Goldman, Margery (1980). The Pueblo Revolt of 1680: A Set of Materials for Classroom Learning. Designed to provide supplementary learning materials for use in a teaching unit on the Pueblo Revolt of 1680 and to present materials which utilize an integrated approach to learning, this curriculum project for junior high and high school students includes student materials, a teacher's guide, and a play about the Pueblo Revolt. Following the teacher's guide, section I contains student materials designed to correspond chapter-by-chapter with the content of Franklin Folsom's "Red Power on the Rio Grande," an account of the Pueblo Revolt. The work for each chapter emphasizes a particular written language skill. The skill lessons are written and organized to lead students through a series of steps to good Social Studies essay writing. All skills are taught both in the context of relevant content and in light of a readily visible larger purpose. A Cloze Test and a Group Reading Inventory are provided for use as diagnostic tools. Also included are maps and charts and an…

(1979). Final Report of Sub-Committee on Race Relations. This report provides a program for identifying and eliminating racism in the Toronto school system. It is held that bias in curriculum materials must be removed and that the curriculum should be expanded to include the study of race and race relations. Methods for correctly assessing the abilities of minority students and placing them in appropriate schools are discussed. Techniques are offered for individual schools and the system as a whole for dealing with students and staff who engage in racist behavior. The role of extracurricular activities such as sports, travel and clubs in combatting racism is noted. Inservice programs are suggested as a means of helping staff deal more sensitively with minority group members. Guidelines are also presented for designing hiring and promotional practices in order to achieve a racially diverse staff. Methods are outlined that will help to facilitate continued equal opportunity in staff employment and promotion. Finally, the government's role…

Hernandez, Rafael; And Others (1976). A Manual for Community Representatives of the Title VI Lau Steering Committee. This manual deals with the Lau Center's technical assistance approach for assisting school districts in their efforts to develop an educational master plan to meet compliance guidelines of Title VI of the 1964 Civil Rights Act as it pertains to limited or non-English-speaking students. The following areas are addressed: (1) impact of "Lau v. Nichols" decision on community/parent involvement in an educational master plan, (2) the direct effect of the decision on school districts, (3) minimal Lau remedies, (4) what school districts need to do to comply with the remedies, (5) Lau Centers, (6) the San Diego Lau Center's position on bilingual/bicultural education, (7) the technical assistance process of the San Diego Lau Center, (8) the purpose of Title VI Lau Steering Committee, (9) selection and responsibilities of steering committee members, and (10) community workshop case studies. The case studies are designed to aid in the development of a comprehensive educational master…

Coker, Patricia M.; And Others (1979). Original American Pilot Project Curriculum for Students from Kindergarten through High School. Designed to provide learning experiences related to the culture of Native Americans, this pilot cultural curriculum is intended for use as supplementary material in the Social Studies program for grades K-12. The curriculum is a cooperative effort of the school district and the Indian community and is based on the California Social Sciences Framework. Three major California Social Sciences concepts used in organizing the lessons are: (1) Environment/Resources – students will become aware of the ways that Indians and non-Indians use their environment and resources to provide for their basic needs; (2) Culture/Diversity – students will develop an awareness and appreciation for Indian cultures and recognize Indian contributions and influences upon society; and (3) Interaction/Interdependence – students will become aware of ways that Indian and non-Indian groups affect each other and how varying degrees of dependence are required in such interactions. There are lessons for kindergarten…

Chiavacci, Walter P.; Davey, William G. (1977). Bilingual-Bicultural Education in the Southwest. Since the resurgence of bilingual schooling in the early sixties, the southwestern states have provided substantial leadership in facilitating the growth and development of cultural pluralism and bilingual education. Visible are two types of bilingual education programs: assimilation models which are designed to produce ethnic language shift, and pluralistic models which tend to foster native language and cultural maintenance while acquiring the second linguistic code and culture. Although the earliest bilingual programs in the Southwest were predominantly oriented to the Spanish speaking, current programs have diversified to include various Native American and Asian languages. As bilingual-bicultural programs grow, the need for increased supporting services, adequate teacher training, and effective program evaluation becomes critical. The paper reviews the incidences of bilingualism and lack of educational achievement of non-English minorities in the southwestern states and the… [PDF]

