Emberling, Stapley W.; Sewall, Gilbert T. (1998). A New Generation of History Textbooks: A Report, Spring 1998. This article examines the history textbooks available in 1998 for adoption in the United States at both the high school and elementary levels. New books have appeared on the scene since the last textbook adoption series. California begins its textbook considerations in August. The California adoption will rekindle national interest in the content of history textbooks and indicate in what ways the textbooks and social studies content have changed after a decade of exposure to multiculturalism. The document examines the predominant role of the large textbook consumers, California and Texas, as well as the emerging themes and "watered-down" text in many of the books. The shrinking numbers of publishers and the increasing costs of production for books and ancillary materials raises some basic questions of quality, content, and purpose of textbooks. The article lists the major textbooks considered for adoption and analyzes some of the shortcomings of the texts. (EH)… [PDF]

Durham, Ama C.; Liu, Hsin-tine Tina; McCarthy, Christopher; Mejia, Olga L. (1998). Cognitive Appraisal Theory: A Psychoeducational Model for Connecting Thoughts and Feelings in Multicultural Group Work. A cognitively oriented psychoeducational model based on appraisal theory is introduced in this paper for helping participants understand each other's subjective experiences in multicultural group work. Psychoeducational groups, originally developed for use in educational settings, stress growth through knowledge. Appraisal theory is a promising area of research in social psychology that attempts to specify the precise links between cognitive evaluations of events and resultant discrete emotions. Such a model is particularly useful in facilitating dialogue among group members about the various ways in which thoughts translate into emotions, and to appreciate the commonalties and differences in these experiences which result from one's cultural and ethnic background. Current research on affective information processing provides intriguing possibilities for multicultural group work because it suggests that once cognitive evaluations are identified, they may be meaningfully understood… [PDF]

Zulich, Jan L.; And Others (1992). Exploring the Other Half of the Dialogue: A Case Study Analysis of Professor Responses to Student Dialogue Journal Entries in a Multicultural Community. This paper reports on a content analysis study of the dialogue in student-professor dialogue journals with a focus on professors' responses to student journal entries. Nine journals were kept by a multicultural sample of eight preservice secondary teachers and their three professors. The researchers applied Tannen's (1990) theory of symmetry in conversations to discover the extent to which the responses from professors reduced students' feelings of isolation as they progressed through the various stages of the certification program. It was found that the tone of student journals dictated professors' responses. However, the professors did not take the symmetrical role of co-learners in their conversations with students. Rather, they maintained a more distant professor-as-expert stance in their responses. The study also explored the issue of how best to handle student-professor dialogue journal reflection with a focus on individual cases. (Contains 33 references.) (GLR)…

Al-Qazzaz, Ayad, Ed.; Shabbas, Audrey, Ed. (1990). The Arab World Notebook. Secondary School Level. The Arab world holds a storied place in western history and is a significant area today culturally, economically, and politically, with its more than 190 million people sharing a common heritage with the West. The Arab world merits serious study in U.S. schools; however, it is often misrepresented in U.S. textbooks. This notebook is written as an antidote to what are believed to be inaccuracies and distortions in the presentation of the Arab world to secondary level students. The notebook consists of three parts. Part 1 contains 20 subject areas, each presented in 4 parts: (1) an introductory \Essay\; (2) a \Reading\ that may be represented by a document, graph or chart, as well as by a first person account; (3) a \Lesson Plan\ for the classroom; and (4) a listing of audio-visual or print \Resources\ for further study or enrichment. Part 2 features 21 country entries, each presented with: (1) a detailed map; (2) a blank map; (3) a data profile of that country; and (4)…

