(1979). Perspectives on Desegregation/Integration. It is critical to differentiate between desegregation and integration since only the latter denotes interaction between equals. Integration should be the goal for our schools while desegregation is one possible vehicle which may move us in that direction. To achieve integration, the issues which must be addressed are community involvement and support for schools, policy analysis and revision, curriculum, school climate, discipline and student rights, extracurricular activities, and most importantly, leadership. It is necessary to realize that the other concerns of urban educators such as the back to basics and minimum competency movements are intertwined with the issue of integration and desegregation. These concerns cannot be fully resolved without taking into account the need for diversity. There are differences in learning styles, rates of learning, socioeconomic status, aspirations and goals, and cultural backgrounds and experiences that, if respected, understood, and properly…
(1979). Native American Career Education Staff/Community Training Workshop. Participant's Handbook. Native American Career Education Demonstration Project. This handbook contains worksheets and information summaries for participants in a workshop designed for developers of native American career education programs. The workshop consists of four sessions, each two to three hours in length. The first session is devoted to providing participants with a general background in career education content and goals, and helping them begin to identify career education resources which are already available. The second session describes the various groups of people who can be involved in developing and implementing career education. The third session describes methods for teaching career education to native American students. The fourth session focuses on the pros and cons of different strategies which have been used to implement career education in various settings, the basic tasks and stages of development for such a program, the most promising sources of funding, and some basic proposal development skills. (LRA)…
(1978). Africa and Iberia to the Americas (Brazil): A Curriculum Development and Teacher Training Program. This report provides a description of a Fulbright-Hays Group Projects Abroad study trip to Brazil. The central purpose of the trip was to establish a basis for further development of curricula which promotes intercultural understanding through study of cultural influences of minority groups. The focus was on African and Iberian carryover into the Americas with special emphasis on Brazil. One objective of this project was to broaden teacher-training curriculum at the university level through production of teacher resource modules on instruction which would effect changes in knowledge and attitudes toward the contributions made by ethnic groups to the larger society. The areas of the arts, social practices, religion, and family living were explored. An evaluation of the study trip is presented in this report as well as proposals for further cultural exchange. Recommendations are made for the development of studies in ethnic heritage contributions in the United States with particular…
(2002). Communities and Regions in Germany, Social Studies Grades 3-4. Update 2002. This instructional package is targeted at students in grades 3 and 4. The package, presented to students as a travelogue, stresses basic map, globe, and geography skills, and presents case studies of communities (cities/towns/villages) across Germany. It contains three lessons: (1) "One Germany in Numbers: Size, Population and Landscape"; (2) "The German Landscape"; and (3) "Traveling through Germany". Lessons 1 and 2 provide students an opportunity to practice basic geography skills in a comparative Germany/United States context. Lesson 3 allows students to apply their knowledge to a visual tour of Germany. Each lesson begins with an outline for teaching which includes instructional objectives, a list of resource materials, and a sequenced list of procedures for implementing the lessons. All lessons contain worksheets. Appended is the Diary of My Travels through Germany slide/tape transcripts (Schleswig-Holstein, North Rhine-Westphalia, Bavaria,… [PDF]
(1995). A Kid Like Me Across the Sea: A Look into the World of a German Child. Update, 1995. Social Studies Grades 3-4. 2nd Revised Edition. This packet is a primary/elementary instructional package targeted at grades 3-4. The four lessons address physical and cultural geography, basic needs, community services and community helpers, transportation and communication, and political symbols. The materials focus on a comparative U.S./German perspective. The lessons include: (1) "Germany in the World"; (2) "The People of Germany"; (3) "Neighborhoods and Communities in Germany"; and (4) "Political and Cultural Symbols of Germany." Numerous activities accompany each lesson with handouts and transparencies for use. There are 48 transparencies in this packet correlated to the four lessons. (EH)… [PDF]
