(1984). Demonstration Preschool/ESL Project Report, Sexsmith Community School, Phases I & II. Vancouver, British Columbia, Sept. 1982-June 1984. This report describes the background, organization, design, evaluation, and recommendations of a demonstration project involving a model preschool for 3- to 4-year-old children learning English as a second language (ESL). The impetus for the project was the increase in the number of immigrant children in British Columbia. Objectives were to develop and implement a preschool program specifically designed to meet the needs of ESL children and to assess the program's value as a prototype for serving ESL preschool children. In the program developed, one teacher met with morning and afternoon classes of 15 children. Curriculum is discussed in terms of goals, orientation of children and parents, daily schedule, physical setting, monthly planning, concepts taught, and strategies used to expand children's ESL skills and awareness of their own and other cultures. The research component of the project included a study comparing children's effectiveness in peer interaction with their…
(1982). Three American Literatures: Essays in Chicano, Native American, and Asian-American Literature for Teachers of American Literature. Intended for use by American literature teachers who wish to use a single-volume work offering overviews of the literary traditions of selected minority groups, this book contains not only broad overviews, but also detailed analyses of specific works that constitute significant aspects of the Chicano, Native American, and Asian American traditions. The eight articles provide (1) an overview of minority literature in the United States, (2) an overview of Chicano literature, (3) a discussion of the evolution of Chicano literature, (4) an overview of Native American literature, (5) an examination of characteristic images and incidents in Native American imaginative literature, (6) an overview of Chinese-American and Japanese American literatures, (7) a discussion of Frank Chin's"The Chickencoop Chinaman" and "The Year of the Dragon," and (8) a discussion of the range of Japanese-American literature. (FL)…
(1982). Reducing Prejudice in Students: Theory, Research, and Strategies. This paper reviews theories and research studies concerning prejudice and suggests strategies for reducing prejudice in students. The first half of the paper describes theories and research studies. A summary of Arnold M. Rose's critical analysis of the older, simpler theories of prejudice and of the more complex modern psychological explanations is presented. Simpson's and Yinger's comprehensive theory of prejudice is examined. Personality theories of prejudice which consider personality as the most important variable in the formation of bigotry are discussed and flaws are pointed out. Personality studies are described and social structure theories of prejudice are reviewed. The last half of the paper uses research results to suggest strategies for reducing prejudice in the schools. For example, research indicates that visual materials such as pictures and films greatly enhance the effectiveness of attempts to change racial attitudes. Therefore, the author suggests that for a… [PDF]
(1981). The Migrations Project Resource Handbook. Folk Arts to Enhance the Curriculum. \Migrations\ is a multi-ethnic, interdisciplinary approach to the exploration of ethnic heritage. Designed by the Teacher Center, Inc. (New Haven, Connecticut), the project is conceived on the principle that ethnic heritage can be a source of pride and unity for all members of a community. It provides an active link between the ethnicity of the community and that of its schools. A primary focus of \Migrations\ is on celebrating, through folk arts and oral history, those attitudes and experiences which are basic and vital to the lives of all people. All aspects of the project revolve around a museum housing a collection of folk art objects and photographs and reflecting the major ethnic composition of the community. A traveling mini-museum is an active teaching tool that is taken into classrooms and occasionally on road trips. This handbook contains photographs of the contents of the museum as well as descriptions of the activities of the center in which the project is based. These… [PDF]
(1981). Publications Supported by the Multiculturalism Directorate, Government of Canada = Publications Subventionnees par la Direction du Multiculturalisme, Gouvernement du Canada. Revised. This revised and updated bibliography of multicultural publications supported by the Canadian government includes annotations in both French and English. Historical, literary, ethnographic, linguistic, and research documents and teaching guides representing or targeted to a variety of different ethnic groups are presented. The bibliography also contains an index of authors, editors and translators; an index of associations and publishers; and a subject index by ethnic group classification. (JCD)…
