(1990). United States and New York State History: Grade 7. A Multicultural Perspective. Volume II. This resource guide, designed for use by New York City teachers, provides a wide range of suggested approaches and materials from which teachers can select as they teach the grade 7 and grade 8 course "United States and New York State History." The resource guide strives to include the histories, perspectives, and contributions of all people (women, African-Americans, American Indians, and ethnic minorities) and thus is in keeping with the social history approach prescribed by the State Syllabus for grades 7 and 8. The materials presented in this volume of the overall guide represent suggested approaches for teaching the third and fourth units of the six unit syllabus. Unit 3 is titled "A Nation is Created"; and Unit 4 is titled "Experiments in Government." Each unit is comprehensive and has been divided into several learning activities, each of which relates to a particular topic within the unit and contains a focus question, teacher background, major…
(1990). United States and New York State History, Grade 7. A Multicultural Perspective. Volume III. This resource guide, designed for use by New York City teachers, provides a wide range of suggested approaches and materials from which teachers can select as they teach the grade 7 and grade 8 course "United States and New York State History." The resource guide strives to include the histories, perspectives, and contributions of all people (women, African-Americans, American Indians, and ethnic minorities) and thus is in keeping with the social history approach prescribed by the State Syllabus for grades 7 and 8. The materials presented in this volume of the overall guide represent suggested approaches for teaching the fifth and sixth units of the six unit syllabus. Unit 5 is titled "Life in the New Nation"; unit 6 is titled "Division and Reunion." Each unit is comprehensive and has been divided into several learning activities, each of which relates to a particular topic within the unit and contains a focus question, teacher background, major ideas,…
(1991). SUNY Spring 1991 Student Opinion Survey. In spring 1991, students attending Westchester Community College in New York were surveyed regarding their sense of belonging at the campus. Students' responses, broken down into sub-groups on the basis of ethnic background, alien status, and sex, indicate the following: (1) the question receiving the highest percentage of "very satisfied" and "satisfied" responses was a broadly worded question about satisfaction with the college in general; (2) 65.6% of the students were satisfied or better with "faculty respect for students" (3) 64.9% were satisfied or better with "freedom from harassment on campus; (4) 58.4% were at least satisfied with "your sense of belonging on this campus" and "personal security/safety on this campus"; (5) the greatest area of discontent was over "the use of student fees," with almost 15% of the respondents indicating that they were "dissatisfied" or "very dissatisfied"; (6)… [PDF]
(1990). Young People: Social Justice and Multiculturalism. This document contains ideas and information to assist community workers in coming to terms with the realities of ethnic diversity; to make a deliberate and positive commitment to multiculturalism; and, within a social-justice framework, to deliver programs and resources to young people in a way that genuinely accommodates such diversity. It is divided into four sections. The first three sections provide a framework for looking at the interaction of social justice and multiculturalism and provide background information to the debate about migration and culture. The fourth section provides exercises to assist in the development of the knowledge and skills needed by community workers to help enrich their everyday contact with young people from non-English-speaking backgrounds. These exercises are designed to be practical and to be worked on in conjunction with the relevant reading sections. Contains 36 references and a list of publications and videos. (GLR)… [PDF]
(1989). Magnet School Program, 1988-1989. End-of-Year Report. Evaluation Section Report. OREA Report. The magnet school program established during the 1988-89 school year by the New York City Board of Education in four high schools is evaluated in this summary report. Magnet schools were developed to achieve an integrated school system, with a focus on development of a curriculum that would attract various racial and ethnic groups. Increased student motivation was expected to contribute to achievement of the following program objectives: improved attendance; increased academic achievement; improved intergroup student relations; and increased positive school attitudes. Data collection involved analysis of aggregated attendance and grade advancement data and a survey of students in the program. Findings indicate that all four high schools attained or came close to attaining two of the three objectives. The attendance objective was met by each of the four schools, and the achievement objective was met and exceeded by three of the four schools. Survey responses demonstrate that although… [PDF]
(1985). International Foods Curriculum. This curriculum guide provides materials for an international foods course for high school home economics. It is intended to promote the concept of global networking. Contents include the philosophy, generalizations, long-range objectives, a conceptual framework, and a listing of suggested activities, some of which also serve as a means of evaluation. These sample learning/evaluative materials are appended: an instruction packet for a project, written report format, faculty interviews, evaluation sheet, food laboratory worksheet, article critique format, and outline/study guide. Other appendices include a list of resources and a bibliography. (YLB)…
(1987). AFS Orientation Handbook: Volume VI. This manual is a resource guide for teachers and administrators and was compiled to provide direction for planning an effective orientation program. An in-depth design is given which will enable participants to derive maximum benefit from an intercultural experience. Each of the sections includes detailed instructions for the preparation of the program. One section describes the coping skills enhancement techniques that are taught to the participants. Another section concerns pre-departure counseling. Returnees are provided opportunities to talk with newly selected participants in order to alleviate apprehension. A format for group training sessions is described and a list of resources available to the trainers and the students during their stay in the host country is provided. The entire program for two orientations, one on arrival and one on departure, is presented along with case studies describing such problems as changing host families, if this becomes necessary. A post-return…