Bergland, D. L.; Zuk, W. M. (1992). Art First Nations: Tradition and Innovation. Intermediate Program Teacher's Guide 2. This comprehensive teacher's guide and 20 laminated art reproductions are part of an instructional resource designed to assist teachers in incorporating Native American studies into the elementary art program and general curriculum. It highlights visual art which is actively being innovated by aboriginal artists throughout North America and focuses on ways important cultural beliefs and values are being renewed through visual expression. These draw on a comparative picture method to show relationships between tradition and innovation by featuring both a traditional and an innovative artist, and encouraging examination of the similarities and differences in those cultures and artworks. Artists and cultures examined are: Unit 1: Southwest, (1) Helen Hardin (Santa Clara Pueblo) and Anonymous (Hopi) and (2) Conrad House (Navajo/Oneida) and Anonymous (Anasazi); Unit 2: Arctic, (1) Edward Kiokan (Eskimo) and Anonymous (Eskimo) and (2) Manasie Akpaliapik (Inuit) and Anonymous (Dorset);…

Gudeman, Roxane Harvey; Marin, Patricia; Maruyama, Geoffrey; Moreno, Jose F. (2000). Does Diversity Make a Difference? Three Research Studies on Diversity in College Classrooms. This report contains three studies on diversity in college classrooms. Following a review of the historical background in the introduction, Part 1, "University Faculty Views about the Value of Diversity on Campus and in the Classroom," offers a discussion of various diversity issues, such as institutional and departmental values; effects on classrooms, research, and teaching; negative effects; student benefits; responses of faculty; and comparisons of male and female responses. Part 2, titled "College Missions, Faculty Teaching, and Student Outcomes in a Context of Low Diversity," analyzes the content of mission statements of top selective liberal arts colleges; discusses the experience at Macalester College; and summarizes the case for diversity. Part 3, "The Educational Possibility of Multi-Racial/Multi-Ethnic College Classrooms," attempts to understand the outcomes that result from interactions among diverse students by describing a qualitative study… [PDF]

Deng, Francis M. (1996). Identity in Africa's Internal Conflicts. American Behavioral Scientist, v40 n1 p46-65 Sep. Identifies and defines four models of internal ethnic conflict and discusses those conflicts within various African nations. The corresponding models and countries include Integration Model: Botswana and Somalia; Managed Diversity Model: Ghana, Cote d'Ivorie, Kenya, and Nigeria; Ambivalent Accommodation Model: Ethiopia and Djibouti; and Acute Identity Crisis Model: South Africa and Sudan. (MJP)…

Banton, Michael (1996). The International Oversight of Ethnic Relations. American Behavioral Scientist, v40 n1 p86-101 Sep. Discusses the lessons that can be drawn from the attempted implementation of the International Convention on the Elimination of All Forms of Racial Discrimination (ICERD). Examines the role of ICERD in Yugoslavia, Rwanda, and Burundi. Assesses those situations and states where ICERD was most and least effective. (MJP)…

Watts-Warren, Betty (1995). Links between Family Life and Minority Student Achievement: Removing the Blinders. International Journal of Social Education, v9 n2 p11-27 Fall-Win 1994-95. Contends that a range of theories exists in the social science literature about the effects of family processes on the social and academic success of a family's offspring. Identifies major theoretical perspectives that have dominated the literature on families and minority student achievement. (CFR)…

Bernstein, Richard B. (1995). Crossroads: Rethinking American History. Social Science Record, v32 n1 p4-14 Spr. Reports on efforts to develop "Crossroads," a K-16 articulated, content-based, spiral curriculum in United States history. Discusses the historical framework underlying the curriculum. Presents the curriculum's 12-era chronology and 8 substantive themes. (CFR)…

Sears, Alan (1994). Social Studies as Citizenship Education in English Canada: A Review Research. Theory and Research in Social Education, v22 n1 p6-43 Win. Asserts that social studies in North America has been defined most often as fundamentally concerned with preparing students for participation in civic life. Reviews research and summarizes findings on citizenship education in English Canada since 1988. (CFR)…

Winstone, Paul (1996). Managing a Multi-ethnic and Multicultural City in Europe: Leicester. International Social Science Journal, n147 p33-41 Mar. Profiles the English Midlands city of Leicester, an industrial center with a growing immigrant and minority population. Discusses the city government's response to problems concerning jobs, housing, and a racist backlash. The outlook is optimistic as the minority citizens assume new roles in the social and economic community. (MJP)…

