Lynn, Karen (1993). Teacher Use of Turkish Art To Motivate and Enlighten Elementary Level Students in Social Studies Reading and Research. This activity is designed for use in connection with the study of Turkish history by elementary school students. The activity utilizes Turkish art to stimulate students to create their own written interpretations of history. The particular work of art studied is "Miniature with a Cat Design," from the collection of the Topkapi Museum in Istanbul. These materials include information about the activity for teachers, goals and objectives, general overview and procedures, as well as an example of a student-created work (third-grade level). (DB)… [PDF]

Zhu, Wei (1991). A Chinese Teacher's Efforts To Promote Cross-Cultural Communication. Differences in the ways in which instruction is presented in United States and Chinese classrooms underscores the need for cross-cultural communication, particularly when a teacher from one culture is working in the other. Promoting cross-cultural communication in the classroom contributes to global efforts to achieve greater understanding among people from diverse cultural backgrounds. In working toward such a goal, a Chinese-educated teacher shares with her students in Freshman Composition the experience of being educated in China and explains the Chinese educational philosophy. Departing from the authoritarian Chinese model of teaching, she invites students to take a more active role in class and discuss education. Foreign students are invited to contribute to class input by making presentations about their cultures. The teacher assigns readings on culture-related topics by authors from different cultural backgrounds. Students are encouraged to ask each other questions about…

Eminov, Ali (1989). The Elimination of Turkish Language Instruction in Bulgaria. The goals of language policies in Marxist-Leninist states tend to be applied in three stages: (1) pluralism, (2) bilingualism, and (3) monolingualism. The language policies in Bulgaria, particularly as applied to the Turkish minority, fit this pattern. A pluralistic language and education tradition in Bulgaria, inherited from the Ottoman Empire, lasted until World War II. Turks and other national minorities were given rights to control their own schools and use their own language. Turkish schools in Bulgaria were important in maintaining language, religion and ethnic identity among Turks. Political changes in the 1920s and 1930s caused many of these schools to be closed, so that by the end of World War II their number had been reduced by 75 percent. After Communist Party consolidation of power in post-war Bulgaria, schools were nationalized, and the government worked for the assimilation of all minority groups into mainstream Bulgarian culture. From 1946 to about 1960, policies… [PDF]

Thomas, Paul F. (1987). Understanding Culture and Place. Horizon, v25 n2 p25-39 Win. Human beings are shaped by their cultural and natural environment, yet there is no systematic in-depth inquiry into world cultures at any given level in the social studies grade spectrum. This article attempts to collect and collate the scattered notions about different cultures and places to which students are exposed from about grade 6 onward with a view to providing textual reference material that will be useful to students and teachers alike. A cultural region is primarily created by humans as they meet human needs. Cultural landscape is defined from the standpoint of human impact on the environment and is not independent of the natural environment; rather, it reflects ways in which a group of people choose to use the natural environment. Different environments offer different ranges of use possibilities for sustaining life. Humans' use of the environment usually requires the use of tools or technology. Social organization occurs so people can manage the environment, and exist…

(1987). Teaching Nonwestern Studies: A Handbook of Methods and Materials. Methods and techniques developed by teachers in the classroom and designed to involve students in a variety of learning activities to enhance their perception and understanding of a global world are the focus of this handbook. The activities described are designed to promote group discussion and to provide the stimulation for a greater variety of learning methods that place emphasis on the relationship between the content of the materials and the teaching process. The handbook is divided into four sections, each of which presents an overview of various approaches to teaching about the non-Western world. Examples of non-Western studies programs are provided, as well as a list of the major resources available for non-Western studies and a review of some of the major curriculum projects available in non-Western studies. Methods suggested for teaching non-Western studies include the use of: (1) content analysis; (2) critical incidents; (3) case studies; (4) situational exercises; (5)…

(1986). Project BETA, 1984-1985. OEA Evaluation Report. Project BETA is a multi-site program serving 224 recent immigrants in ninth through twelfth grade. Originally intended as an enrichment program for gifted and talented students with limited English proficiency (LEP), in practice, the program is open to all LEP students in three targeted languages: Korean, Vietnamese, and Haitian Creole/French. The project is part of the attempt to facilitate social and academic mainstreaming of LEP students by instilling in them a sense of pride in their native cultures through exposure to their histories, arts, and formal study of native languages. Increased parental involvement, and staff and curriculum development were secondary goals. Several changes have occurred since the program was proposed because only partial Title VII funding was available for both the resource teacher positions and the project director, and because lower than expected enrollment made most native language content-area classes impractical. Program objectives were assessed…