Carter, Robert T., Ed.; Johnson, Samuel D., Jr., Ed. (1991). Racial Identity Theory, Research, and Applications. Edited Conference Proceedings of the Annual Teachers College Winter Roundtable on Cross-Cultural Counseling and Psychotherapy (8th, New York, New York, February 22-23, 1991). The 1991 Winter Roundtable on Cross Cultural Counseling was the first national conference devoted to the topic of racial identity in counseling and psychotherapy. Conference papers include: (1) \A Brief Continuing History of the Teachers College Winter Roundtable on Cross-Cultural Counseling and Psychotherapy\ (Samuel D. Johnson, Jr.); (2) \Racial Identification and Feminism: A Synthesis of Perspectives for a Focused Group Intervention\ (Margaret M. Walker); (3) \Adult Transracial Adoptees and Racial Identity: Implications for Counseling\ (Jana Goldsmith and Kevin Wickes); (4) \Racial Identity Research on Asian-Americans and American Indians: Is Racial Identity Misplaced or Forgotten in the Literature?\ (Eric Kohatsu, And Others); (5) \The Relationship of Racial and Feminist Identity Attitudes to Black Women's Career Values\ (Pamela L. Weathers, And Others); (6) \Promoting a Healthier Cultural Climate on Campus: A Racial Identity Training Approach\ (Julia Yang, And Others); (7)…

Greenfield, Richard K. (1990). Building a Global Community: International Perspectives on Community College Education. In the face of near-instantaneous global communication and the increased interdependence of nations, community colleges must seek to move beyond their tendency to serve only local needs and recognize the important role they must play in educating members of the international world community. The move to internationalize community colleges began in the 1970's and gained momentum during the 1980's. It has resulted in the development of statewide, regional, and national consortia promoting different aspects of international education. Among the activities in which community colleges can become involved are student study abroad programs, student exchange programs, and intercultural and area studies courses and programs. The International/Intercultural Consortium (I/IC), established by the American Association of Community and Junior Colleges in 1976, serves as a clearinghouse for international education information and holds yearly conferences aimed at sensitizing community college…

Parrenas, Cecilia Salazar; Parrenas, Florante Y. (1990). Cooperative Learning, Multicultural Functioning and Student Achievement. Cooperative learning (CL) is reviewed as a tool for helping educationally disadvantaged or limited-English-speaking students. A review of meta analyses and literature on CL indicates its effectiveness when both group goals and individual accountability are incorporated into learning methods. The achievement gap between traditional majority students and the \new majority\ (minority group students whose numbers equal or exceed the old majority) is widening, and the schools have not adopted effective practices to create positive ethnic and race relations. Basic elements of CL are positive interdependence, individual accountability, group processing, interpersonal and small group skills, and face-to-face promotive interaction. CL can help eliminate ethnocentrism and racism; and it is also valuable in socializing students, many of whom lack the social skills needed for school or work. The changing nature of society requires a shift in teaching approaches, with the emphasis on content…

(1990). The Soviet Union and Eastern Europe: Teacher's Guide. Revised Edition. An overview of the histories and cultures of the Soviet Union and the countries of Eastern Europe is provided for K-12 teachers in this guide. The guide is not intended to serve as a comprehensive history, nor as an in-depth analysis of the political and economic systems of these countries. It is hoped that teachers will share the information with students by incorporating the material into the daily curriculum or through special units on the Soviet Union and/or Eastern Europe. Suggestions are made for classroom or individual study projects. Puzzles are provided to familiarize students with vocabulary. A 90-item bibliography of materials also is included in the guide. (DB)…

Dugan, Michael; And Others (1990). Shadow Play. This document presents a series of essays on the relations between Australia and its neighboring Asian countries. Several of the essays focus on the history of particular groups of Asians who have lived or still live in Australia. Reasons for, and effects of, migration to Australia are analyzed. Five essays are included: (1) "Australia and its Region" (Michael Dugan); (2) "Restrictions to Recognition: China and Australia" (Morag Loh); (3) "Changing Balances: Japan and Australia" (Gavan McCormack); (4) "Above Down Under: Australia and Indonesia" (Richard Chauvel); and (5) "Indochinese Refugees and Australia" (Nancy Viviani). (DB)…

Ruszkiewicz, John (1991). "Reason Is but Choosing": Ideology in First Year English. Writing courses which incorporate the tenets of "critical literacy" (such as the "difference" curriculum at the University of Texas at Austin) not only often fail to make students more aware of the role ideology plays in their culture, but also create profound new silences in the classroom–silences caused by political intimidation. Advocates of such courses seem inclined to design curricula in which most or all of the readings, assignments, and discussions represent or endorse values that conform to their political perspectives. Furthermore, these programs prove in practice to be inadequate at instructing students in logic and writing. The "difference" curriculum at UT-Austin was objectionable because it seemed to be deciding what politically correct perspectives on significant political and social issues should be. The ensuing controversy could have been avoided by: (1) creating the program more slowly and systematically; (2) listening to those who… [PDF]

