Espinoza, Delia; Lopez, Santiago, III (1973). El Dia de los Muertos — Libreto. (The Day of the Dead — Notebook.). On November 2, all Mexican Americans remember their dead as Mexico does on that same day. Called "El Dia de los Muertos" (Day of the Dead), the dead are remembered posthumously with flowers, candles, music, prayers, chants, and wreaths. The people go to cemeteries to clean tombs, lay fresh or artificial flowers on them, and pray for peace for each soul. Some persons take a priest who says masses to help the dead rest in peace. Dia de los Muertos also has some amusing features such as "claveras" which are satirical and mocking verses addressed to well-known persons or groups in public life, dancing skeletons on sticks with clay faces and limbs, and sugar skulls. Examples of several "claveras" are given. (NQ)… [PDF]

Gill, George A., Ed. (1974). Index to the "Journal of American Indian Education", Vol. 1, No. 1, 1961 – Vol. 13, No. 2, 1974. Articles that appear in the "Journal of American Indian Education", Vol. 1, No. 1 (June 1961) through Vol. 13, No. 2 (January 1974), inclusive, are annotated in this index. Each of the approximately 190 citations gives: (1) title of article/manuscript, (2) author(s), (3) volume, number, pages, and date, and (4) subject annotation. Although most of the articles focus on education, such subjects as cultural background, discrimination, needs, values, and art are presented for American Indian tribes and Eskimos. (KM)… [PDF]

Martinez, Emiliano; And Others (1972). La ciudad: Libro de lectura 1, nivel 2 (The City: Reader 1, Level 2). This reading textbook was designed for the elementary school Spanish-speaking student. It presents short selections pertaining to city life, with special emphasis on streets, transportation, public services, personal relations, and the urban environment. The presentation includes color illustrations. See FL 004 070 for the accompanying workbook. (Author/SK)…

Gonzalez-Mena, Janet (1971). A Developmental Program for Teaching English as a Second Language to Preschool Children. The Cuauhtemoc Bilingual Preschool Project, Redwood City, California, is designed to teach Spanish-speaking preschoolers English in classes conducted in their homes. The lesson plans (called "English Experiences") are based on a set of principles: (1) establishment of a language relationship is an important means of motivating the child to learn the target language, (2) young children need a total development program, and (3) children learn by doing. Emphasis is placed on the child's need to learn language in real situations with concrete experiences, while retaining his original language and self-esteem. Teaching methods are discussed, and nine specific performance objectives of the Cuauhtemoc Project are outlined. A list of suggested activities, materials, books, and songs are included. A child's picture-word matching workbook is also included. (ST)…

Medina, Edward; Pope, Francis H. (1972). English Reading Workbook 1: Spanish Phonetic Reading Program. This manual, designed to follow \English Alphabet Book 1,\ presents an English phonetic reading program for children beginning to learn how to read. It contains an alphabet chart with pictures which symbolize words using the sounds of the respective letters. Other pages are devoted completely to the sounds of the vowels, reinforced with common words and pictures. Exercises which emphasize handwriting and phonetics are included. Later lessons concentrate on the blending of a consonant with each of the five vowels. The letter for emphasis on any given page appears at the beginning of a line just beneath the series of vowels; other letters used to form words follow this first consonant. Some facts about the dictionary are presented at the end. For related documents, see FL 003 749, FL 003 751, and FL 003 752. (Author/SK)…

Rich, Gene (1973). Teaching Reading to the American Indian. The problems of Indian children as students in the educational system, and particularly the problems associated with learning to read, are discussed in this paper. The Indian child is not basically a competitive individual; hence, he cannot understand the traditional classroom's emphasis upon individual achievement. In general, the Indian student is involved in being, not in becoming. Therefore, education as preparation for the future is not a realistic motive for him. Research shows that many Indian children rely heavily on nonverbal means of expression. They must first be taught to speak and read their own language before English language instruction can be successful. The following guidelines are offered as recommendations for those involved with teaching reading to American Indian youth: (1) Identify the basic premises of Indian culture, or any culture, which require an adjustment in the learning setting. (2) Review and apply the teaching strategies which are applicable to the… [PDF]

(1971). Materials Acquisition Project: Volume 1, Number 1. The first in a series of publications developed by the Materials Acquisition Project, this booklet contains annotations of potentially useful educational materials from prekindergarten through grade 12 that have been acquired from Spanish- and Portuguese-speaking countries. Annotated listings include reference to source, availability, cost, and age-level. Categories include: (1) picture books, (2) fiction, (3) general works, (4) philosophy, (5) social science, (6) language arts, (7) pure science, (8) technology, (9) the arts, (10) literature, and (11) history. For related documents, see FL 002 969-FL 002 977. (RL)…

