(1990). Proyecto Curricular Sobre la Herencia Iberoamericana. Latinos en la Formacion de los Estados Unidos de American: Ayer, Hoy y Manana. Procedimientos de la Conferencia Sequnda Conferencia Anual del Panel Consultivo Internacional en Santillana del Mar, Espana (The Ibero-American Heritage Curriculum Project. Latinos in the Making of the United States of America: Yesterday, Today, and Tomorrow). The Ibero-American Heritage Curriculum Project is an interdisciplinary curriculum development project designed to integrate the study of Ibero-American heritage and culture into classroom instructional programs, kindergarten through grade 12. The project was initiated by the New York State Education Department and involves the Spanish National Commission for the Quincentenary of the Discovery of America, the Christopher Columbus Quincentenary Jubilee Commission, seven countries, seven states, and Puerto Rico. This proceedings presents papers linking scholarly research to previously identified curriculum themes. Papers and authors are: (1) "The Ibero-American Experience (The Colonial Period: XV-XVIII Centuries)," J. J. Klor de Alva; (2) "The Sephardic Influence and Contributions," J. Z. Appelbaum; (3) "Latin America: The Nineteenth Century," G. H. Gossen; (4) "Portugal," A. Novoa; (5) "The Chilean in California," N. Duchens; (6)…
(1985). AFS Orientation Handbook: Volume V. Designed for use by persons who plan and lead orientation and cross-cultural training sessions for AFS students, natural and host families, and volunteers, this handbook implements and supports recommendations from an AFS workshop and ideas originating in Argentina, Australia, Canada, France, Germany, Italy, New Zealand, Sweden, and the United States. Section 1 introduces the document's purposes, and section 2 presents statements concerning the AFS program's content, learning objectives, and quality. Sections 3, 4, and 5 are resource guides to information concerning pre-departure, during-the-sojourn, and post-return orientations. Section 6 addresses: (1) describing a home community; (2) motivating host country volunteers; (3) investigating a host country community; (4) benefiting from the exchange experience; and (5) journal keeping. Section 7 offers an eight item annotated bibliography on approaches to foreign language learning and post-return orientations. Pictures and charts are…
(1983). Understanding Our Cultural Diversity: A Theme Guide to K-12 Curricular Resources, Activities, and Processes. Presented in matrix form, this guide presents sample activities and resources for teaching cross-cultural studies and global education in a variety of content areas in the K-12 curriculum. Five goals are presented: to develop increased self-awareness and a positive self-concept among students of all ethnic groups; to develop an understanding and appreciation of the linguistic and cultural pluralism of the United States; to develop an understanding of image formation and stereotyping and their impact on individual and group dynamics; to recognize the commonalities shared by all human beings; and to create an awareness of how world events affecting a root culture also affect ethnic groups in the United States. For each of these goals, a matrix presents a content focus; sample activities for grade levels K-3, 4-6, 7-8, and 9-12; skills; and resources. Topics covered in these lessons are self-concept, ethnic and national heritage, the significance of names, social roles, national games,… [PDF]
(1982). Teaching Strategies for More Effective Integration. The central theme of the booklet is that integration does not just occur naturally as a result of merely placing students of different race or ethnic groups in the same school setting. It occurs by the special efforts of classroom teachers who encourage student friendship formations. The booklet contains a variety of teaching strategies which could help to maximize the formation of student friendship. These teaching strategies come from research literature and/or from a sample of classroom teachers whose classrooms have experienced high levels of integration. Brief summaries from over 20 research studies are provided and successful classroom teachers are quoted. Teachers can promote sound achievement and integration of minority students by: (1) exhibiting a warm, unprejudiced, accepting, and optimistic attitude to all students; (2) using informational methods that teach about other cultures and customs; (3) teaching directly social skills and rearranging groups or seating to…
