsive in order to enable students to fully negotiate and understand cultural differences present in their learning environment. The theme and rationale of this paper will look at multicultural education among gifted students in our contemporary society and learning institutions.

James Banks model is one of the approaches used in multicultural education. This model has four levels, which integrate the contents of multiculturalism into the school’s curriculum. However, the levels rely heavily on an individual’s philosophical experiences and concerns with multicultural education. The lowest level in this approach is the Contribution Level where, educators put their focus on holidays, heroes, and distinct elements. This approach is mostly used in schools because it is simple. The basic structure, salient characteristics, and goals of the traditional ethnocentric curriculum are unchanged. For teachers, this approach is cosmetic because it provides them with a quick and nonthreatening way of integrating and infusing change in the curriculum. The advantage is that teachers are able to adopt the approach without having to know much concerning a diverse group’s culture and race.

Additive approach is the second level, which is not integrated all through the school curriculum, but minority’s group perspectives, concepts, and themes are added to the curriculum. Little time, training, effort, and rethinking is needed for this piecemeal approach to be implemented for instructions into the curriculum. Transformational approach forms the third level where curriculum structure changes giving way for the students to air their views, issues, concepts, themes, and events from a minority’s group perspective. The second transformation involves changes relative to goals, assumptions, curriculum structure, and its fundamental nature. The aim of the transformations is to provide students with critical understanding, awareness, and culture respect for the concepts, people, and events related to multicultural ideologies

The social approach is the fourth and highest level where students are given the opportunity to make decisions on important social issues. Thus, help in solving arising problems by taking the necessary action. Students at this stage are empowered and proactive since they participate in social changes by using the knowledge and perspectives. However, this approach lacks formal methods of training, understanding, experience, and personal knowledge. As such, educators do not adopt it given that it requires substantive preparation, commitment, and time.

The educational setting for these gifted students includes a minority group of individuals of grade 5. Their socio-cultural background is of middle class, where the parents work in ministerial offices. Majority of the students under discussion are from the aboriginal communities while minority of them is from the black American society. These students are gifted, but their parents do not have the financial aid to help them realize their potential and abilities and fully utilize them in building the society and families. Implementation of this plan will require a maximum of one month in order to put together the required tools, equipment, and resources for the educators to use during the process.

Multicultural education has several goals associated to it especially because it endeavors to ground students with this knowledge; adopt educational equity and cultural pluralism as philosophies; empower students, promote social action of students; and teach the students from a multicultural perspective. By understanding and familiarizing oneself with the goals and objectives of multicultural education, educators are able to plan their time well. This will reduce the chances of them wasting time and resources on irrelevant issues and ideas.

            Learning materials will vary depending on the program adopted for the gifted students. Educators can use computers as a media that fosters student’s participation in activities during the learning process. Educators can also use open-ended questions in relaying information to their students. This will help in integration of information and understanding the concepts used by their teachers (Mulrine, 2007, p. 15).). Books, pencils, coloring materials, and sound technology are some of the materials to be used. The instructional strategy applied in this case is the use of questions in identifying the difficult circumstances to comprehend. For instance, colored people are positively depicted and non-stereotypical hence; give focus to important multicultural concepts ad their authentic situations.

            Ford-Harris Matrix  Is the framework applied in creating multicultural gifted education? The framework and guide help educators  promote higher thinking levels based on Bloom’s cognitive taxonomy and promote diverse thinking in the school by applying the model of James Banks. Use of questionnaires is the best strategy for gifted students since they are very inquisitive groups. Their minds are very active and need to be motivated by exposing them to demonstrate and air their views. For such a case, the expected outcome of students is to enhance and develop their talents by giving them a chance to brainstorm the available options.


            Educators assess their student’s outcome by distributing questionnaires that help in answering some difficult questions posed during onset of their program. Interviews are also conducted among students in helping to gather data concerning their development of talents in the diverse classroom environment. It is evidential that measures of assessment are significant in ensuring that gifted education in the diverse multicultural environment is enhanced. School administrators are able to evaluate their use of multicultural environment by applying exchange programs that promote diversity in the curriculum.

Unit Title:  Multicultural Education among gifted students. How teachers are able to infuse multicultural curriculum.

Grade: 5

Unit Goals:

  1. Teachers should ensure that students of color present in learning institutions are not discriminated.
  2. Teachers meet the needs of gifted students by re-examining the instructional and curriculum strategies.
  3. Students to fully negotiate and understand cultural differences present in their learning environment.

Learning Outcomes (Grade 5):

  1. Recognize how an understanding of gifted students makes learning processes interesting.
  2. Acknowledge the contributions made by diverse cultural groups to the evolution of Multicultural Education.
  3. How gifted students interact with the other students.

Lesson # and title

Specific Objectives





Introduction of gifted students

- introduce students to the learning environment

- In groups, students interact with each other and choose sitting partners

- Discuss these as an entry point into the concept of “gifted students” – what’s common in each of the students?

- Select from a variety of children’s books that have examples of gifted students and use them to teach others on the significance of accepting such individuals in the school environment



Gifted Students: Introduction to Push and Pull factors (1)

- activate prior knowledge and experience with gifted students

- introduce push and pull factors

- students prepare to interview family members or friends who have gifted students

- working in groups, and then as a whole class, students formulate powerful questions for their interviewee, focusing on reasons why people discriminate gifted students in the society

- needs to be adapted for grade level

- Friends and students’

- Sample interview questions




Introduction to Push and Pull factors (2)

- emphasize understanding of push/pull factors

- investigate specific push/pull factors

- in small groups, students share interview results and groups begin to look for common themes

- whole class: invite groups to share their work – and examine interview results for common themes

- introduce terms “push” and “pull” re: factors that influence a teacher to incorporate gifted students in the school curriculum

- begin to categorize themes (above) into push/pull factors and discuss how these might work

- students’ interview responses

- grade level appropriate definitions of “push’ and “pull” factors:




Planning for the needs of all students in the classroom

In order to minimize discrimination and segregation among student in the classroom.

Teachers are able to incorporate gifted students.

Choice is relevant when planning for the needs of both weak and strong students.

When performing activities three or four options should be made available for students to demonstrate their understanding

To provide ownership for such students, allow them keep a chart of what they'll be working on each time they finish what you've assigned them.



Left over time

What do the students do with it?

Have a challenge box in such instances and a rule that will guide them during their time together.

Have extra activities related to the topic with challenging options.



Conclusion of multicultural education

  • Evaluate the progress of  multicultural education infusion among gifted students

Formulate questions to monitor the progress of gifted students.

Summarize the title of the unit by reviewing all the important points noted during the lessons.

Use charts, maps, and other resources to demonstrate the importance of not discriminating the gifted students.

Illustrate the importance of both push and pull factors in learning environments.


Assessment Strategies & Criteria


  • James Banks model is one of the approaches used in multicultural education. Contribution Level, Additive approach, Transformational approach, and the Social Approach. Compacting the Curriculum is also another method (if they already know the content, let them move into an area that they don't know)? Capitalize on their interests



  • Students are able to formulate powerful questions for their interview, focusing on reasons why teachers should infuse multicultural education in the school environment.


  • Evaluate students’ group work abilities
  • Review if students correctly identify the push/pull factors for the person they interviewed
  • Students are able to demonstrate their understanding of the working definitions of push/pull factors with clear examples drawn from their own, or others’ interviews


  • Assess the capability of having gifted students in a classroom with other students.
  • Ensure that they mingle and demonstrate their unity by working together during class activities and assignments.
  • They need to enjoy extension type activities within their areas of strength.



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