Laquian, Aprodicio A. (1996). The Multi-ethnic and Multicultural City: An Asian Perspective. International Social Science Journal, n147 p43-54 Mar. Presents a broad overview of the issues, ethnic groups, and cultural interrelationships defining most large cities throughout Asia. Discusses those aspects of Western colonialism, socialism, and economic growth that have worked to limit racial tension and violence in most Asian cities. Examines municipal and legislative responses to urban problems. (MJP)…

Stren, Richard (1996). Urban Research and Urban Researchers in Developing Countries. International Social Science Journal, n147 p107-19 Mar. Discusses the changing focus, character, and discipline of urban research and how it applies to specific regions. Examines the effects of government/nongovernment funding and the rapid expansion of higher education. Explores ethical dilemmas concerning utilization of urban research data. (MJP)…

Ligon, Glynn; And Others (1974). Preview: Evaluation of the 1973-1974 Bilingual/Bicultural Project. Formative Evaluation Report. The formative report provided the Austin Independent School District personnel with information useful for planning the remaining activities for the 1973-74 Bilingual/Bicultural Project and the activities for the 1974-75 Project. Emphasis was on what had been done to evaluate the 1973-74 Project, the data which was or would be available for the Project, the status of various programmatic activities, and available data in the special concern areas, i.e., material acquisition, inservice workshops, staff in-school visitations, and teacher/principal/parent input into planning. No data was obtained for the formal testing conducted since the pre- and post-testing had not been completed. Findings included that: the profitability of student interviews in evaluating a bilingual project was being investigated; all teachers in Project elementary and junior high schools had been administered a questionnaire in October 1973 and again in March 1974; although the 1973-74 Project used the Prueba de… [PDF]

Finer, Neal B. (1981). La Experiencia Mexicana (The Mexican Experience). Volumes I and II. Designed to be used as part of a comprehensive social studies program on Mexican culture, this two-volume manual, written in Spanish, offers an instructional package on Mexican culture, stressing an art-architecture perspective, which can be used at the secondary, college and adult levels. The teacher's guide, Volume I, includes a discussion of a high school elective course using art and social studies, a discussion of art and architecture in an educational setting, and a suggested structure for teaching a 3 1/2-week unit on Mexican culture. Volume I concludes with eight detailed sample lessons on Mexican culture as seen in art and architecture, Mexico's 1968 Cultural Olympics, Mexican artistic expressions in home furnishings, Mexico's recent modern artists and architecture, influence of French styles on Mexican culture, and Mexican influence on contemporary art and architecture of the United States. Each lesson includes key ideas, objectives, specific activities, evaluation modes,…

(1980). Bilingual Skills Training Program. Auto Mechanics. Module 2.0: Ignition System. This module on ignition systems is the second of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to name functions and circuits of an ignition system, to explain how voltage is increased by the coil and the spark is delivered by the distributor, and to name common problems caused by a faulty ignition system. Contents include list of module objectives; pretest; five sections on (1) ignition systems, (2) primary and secondary circuits, (3) how voltage is increased, (4) delivery of the spark to the proper cylinder, and (5) problems of the primary and secondary circuits; posttests; and English/Spanish vocabulary list. Each section is organized into this format: instructions in Spanish and English; vocabulary; and concepts…

(1980). Bilingual Skills Training Program. Auto Mechanics. Module 4.0: The Automotive Electrical System. This module on the automotive electrical system is the fourth of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary; to describe the basics of electricity; to name the five main groups making up the automotive electrical system; to describe the parts and functions of the battery, starting motor, and charging system; and to name the most common problems of the electrical system. Contents include list of module objectives; pretest; six sections on (1) auto electrical system, (2) its parts, (3) battery, (4) starting motors, (5) charging system, and (6) problems of the electrical system; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or…

Askins, Billy E.; And Others (1977). Responsive Environment Early Education Program (REEEP). Final Evaluation Report, 1976-1977 (Second Year). Formerly the Responsive Environment Program for Spanish American Children, REEEP is an educational intervention program for "high risk" (of low birth weight) 3-, 4-, and 5-year-old children, living in the Clovis, New Mexico area. Goals of REEEP, an Elementary and Secondary Education Act Title III program, are: to prevent school failure with an intervention program which includes early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; to provide in-service training to selected early childhood and kindergarten teachers and aides employed by various New Mexico school districts; and to disseminate information concerning the program. Evaluation of student achievement was based on pre- and posttests using standardized tests which measured language development in Spanish and English, school readiness, and self-concept. In-service training and dissemination activities were subjectively… [PDF]

