Stanley, Ed (1993). Appreciating Continuity and Change in India through Literature, Customs, Culture, and Socioeconomic and Political Perspectives. Fulbright-Hays Curriculum Project. This curriculum project was developed by an individual who studied in India for 5 weeks in 1993 as part of the Fulbright-Hays Seminars Abroad program. The activities seek to: (1) offer factual information on India from literature, customs, culture, and socioeconomic and political perspectives; (2) help students be more tolerant about people of another race, of another country, and the conditions under which they live; (3) expand students' spheres of understanding to include a culture other than their own; (4) create a desire in students to keep informed about current events on an international level; (5) answer a need for recreational reading with books that feature factual places as part of the story; (6) help develop aesthetic tastes through writing and illustrating answers to teacher-prepared questions; and (7) furnish more unusual and unique reading material for all middle school reading/language arts and social studies classes to initiate interesting classroom discussions. (EH)… [PDF]

(1987). Saudi Arabia Today. A Teaching Program on the Kingdom of Saudi Arabia: (1) Grades 1-3, Our Visit to Saudi Arabia; (2) Grades 4-6, A Modern Kingdom; (3) Junior High School, The Kingdom of Saudi Arabia; (4) Senior High School, The Kingdom of Saudi Arabia. This package includes materials for students and accompanying teaching guides and posters for teaching about life in contemporary Saudi Arabia for grades 1-8. The student folder for grades 1-3 presents information about the Middle Eastern nation in the form of a boy's letter to a friend back home. In the letter are descriptions of the cities of Riyadh and Jeddah, the Islamic faith, Saudi farming, recreational activities, the Saudi oil industry, and other aspects of life in the country. The teaching guide sets out general teaching objectives, then presents background material, objectives, skills tips, and discussion questions corresponding to each page of the child's letter. Student worksheets in the guide include a connect-the-dots illustration, a page requiring students to tell the boy's story chronologically, multiple choice questions, and other activities. Presented in the form of a one-act play for classroom role playing, the pamphlet for grades 4-6 describes Saudi Arabia as a… [PDF]

Clegg, Luther B.; And Others (1995). Celebrating Diversity: A Multicultural Resource. First Edition. This guide emphasizes the inclusion of traditionally under-represented cultural groups by recognizing calendar events of multicultural significance. The approach presumes that activities centered in the cultural understandings and experiences of diverse students encourage general student involvement and build critical thinking skills. Strategies for encouraging alternative perspectives on social problems and historical events are given. The book, organized by calendar year, gives background information for each month, along with selected events; people, places, and events of the month; and teaching units that include instructional activities and teaching ideas. The teaching units address the following issues and topics: (1) "In the Beginning"; (2) "Native Americans – The First Nations of the Western Hemisphere"; (3) "Harvest and Thanksgiving Celebrations around the World"; (4) "Winter Holidays around the World"; (5) "A Simulation Trip to…

Latrobe, Kathy Howard, Comp.; Laughlin, Mildred Knight, Comp. (1992). Multicultural Aspects of Library Media Programs. Designed to help library media specialists, as well as administrators, teachers, and parents, develop a greater sensitivity to the multicultural problems and issues that young people face in schools, this collection of essays offers diverse perspectives on multicultural issues in the media program. The four main sections of the book and the essays that comprise them are as follows: (1) the introduction, \Multicultural Library Media Centers\ (Kathy Howard Latrobe); (2) information on gaining perspective including \Understanding and Appreciating the Unique Needs of Asian-Pacific Americans\ (Leslie S. J. Farmer); \Understanding and Appreciating the Unique Needs of African Americans\ (Melvin N. Bowie); \Understanding and Appreciating the Unique Needs of Mexican Americans\ (Rose Mary Flores Story); \Understanding and Appreciating the Unique Needs of Native Americans\ (Lotsee Patterson); \Understanding and Appreciating the Unique Needs of European Americans\ (Donna S. Richey); and…

First, Joan; And Others (1991). The Good Common School: Making the Vision Work for All Children. A Comprehensive Guide to Elementary School Restructuring. In order for children to have access to quality educational experiences, all members of the school community must participate in school restructuring (parents, advocates, educators, community leaders, and policymakers). Researchers and teacher training institutions also play a vital role. This book provides easy access to information of particular interest to different groups and individuals who support advocacy-driven school reform. It is organized around 10 vital student entitlements discussed within 8 chapters that focus on the following topics: parent participation, student admission and placement, student instruction, enhancing individual potential, student support services, school climate, teacher empowerment, and school finance. A fictional vignette is presented at the beginning of each chapter, representing an imaginary elementary school on its way to becoming the Good Common School (a school with the primary goal of providing educational excellence for all of its students)….