(1977). Teaching Multicultural Children. This handbook is designed to be of assistance in the selection of literature, trade books, and instructional materials to meet the scholastic needs of all children, including minority children. Contents include a description of a staff development session designed to assist teachers in preparing for multicultural instructional activities and listings of teacher resources (catalogs, bibliographies, and articles) and nonprint multicultural materials. The remainder of the volume provides an annotated bibliography of books for minority children; selections are grouped according to their relevance to Spanish-speaking, Black, Oriental, and Native-American students. Criteria for judging books involving black people and for children's books which deal fairly with all groups of people, some shortcuts to selecting books of quality, guidelines for analyzing books for racism and sexism, activities to stimulate pupil involvement with literature, and multicultural publications for teachers of… [PDF]
(1981). Elementary, Middle, and High School Guides for Teaching about Human Rights Appendix. This appendix to the guides for teaching about human rights at the elementary, middle, and high school levels features instructional activities and materials which represent a variety of cultural perspectives. Among the topics addressed are the role of values and ethics in decision making, prejudice, racial and ethnic stereotyping, social skills and responsibilities, self concept, sex roles and ethnocentrism. Also included are descriptions of historical and technical research which focus on human rights issues. A universal declaration of human rights, a declaration of the rights of the child, and a human rights calendar are presented as an introduction to the guide. An annotated bibliography of filmstrips and other audiovisual materials for each level is appended. (JCD)…
(1980). Multicultural Groups in American Schools: A Resource Bibliography (Revised). This listing of resources for teachers includes separate sections on the education and study of eight minority cultures in American schools: Black, White disadvantaged, Vietnamese, Native American, Mexican, Puerto-Rican, Chinese, and Japanese. A section on women as a minority group is also included. (Author/RJG)…
(1974). A Community of People: A Multi-Ethnic Bibliography. This annotated bibliography was compiled by personnel of the Educational Media Department, Portland Public Schools, with the consultation of the students of Eliott School. Eight minority groups are focused on: Afro-American, Asian-American, Jewish-American, Native-American, Puerto Rican-American, and multiracial. Materials cited in each section comprise books and other publications, films, phonograph records, and other audiovisual aids. Each of the eight sections is organized into 11 parts, focusing either on a topic dealt with by books and other publications, or on an audiovisual aid medium. The topics covered by these parts include: Heritage, Collective Biography, Individual Biography, Poetry, Short Stories, Essays, Folklore, Fiction, Easy Fiction, Teachers Background Reading, 16mm films, and non-16mm audiovisuals. Information specified on each item selected for inclusion in this bibliography includes the following: author, title, publisher, copyright date, a brief annotation…
(1987). An Intercultural Exchange Program at the Secondary Level. Hispania, v70 n4 p912-14 Dec. Describes a year-long intercultural exchange program between fifth year Spanish students from a suburban high school and English as a second language students from an inner city junior/senior high school in Rhode Island. Results of the exchange show that attitudes and proficiencies improved for both sets of students. (LMO)…
(1988). An Organizational Framework for Understanding the Role of Culture in Counseling. Journal of Counseling and Development, v66 n5 p237-41 Jan. Proposes a direction for cross-cultural training and research different from the traditional ones which emphasize differences between groups and the need to develop culture-specific techniques. Delineates a conceptual model which provides an integrative framework for understanding the role of culture in counseling. Draws on work in transpersonal psychology and psychotherapy. (Author/KS)…
(1996). Celebrating Diversity through Multicultural Literature. Intended for teachers of middle school, this book offers information and activities to help students appreciate and value world events from the perspective of diverse human cultures. The goals are to provide interdisciplinary and multicultural activities that integrate language, reading, and writing skills into the five content areas of social studies, and to foster in students an awareness of world cultures and a respect for all people, regardless of their ethnic background. The book features 11 novels for young people which may either be read to or by the students. The reading selections each focuses on a topic that connects global historic events and cultural traditions while integrating social studies concepts such as diversity, environment, human rights, change adaptation, and conflict. Each of the units includes a synopsis of the featured book, a list of vocabulary words, discussion questions, integrated activities, and two student activity sheets. A graphics section at the…
(1997). Literature-Based History Activities for Children, Grades 4-8. This book contains over 50 reproducible pages with simulation activities, strategies, and themes for planning history lessons at the elementary level. Children's books are offered to enrich the teaching of history. The book focuses on how past culture and heritage melded to form present society in the United States. Thematic and multicultural charts provide perspectives on the heritage of African American, Asian American, Latino and Hispanic American, original Native American, and European American people. Experiences of the differently abled, women and girls, and religious minority groups are also highlighted. The book is organized into the following time periods: chapter 1, Prehistory-4 Million B.C.; chapter 2, 4 Million-19,000 B.C.; chapter 3, 19,000-1200 B.C.; chapter 4, 1200-500 B.C.; chapter 5, 500-1 B.C.; chapter 6, A.D. 1-1399; chapter 7, A.D. 1400-1499; chapter 8, A.D. 1500-1599; chapter 9, A.D. 1600-1699; chapter 10, A.D. 1700-1799; chapter 11, A.D. 1800-1899; and chapter…