(1971). Materials Acquisition Project: Volume 1, Number 3. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include general works, social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968, FL 002 969, and FL 002 971-FL 002 977. (RL)… [PDF]

(1971). Materials Acquisition Project: Volume 1, Number 4. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish and Puerto Rican instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 970 and FL 002 972-FL 002 977. (RL)…

(1971). Materials Acquisition Project: Volume 1, Number 5. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include general works, social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 971 and FL 002 973-FL 002 977. (RL)… [PDF]

(1971). Materials Acquisition Project: Volume 2, Number 1. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include general works, social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 972 and FL 002 974-FL 002 977. (RL)…

(1971). Materials Acquisition Project: Volume 2, Number 2. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal systems by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 973 and FL 002 975-FL 002 977. (RL)… [PDF]

(1971). Materials Acquisition Project: Volume 2, Number 5. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 976. (RL)…

Hunt, J. A. (1987). Education and Bilingualism on the French-Dutch Language Boundary in Belgium. Journal of Multilingual and Multicultural Development, v8 n3 p261-82. Surveys the linguistic and social situation along the French-Dutch language boundary in Belgium. Based on a series of interviews and a questionnaire used with senior secondary school students in seven towns in or near the language boundary, the statistical analysis shows the limited extent of bilingualism in this area. (Author/LMO)…

Dias, Stephen; Moll, Luis C. (1987). Change as the Goal of Educational Research. Anthropology and Education Quarterly, v18 n4 p300-11 Dec. In two case studies instructional conditions constrained what working class Hispanic students and their teachers accomplished. Certain instructional arrangements ensnare linguistic minority students by not capitalizing fully on their social, linguistic, and intellectual resources. Community based research sites can help to develop the appropriate instructional changes for this population. (VM)…

Archer, Melissa L. Johns (1994). Native Americans: A Seven Day Curriculum. Developed for sixth-grade students, this curriculum incorporates Native American issues into such areas as art, social studies, language arts, and literature. Specifically, the curriculum examines the oppression of Native Americans in American society. The curriculum takes 7 days to complete, with the final assignment requiring an additional 1 or 2 days. Each lesson includes objectives, learning activities, evaluation, and suggested lecture notes. Lessons aim to help students analyze their feelings and attitudes concerning Native Americans, examine the impact of negative stereotypes and misconceptions, identify common Native American stereotypes in literature, apply the concept of authenticity to their own artwork, recognize contributions of American Indians to American society, demonstrate an understanding of Native American stories and legends, challenge their own previously held attitudes about Native Americans by visiting a reservation, acknowledge accomplishments of prominent… [PDF]

(1997). Atlanta Metropolitan College, Exploring America's Communities: In Quest of Common Ground. Progress Report. In 1996, Atlanta Metropolitan College (Georgia) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. In an attempt to enhance the college's curriculum with American pluralism and identity issues, the college team developed an action plan to revise the teaching of humanities and history and to provide opportunities for the college community to find common ground as they explored what it means to be an American. A Plurality and Diversity Task Force was established, which held discussions regarding campus-wide multiculturalism and identity issues. Faculty met to discuss their syllabi, textbooks, and materials. Three day and three evening assemblies were held which featured lecture-forums addressing multicultural themes. Students in the history and humanities classes visited ethnic clubs on campus and exhibits at… [PDF]

(1997). Black River Technical College, Exploring America's Communities. Progress Report. In 1996, Arkansas's Black River Technical College (BRTC) participated in the American Association of Community Colleges' Exploring America's Communities project, which worked to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. The proposed centerpiece of BRTC's program is called the "The Century Wall," a large mural which is to depict the faces of 100 Americans who, with their diverse racial, religious, and ethnic identities, have made a difference in shaping the 20th century. The project includes a student researched and written booklet which contains a keyed schema and short biographies of the 100 individuals. Community interest, including generous coverage in a regional newspaper, has been remarkably keen. Letter surveys were sent to colleagues at Arkansas State University, as well as to local organizations and schools in order to get suggestions for people to include in the mural. In the summer, prospective… [PDF]

(1997). San Antonio College, Exploring America's Communities. Progress Report. In 1996, Texas's San Antonio College (SAC) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. The college's plan to enhance teaching and learning about American pluralism and identity is to offer a new course beginning in Spring 1997 entitled "American Pluralism and Identity." This team-taught course will allow students to explore the sociology, historical development, and literary expression of the German-American, African-American, and Mexican-American communities. Goals that have been met include the following: (1) faculty have been selected; (2) a comprehensive syllabus has been written; (3) guest speakers have been recruited; (4) field trips have been arranged; (5) the new course has been approved and listed in the spring 1997 schedule; and (6) a colloquium on American pluralism has been… [PDF]