Seng, Seok-Hoon (1994). Educating Young Children in a Diverse Society. This paper examines the impact of ethnicity, gender, and social class on young children and discusses the ways in which children can be educated to appreciate and value diversity. It also summarizes the ideas of E. King's \Educating Young Children in a Diverse Society\ (1994), highlighting the strategies advocated in the book that encourage teachers and educators to implement diversity into programs for young children. The paper notes that early childhood educators need to focus on content integration, knowledge construction, prejudice reduction, equitable pedagogy, and empowerment when considering curriculum development and program practices. Educators also need to address their own cultural, gender, and class attitudes, as well as the attitudes of their students, when formulating curriculum content and teaching methods. The paper concludes by noting that using information about culture and learning in sensitive and positive ways will help educators value and promote diversity in… [PDF]

Oleksa, Michael J. (1991). Six Alaskan Native Women Leaders: Pre-Statehood. This booklet provides resources for teaching about pre-statehood Alaska history and the role of Alaska Native women. The six women leaders featured come from different backgrounds, languages, and cultures. They include an oral historian, a civil rights activist, a bilingual teacher, a traditional storyteller, a healer, and a tradition bearer. The period covered by the lifetimes of these women–from the early 19th century through the present–facilitates consideration of issues ranging back to the first contacts with Russian explorers. Each section contains an introduction to the historical and geographic context in which the women lived and a brief biographical sketch. Supplemental materials include a book chapter in English and Gwich'in on remembrances of subsistence living, a Yup'ik legend, diplomatic letters and other communications, newspaper articles, a language map, and photographs. Each section also contains suggestions for follow-up discussions, activities aimed at… [PDF]

Dial, Micah; Stevens, Carla J. (1993). Comparison of Student Academic Performance at Multi-Ethnic Schools versus Single-Ethnic Schools. This study examined whether students perform better academically if they are in a multi-ethnic school setting, in the minority in a predominantly single-ethnic school, or in the majority at a predominantly single-ethnic school. The study looked at three ethnic/racial groups: White, Black, and Hispanic; and analyzed urban students' mathematics and reading test scores from the fourth through eighth grade. An analysis of variance was used to assess group differences and compare groups of the same ethnicity who were in different school settings. Data from the state education agency's database for students from 1986-87 through 1990-91 from their fourth through eighth grade years were used. Student ethnicity, gender, age, socioeconomic status, and standardized test scores were evaluated. The results suggest that it may be more academically beneficial to minority students for school districts to emphasize desegregating schools rather than promoting single-race schools. In particular, the… [PDF]

(1998). Children with Special Health Care Needs and Their Families: Building on Cultural Strengths. CYDLINE Reviews. This annotated bibliography focuses on materials published after 1991 about cultural competence and children with special health care needs. It is divided into the following sections: (1) epidemiology and demographics (11 publications); (2) cultural competence (15 publications); (3) cultural competence and children and youth with disabilities (29 publications); (4) family systems (6 publications); (5) cultural competence and service delivery (12 publications); (6) cultural competence and health care policy (6 publications); and (7) educational materials (23 publications). The booklet closes with a list of three organizational resources on child health and cultural competence. (CR)… [PDF]

(1990). Flight to Hope: A Catholic Collaborative Educational Project on Refugee Awareness for Today's Students. This curriculum guide offers materials for a refugee awareness program, Flight to Hope, merging factual information with experiential learning activities to provide a holistic approach to understanding refugees for presentation in Catholic schools and involving parish participation. Included in notes on using and coordinating the program are a suggested calendar of events, a sample letter and family activities for parents, a sample letter and parish activity sheet for parish ministry teams, and a discussion of how to integrate the larger school and parish community into the classroom program. The teacher's guide provides background for teachers seeking an understanding of the world of refugees including a discussion of who refugees are, refugee relief efforts, the politics of refugee determination in the United States and abroad, and the challenges and difficulties facing refugees. The Flight to Hope Program includes the following eight lesson plans for grades 6 through 12: (1)…