(1983). Thomas Jefferson High School Effective Transition of the Bilingual and Bicultural Student to Senior High School. O.E.E. Evaluation Report, 1981-1982. Project Effective Transition of the Bilingual and Bicultural Student to Senior High School (ETBBS) at Thomas Jefferson High School in Brooklyn, New York, provided additional administrative and instructional staff in order to offer instructional services to 165 foreign born students, mostly from Puerto Rico and Haiti. The program was designed to develop English proficiency, and offered instruction in native language arts, social studies, mathematics, and science. This report describes the 1981-82 implementation of the program and discusses the sources of funding, participants, program content, instructional and noninstructional components, parent involvement, and staff development. Analysis of student achievement indicates that: (1) students gained on reading ability of Spanish but failed to achieve the program objective in this area; (2) the program objective for science was met but performance for mathematics and social studies fell short of the goal; and (3) attendance rates of… [PDF]
(1988). From Problems to Solutions: Responses to the Needs of Non-White Students. A Survey of and Recommendations on the Needs of Non-White Students at the State University of New York. This report outlines current concerns and interests affecting non-white students in the State University of New York (SUNY) system and proposes initiatives to redress the historical inequilibrium of non-white student achievement. Data were gathered from scholarly publications, reports, and position papers, and at conferences. The following issues are discussed: (1) the obligations of SUNY, as expressed in its Mission Statement, to ensure equal access to programs and resources and to combat racism; (2) the occurrence of racism on college campuses; (3) weaknesses in strategies for recruitment and retention; (4) successful local ongoing recruitment and retention programs; (5) developments in recruitment since May 1987; (6) minority studies in the SUNY curriculum; and (7) study abroad programs. The following institutional programs are recommended: (1) further increase of non-white undergraduate and graduate students; (2) provision of non-Western academic disciplines and courses; (3)…
(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Minority Women: An Annotated Bibliography. This annotated bibliography, which was compiled between December 1977 and July 1979, is designed for workshop leaders and teachers and provides information on resources on the topic of minority group women. It was developed to supplement the teacher-training manual, curriculum guides, filmstrips, and filmstrip user's guides for \Integrating Cultural Diversity into Non-Sex-Biased Curricula,\ a program to help students understand the status, needs, and contributions of minority group women. This bibliography is divided into five sections: (1) elementary resources; (2) secondary resources; (3) postsecondary and teacher resources; (4) elementary audiovisual resources; and (5) secondary audiovisual resources. Each section is further organized by minority group: American Indian, Asian American, black, Hispanic, and multiracial. Resources listed in sections devoted to elementary and secondary levels are primarily student-learning materials. Included are materials on, as well as by,… [PDF]
(1981). Research on Minority Languages and Educational Achievement: A Synthesis and an Interpretation. This paper focuses on the relationship between minority languages/cultures and educational achievement in mixed industrial societies, highlighting, in particular, the role of language and discourse strategies in the reproduction of educational inequality. Three major factors underlying accounts of inequalities in social and educational opportunities are noted: (1) language and discourse strategies; (2) cultural background and modes of cultural reproduction, including the transmission of knowledge; (3) social structure and modes of social reproduction, including the distribution of social, economic, and political roles. Studies of educational inequality that have been sociolinguistic in nature have been criticized largely for focusing on micro processes which lead them to produce\how\ rather than \why\ explanations. These criticisms are responded to through highlighting the role of language and communicative conventions in restricting access to knowledge, pointing out how inequalities…
(1976). A Multicultural Bibliography. This annotated bibliography developed by the San Diego (California) County Board of Education was intended to present positive cultural images of diverse ethnic groups. Entries include books on history, biography, folklore, fiction, poetry, arts and crafts, and contemporary life of black Americans, Mexican Americans, Native Americans, Chinese Americans, Eskimo Americans, Japanese Americans, Puerto Rican Americans, and other Ethnic Groups. The educational level of each work cited is indicated. (JCD)…