McDiarmid, G. Williamson; Price, Jeremy (1990). Prospective Teachers' Views of Diverse Learners: A Study of the Participants in the ABCD Project. Research Report 90-6. Using data from pre- and postprogram questionnaires and interviews, the study describes the views that a group of 17 student teachers drawn from 5 Michigan universities hold of culturally diverse learners both before and after a 3-day workshop intended to influence their views. The study found that the multicultural presentations had little effect on students' beliefs–about the capabilities of learners labelled "high" and "low" ability, about the use of stereotypes in making teaching decisions, or about providing genuinely equal opportunities to learn challenging and empowering subject matter. It is suggested that teacher educators may need to rethink both the content and pedagogy of opportunities to learn about teaching culturally divers learners. The appendixes include: (1) The ABCD (Accepting Behavior for Cultural Diversity) for Teachers Training Schedule; (2) Description of the ABCD Sample; (3) Examples of Pre- and Postprogram Responses to Scenario #2…. [PDF]

Perez-Selles, Marla E., Ed.; And Others (1990). Building Bridges of Learning and Understanding: A Collection of Classroom Activities on Puerto Rican Culture. This collection of 35 self-contained teaching activities about Puerto Rican culture for elementary school students is designed for teachers who wish to incorporate multicultural concepts into their curriculum or make their teaching more relevant to Puerto Rican students. All lesson plans and student worksheets needed for immediate classroom use are included. Section I, "Here and There: Location and Migration," explores the geography, climate, and location of Puerto Rico as well as issues that surround why people move from place to place. Section II, "Puerto Rico: A Blend of Cultures," highlights some of the history of the island, from the indigenous Taino Indians to the arrival of the Spanish to stories of several heroes from diverse backgrounds. Section III, "An Island Rich in Tradition," looks at Puerto Rican symbols and traditions, including holidays and celebrations that are important elements of Puerto Rican culture. Each unit includes basic… [PDF]

Zanger, Virginia Vogel, Ed.; And Others (1990). Classroom Activities for Cross-Cultural Learning. One-fourth of the students in Boston public schools have parents who were born outside of the United States. This guide contains a series of classroom activities, produced by Boston teachers and aides, that are designed to take advantage of the abundant cultural diversity found in Boston schools by encouraging these dual-culture students to share their multi- ethnic backgrounds with their peers. The activities help students construct booklets about themselves and their cultural backgrounds, and include information about the different countries these students' families came from as well as students' reflections on what it is like to live in two cultures. Other activities provided in this guide include the following: interviews/panel with foreign-born students; gestures in Spanish and English; middle and high school cooking classes; and other multicultural activities. (GLR)…

Farrell, Michele, Comp. (1984). A Guide to Children's Literature. Intended to help those searching for the right reading material, whether for a beginning reader or a young adult who is a slow reader, the books cited in this bibliography provide a subject access to children's literature. Each citation is accompanied by an annotation and a Library of Congress catalog number and is included in one of 15 sections of the bibliography: (1) general guides, (2) award books, (3) history of children's literature, (4) subject indices for children's literature, (5) biographical information, (6) representation of minorities, (7) special readers, (8) juvenile readers, (9) values, (10) coping, (11) poetry, (12) storytelling, (13) collection development, (14) miscellaneous, and (15) journals. (HOD)…

Dee, Rita, Ed. (1978). Planning for Ethnic Education; An Overview of the Elements Necessary in Planning and Implementing Ethnic Studies. The Illinois School Code requires that each student be taught the role and contributions of blacks and other ethnic groups in America. In this handbook aids are provided for elementary and secondary teachers striving to present meaningful ethnic studies learning experiences to their students. Definitions and desirable goals for ethnic studies programs are clarified as a basis for implementation of multiethnic materials into a curriculum. Examples are provided as to how this may be achieved. One element necessary in the provision of a multiethnic curriculum is the heightened awareness of and sensitivity to cultural differences. Classroom activities designed for encouraging this sensitivity at the middle, junior, and senior high levels are presented. The inclusion of cognitive material, while simultaneously challenging the student's mind and attitudes, is seen as necessary in creating a meaningful ethnic studies curriculum. In this context activities which focus on decision making and…