Tao, Pauline; And Others (1990). More Than Just Chinese Food…A Collection of Writings by Adult ESL Learners and Three Approaches to Teaching and Writing in the ESL Classroom. This book consists of a collection of stories written by adults who attend a bilingual ESL (English as a Second Language) program co-sponsored by the Toronto Board of Education and Chinese Information and Community Services. All the writings deal with Chinese culture but the book may be used by people of diverse backgrounds and of varying levels of English language proficiency. The stories and accompanying exercises are of different levels of difficulty. Discussion questions follow each story. The goal of the book is to: (1) promote language development by way of exercises and discussions of topics that are relevant and meaningful to adult learners; (2) to provide instructors with descriptions of three approaches to teaching writing (Language Experience Approach, Process Writing and a Variation on Process Writing) that they can use in their programs and (3) to provide a springboard for intercultural communication and understanding through cultural exploration and comparison….

Sandhu, Daya S. (1994). Culturally Specific Learning Styles: Some Suggestions for Teachers. This paper examines the importance of culturally-specific learning styles within the context of the Kentucky Education Reform Act of 1990. The Act posits that all students can learn, that students learn differently, and that students learn better when they are taught utilizing their preferred learning modalities. A review of the literature indicates that all cultures, communities, and families can be divided into two major dimensions–traditional and modern–in terms of gender roles, family identity, sense of community, family identification, time orientation, age status, importance of tradition, subservience to convention and authority, and spirituality/religion. Teachers need to understand the cultural style of students; to use a proactive approach to reach out to those students whose values and needs differ from the mainstream; to exhort the message that "to be different means to be distinct but not inferior"; and to accommodate students with differing needs and… [PDF]

(1987). The Culture of Immigrant Populations and Cultural Policies: Socio-Cultural Innovations in the Member States of the CDCC. Summary of the Meeting (Strasbourg, France, March 4-5, 1986). The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". Proceedings of a meeting on immigrant culture are summarized in this report, which aims to outline the main questions asked and answered at this final activity of a 5-year project carried out by the Council for Cultural Cooperation. The introduction discusses the goals of the meeting which were to define the culture of migrants, especially of young people of immigrant origin, and to call on institutions to explain their cultural policies and programs for the benefit of migrants and ethnic minorities. A summary of Antonio Perotti's keynote speech lists new trends in European migration and notes problems such as youth unemployment, antisocial behavior, and racist attitudes towards young people. Part I of the report deals with ways in which migrants give expression to and develop their culture. Strategies for cross cultural communication are cited, including a German coffee house-meeting house scheme for women of foreign extraction, the use of drama, and literary and music competitions…

de la Brosse, Beatrice (1988). Children with Special Needs in Family Day Care Homes: A Handbook of Approaches and Activities for Family Day Care Home Providers. Practical information and sample teaching activities for child caregivers who work with young developmentally disabled children in family day care settings are provided in this manual. Each chapter shares a typical experience a caregiver may have with a particular child. Chapter 1 focuses on getting to know a new child, initial expectations, and testing a new environment, with related activities such as following simple directions and learning sounds. Topics covered in chapter 2 include sensitivity to the child's changing needs, developmental stages, sequencing and repeating activities, and creativity, with related activities which include imitating sounds and giving objects. In chapter 3, the how-to's of designing and preparing for activities are described. Activities in chapter 4 (e.g., wheelbarrow walk, Simon Says) accompany a discussion of the meaning of play for children. Chapter 5 focuses on the creation and use of toys and spaces for play, with activities such as pointing to… [PDF]

de la Brosse, Beatrice (1988). Cuidado de Ninos con Necesidades Especiales en el Hogar: Manual de Estrategias y Actividades para Proveedores que Cuidan Ninos en Sus Hogares (Children with Special Needs in Family Day Care Homes: A Handbook of Approaches and Activities for Family Day Care Home Providers). Practical information and sample teaching activities for child caregivers who work with young developmentally disabled children in family day care settings are provided in this manual. Each chapter shares a typical experience a caregiver may have with a particular child. Chapter 1 focuses on getting to know a new child, initial expectations, and testing a new environment, with related activities such as following simple directions and learning sounds. Topics covered in chapter 2 include sensitivity to the child's changing needs, developmental stages, sequencing and repeating activities, and creativity, with related activities which include imitating sounds and giving objects. In chapter 3, the how-to's of designing and preparing for activities are described. Activities in chapter 4 (e.g., wheelbarrow walk, Simon Says) accompany a discussion of the meaning of play for children. Chapter 5 focuses on the creation and use of toys and spaces for play, with activities such as pointing to… [PDF]

