ABSTRACT
As the 1980s drew to a close, New York State Education Commissioner Thomas Sobol drew fire from around the country for a task force report entitled ‘The Curriculum of Inclusion’. Even repeated attacks on this report did not deter the New York State Board of Regents from formally agreeing that New York needs a’detailed plan for increasing, among all students in the elementary, middle, and secondary schools of New York State, the understanding of American history and culture, of the history and culture of diverse groups which comprise American society today, and of the history and culture of other peoples throughout the world.’1 The action steps outlined by Commissioner Sobol repeatedly reference the need for incorporating multicultural concepts into the New York State curricula. In various forms, other states and local districts are moving in a similar direction.