Sebes, Joseph S. (1980). The Role of Inner Asia in Early Russo-Chinese Relations: Teaching Aids for the Study of Inner Asia, No. 8. Teaching about Inner Asia in the context of today's world can be accomplished by presenting the historical relations among China, Russia, and Inner Asia. Present day China-Russia policies and relations date back to earlier unequal treaties forced upon China by the West. China has historically attempted to maintain an isolationist position against constant invasions, many from the northern Mongols who were able to succeed in ruling the Chinese people for over 700 years. The Great Wall of China was constructed to protect the Chinese people from invasions by the northern barbarians. China's policy toward this region was characterized by tribute missions. Soldiers and merchants were not esteemed by their society, and Chinese policy was opposite Russia's "war or trade" policy. The first conquest of China was that of Ghengis Khan and his grandson Khubilai Khan in A.D. 1280. After the end of the Khans' reign in A.D. 1370, the Ming Dynasty maintained strong military forces against…

Bush-Bacelis, Jean (1986). Cross-Cultural Training for Business: Current State of the Art and Bibliography. A review of current research and research needs in cross-cultural training for business and a bibliography are presented. Future research should look at the world market that exists beyond traditional countries engaging in international trade. Business opportunities are available elsewhere, but American businessmen are ill-prepared to take advantage of those opportunities. Such research might focus on challenging hypotheses, finding new data sources, or taking an interdisciplinary view of aspects of international management. The methodology of research on business culture should be further developed. The bibliography contains citations of journal and periodical articles, book articles, and books on cross-cultural training for business culled from a database search by computer and library collections. (MSE)… [PDF]

Cohen, Marlene (1984). International Students as Teachers in College Classrooms. Foreign students enrolled in colleges and universities in the United States represent a broad range of cultures and could provide the intercultural experiences and wider world view that American students need. At present, however, interaction between these foreign students and their American classmates is minimal. A survey of foreign student advisors and instructors from 16 community colleges in nine states indicated that food fairs, student fairs, and international student clubs were the primary means of bringing American and international students together. Few academic programs appear to exist where American and international students can meet and exchange ideas, yet the classroom is the best place for a campus to begin to widen its horizons. Courses can be designed to focus on intercultural communication or to take up the minority viewpoint on historical, political or social issues. Foreign students can also be invited to guest lecture in appropriate courses. A sampling of… [PDF]

Agatucci, Cora (1989). Empowering Students through Collaborative Learning Strategies. Collaborative learning strategies can be especially effective in empowering first-year, culturally diverse students to integrate successfully into academic culture. Programs such as San Diego University's Intensive Learning Experience (ILE) link English and study skills instruction to specific general education courses, such as Cultural Geography or History of Western Civilization, creating a supportive learning community that bridges high school and college. Student-centered classrooms, based on cooperation and community through collaborative learning, take the inherent tensions in the academy (tensions between academic and student cultures, between teachers' roles as student advocates/collaborators and as institutional authorities/evaluators, etc.) and make them productive for the student, teacher, and the institution itself. Collaborative learning strategies encourage students to play an active, meaningful role in their education, and present reading and writing as social as well… [PDF]

Gilbert, Janet M. (1981). Justice Around the World: A Student Packet for Secondary Schools. Foreign Area Materials Center Occasional Publication 26. This learning packet contains seven modules designed to teach about human rights around the world. These activities may be integrated into different subjects within the social studies curriculum. For each module, the case studies are drawn from two of the five countries included in the "Handbook on Human Rights and Citizenship." Each module also contains learning objectives, class activities, and student reference materials. The packet is formatted so that student activities may be reproduced for distribution to the class. Module 1 focuses on developing a broader understanding of the definition of human rights through an in-depth examination of the "Universal Declaration of Human Rights." The activities in module 2 are designed to enhance the understanding of justice as it is observed or ignored at individual, institutional, national, and international levels. Activities in module 3 examine the issue of freedom of conscience and expression. The ways that… [PDF]

Leurin, Marcel (1985). Querying the Intercultural Approach. Seminar Held in Brussels, Belgium, September 21-22, 1984. The CDCC's Project No.7: "The Education and Cultural Development of Migrants.". This report summarizes comments of 10 researchers on topics relevant to intercultural education in Western Europe. The two-day seminar was organized by the French Commission for Culture in Brussels, the General Confederation of Teachers, and the Socio-Cultural Centre for Migrants in Brussels to bring research insights to Belgian educators involved on a daily level with high concentrations of foreign pupils. Reasons were given for slow development of intercultural education in Belgium, including opposition to learner-centered instruction, fear of lowered standards, and prejudice toward foreign teachers. Dangers of paternalism and segregation in poorly designed intercultural education were discussed. Migrant education efforts of the Council of Europe's Council for Cultural Cooperation were reviewed. Cultural characteristics of migrant children were explored with an emphasis placed on respecting differences in codes which regulate daily behavior. Psychoanalytic theories concerning…