Foshee, Jane E. (1978). P.A.S.S. Program (Portable Assisted Study Sequence). Motivated migrant students can accumulate some credits necessary for high school graduation via the Portable Assisted Study Sequence (PASS) Program of correspondence courses. Migrant students enrolled in any high school district in California may also enroll in a PASS course to make up credit deficiencies in reading, English, speech, general math, algebra, U.S. history, Mexican American history, American government, general science, outdoor study, and work experience. Students may continue to work through Parlier and accumulate credits as they migrate throughout the state. The adapted curriculum follows the approved and accredited course of study. Courses are organized into units; partial credit is given for unit completion. Some courses are bilingual (Spanish and English) and others have bilingual instructions to aid the limited English speaking student. Certified counselors or teachers serving as contact persons for the program enroll students in PASS by completing and submitting…

Hutton, Lee, Comp.; And Others (1975). Schoolympic Activities, 75-76. (Activites Ecolympiques, 75-76.) The Protestant School Board of Greater Montreal, February 1975. Compiled by the Curriculum Department of the Protestant School Board of Greater Montreal, this French and English guide is intended to aid teachers to capitalize upon the Olympic Games to promote educationally sound activities. The objective is to develop an interest in the students of the aims of the Olympic Movement and to develop a sound mind in a sound body. The guide includes the Olympic motto, spirit, and symbols; the Olympic anthem; objectives of the Olympic Movement; a brief historical background of the Olympic Games; and the Olympic standards for men and women. Using the Olympics as a theme, activities are given for teaching language arts (upper elementary and junior high), art, creative arts and crafts, home economics, music, movement education, physical education, and social sciences. (NQ)…

Barnhardt, Carol (1999). Kuinerrarmiut Elitnaurviat: The School of the People of Quinhagak. Case Study. As part of a larger study of systemic educational reform in rural Alaska, this case study examines recent efforts by the people of Quinhagak to integrate Yup'ik language, values, and beliefs into school practices and policies. Quinhagak is a Yup'ik Eskimo community of 550 people on the southwest coast of Alaska. Nearly all residents can communicate in both Yup'ik and English. The K-12 school enrolls about 140 students. A brief history of the community and its schools is drawn from the experiences of an elder and her descendants. As a participant in Alaska Onward to Excellence (AOTE), a district-driven reform process implemented around the state, the Quinhagak community leadership team developed an AOTE action plan that encompassed 10 statements of values and beliefs, a mission statement, and one student learning goal of communicating more effectively in Yup'ik. With that, the team decided upon two areas of study: (1) community involvement in schooling decisions and (2) the… [PDF]

Bertelsen, Mia Jane (1996). Enhancing Writing Skills in English and Spanish: A Bilingual Newsletter for Hispanic High Schools Students. Teaching journalism to produce a bilingual newsletter is an effective way to improve the writing abilities of Hispanic high school students in English and Spanish. Additionally, the creation of a bilingual newsletter can increase the students' awareness of and participation in community issues. This project paper analyzes why teaching journalism is valuable and outlines what kinds of skills the students can gain. The use of computers in the writing classroom is examined. A 10-day curriculum offers teachers lessons on how to implement a newsletter in their own classrooms. Appendixes present a list of rules for interviews, an interview evaluation sheet, a newsletter style guide, advice on taking photographs, a general advertising contract, advertising rules, practice sheets for advertising, two sample texts for use with \Pagemaker\(TM) software, and a sample newsletter. Contains 19 references. (Author/RS)…

Jarvis, Carolyn H.; Paul, Barbara Busse (1992). The Effects of Native Language Use in New York City Prekindergarten Classes. An evaluative study in New York (New York) comprehensive half-day public school prekindergarten programs serving language minorities is reported. The study investigated effectiveness of city policy supporting the use of the children's native (home) languages for some portions of instruction. Information was gathered on: (1) supervisory staff's identified goals and strategies for language-minority children; (2) program achievement of student needs through classroom activities and staff language use; (3) differences in classroom activities and language use between bilingual and monolingual groups; and (4) differences in overall student growth between groups. Student growth measurements included 23 items in 5 skill areas (gross motor, fine motor, language, visual discrimination, memory). All staff identified effective transition to English instruction as a goal, and many identified language maintenance and/or instruction. Home-to-school transition was also mentioned. One staff member… [PDF]