(1980). DORT: Ethnic Literacy Project. ESAA Basic Project. Teacher's Manual. This is a teacher's manual describing the activities of Detroit, Michigan's Ethnic Literacy Project and providing resource materials and classroom techniques for teaching ethnic heritage. The manual states that the Ethnic Literacy Project was intended to supplement the Detroit Objective Referenced Tests (DORT) Reading System. This system, the manual continues, was designed to develop comprehensive reading skills among students in all grades. Contained in the manual is a test for students to determine their knowledge about the history and culture of Detroit's many ethnic groups. The manual also contains lists of resource materials available from both general sources and from DORT. These materials include books, recordings and films. Various resource centers' addresses and sample suggested activities for extending ethnic literacy to basal readers are also included. A bibliography of books on ethnic subjects primarily for elementary school children, and a list of DORT Comprehension…

Mitchell, Maxine R., Comp.; And Others (1977). Relationships with Others. Our Human Ties. Monograph #3. This teaching guide, developed by the Los Angeles (California) Unified School District, presents concepts about relationships and a description of instructional objectives and activities which deal with family relationships, qualities of character and personality, and the teaching-learning act. A particular concept and objective are defined for each instructional activity. The activities emphasize role perception and changing roles and functions among members of a social or family group. A format for developing additional activities, a procedure for writing behavioral objectives, a glossary, and a bibliography are appended. (JCD)…

Mitchell, Maxine R., Comp.; And Others (1976). Interdependence and Social Interaction. Our Human Ties. Monograph #4. Interdependence and social interaction are the topics of this teaching guide developed by the Los Angeles (California) Unified School District. Presented here are instructional objectives and activities which promote cross-cultural communication and cooperation in the development of social value systems. Aspects of verbal and nonverbal communication are explored in relation to individual and group behavior. Attitudes toward physical handicaps, color differences, religion, and the environment are also addressed. An activity record and format for developing additional activities are included together with a glossary and a bibliography. (JCD)…

Klitz, Sally Innis (1980). Crosscultural Communication: The Hispanic Community of Connecticut. A Human Services Staff Development Training Manual. A TITLE XX Project. This manual was designed for use by Title XX field training personnel involved in providing services for Puerto Ricans in Connecticut. The manual is intended to develop cross cultural awareness by introducing the reader to the cultural orientations, social systems, and values of Puerto Ricans and other Hispanics. Included are background information on Puerto Rican geography, history, economy, and politics; a description of Hispanic value systems, family structure, religion, courtship and marriage practices, and health practices; a discussion of the Puerto Rican experience in the United States in politics, housing, employment and education; and a community social and health service model for Puerto Ricans. Also included are sample lessons for a Spanish language curriculum and a directory of Spanish speaking resource organizations in Connecticut. (MJL)… [PDF]

(1980). A Final Report of the 1979-1980 Independent Evaluation of the Chicago Indian Education Program (Little Big Horn School and O-Wai-Ya-Wa School). Specially Funded Projects. This final report examines an independent evaluation study of the Little Big Horn and O-Wai-Ya-Wa schools conducted by the Chicago, Illinois Indian Education Program during the 1978-79 school year. The report describes the content of each program, and information regarding freshman through senior grade level attendance and enrollment patterns is presented in graphic and tabular form. Vocabulary, reading and mathematics achievement test scores for each grade level, and group score changes and gain scores are also presented. A summary of answers to interview questions about program effectiveness, accomplishments, and future plans, which were answered by parents, community persons, teachers, and administrators, is included in the sections which measure degree of success. Each program is evaluated in separate concluding sections which summarize program difficulties and recommend measures for program improvement. (JCD)… [PDF]