Lee, Courtland C., Ed. (1995). Counseling for Diversity. A Guide for School Counselors and Related Professionals. This book provides practicing school counselors and their colleagues in related professions with direction for developing, implementing, and evaluating counseling programs for culturally diverse student groups. It also serves as a useful methods textbook for counselor training. Intervention strategies and counseling techniques are presented in the following chapters: (1) "School Counseling and Cultural Diversity: A Framework for Effective Practice" (Courtland C. Lee); (2) "Counseling Interventions with African American Youth" (Don C. Locke); (3) "Counseling Youth of Arab Ancestry" (Morris L. Jackson); (4) "Counseling Asian American Students" (Darryl Takizo Yagi and Maria Y. Oh); (5) "Counseling Hispanic Children and Youth" (Jesse T. Zapata); (6) "Counseling Native American Students" (Timothy C. Thomason); (7) "Cross-Cultural School Consultation" (Carol F. Duncan); (8) "Multicultural Classroom Guidance"…

Johnson, Dana T.; And Others (1995). Autobiographies: Personal Odysseys of Change. A Language Arts Unit for Grades 4-6. In this language arts unit, high-ability students in grades 4 through 6 study the concept of change by reading autobiographies of writers from various cultures and by looking at change in selected lives. Selected stories from "Junior Great Books" were chosen for their probing of issues of identity. Other literature selections are drawn from multiple genres that include short stories, poetry, autobiographies of published authors and related writing of those authors, and essays. Discussions and reflective writing encourage students to explore their own identities as talented learners. This guide provides goals and outcomes, an assessment model, a paper analyzing the concept of change, teaching models, 20 lesson plans, assessment forms, a list of 74 works taught in the unit and resource materials used in its development, an annotated bibliography of 30 items on change, and a list of 31 computer software resources. (JDD)… [PDF]

Oliphant, Dave (1979). Civilization and Barbarism. A Guide to the Teaching of Latin American Literature. Latin American Curriculum Units for Junior and Community Colleges. This guide was developed as part of a project to encourage more, and more accurate, teaching about Latin America in U.S. community colleges. The specific purpose of the guide is to survey the range of 20th century Latin American literature in order to suggest various ways in which works from Latin American countries may be integrated into any course concerned specifically with the culture of the region or devoted simply to a study of culture or literature as such. The guide includes an annotated list of works, listed by country, that are especially representative of the high quality of Latin American literature. The guide also seeks to offer a variety of possible approaches to each of the literary genres (essay, short story, poem, novel, and play) and to detail in effect how specific works may be introduced into discussions of history, literature, sociology, psychology, philosophy, and art, as well as composition and any humanities course open to consideration of such cross-currents…

Taylor, Earl J., Jr.; And Others (1994). The Peoples Multicultural Almanac: America from the 1400s to Present. 365 Days of Contributions by African Americans, Asian Americans, Hispanic Americans, Native Americans, European Americans. The Peoples Multicultural Almanac provides five entries for each day in the school year, September through May, organized for the following ethnic groups: (1) African Americans; (2) Asian Americans; (3) European Americans; (4) Hispanic Americans; and (5) Native Americans. The entries highlight significant social, political, historical, cultural, and artistic people and events as they have had impact on the United States within the global community. The gender balance for the entries is roughly half male and half female. Each page is illustrated with authentic ethnic motifs. A concise calendar provides one or two entries for each day of the summer months. (SLD)…

Siekmann, Sabine (1998). To Integrate Your Language Web Tools–CALL WebCT. The benefits of Internet activities for teaching of foreign languages, for example the use of e-mail as a non-threatening environment for language output, and using the Web to integrate language and culture, have become apparent in the last few years. This paper describes WebCT as a user-friendly integrated Internet environment for the teaching of foreign languages. WebCT (Web Course Tools), created at the University of British Columbia is a multi-faceted program that allows educators to customize an existing suite of tools to their individual needs and content. The different tools WebCT has to offer are assembled in a single password protected area; they include, but are not limited to: e-mail, bulletin board, chat rooms, and quizzes. These tools can be categorized in four areas: Content (paths, links), Communication (bulletin board, e-mail, chat rooms), Testing/Assessment (quizzes, self-test) and Course Management (calendar, student management, My Record). This paper briefly… [PDF]