(1980). Cerebral Language Arrangement for Mexican Americans. This study investigates whether Mexican Americans have a different cerebral specialization for native language than for second language as measured by visual shift. The possibility of a different cerebral arrangement for each language has implications for educators. The relation between cerebral arrangement and cognitive style entails considerations concerning methods of instruction, grouping, reward systems, and assessment. The research sample consisted of thirty-two bilingual English-Spanish right-handed males and females between the ages of twelve and sixteen. Visual shift, looking away from the examiner upon being asked a question, represents a switch from external to internal processing. It has been found to be a function of eye movement contralateral to cerebral activity. The results indicate that students sampled in this study tended to shift to the right when answering questions in English and to the left when answering questions asked in Spanish. For this sample, the left…
(1980). In Search of Our Past: Units in Women's History. U.S. History Teacher Guide. A teacher's guide for three junior high school units on women in United States history is presented. Designed to supplement what is customarily taught in United States history courses, the units focus on Native American women in Pre-Columbian America, Southern women from 1820 to 1860, and women as immigrants and workers from 1820 to 1940. The guide incorporates the student workbook and provides objectives, background material, teaching procedures, suggested activities, and bibliographies. Each unit also contains an oral history assignment. In the first unit, students examine matrilineal societies, write myths similar to ones in their readings, and report on the life of a creative woman. The oral history assignment is to interview an older woman about home remedies. The second unit focuses on the roles of the black slave woman and the Southern plantation woman. Through interviews, students determine expectations and realities of three generations of mothers and daughters to discover… [PDF]
(1978). Ethnic Heritage Studies Program Performance Report: Institute on the Folklore and Traditions of Mexican-American, Black, and Appalachian People. Two of the major objectives of the six week institute were "to provide teacher training in the folklore and traditions of the Mexican American, Black and Appalachian people to teachers who are either members of these cultures, or who work with students of these cultures; and to present teachers with subject matter, curriculum and background information in the folklore and traditions of these three cultures which can be incorporated into school curriculum." The courses offered closely followed these objectives with a folklore component introducing methods and approaches to the study of folklore along with information on gathering resource materials, and the three other courses focusing specifically on Mexican American, Appalachian and African American folklore. The 30 participants in the Institute were primarily teachers and represented the 3 cultures under study, as well as the mainstream culture. Comraderie and cordiality grew quickly as these participants from four… [PDF]
(1979). Fair Textbooks: A Resource Guide. This guide was compiled in response to the need for a centralized system to catalogue resources designed to promote greater fairness in public school education. Part I, Materials Resources, includes sections on research, special issues, textbook evaluation instruments, nonprint materials, resource lists, and bibliographies. Part II, Procedural Resources, consists of sections on textbook guidelines; curriculum guidelines; administrative guidelines and recommendations; and State statutes, procedures, and guidelines. Part III, Directories, lists publishers of books and educational materials that, in the estimation of the publishers, contribute favorably to or are sensitive to the treatment of minorities and/or females. Included are titles of resources publishers have provided. Part IV, Organizational Resources, lists organizations that can be contacted for additional or specialized information and resources and conferences that have been concerned with biases in educational materials… [PDF]
(1980). Educating English-Speaking Hispanics. In both diagnostic procedures and in program prescriptions, this book attempts to deal with the problem of the Hispanic child who speaks no Spanish and who, in fact, may be discouraged from learning Spanish by parents who mistakenly feel they are helping the child make a quicker transition to the dominant culture. The first three chapters present some curriculum and instructional methods that can and should be used with groups of Hispanic children who speak English. In the first chapter, three fundamental premises are given: (1) curricula designed for middle-class native English-speaking children are not conducive to teaching Hispanic children; (2) English-speaking Hispanic students may not be proficient enough to succeed in the standard curriculum; and (3) instructional personnel need to develop a curriculum appropriate for English-speaking Hispanic children. In chapter two, current research is used to expose and discredit myths and stereotypes about Hispanic children and in…