Hayden, Robert C., Ed. (1979). A Dialogue with the Past: Oral History Accounts of Boston's Ethnic Neighborhoods and People. The document presents ten interviews with ethnically diverse Bostonian immigrants who have been long-time residents of their communities. It is part of the 1978-79 Ethnic Heritage Project for Boston Youth, designed for secondary students. Oral history is used to help students gain an understanding of the development of urban-ethnic neighborhoods in Boston. The interviews are arranged in five sections of two interviews each. An introduction contains historical and cultural background material. Interviewees' ages range from 60 to 98. Section I discusses Boston's Chinese community and focuses on everyday life, politics, employment, and personal immigration history. Section II concentrates on the early Irish American community of Dorchester, particularly the education and religion. Section III deals with the black church in Boston and the interviewees' church-community life. Section IV discusses various groups in East Boston and includes an interview with an Italian American woman and a…

(1974). A Guide for Evaluating and Selecting Multicultural Instructional Materials. Designed for both school and community personnel, this guide provides assistance in the evaluation and selection of ethnically valid instructional materials which reflect the role and contributions of the diverse racial and ethnic groups in American society. There is a list of 10 criteria for the selection of instructional materials and a statement of the major considerations involved in choosing textbooks that are racially unbiased. The principal method of evaluation described consists of a series of questions with examples which teachers, educators, publishers, or parents can use to examine the content of either individual passages or an entire text for ethnic or racial bias. The questions focus on omissions, stereotypes, distortions, impositions of standards, contributions, and derogatory language. The guide also suggests a method for correcting unacceptable passages. Finally, there are content analysis questions to be applied to the work as a whole. The appendixes include names… [PDF]

Lumb, Peter (1984). The Myth of the World of Literature for Australian Students. English in Australia, n68 p51-59 Jun. Briefly reviews two South Australian Education Department curriculum documents that justify the teaching of literature and then argues that newly arrived immigrants and many Australian ethnic minority students are denied the experiences of literature as established in the rationale of the documents. (HOD)…

Manley, Anita, Ed.; O'Neill, Cecily, Ed. (1997). Dreamseekers. Creative Approaches to the African American Heritage. Dimensions of Drama Series. This book shows how children and teachers from diverse backgrounds can become, through powerful imaginings, informed participants in the fight for social justice. It addresses significant African American themes, introducing models of excellence in multicultural teaching and presenting creative teachers at work in authentic classrooms. The dramas described in the book share kinship with the notion of "liberation literature." Part 1, "Creativity in Practice," includes: (1) "Incredible Journeys: From Manacles of Oppression to Mantles of Hope" (Anita Manley); (2) "Meeting 'Hattie'" (Cynthia Tyson); (3) "Everybody's History" (Sylvia A. Walton Jackson); (4) "Looking Back to Go Forward: Sharing Experiences through the Arts" (Pam Scheurer and Joan Webb); (5) "Postcards of the Hanging: 1869 African American Poetry, Drama, and Interpretation" (Edna Thomas); (6) "'Galimoto': Our Experience with an African Tale"…

Li, Xin (2005). A Taoist Intersubjective Becoming of "I" and "Thou". Online Submission This is a narrative inquiry of my cross-cultural identity as a teacher in three countries: China, Canada, and the United States of America. Taking an individual approach to cultural studies, I inquired the Chinese-Canadian life experiences of myself and my former student–a Chinese-Canadian woman immigrant. Beyond our similar ethnic and gender backgrounds, we found each other from warring social classes in China. Underneath our differences, we recovered the Taoist intersubjective knowing as our common deep identity with the Chinese culture. I further developed this research with my former student–a Mexican-American male teacher. Underneath our different and opposing gender, social class, and ethnic identities, we reconstructed the Buberian ontology of I and Thou as our common way of relating to each other, listening to and telling each other's cultural stories. We transcended our differences, and reconstructed our identities as fuller cultural beings. I concluded that individuals… [PDF]

