(1995). Understanding China in the 21st Century: Political, Economic, and Security Issues in the Asia/Pacific Region. Part I, U.S. and Japanese Relations with China: Case Studies of Cooperation and Competition. This curriculum unit is part one of a three-part series. The unit introduces students to policy options for U.S. and Japanese relations with China at the beginning of the 21st century. By identifying and examining these options, students gain an awareness of U.S., Japanese, and Chinese 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. Lessons included in the unit are: (1) "Historical Legacies"; (2) "China's Political Situation"; (3) "China's Economy in Transition"; (4) "U.S.-Sino Relations: With a Focus on Human Rights"; (5) "SINO-Japanese Relations: With a Focus on Security Issues in the South China Sea"; and (6) "Asia-Pacific Economic Cooperation." Handouts and primary source documents have been…
(1996). Honouring Diversity in the Classroom: Challenges and Reflections. Diversity in the Classroom Series, Number One. This document provides the framework for six other related documents in a series that focuses on diversity in the classroom. Section 1, "Introduction," explains that children in any Canadian classroom are not homogeneous, and such diversity presents teachers with challenges and obligations. The chapter reviews the subjects addressed in the series' other six documents. It explains that teachers who work with diverse students must be capable of analysis, visioning, and advocacy–elements associated with reflection. Section 2, "Diversity as the Norm," defines diversity and explains that teachers must be able to understand the shifting, evolving paradigms in education in order to be able to serve the needs of all students. Section 3, "The Reflective Educator," explains essential elements of the reflective process (open mindedness, responsibility, and whole heartedness) and discusses the importance of reflective teaching. Section 4, "Equality and…
(2000). Gathering Strength: Canada's Aboriginal Action Plan. A Progress Report = Rassembler nos forces: Le plan d'action du Canada pour les questions autochtones. Rapport d'etape. Gathering Strength is an integrated government-wide plan to address the key challenges facing Canada's Aboriginal people. Following an initial section on reconciliation of historic grievances, this report describes initiatives in the four areas addressed by the action plan: (1) partnerships (all schools received public awareness materials; students and teachers participated in cross-cultural programs; Aboriginal language and culture programs were funded and conducted; federal, provincial, and territorial ministers of Aboriginal affairs and five national Aboriginal organizations met for the first time in 2 years; and national and regional partnership think tanks were conducted); (2) governance (legislation for the Nisga'a Final Agreement was passed; 86 land claims were settled or negotiated; and over 100 professional development projects were completed for Aboriginal administrators); (3) new fiscal relationships (93 percent of First Nations communities completed community… [PDF]
(1997). First Teacher, 1997. First Teacher, v18 n1-6 Jan-Dec. These six theme-oriented newsletter issues present specific curriculum planning ideas and activities for teachers of young children. The theme of the January-February 1997 issue is "The Arts of Winter." Topics in this issue include celebrating with music and movement, learning songs, classroom visitors and the arts, art in picture books, big indoor art projects, and the art of winter cooking. The theme of the March-April 1997 issue is "Global Adventures." Topics in this issue include developmentally appropriate multicultural activities, creating a global village, multicultural prop boxes, an animal safari with books, and St. Patrick's Day fun. The theme of the May-June 1997 issue is "A Happy, Healthy Spring." Topics in this issue include basic health and safety skills, changes in spring, children's gardens, healthy spring cooking, and dealing with picky eaters. The theme of the July-August 1997 issue is "Messy Learning." Topics in this issue…
(1996). Making the Path by Walking It. Teacher Education Quarterly, v23 n3 p23-36 Sum. Describes preservice teacher education reform efforts at California State University San Marcos via program development and curricular design innovation. Beginning faculty worked on creating a middle level teacher education program informed by critiques of teacher education, visions for restructured middle schooling, and institutional realities. (SM)…
(1994). Cultural Literacy: A Canadian Perspective. International Journal of Social Education, v9 n1 p15-30 Spr-Sum. Summarizes E. D. Hirsch's book, "Cultural Literacy," focusing on four separate arguments. Compares U.S. and Canadian education and society, particularly in relationship to multiculturalism and bilingualism. Concludes that Hirsch trivializes culture by presenting as no more than a common convention of effective national communication. (CFR)…
(1994). Bilingual/Bicultural Education at Peach Springs: A Hualapai Way of Schooling. Peabody Journal of Education, v69 n2 p26-42 Win. The Hualapai (Arizona) Bilingual/Bicultural Program is nationally recognized for its achievements in native language literacy and bilingual/bicultural curriculum development. The article presents information on how the program evolved, the role of indigenous educators, community involvement, and biliteracy education in a community with a previously unwritten language. (SM)…
(1994). Education to Promote Racial and Ethnocultural Equity: A Literature Review. ERS Spectrum, v12 n4 p28-40 Fall. Reviews the literature on education to reduce prejudice, and advocates a whole-school approach to countering racism and promoting equity. Urges comprehensive reforms in curriculum; classroom practices and teaching methods; teacher attitudes, behaviors, and expectations; hiring and promotion practices; racial harassment policies; student-assessment and program-placement policies; linkages with parents and community; language issues; and staff development. (70 references) (MLH)…
