K12 Science Curriculum Multicultural Statement

   Science education in the Amherst-Pelham Regional School Districts should be informed by national standards as well as our District’s mission statements and learning expectations.  We reference the following statement from Science for All Americans (American Association for the Advancement of Science, 1990):


The most serious problems that humans now face are global: unchecked population growth in many parts of the world, acid rain, the shrinking of tropical rain forests and other great sources of species diversity, the pollution of the environment, disease, social strife, the extreme inequities in the distribution of the earth’s wealth, the huge investment of human intellect and scarce resources in preparing for and conducting war, the ominous shadow of nuclear holocaust—the list is long, and it is alarming.

Many of the above problems have scientific causes, as well as potential scientific solutions.  Students today must be educated in scientific theory, analysis, and problem-solving techniques. 

As members of a District with a BAMSS (Becoming a Multicultural School System) commitment, our schools also have an obligation to recognize the diversity of our students and our community, and to develop our science curriculum accordingly.  From the ARHS “Standards of a Multicultural School System:”

The curriculum is rigorous, relevant, broad and diverse; it consistently examines multiple perspectives, power, privilege, oppression and liberation; and it is conducive to the healthy social, emotional and academic development of students of all backgrounds.  The curriculum leads students to learn about content areas from a global perspective (including examples in science).


Toward this end, the curriculum should make it possible for students to examine ways in which science has influenced history, medicine, economic development, social justice, cultural changes and other phenomena.  Students should be provided with a variety of means to learn about this subject, as well as many ways to practice scientific thinking.  Finally, students should be encouraged to take active responsibility for the Earth, and should be offered opportunities to engage in individual or group activities that enable them to learn that they can make a difference in the world. 

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