Russell, Anna Rita (1981). Game for Anything: Multi-Cultural Games and Activities for Children. A collection of Native and newcomer Canadian children's activities and games have been gleaned from various cultural sources for children to benefit from Alberta's diversity of ethnic groups. The handbook forms a framework for the teacher/parent to organize activities for children allowing change and modification if necessary. The first section describes Indian activities such as intertribal gambling games (Bone Dice, Onesteh, Cheekahkwanug), guessing games (Gaquitt), traditional sports (Lacrosse, Papassi Kawan, Snow Snake), potato stamp technique used for decorating basketry, and face painting used during ceremonial dances, battle, and times of mourning. Recipes for Native dishes (Sunflower Seed Cake, Corn Chowder, Yellow Squash Soup) concludes this section. The second section consists of games (La Mora, Shangai, Tag, Quattro Cantoni, and various versions of Hopscotch), recipes (Slemp, Tortelli, Yogurt Torte, Egyptian Halvah, Crackling Bananas), and crafts (kites, origami, weaving,…

Rey von Allmen, Micheline (1982). The Education of Migrant Workers' Children–"The Training of Teachers." Course on the Intercultural Training of Teachers (Lisbon, Portugal, September 21-24, 1981). A course on the intercultural training of teachers, organized by the Portuguese authorities, was a result of a Franco-Portuguese pilot project concerned with the development of intercultural training courses and teaching materials. Purposes of the course were to present the material prepared by the joint Franco-Portuguese team; to test and evaluate it on the basis of the participants' thoughts; and to draw up recommendations concerning the intercultural training of teachers in Europe. Participants were from 14 countries (France, Portugal, Austria, Cyprus, Spain, Denmark, Italy, Norway, Netherlands, Federal Republic of Germany, United Kingdom, Switzerland, Turkey, and Yugoslavia) and 4 governmental and non-governmental organizations. Topics covered in lectures, talks, and discussions in plenary sitting and in working groups were: presentations of the Franco-Portuguese pilot projects; examples of teacher training in Turkey and the Federal Republic of Germany; socio-cultural data…

Martinez, Jesus D.; And Others (1973). Project SUN (Spanish, Ute, Navajo). Education Journal of the Institute for the Development of Indian Law, 2, 2, 14-16, Sep 73. A part of the Southwest Board of Cooperative Services, Project SUN (Spanish, Ute, Navajo) is a multilingual, multicultural program for children in grades K-3. (KM)…

Wei, William (1978). Prejudice and Ethnocentrism; A Curriculum and Resource Manual for Elementary School Teachers. This manual was prepared to assist teachers in educating students on the nature of prejudice and ethnocentrism and how to deal with both of them. By focusing on the interrelated themes of self, similarities and differences, and coping with differences, the problem of prejudice is approached. The material on self is devoted to increasing students' self-awareness, self-recognition, and relationship to the larger society. The material on similarities and differences is devoted to pointing out the variety and vitality of a pluralistic society, and encouraging pride in students' own ethnic identity. Ways to cope with differences are addressed in the context of lifetime experiences in an ethnically varied society. This manual is divided into 5 modules, each addressing a specific aspect of one of these themes. Each module contains a variety of activities designed to increase students' awareness and understanding of prejudice. Then students are encouraged to think through the experiences…

Casey, Tommye W.; D'Amico, Joseph J. (1981). Using History, Heritage, and Hearsay. This teaching guide suggests ways to help elementary pupils use an accompanying student instructional guide to learn about five of South and Southwest Philadelphia's ethnic groups. The title of the student guide is "History, Heritage, and Hearsay: A Children's Guide to Ethnic South and Southwest Philadelphia" (SO 013 690). Students, through readings and learning activities provided in the "Children's Guide," learn about the culture and history of Afro Americans, Irish Americans, Italian Americans, Jewish Americans, and Polish Americans. The program also involves students in examining their own ethnic background. The teacher's guide consists of three sections. The first section provides background information on using the program with youngsters. Topics in this section include intergroup understanding and tolerance in youngsters, current trends in ethnic heritage studies, ethnic heritage studies concepts in the program, and different ways to use the program. The… [PDF]