(1992). The Cultural Gap in Literature-Based Literacy Instruction. Education and Urban Society, v24 n2 p227-43 Feb. Literature-based children's literacy programs usually lack cultural foundation on the part of teachers providing the instruction. A framework for a cultural base for educators addresses this cultural gap. A series of professional development activities is presented that reflects the theoretical framework and increases cultural sensitivity. (SLD)…
(1995). Cross-cultural Psychology as a Curriculum Transformation Resource. Teaching of Psychology, v22 n4 p228-32 Dec. Recommends ways that cross-cultural content can be effectively presented in general psychology courses. Includes avoiding the marginalization of cross-cultural materials and perspectives, using accurate terminology to make cross-cultural comparisons, and raising awareness about bias within the cross-cultural literature. Offers relevant examples for these and others. (MJP)…
(1996). Diverse Teacher Candidates' Critiques of Multicultural/Bilingual Teacher Preparation: Insights and Implications. This study examined California's new system of bilingual and cross cultural teacher preparation, its implementation, and teacher candidates' reception of it. The new system, referred to as (B)CLAD, consists of two credentials for preservice teachers and two certificates for inservice teachers: the Cross Cultural Language and Academic Development, and the Bilingual Crosscultural Language and Academic Development. The study focused on the introduction of these new standards for teachers of diverse students at a large research university in Southern California; the implementation process; and teacher candidates' and teacher educators' narrative practices, perceptions, and interpretations, using ethnographic case study methods. In-depth interviews with eight preservice teachers in the program indicated that the teacher candidates demonstrated awareness of the program's main focus as articulated by the teacher educators and that potential tension existed between this focus and the… [PDF]
(1987). Meeting the Challenge of Basic Education and Literacy in Latin America and the Caribbean. Highlights of a Unesco/UNICEF Regional Seminar on the Universalization of Primary Education and Literacy (Sucre, Bolivia, May 4-10, 1987). UNESCO-UNICEF Co-operative Programme Digest No. 24. This digest presents the main elements of a regional seminar held in Sucre, Bolivia, to analyze and assess basic education and literacy programs that have been implemented in Latin America and the Caribbean. In addition to UNICEF and UNESCO officials, some 36 experts from 11 countries participated in the meeting. Although the initial aim of the seminar was to analyze the progress of the projects which, with the cooperation of UNICEF and UNESCO, were operating in Peru, Bolivia, and Nicaragua, the seminar extended its focus to include basic planning problems related to programing for small children, women, and indigenous populations. Recommendations reaffirmed the need for a dynamic approach from a perspective of ongoing education within the framework of authentic sociocultural contents. The text of the digest provides an analysis of educational problems and strategies to use in addressing the problems, lessons from the experience of projects in the program for Universal Primary…
(1978). Kindergarten: Home and Family. The curriculum guide presents a working draft of the kindergarten component of a K-6 social studies program developed by the Allegany County Board of Education in Maryland. Goals and activities relating to ethnic heritage studies; family life; and career, consumer, citizenship, and environmental education are included in each of the seven guides. The overall objective is to help teachers assist their students in gaining the understanding needed to deal with the problems of living in a complex society. Specific goals are to develop students' knowledge of social science concepts and skills and to acquire democratic social attitudes. The kindergarten unit emphasizes the student's understanding of himself and his immediate environment in terms of the home and family. It is presented in two sections. Section I lists six concepts: basic human needs and how they are met; the form and function of government and citizens' rights and responsibilities; various ethnic, racial, and cultural…
(1978). Grade 1: School Neighborhood. The curriculum guide presents a working draft of the first grade component of a K-6 social studies program using the expanding environments approach which was developed by the Allegany County Board of Education in Maryland. The overall objective is to help teachers assist their students in gaining the understanding needed to deal with the problems of a complex society. The bases for each unit are three goals (development of social science concepts, skills, and social attitudes), and six conceptual statements relating to ethnic heritage studies; family life; and citizenship, career, consumer, and environmental education. The key question/suggested activity format involves students in gathering and organizing data, and in analyzing its content and implications. The first grade unit is presented in two sections. Section I is designed to aid the student in becoming familiar with his school. Activities focus on enabling the children to become acquainted with teacher, staff members, and…
(1978). Grade 2: Communities–People. Communities–Goods and Services. The curriculum guide presents a working draft of the second grade component of a K-6 social studies program using the expanding environments approach which was developed by the Allegany County Board of Education in Maryland. The overall objective is to help teachers assist their students in gaining the understanding needed to deal with the problems of a complex society. The bases for each unit are three goals (development of social science concepts, skills, and social attitudes), and six conceptual statements relating to ethnic heritage studies; family life; and citizenship, career, consumer, and environmental education. The key question/suggested activity format involves students in gathering and organizing data, and in analyzing its content and implications. The second grade unit is presented in two sections. Section I is designed to develop the understanding of organized communities with people who share facilities and responsibilities for the common good. Activities focus on the…