(1979). An Instructional Model on Mexican Culture. The document presents a content outline of Mexican and Mexican American culture in seven units. It is adaptable for use at elementary, secondary, and college levels in bilingual and multicultural-oriented classes. Two charts introduce the units: (1) a reverse time line of Mexican culture from 1979 back to 1000 B.C.; and (2) a cause-effect chart showing Mexican cultural influences and contemporary cultural expressions. Unit I discusses the diversity of contemporary Mexican culture as a product of several cultures blending through three major developmental periods. Unit II focuses on the physical environment and its many contrasts. Unit III outlines ten periods in Mexican history and the contributions made by various peoples and events. Unit IV discusses contemporary society, socioeconomic characteristics, and the influence of the family. Unit V emphasizes Mexico's economic situation and its economic development. Unit VI outlines the present political situation, government, and… [PDF]
(1978). Survey of the Hispanic Population In Colorado. Three hundred twelve respondents representing a cross section of Colorado Hispanic families participated in a 1978 questionnaire survey developed by the Colorado Department of Education to assess the mobility and point of origin of the state's Hispanic population and to provide information about attitudes and feelings concerning the public school education of Hispanic students. Analysis of the data indicated: most Hispanics were not newcomers to the state (71% were born in Colorado, 42% had moved less than 50 miles from their birthplace, 53% were second generation Coloradans, and 4% of their grandparents were born in Colorado); only 6% indicated the Spanish language was never used at home, 54% always spoke Spanish with parents and relatives, and 38% sometimes spoke Spanish at home; 82% of the respondents who had originated in Colorado or New Mexico preferred to be referred to as "Spanish Americans", the majority of those who had originated from Mexico preferred the term…
(1977). Bilingual-Bicultural Education Regulations. Regulations adopted in 1977 by the Alaska State Board of Education governing bilingual-bicultural education in Alaska are presented. The procedure for the initial identification of language dominance in students is set forth. Obligations of school districts toward their non-English-speaking students are detailed. Parental and community involvement is specified. Six types of bilingual/bicultural programs are mandated, and criteria for establishing the appropriateness of given programs for a given district are determined. (JB)… [PDF]
(1988). Teachers Debate Solutions to Cross-Cultural Dilemmas. Equity and Choice, v4 n3 p13-18 Spr. Presents the responses of 10 teachers, most of whom are English as a Second Language or bilingual program instructors, to two incidents involving cross-cultural issues. The question of whether it is right to impose the dominant culture on a cultural minority student is addressed. To be responsible, teachers need more information about minority cultures. (BJV)…
(1997). Celebrate! An Anti-Bias Guide to Enjoying Holidays in Early Childhood Programs. Noting basic misconceptions clouding the dialogue about the role holidays play in an antibias curriculum for young children, this guide for early childhood practitioners invites them to rethink their approach to holidays and provides the tools for addressing the holiday question in new, creative, and effective ways. The three sections of the guide discuss rethinking the holidays, planning for change in teaching approaches, and aspects to consider when using holidays in the classroom. Chapters 1 and 2 examine the personal and social meanings of holidays, as well as current approaches and new ideas for celebrating, noting the benefits of a holiday curriculum. Chapter 3 helps practitioners examine their feelings and relationships with their students' families, while chapter 4 suggests ways to formalize the holiday approach into a written policy. Chapters 5 and 6 provide guidelines about selecting holidays to meet particular curricular goals. Chapter 7 presents evaluation strategies….
(1997). Racing with the Clock. Making Time for Teaching and Learning in School Reform. Ten teachers write about time-related frustrations growing out of school reform efforts, noting how problems were or were not resolved. There are specific examples of what it is like to experience school reform and how reform affects teachers' already full days. These cases are preceded by contextual descriptions. Each case study includes one or more commentaries prepared by representatives (e.g., principals, department chairpersons, or other teachers) from schools and districts discussed. After an introduction by Karen Panton Walking Eagle, chapter 1, \Framing the Cases: Time for Change\ (Nancy E. Adelman), discusses the planning, implementation, and improvement stages of reform. Chapter 2, \The Planning Stage: The Need for Time to Explore and Learn,\ discusses how to make change work, problems with portfolio assessment, and moving from dedication to despair. Chapter 3, \The Implementation Stage: Expanding and Testing New Ideas,\ discusses teachers juggling student needs,…
(2000). Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities. This book examines the relationship between a person's success and his or her ability to understand, respect, and value diversity. It also explores how people can develop diversity consciousness. Chapter 1, "Diversity: An Overview," discusses the changing cultural landscape, dimensions of diversity, diversity between and within groups, diversity myths, diversity consciousness, and diversity education. Chapter 2, "Diversity Skills and Success," examines definitions of success, sociocultural theory, the importance of diversity skills, and the costs of inadequate diversity skills. Chapter 3, "Personal and Social Barriers to Success," discusses six barriers to success and how to acknowledge and overcome diversity barriers. Chapter 4, "Developing Diversity Consciousness," explains diversity consciousness, isolation, six areas of development, and strategies for developing diversity consciousness. Chapter 5, "Communicating in a Diverse…
