Nucho, Leslie Schmida, Ed. (1990). Arab World Almanac. Volume 1, Numbers 1-3, 1989-90. Arab World Almanac, v1 n1-3 Fall, Win, Spr 1989-1990. A curriculum resource developed to help high school teachers provide their students with information about the Arab world is presented in the first three issues of this "periodical educational resource." The publication's regional focus is designed to encourage in students a multicultural perspective and increased knowledge of the global community. Each issue focuses on a specific topic, providing background information as well as a lesson plan, classroom activities and exercises, discussion questions, and reproducible materials for student use. The first issue is entitled, "Who Are the Arabs?" The second is "The Environment and Arab Society." The third is entitled "Political Development in the Arab World: Jordan Comes of Age." (DB)…

Crull, Peggy, Ed.; And Others (1988). Multicultural Issues in Special Programs. Linkages, v6 n1 Fall. This report illustrates how practitioners in The City University of New York's compensatory education programs are starting to realize that ethnicity, culture, and family heritage have a significant role in the educational and psychological development of students. It provides a compendium of the efforts made to apply cultural knowledge to the service of students in the following programs: (1) Search for Education, Elevation and Knowledge (SEEK); (2) the College Discovery Program (CD); and (3) the College Discovery and Development Program (CDDP). The report contains the following sections: (1) "Introduction" (Samuel D. Johnson, Jr.); (2) "Breaking the Silence: The Use of Folktales in the College-Level Composition Course" (June Bobb); (3) "Issues to Be Considered When Practicing Career Counseling with Adult Hispanic Students" (Lilia Rosado); (4) "Cultural Interference in Peer Tutoring Situations" (Janet Moser and Mark Patkowski); (5)…

Johnson, Jeffrey R. (1990). Teaching about China. ERIC Digest. In spring 1989, the United States watched intently as televised reports relayed the events unfolding in Beijing's (China) Tiananmen Square. This concern for a people whose culture and political institutions are significantly different reflects a continuing and compelling interest in China. Although historians and journalists in the United States long have observed a "special relationship" between the two countries, which has included periods of optimistic friendship as well as tragic conflict, China studies have been neglected in U.S. classrooms. Where it is not overlooked, China is too often the victim of stereotyping or specious generalizations. To encourage effective teaching about China, this ERIC Digest examines: (1) the political status of China; (2) reasons for teaching about China; (3) approaches to teaching about China; and (4) China's place in the pre-collegiate curriculum. (DB)… [PDF]

Peryon, Charleen, Ed. (1983). Proceedings of the Annual Symposium on Reading Education (4th, Mangilao, Guam, November 9, 1983). Materials from a symposium on teaching practices and reading problems are provided in this report. Following a description of the meeting and a copy of the agenda, the report presents seven symposium papers that discuss the following topics: (1) teacher preparation in reading, (2) reading and the deaf child, (3) teaching reading in social studies, (4) multiethnic teacher-pupil interaction, (5) promotion and retention, (6) the use and effectiveness of paraprofessionals, and (7) school readiness. (HTH)…

(1984). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ January through June 1984 (Vol. 44, Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 15 dissertations abstracted deal with the following topics: (1) the intercultural composition classroom, (2) cross-cultural communication curriculum, (3) miscue analysis with bilingual children, (4) communication difficulties of Iranian students in the United States, (5) categorization preference and lexical ambiguity among black children, (6) male and female speech stereotypes on selected television shows with predominantly black characters, (7) teacher behavior in response to selected oral morphological and syntactical features of black English vernacular, (8) reading and study skills programs in four-year traditionally black institutions, (9) psycholinguistic consequences of early bilingualism, (10) the relationship between dialect radicalism and the level of elementary school students' reading achievement, (11) black children's speech, (12) effects of… [PDF]

(1987). Japanese Language and Culture. Preliminary Report of the State Superintendent's Advisory Council. Bulletin #7290. A compilation of six committee reports and preliminary recommendations based on a statewide study of the status of Japanese language and culture in Wisconsin, these reports identify plans that are in various stages of development for inclusion in public school secondary school programs. The first report contains recommendations for: (1) the establishment of teacher certification programs; (2) contacts with schools in other states that teach Japanese; (3) university contacts and teacher associations; (4) an entry level for beginning the study of Japanese; (5) funding; and (6) the establishment of the role of the state department of education. Committee report two focuses on enhancing instruction in Japanese history and culture and addresses awareness activities, curriculum development ideas, and potential staff development programs. Internships and exchange programs with Japan are considered in report three. The fourth report describes preliminary plans for the establishment of a…

(1982). Summary and Assessment of Spring 1982 Staff Development and Overview of 1980-82 Staff Development Assessments. Teacher Corps Program '79. The University of Toledo/Springfield Local Schools. This report describes and assesses the effectiveness of activities conducted by the University of Toledo (Ohio)/Springfield Local Schools Teacher Corps Project. On-site staff development activities provided at elementary, junior, and high schools are described: (1) a credit-bearing course on multicultural literature; and (2) workshops dealing with problem-solving in mathematics and computer literacy. Course and workshop goals and content are outlined. Project assessment procedures, based on Likert-type evaluation intruments, are summarized, and the positive nature of the responses is discussed. (FG)…

(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Teacher-Training Manual. \Integrating Cultural Diversity into Non-Sex-Biased Curricula\ is a training and development program designed to help students understand the status, needs, and contributions of minority group women. It deals with American Indian, Asian American, black, and Hispanic women and points out relevant aspects of the history, culture, and contributions of these women. This manual provides a 3-day workshop model that can be used in developing and conducting workshops to increase teachers' understanding of and capability in teaching about minority group women. The model is intended as an introductory workshop for providing information on racism, sexism, and groups of minority women, as well as specific skills in the development of lesson plans for teaching on the subject. Included in the model are outlines of sequential components for the workshop. Each component is outlined with respect to objectives, required materials, suggested procedures (both content and activities), and time… [PDF]