Hurwitz, Suzanne, Ed.; And Others (1980). In Search of Our Past: Units in Women's History. U.S. History Student Manual. Designed to supplement what is customarily taught in junior high school United States History courses, this student manual contains three units which focus on women's history. Unit I concerns Native American women in Pre-Columbian America. Readings include The Story of a Zuni Girl–Blue Corn, Native American legends, Women as Leaders, and Native American Woman and Art. Unit II examines the role of Southern women from 1820 to 1860. Students read The Story of a Slave Girl; The Diary of Olivia Crawford, based on accounts of plantation life; Harriet Tubman, the Moses of Her People; and Fight and if You Can't Fight, Kick (from Black Women in White America). Unit III, Women in Struggle: Immigration and Labor 1820-1940, includes an essay on women immigrants, an excerpt from Jewish Grandmothers, Chinese Women Immigrants: Expectations and Arrivals, Women in the Labor Movement, and The Garment Worker's Strike. Each unit provides discussion questions and suggests activities. The major activity… [PDF]

Scane, Joyce; Ullmann, Rebecca (1981). La Fete de la Ste-Catherine: Guide. A teacher's French-English guide to a cultural module that is designed to provide introductory reading materials for students of French as a second language is presented. The module, "La Fete de la Ste-Catherine," aims: (1) to develop an awareness in the students of a few of the special events that reflect the multicultural nature of Canadian society, (2) to introduce the students to the history and customs of the French Canadian fete de la Ste-Catherine, and (3) to have the students experience some of the fun associated with this festivity by making taffy. The module is designed for students age 10 to 12 who have a minimum of one year of French instruction and have acquired basic French reading skills. Students who are age 9 and have had two to three years of previous French instruction, including a year of French reading skills, will be able to profit from the module. Background information is presented concerning the festival, the taffy pull, and Marguerite Bouregoys,…

Ruelius, Andrea (1980). Global Classroom Resource Guide. This sourcebook for teachers contains resources and learning activities to help middle and high school age students learn about Boston as an international and multicultural city. The materials can easily be adapted by teachers for use with elementary students. Staff of the Global Classroom Project developed the sourcebooks. For the past two years the project has brought together 40-50 students and their teachers from three to four schools for a week to ten days (cycles) to help them explore their own backgrounds and neighborhoods and learn about the interrelatedness of all Boston's citizens to the rest of the world. The resources listed in the sourcebook have been instrumental in the development and implementation of this model international awareness program. The sourcebook is comprised of three parts. Part I describes activities conducted during Global Classroom cycles. It includes a sample activity guide, glossary, and curriculum materials used by students during the program. For…

Neidich, Robert (1980). Bilingual Program Project SELL. Final Report. Project SELL (Spanish/English Language Learning) served 344 limited English speaking (LEP) and 40 non-limited English speaking (non-LEP) students from intermediate and junior high schools in Queens, New York. Non-LEP students acted as role models for LEP students to assist in the improvement of English language skills while LEP students acted as role models in Spanish language and culture classes. Bilingual support personnel were available for LEP students. LEP students who achieved proficiency in English were transferred out of the program while receiving additional academic support services. LEP students were mainstreamed in all subject areas. A team of guidance counselors and family assistants supported pupil adjustment and parent involvement. The program was evaluated through a questionnaire which asked school principals to identify the strengths and weaknesses of Project SELL and through evaluator observations. The evaluator found that the program operated in a superior manner…. [PDF]

McNeill, Earldene; Schmidt, Velma E. (1978). Cultural Awareness: A Resource Bibliography. This annotated bibliography cites books for children and resource materials such as books and articles, bibliographies, catalogs, and periodicals for adults which deal with various aspects of different cultures. Posters, pictures, records, films, filmstrips, slides, dolls, and museums which pertain to particular cultures are also listed. Separate sections focus on Asian Americans, Black Americans, Native Americans, Spanish-speaking Americans, and multicultural resources. Also included are suggestions for analyzing children's books for racism and sexism, and a resource directory. (EB)…

(1978). Haitian Resource Unit, Level III–A Systems Management Approach. Presented in this document are 37 guided lesson plans designed to further appreciation of Haitian culture. Included are lesson plans for three levels: (1) kindergarten through second grade; (2) third grade through sixth grade; and (3) seventh grade through ninth grade. The lesson format includes pre and post tests, materials, vocabulary, motivation, aim, procedure, homework, and follow-up. The aim of each lesson plan, presented in question form in the children's language, is intended to guide the children to achieve the objectives of the lesson. Terminal objectives chosen for this unit are based on different aspects of culture, geography, economic system, and history in Haiti. Also considered are comparisons between Haiti and New York City and students' daily needs. The objectives for each lesson are presented in behavioral terms for the teacher's direction. (EB)…