(1995). Communities and Regions in Germany, Social Studies Grades 3-4. This packet is a primary/elementary instructional package targeted at grades 3-4. The lessons are presented as a travelogue, stressing basic map and globe/geography skills and presenting case studies of communities (cities/towns/villages) across Germany. The materials focus on a comparative U.S./German perspective. The lessons include: (1) "Germany in Numbers: Size, Population, and Landscape"; (2) "The German Landscape"; and (3) "Traveling through Germany." Numerous activities accompany each lesson with handouts and transparencies for use. There are 13 transparencies in this packet correlated to the lessons. The packet also includes an audiotape and 58 colored slides for viewing in the classroom. (EH)…
(1996). Ties That Bind: Family and Community. First Edition. Our Human Family Series. This book examines the cultural universal of family and community from a multicultural perspective. The text is written for juveniles, and includes many color photographs. Chapters include: (1) \Families Are Everywhere\; (2) \The Americas\; (3) \Africa\; (4) \Europe and the Middle East\; (5) \Asia\; and (6) \Australia and the South Pacific.\ The volume concludes with a glossary and a 12-item list of further reading suggestions. (EH)…
(1995). From Quisqueya: In Search of New Horizons. Dominican Cultural Heritage Resource Guide. This cultural heritage resource guide has been prepared as a tool for teachers to help them understand the cultural heritage of Dominican students and their communities. The Dominican Republic, which occupies two-thirds of the island of Hispaniola, has a long history dominated by the struggle for independence. In their efforts to create a better life, many Dominicans have left the Dominican Republic to come to the larger cities of the United States, particularly New York, where the Dominican community has established a variety of organizations to support them in their goals. This guide discusses the history, characteristics, and contributions of Dominicans in the United States in the following sections: (1) "The Dominicans in the United States"; (2) "The Aborigines"; (3) "The Spanish Colonization"; (4) "The Introduction of the Africans"; (5) "The 'Espana Boba' and the 'Ephemeral Independence'"; (6) "The Haitian Occupation";… [PDF]
(1997). Classroom Multiculturalism: A Closer Look. Educational Foundations, v11 n4 p25-38 Fall. Uses field data gathered in two school districts to explore multicultural activity in social studies classrooms. The focus is on the source, treatment, and incorporation of multiculturalism into the lessons. The study concludes that larger structures, school culture, and teacher and student histories influence multicultural practice. (SM)…
(1997). Keys to Exploring Latino Cultures: Folktales for Children. Social Studies, v88 n1 p29-34 Jan-Feb. Argues that the inclusion of ethnic folktales into a social studies unit can reinforce stereotypical assumptions unless it is balanced with accurate and insightful social and cultural instruction. Summarizes and discusses a number of Latino folktales and how they could be used as springboards for appropriate instruction. (MJP)…
(1997). Universality and Uniqueness of Teacher Educational Value Orientations: A Cross-Cultural Comparison between USA and China. Journal of Research and Development in Education, v30 n3 p135-43 Spr. Examined the universality and uniqueness of educational value orientations of American and Chinese physical education teachers. Surveys indicated that though there were some differences between cultures, both Chinese and American teachers valued discipline mastery and self-actualization value orientations. (SM)…
(1994). Educational Decision Making in Open Societies. Zeitschrift fur Padagogik, v40 n2 p181-91 Mar-Apr. Contends that open societies that lack official ideologies may find it difficult to determine educational objectives. Maintains that new trends in educational policy formation include deinstitutionalization of the educational system, efficiency expectations, multiculturalism, choice, and participation. (CFR)…
(1995). Issues vs. Themes: Two Approaches to a Multicultural Art Curriculum. Art Education, v48 n1 p21-24,53-56 Jan. Compares two closely related distinct approaches to art teaching: (1) the issues-oriented approach; and (2) the thematic approach. Contends that the issues-oriented approach to art education supports cultural diversity by emphasizing art's potential to promote political change. (CFR)…
(1994). Global Connections. Media Corner. Social Studies and the Young Learner, v6 n4 p27-29 Mar-Apr. Contends that computers and television have contributed to a sense of global connectedness. Presents reviews of a computer software program and two videotape series that focus on global issues and children in other cultures. Asserts that instructional materials such as these can help reduce ethnocentrism among students. (CFR)…
(1995). Focus on Human Rights. Canadian Social Studies, v29 n4 p2-4 Sum. Maintains that educators have been at the forefront in the quest for equal opportunity. Asserts, however, that there is resistance to recognizing and removing bias from the curriculum and instructional materials. Discusses challenges in implementing inclusive education in Canadian schools. (CFR)…