(1997). Understanding the Korean Peninsula in the 21st Century: Political, Economic, and Security Issues in the Asia/Pacific Region. Part II, U.S. and Japanese Relations with the Korean Peninsula: Opportunities and Challenges. This curriculum unit is part two of a three-part series. Each of the three parts can be taught independently. The lessons include perspectives from each of the countries under study. This unit introduces students to challenges and opportunities presented by policy options for U.S. and Japanese relations with the Korean Peninsula at the turn of the century. Identifying and examining these options, students will gain an awareness of U.S., Japanese, and Korean perspectives on political, economic, and security issues. Provided is a rationale and introduction to the lessons, along with unit goals, materials, time required, suggested sequence of activities, small group roles, subjects, equipment needed, icons, and policy study references. The seven lessons include: (1) "Historical Legacies: The Japanese Colonization of Korea"; (2) "Historical Legacies: The Korean War – Perspectives from Leaders"; (3) "Korea's Contemporary Political Situation: A News…
(1997). Understanding Vietnam in the 21st Century: Political, Economic, and Security Issues in the Asia/Pacific Region. Part III, U.S. and Japanese Relations with Vietnam: Liberalization and Integration. This curriculum unit is part three of a three-part series. Each of the three parts can be taught independently. The lessons include perspectives from each of the countries under study. This unit introduces students to policy options for U.S. and Japanese relations with Vietnam at the turn of the century. By identifying and examining these options during Vietnam's growing liberalization and integration into the world community, students will gain an awareness of U.S., Japanese, and Vietnamese perspectives on political, economic, and security issues. Provided is a rationale and introduction to the lessons, along with unit goals, materials, time required, suggested sequence of activities, small group roles, subjects, equipment needed, icons, and policy study references. The six lessons include: (1) "Historical Legacies: The Vietnamese Refugee Experience"; (2) "Vietnam's Politics in Transition: Creating Interest in the News"; (3) "Vietnam's Economy in…
(1999). Enacting Diverse Learning Environments: Improving the Climate for Racial/Ethnic Diversity in Higher Education. ERIC Digest. This digest examines ways in which learning and educational objectives can be maximized to achieve diversity while improving social and learning environments for students from different racial/ethnic backgrounds. The digest examines the literature on campus climate for racial/ethnic diversity, looks at the impact on student diversity of the campus climate, and examines institutional changes necessary to improve the racial/ethnic diversity and enhance the learning environment. These issues are examined within a framework that encompasses theories of race relations and racial attitudes, historical legacies of exclusion, and campus behaviors both inside and outside the classroom, as well as changes in government and policy and forces of sociohistorical changes in U.S. society. The needed fundamental institutional changes would include a conceptual shift in thinking about diversity and about an institution's overall teaching and learning priorities, in addition to structural changes… [PDF]
(1996). A Note on Teaching About Australia. Canadian Social Studies, v30 n2 p76-77 Win. Provides a brief overview of salient facts to be incorporated into a lesson plan on Australia. Several lists contain interesting facts concerning geography, resource utilization, culture, and population. Includes suggested list of research/discussion topics and a list of annotated references. (MJP)…
(1996). Does Real American History Begin with Jamestown and Plymouth? Dialogue. OAH Magazine of History, v11 n1 p40-43 Fall. Considers the controversies surrounding the traditional approach to teaching American History (focusing on a series of shared experiences and institutions) and the subsequent criticism that it excludes "other" experiences. Warns against the simplistic presentation of a single celebratory past while concluding that Americans share common experiences. (MJP)…
(1997). Citizenship, Diversity and Distance Learning: Videoconferencing in Connecticut. Social Education, v61 n3 p154-59 Mar. Profiles a videoconference that brought together two seventh-grade classes in Connecticut. Over several days, white, middle-class, rural students discussed topical issues with urban black students. Topics raised included diversity, politics, gun control and local issues. Includes students' responses to the program. (MJP)…
(1990). American Cultural Pluralism and Law: An Innovative Interdisciplinary Course. Political Science Teacher, v3 n2 p13-15 Spr. Describes a course on the problems of cultural pluralism in a democratic, constitutional society. Analyzes the rule of law in the United States. Examines the topic through an analysis of Supreme Court cases on questions pertaining to race, religion, gender, and community. Discusses course format and includes a class exercise of a mock trial. (RW)…
(1994). Using Classroom Quality Circles to Combat Japanophobia. Social Studies, v85 n1 p11-15 Jan-Feb. Discusses growing concern about negative attitudes toward Japan and Japanese people among secondary school and college students. Describes the use of quality control circles to bridge the cultural divide. Reports on the success of the program and argues that teachers have a responsibility to promote cultural understanding and diversity. (CFR)…