(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Filmstrip User's Guide for America's Women of Color. This document is one of five filmstrip user's guides that can be used to increase understanding of minority group women in the United States by supplying basic information on their histories, current concerns, myths, and misleading stereotypes. The guide was designed to be used with a filmstrip entitled \America's Women of Color: Past, Present, and Future\ and to help teachers of secondary and postsecondary students to integrate ethnic group information into existing curricula. The focus of the guide and filmstrip is on the status of American Indian, Asian American, black, and Hispanic women. Among the topics addressed are employment, historical figures, stereotypes, and issues of concern to both minority and nonminority group women. The guide consists of: (1) a discussion guide, which defines four objectives and provides discussion questions and remarks; (2) a filmstrip script and supplementary information for the 70 frames in the filmstrip; (3) a teacher-developed 5-day lesson… [PDF]

Tenfjord, Jon (1980). Within We Are All Alike–But Do We Realize It? Development Education Paper No. 10. For nearly a generation, teachers have taught Norwegian school children through songs, explanation, films, and reading about children from other cultures with international understanding as an ideal. Now, however, with nearly 80,000 foreign workers in Norway, incidents of racism and discrimination (such as insults and mobbing in schoolyards) are occurring, causing teachers to question what else can be done to overcome prejudices. Expansion of the Children's International Summer Villages program to include all school children would be an ideal, if infeasible, solution. Because it is so easily accessible, the best aid besides the teacher's own personality, is the book. The challenge is to find the right books and to use them properly. Literature is important because it creates identification. Reading out loud relieves the pupils of the work connected with the technique of reading so that imagination, feeling, and thoughts may work on the material. Discussion, dramatization, and…

Mitchell, Maxine R., Comp.; And Others (1977). Impact of Technology in Society. Our Human Ties. Monograph #7. This teaching guide, developed by the Los Angeles (California) Unified School District, supports the concept that the benefits of technology should be available to all Americans regardless of ethnic background or sex. The instructional activities described here are designed to reflect the positive changes and to increase student awareness of the problems of technological innovations in food science, medicine, labor and employment practices, health and medical services, and mass communications. Student worksheets and answer keys are included together with a format for developing additional lesson plans, a glossary, and bibliography. (JCD)…

Harker, Richard K. (1980). Symposium: Education, Community Control and the Curriculum: A Case Study of Two Aboriginal Communities. Problems raised by a conflict between culture of the school and culture of the pupil's home community are brought into focus when looking at schooling for children from a culture which has no links into culture of the dominant group, and in fact rejects as "worthwhile activities" the very things that members of the dominant group regard as most "worthwhile"; this situation exists for tribal Aborigines in parts of Australia. Three documents present part of a case study illustrating what cultural and social barriers mean in educational terms and describing difficulties and solutions that have been arrived at in two particular locations: Hermannsberg (N.T.) and Strelley (W.A.). The first document relates to efforts of Finke River Mission at Hermannsberg and describes the lack of success from schooling based on "normal" Australian models even after many years of effort by teachers. The second document summarizes the situation at Hermannsberg in 1979 and…

Warren, Dave (1974). Cultural Studies in Indian Education. BIA Education Research Bulletin, v2 n1 p2-18 Jan. For many years American Society seemed to feel that all institutional and cultural development of the United States came directly from Western European historical tradition. The greater society lost much of the enrichment and perspective that comes from the acceptance of a cultural pluralism that includes American Indian contributions in society and cultural development. With the growth of the concept of cultural pluralism, however, the Indian community has undertaken programs and activities to preserve the further understanding of their cultures. Attention has been directed to the inadequacy of many textbooks in dealing with American Indian history and culture; efforts have been made to remove educational materials prejudicial to Indian culture. Other projects have sought to preserve the languages, legends, customs, and histories of various tribes. Cultural materials programs that might still evolve include publications on original histories and research on values systems, studies… [PDF]

(1978). The Teaching of Values: An Instructional Guide. To help elementary and secondary classroom teachers develop and implement values education programs, the document identifies values which should be dealt with in school and suggests activities to reinforce specific values. The document is presented in four chapters. Chapter I introduces values concepts which should be integrated into the education of all children, regardless of religious, cultural, ethnic, or philosophical background. Concepts include integrity, courage, responsibility, justice, reverence, love, and respect for law and order. Objectives are presented for each concept along with relevant quotations from well-known individuals. Chapter II relates the schools' responsibility for values education to the responsibility of home, church, temple, and synagogue. Chapter III suggests learning activities to reinforce specific values concepts. For each activity, information is presented on age group, resources, objectives, and materials. Activities involve students in story…

(1978). 1977-78 Evaluation of the Title VII Bilingual Program Project Exito at the Ann Street Bilingual School of Hartford, Connecticut. Evaluation results for Hartford, Connecticut's 1977-78 Title VII Bilingual Education Program at Ann Street School are presented. Student and staff accomplishments, a section on selected curricular activities, a restatement of the 1977-78 results in terms of the Title VII proposal objectives, and conclusions and recommendations for consideration of the bilingual school staff are presented. Information is provided on: (1) student accomplishments for grade levels kindergarten through grade six; (2) achievement compared to national norms and previous year results; (3) consecutive years results compared to national norms; (4) student attitudes toward school subjects; (5) student views of their school progress; (6) student aspirations beyond high school; (7) parent aspirations for their children and views about instruction and enrichment activities; (8) instructional time for English and Spanish language arts; and (9) student school attendance. Information on staff accomplishments…