Wollenberg, Charles (1989). The New Immigrants and California's Multiethnic Heritage. New Faces of Liberty Series. California has one of the most diverse societies on earth. Ethnic minorities comprise at least one-third of the state's people, and the society is becoming ever more diverse. It is estimated that by about the year 2010, California will have no majority ethnic group. The historical development of this diversity is traced from the arrival of European settlers, through the Gold Rush migrations and the arrival of Chinese immigrants in the nineteenth century. Successive waves of Japanese American, Mexican American, and other Asian American groups, especially after the reform of immigration law in 1965, enriched the state's heritage. The Los Angeles (California) and San Francisco (California) metropolitan areas are to the late twentieth century what New York was to the late nineteenth, the primary center of new immigration. (SLD)…

Walter, Gaye R. (1993). Montana Family Reading Program Manual. Based on the Theme "Many Faces, Many Stories.". This manual is a guide from the Montana State Library for libraries interested in setting up a family reading program with a multicultural theme. The purpose of a family reading program is to encourage reading and foster an enjoyment of reading among children and families. This manual contains an introduction which gives planning information, background, public service announcements, and sources and resources. Other topics covered include suggestions for displays and bulletin boards; a list of cultural celebrations; program and activity ideas; suggested crafts and games; language activities; and other helpful ideas for bookmarks and log sheets. (JLB)… [PDF]

(1984). Grow, Grow, Grow: Learn about Other Cultures. California Demonstration Program. Revised. This booklet is designed to provide historical and cultural information about Blacks and Mexican-Americans and to give some perspective on other minorities in the United States. The following topics are included: (1) a historical timeline of key events for ethnic groups in American history; (2) a historical perspective on Black Americans; (3) biographical sketches of famous Blacks; (4) a historical perspective on Mexican-Americans; (5) biographical sketches of famous people in Mexican history; (6) tests/awareness surveys to be given on a pretest/posttest basis; (7) two word puzzles; and (8) answer keys for the tests/awareness surveys. (JW)…

Huber, Tonya; Pewewardy, Cornel (1990). Maximizing Learning for All Students: A Review of Literature on Learning Modalities, Cognitive Styles and Approaches to Meeting the Needs of Diverse Learners. This review of journal literature proposes that ethnic/race-specific research on cognitive/learning styles provides models for cross-cultural and multicultural classrooms that will maximize learning through building self-esteem and devoloping a reason for learning. The intent of the review was to discover patterns and themes developing across cultures and across studies. Highlights of journal articles are provided in table format; an index to citations follows the table. The aspects and findings are categorized to develop a taxonomy of aspects and learner orientations. The taxonomy provides topical groupings that facilitate further identification of cross-cultural aspects and implications for maximizing learning for all students. The focus is on how the background factors that students bring to school can be matched by school policies suitable for a variety of students. (JD)… [PDF]

(1985). The Embassy Adoption Program. E.C.I.A. Chapter 2. Final Evaluation Report. 1984-85. A multicultural enrichment program involving fifth- and sixth-grade classrooms from forty-four District of Columbia public schools encourages students to learn about foreign countries by studying a foreign embassy. Chapter one presents background information and a description of the project. Chapters two and three concern evaluation. A description of the Planning, Monitoring, and Implementing Model (PMI) used for evaluation is followed by evaluation results for each of the four stated objectives. Chapter four (Appendices) which makes up over half of the report, includes an evaluation model schema; a memorandum to librarians requesting materials; the teacher's role in the embassy; a list of embassies involved in the 1984-85 project; statistics on student demonstration of knowledge from the adopted country; results of the student questionnaire; the table contents for an information booklet for the preparation of a mini United Nations; background information, implementing instructions,…

(1985). Embassy Adoption Program. E.C.I.A. Chapter 2. Final Evaluation Report. 1983-1984. A multicultural enrichment program in which students from 123 fifth- and sixth-grade classrooms from the District of Columbia Public Schools learned about foreign countries by studying a foreign embassy, is evaluated. Chapter I outlines the main components of the program. Chapters II and III concern evaluation. A description of the Planning, Monitoring, and Implementing Model (PMI) used for evaluation is followed by evaluation results for each of the program's four stated objectives. Appendices, which make up over half of the report, include the evaluation schema, suggested activities for participating teachers, a list of embassy adoption program embassies and schools, a chart showing student knowledge level, results of student questionnaires, information and forms on Mini United Nations instruction, information and evaluation of a teacher workshop on implementation of the Embassy Adoption program, questionnaire results, and an embassy visit trip confirmation form. Findings show…