(1977). Ethnic Heritage Studies: Cultural Pluralism. Experimental Unit. A variety of individual and group activities which require students to examine their ethnic background and their personal values related to cultural pluralism are included in this teaching guide. The unit is part of the Louisville Area Ethnic Heritage Studies Project described in ED 150 043. The project materials are designed to foster communication across intercultural/ethnic lines. The objectives for this unit are to ensure that students understand the positive aspects of our pluralistic society; recognize diversity of culture, ethnicity, and custom as a strength; examine real problems and real people of various cultures; and participate in experiences that will help build positive attitudes and acceptance of their own and other cultural groups. Suggested time allotment is one to two weeks. The guide includes a pretest, posttest, and five behavioral objectives accompanied by instructional activities, facilitating materials, and comments to the teacher. There are eight study guides… [PDF]
(1976). Ethnic Heritage Studies: Family History Project. Experimental Unit. This teaching guide presents a personal approach to America's past by having students prepare their own family's social geneological history. It is part of the Louisville Area Ethnic Heritage Studies Project described in ED 150 043. The project materials are designed to foster communication across intercultural/ethnic lines. The objective for this unit is to develop an understanding of the ways in which an individual's life is affected by his family background. Planned as a supplement for social studies courses, suggested time allotment is one to two weeks. The guide is comprised of a pretest, four behavioral objectives accompanied by instructional strategies, and a listing of facilitating materials. Also included are 10 worksheets for the student: a family history chart; family group sheet; tips and suggested questions for interviewing; a list of geneological sources of information, suggestions on how to organize a report, and tips on how to write and analyze an obituary. A… [PDF]
(1988). Culturally and Linguistically Diverse Children: Black Children, Hispanic Children, Asian Children, and Young American Indian Children. Teaching Exceptional Children, v20 n4 p45-51 Sum. Appropriate instruction for culturally and linguistically diverse children requires distinguishing among individual needs related to culture, language, poverty, mobility, and exceptionalities. Presented are suggestions regarding prereferral, assessment, curriculum, parental involvement, and program coordination for Black, Hispanic, Asian, and American Indian children who may be at risk for learning difficulties. (JDD)…
(2001). Color-Line to Borderlands: The Matrix of American Ethnic Studies. American Ethnic and Cultural Studies Series. This collection of essays traces the historical development of ethnic studies, its place in U.S. universities and the curriculum, and new directions in contemporary scholarship. Essays include: "Introduction: Color-Line to Borderlands" (Johnnella E. Butler); "Multiculturalism: Battleground or Meeting Ground?" (Ronald Takaki); "Ethnic Studies as a Matrix for the Humanities, the Social Sciences, and the Common Good" (Johnnella E. Butler); "The Problematics of Ethnic Studies" (Manning Marable); "The Influence of African American History on U.S. History Survey Textbooks Since the 1970s" (John. C. Walter); "Ethnic Studies in U.S. Higher Education: The State of the Discipline" (Evelyn Hu-DeHart); "From Ideology to Institution: The Evolution of Africana Studies" (Rhett S. Jones); "The Dialectics of Ethnicity in America: A View from American Indian Studies" (Elizabeth Cook-Lynn and Craig Howe); "Whither the…
(1997). Growing Up in a Divided Society: The Influence of Conflict on Belfast Schoolchildren. This book describes the results of a study of the political development of 35 Protestant and Catholic children between 11 and 16 years old, attending integrated and non-integrated secondary schools in Belfast, Northern Ireland. The research maps Belfast schoolchildren's images of political violence, political authority figures, and their views about the possibility for peaceful change. Results show that for the children in the study, the conflict in Northern Ireland is not only a religious one, but one that involves economic, political, historical, and psychological issues. The study also indicated that age, class, gender, and religious differences may be significant for both school populations. Specifically, different patterns of political imagery for both age groups in both types of schools in Belfast indicate important dimensions to the troubles. A key unanswered question is the effect of social diversity on daily experience and how that relates to youth violence and tolerance….