(1975). Minneapolis Multi-Ethnic Curriculum Project–Migration Unit. The student booklet presents short chapters illustrating the migration unit of the Minneapolis Multi-Ethnic Curriculum Project for secondary schools. Sixteen brief chapters describe migration, immigration, and emigration in the United States. The first six chapters offer first person accounts of immigrants from Norway, Korea, Egypt, Hitler's Germany, and Yugoslavia. These are of both early and contemporary immigrants. Other chapters present brief histories of immigration in the United States including a discussion of laws and quotas, and the Chinese, Mexican, and Finnish migrations. One chapter describes the slave trade and offers a related simulation game, while another relates the story of the removal of the Choctaw Indians from Mississippi to Indian Territory. The final two chapters discuss the contemporary movement of blacks to Atlanta, Georgia and patterns of moving in the United States today. (CK)…

Harvey, Karen D. (1980). Classroom Management: An Annotated Bibliography. This annotated bibliography cites reference materials that will assist the classroom teacher in conceptualizing a comprehensive approach to classroom management. The first section contains references related to the diagnosis of learning styles, teaching skills, individualized instruction, cooperative learning strategies, mainstreaming, teaching students from diverse cultural backgrounds, and the unique problems of the urban school. The second section has two parts. The first deals with cognitive, moral, social, and physical development, and the second part deals with behavior management. The final section concerns creating a physical environment which is conducive to learning, maintaining comprehensive and appropriate records, and handling noninstructional responsibilities. (JD)…

Johnson, David M.; Smith, Ruthena (1978). Teaching Ethnicity with Novels. Knowledge about the social behavior and backgrounds of American ethnic groups is important for social service personnel, but members of the groups are not always available to teach or interact with students. As a way around this problem, a system has been developed for studying ethnic communities through novels featuring members of the chosen ethnic groups and either written or approved by them. Utilizing this approach, a course was designed to prepare social service workers for work among ethnic groups. In the course novels are used in conjunction with materials on the study of cultural orientations, in particular, \An Introduction to Intercultural Communication,\ by John Condon and Fathi Yousef. Classroom procedures, examples of the novels chosen, and kinds of analyses the students are asked for are presented in this paper. The role-playing of chosen incidents from the novels is stressed. The use of these incidents as a basis for practicing social work skills in the classroom is…

LaFontaine, Hernan, Ed.; And Others (1978). Bilingual Education. A National Doctorate Association Series. This anthology of articles is intended to encourage broad study in the field of bilingual education as a basis for the acquisition of knowledge which will enable practitioners to make intelligent decisions about the programs in which they participate. An overview is provided of the policy and legal factors which had an impact on the efforts to establish bilingual education as an integral component of American education. The importance of recognizing students' cultural backgrounds is highlighted as essential to the successful development of any educational program. In addition, pragmatic concerns related to language, program design, and curriculum considerations are detailed and issues in staff development for bilingual programs are examined. The process of evaluating bilingual programs is discussed, especially in terms of assessing students' language performance. (Author/MC)…

Trueba, Henry T. (1988). Culturally Based Explanations of Minority Students' Academic Achievement. Anthropology and Education Quarterly, v19 n3 p270-87 Sep. Reviews research on the relationship of cultural background to academic achievement. Concludes that the most successful approaches to minority education recognize and use cultural background in the activity settings in which the learning process takes place. (FMW)…

Clay, Marie (1986). Young Readers and their Cultural Connections. Australian Journal of Reading, v9 n4 p239-49 Nov. Recommends encouraging children to make personal links between particular topics, their own prior experiences, and their developing sense of identity. Schools are more socially diverse than ever before, and this will continue to increase in the future, so that many students will have more than one culture to draw upon. (NKA)…

Bean, Thomas W.; Senior, Helen Money; Valerio, Paul Cantu; White, Fern (1997). Secondary English Students' Engagement in Reading and Writing about a Multicultural Young Adult Novel. This study explored 22 ninth-grade English students' reading engagement and interpretation of a young adult multicultural novel dealing with biethnic identity development. The descriptive multicase study charted students' literary engagement in an urban technology magnet school and a rural Hawaii high school. The research question was: What are the characteristics of students' writing during the reading and interpretation of a multicultural young adult novel? Detailed analyses of seven students' journal freewriting, character interpretation dialogue journals, and research papers on the novel's cultural authenticity revealed that students: (1) produced more personal and interpretive reactions to the novel than a simple description of events; and (2) students had a strong sense of agency and voice, supported by the reader-based style of teaching in both classes. This study points to the need for students to have opportunities to read and talk about literature that explores ethnic and… [PDF]