(1991). Career Awareness Resources for Exceptional Students (Project CARES) 1990-91. Final Evaluation Profile. OREA Report. Project CARES (Career Awareness Resources for Exceptional Students) of the New York City Public Schools served 67 Spanish-speaking students with intensive social and emotional needs and limited English proficiency. The students were ages 10 to 21. The project provided students with instruction in English as a Second Language, Native Language Arts, and bilingual instruction in the content areas. The project sponsored a joint venture in which students, parents, supervisors, community residents, and local business entrepreneurs introduced students to the job market. Evaluation of the project found that it raised the self-esteem and confidence of the students. It equipped staff to work together to achieve common goals and equipped students with instruction in how to do peer tutoring. The need for additional training for project staff is noted. This evaluation report covers staffing, implementation and outcomes by individual objectives, and a case history. An appendix describes data… [PDF]

Jacobs, Lila (1987). Cultural Difference or Disability: Redefining the Experience of Four Hmong Students. The study reported in this paper describes the first school encounters of four Hmong third-graders and their difficulties in adjusting to classroom learning activities. Three boys and one girl were chosen for observation. Two of the boys were classified as learning disabled, and the other two children were being considered for recommendation to the disability program but did not consistently exhibit disabled behavior. Using ethnographic research methods, especially participant observations and interviews, the study focused on how children become increasingly aware of their differences in cultural values and attempt to cope with the high stress levels they experience in school. Teachers, on the other hand, adhere to their own training and values and demand compliance with cultural norms of performance. The Hmong children under study showed deep frustration and hopelessness as they failed to engage meaningfully in learning activities. Suggestions for implementation of educational…

Dyer, Margaret; Romeo, Ken (2004). Adapting to Changing Needs: A Teacher-Led Japanese FLES Program. Learning Languages, v10 n1 p12-15 Fall. When designing a language program, it is often difficult to create a workable balance between a desired ideal and the realities imposed by limited resources. Ultimately, the task is to make the best use of the available materials within the allotted time frame by drawing on the creativity and expertise of the staff. The following is a brief portrayal of how teachers at one elementary school have found a way to create a context-rich environment for language learning by drawing on their own language expertise. Results show that not only are students motivated, but their proficiency increases significantly over the span of one year. Teachers are stimulated and empowered by the nature of the program…. [PDF]

Berney, Tomi D.; Schlau, Beth (1989). E.S.L. Video Recording Project at Martin Luther King, Jr. High School, Spring 1988. OREA Report. The English-as-a-Second-Language (ESL) video recording project was designed to use student-produced videotape recordings to help 120 limited-English-speaking students learn to speak, read, and write English. Staff participated in a series of workshops on video program development and production techniques. Four classes developed video productions, and the parents of participating students assisted in prop construction. The program was evaluated through interviews with program personnel, classroom observation, and viewing of the resulting videos. The project met its staff development objective, but neither the instructional nor parent involvement objectives could be assessed. Program weaknesses include a late start and limited daily production time. Program strengths include stimulation of student creativity, confidence, and motivation, a positive effect on attendance in all courses, creation of a context in which all students could work together, and facilitation of ESL instruction…. [PDF]

Baenen, Nancy; Yonan, Barbara (1989). Race Against Time: Secondary Title VII Program Evaluation, 1988-89. Executive Summary. During 1988-89, the Austin Independent School District's Title 7 program continued to supplement services through the locally funded bilingual and English-as-a-Second-Language (ESL) programs to secondary students of limited English proficiency. The 1988-89 Title 7 evaluation report provides an overview of the programs's changes, staff training, parent/family workshops, curriculum development, and budget, and the characteristics of the students and teachers participating in the program are described. The extent to which the program has had a positive impact on student progress is discussed, focusing on English language proficiency, English language achievement, dropout/graduation rates, and exit-level TEAMS test results. A final section of the evaluation highlights the needs of limited-English-proficient students, and suggests that these students need placement with teachers with special training in ESL teaching techniques. (VWL)… [PDF]