Hollick, Julian Crandall; Turkovich, Marilyn (1991). Passages to India: Guide to Using the Audio and Print Programs. [Curriculum Book and Audiotape]. This curriculum packet is based on a National Public Radio series of 10 one-hour programs produced in India between 1986 and 1989. The tape cassette is designed to introduce middle and high school students to the people and land of India. The three programs on the tape include: (1) "Listening to India," which exposes the listener to the sound of everyday Indian life; (2) "On the Shore of Vast Humanity," which presents the diversity of land, religion, and language through poetry and song; and (3) "Beneath the Surface," which offers conversations with six Indian teenagers about their values and life goals. The booklet provides individual lessons to help students understand the complexity of India, its expansive topography, and the diversity of its people. (Contains 17 references.) (EH)…

(1996). The West: Curriculum Package. This document consists of the printed components only of a PBS curriculum package intended to be used with the 9-videotape PBS documentary series entitled "The West." The complete curriculum package includes a teacher's guide, lesson plans, a student guide, audio tapes, a video index, and promotional poster. The teacher's guide and lesson plans introduce the video series and provide objectives, video questions, and activity suggestions. The student guide has hands on activities that encourage students to act as historians and filmmakers and encourages them to tell a historical story of the West through film. Audio tapes share interviews with producer Ken Burns, series producer/director Steven Ives, and series co-writer Dayton Duncan. The video index comprises two indices–a subject index and an alphabetical index. Finally, a promotional poster shows the cast of Buffalo Bill's original 1885 Wild West Show. (RJC)…

Deshler, Don, Ed.; Graham, Steve, Ed.; Harris, Karen R., Ed. (1998). Teaching Every Child Every Day: Learning in Diverse Schools and Classrooms. Advances in Teaching and Learning Series. Chapters in this book address the problems faced in today's diverse neighborhoods, schools, and classrooms, as well as the opportunities diversity provides. The schools, teachers, administrators, families, and communities drawn on in these selections provide examples of the effective integration of what is known about achieving success for all students as they illustrate what can be and is being done. Many techniques, from explicit instruction to discovery-oriented approaches, are incorporated in the areas of reading, writing, and mathematics. An eclectic combination of teaching approaches is recommended to allow flexibility in meeting the needs of a wide range of students. The following chapters are included: (1) \Self-Renewal: One School's Approach to Meeting the Challenge of Student Diversity\ (Steve Graham and Karen R. Harris); (2) \The Four Blocks: A Balanced Framework for Literacy in Primary Classrooms\ (Patricia M. Cunningham and Dorothy P. Hall); (3) \Portrait of an Engaging…

Dillon, Randy K. (1998). Intercultural Communication Activities in the Classroom: Turning Stumbling Blocks into Building Blocks. This paper explores behavior patterns that inhibit effective communication in everyday, educational, and business cross-cultural settings. Opportunities to change these inhibiting patterns, metaphorically referred to as "stumbling blocks," into building blocks or tools for successful intercultural understandings are discussed in the paper through three structured intercultural simulation activities. The paper names six of these stumbling blocks as the assumption of similarities, language differences, non-verbal misinterpretations, preconceptions and stereotypes, tendencies to evaluate, and high anxiety. The paper suggests three activities: (1) the diversity board activity which encourages and challenges students to explore roles of others that they will encounter in a multicultural society; (2) the intercultural dart game, similar to the game "Trivial Pursuit," which concentrates on knowledge of intercultural information; and (3) "BARNGA" which is a… [PDF]

(1991). Symbolism in Japanese Language and Culture: Activities for the Elementary Classroom. Grades–Upper Elementary. This book aims to expose students of grades 4-6 to the language and culture of Japan. The unifying theme of all of the lessons is symbolism in Japanese language and culture. Lessons can be used as a unit or in sections and specific lessons can be presented in isolation. Each day's materials and format are described in detail with specific objectives noted with the procedure for conducting the lessons. No prior knowledge of Japanese language or culture is required of either the teacher or students to use these materials. A pronunciation guide is part of the introduction to the unit. The 13 lessons include: (1) "Japan Bingo"; (2) "Japanese Names"; (3) "Greetings"; (4) "Artifacts"; (5) "Fukuwarai – The Smiling Goddess Game"; (6) "Kanji: Origins of Communication"; (7) "Discovering Authentic Characters"; (8) "Getting Around Tokyo"; (9) "Japanese Geography and Global Perspective"; (10)…