(1979). Teach Them All. Six social studies units for teachers of elementary and secondary students are presented. The document, written by various authors, is one component of the Pike County, Alabama, ethnic studies inservice training project. Objectives of the units are to help students develop an awareness and understanding of differing cultures and customs. Topics covered are the community as a melting pot, the civil rights movement of the 1960s and related Kennedy and Johnson legislation, multi-ethnic community helpers in Pike County (grades K-2), ancient Greece and its effects on world culture, development of a positive self-image (grades 3-4), and individual and group interaction and conflict resolution. Each unit outlines educational objectives and goals, major and minor concepts, and evaluation suggestions. A major part of each unit presents suggestions for student activities. Students are involved in researching, presenting and writing reports, interviewing, listening to speakers, viewing films…
(1995). Overview of Germany: The Federal Republic and the Federal States. Social Studies Grades 6-8. Update 1995. 2nd Revised Edition. This packet is designed for middle school classrooms. The four lessons correspond to the typical curriculum pattern of world cultures, geography and government. The materials focus on world studies and state studies from a comparative U.S./Germany perspective. The lessons include: (1) "Culture and Perspective Taking on the Federal Republic of Germany"; (2) "Unifying Traits in Both the United States and the Federal Republic of Germany"; (3) "German Governmental System"; and (4) "Geography of Germany." Numerous activities accompany each lesson with handouts and transparencies for use. Color transparencies in this packet focus on: (1) "The Federal Republic of Germany"; (2) "Culture"; (3) "Statue of Liberty"; (4) "Brandenburg Gate"; (5) "The States of the Federal Republic of Germany"; (6) "The Federal States: City Overlay"; (7) "The Federal States"; (8) "The Coats of Arms…
(2000). Language Policy and Pedagogy: Essays in Honor of A. Ronald Walton. This edited volume brings together 14 diverse articles dealing with various aspects of language policy and pedagogy. Chapter titles include the following: "Language Practice, Language Ideology, and Language Policy" (Bernard Spolsky and Elana Shohamy); "The Status Agenda in Corpus Planning" (Joshua A. Fishman); "The Way Ahead: European Recommendations for Language Teaching Policy Development into the Next Century" (J.L.M. Trim); "The Winds of Change in Foreign Language Instruction" (Richard D. Lambert); "Foreign Language and Area Studies through Title VI: Assessing Supply and Demand" (Gilbert W. Merkx); "System III: The Future of Language Learning in the United States" (Richard D. Brecht and A. Ronald Walton); "An Early Start for Foreign Languages (but not English) in the Netherlands" (Kees de Bot); "Elementary School Immersion in Less Commonly Taught Languages" (Myriam Met); "Forging a Link: Tapping…
(1998). The Early Years: A Reader. This book compiles specially commissioned articles about early childhood education written by experts in the field and students enrolled in the Early Childhood Studies Scheme at the University of North London. The book is divided into seven parts. Part 1 concerns how young children learn and includes articles on a developmental approach to the curriculum and the inclusion of play. Part 2 contains articles discussing how learning environments can support children and ensure that they all have equality of access and opportunity. Part 3 offers theoretical and practice-related articles on classroom observation, and notes that observation is a vital tool in the practitioner's repertoire. Part 4 examines the importance of talk in early learning and provides examples of how adults have structured situations to encourage children to talk. Part 5 contains articles and observation notes on emergent literacy, including developing an understanding of the reading process, early writing, and a…
(1995). The Training and Supervisory Needs of Racial and Ethnic Minority Students. Journal of Multicultural Counseling and Development, v23 n4 p246-58 Oct. Despite increasing attention given to multicultural training issues in counseling programs, there is a dearth of information on unique training needs of racial and ethnic minority trainees. Reviews literature relevant to training needs, offers examples of training and supervisory issues, and makes recommendations for future research and training. (JBJ)…
(1992). Columbus and the Exploration of the Americas: Ideas for Thematic Units in the Elementary Grades. Social Studies and the Young Learner, v4 n4 p19-22 Mar-Apr. Provides suggestions for creating thematic units for teaching about the voyages of Columbus. Explains that, to promote critical thinking, the activities are organized into the levels of (1) comprehension and conceptualization; (2) causality; (3) validity; and (4) creative extension. Argues that goals should include understanding European and North American cultures, the explorations themselves, and the consequences of the encounters. (SG)…