(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…
(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]
(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]
(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,…
(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…
(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]
(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)…
(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)…
(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…
(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)…
(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)…
(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)…
(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]