(1980). Planning for Management. Leader's Guide. Bilingual Evaluation Technical Assistance Workshop V. A leader's guide for conducting a workshop on managing bilingual program evaluations is presented as part of the Bilingual Evaluation Technical Assistance (BETA) project. After examining how to organize the workshop, the following aids are presented: a preworkshop preparation checklist, a sample room arrangement diagram, a workshop time schedule, and instructions for conducting the workshop, including the actual script. Management of evaluation is discussed in regard to the following major stages: scheduling the evaluation tasks, estimating staff needs, budgeting for the evaluation, monitoring the evaluation, and reporting the evaluation results. The workshop also provides: background information on the research and development work conducted by the Center for the Study of Evaluation at the University of California, Los Angeles; an overview of the BETA project and the five workshops; an analysis of the major tasks in evaluation management; and an analysis of the major stages in…

(1982). Local/State Bilingual Project. 1981-82 Final Technical Report. Appendixes. The 1981-82 Local/State Bilingual Program Technical Report addresses the evaluation questions of the Local/State Bilingual Program Evaluation Design. It is organized into six appendixes. Each appendix reports the information collected by a specific measure. Each appendix consists of (1) an instrument description, (2) purpose of the measure, (3) procedures used to collect the data, (4) summary of results, and (5) tables and figures presenting the data. The appendixes describe the following measures: PAL Oral Language Dominance Measure, Iowa Test of Basic Skills, Spanish Reading Test (Prueba de Lectura), Language Assessment Battery, Potential Policy Changes in Limited English Proficiency (LEP) Procedures, and Masterfile of LEP students. (Author/PN)… [PDF]

Askins, Billy E.; And Others (1977). Effect of the Responsive Environment Early Education Program for Low Birth Weight Children of Preschool Age. This paper describes an external evaluation study of the Responsive Environment Early Education Program (formerly known as the Responsive Environment Program for Spanish American Children), an educational intervention program for "high risk" (low birth weight) 3-, 4-, and 5-year-old children in Clovis, New Mexico. Major goals of the program are: (1) to prevent school failure through the early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; (2) to provide in-service training to selected early childhood and kindergarten teachers and aides employed by various school districts of New Mexico; and (3) to disseminate information concerning the program. Evaluation of the instructional activities was based on a pre-posttest design (without a control group) using standardized tests which measured children's language development in Spanish and English, school readiness, and self-concept and… [PDF]

Rendon, Laura (1982). Basic Skills: Responding to the Task with Effective Innovative Programs. Issues in community college basic skills instruction are reviewed and two model programs are outlined in this paper. First, concerns about student illiteracy, lack of academic preparation, and failure to complete courses are discussed, and public demands for educational accountability are examined. Next, the relationship between the "open door" concept and the increased need for basic skills instruction is explored, with special reference to the needs of Black and Hispanic students. After defining basic skills, the paper summarizes arguments for and against their inclusion in the community college curriculum. The paper then outlines the major characteristics of two model programs of basic skills instruction. The first is the Coordinated Bilingual Bicultural Studies Program at Laredo Junior College, an interdisciplinary program involving history, English, reading, human development, psychology and Spanish along with counseling and evaluation components. The second is the… [PDF]

Toro, Leonor (1981). Simbolos Nacionales. National Symbols. Written in Spanish and English, this booklet contains information on Puerto Rico's national symbols, including its anthem, emblem, and flag. Verses to \La Borinquena,\ the national anthem, are given, as well as the song's historical background and musical evolution, covering contributions of Felix Astol Artes, Paco Ramirez Ortiz, Lola Rodriques de Tio, Manuel Fernandez Juncos, and Ramon Collado. The seal of Puerto Rico, conferred upon the island by the Catholic Kings, Fernando and Isabel, on November 8, 1511 to recognize Puerto Rico as part of the Spanish Empire is described, and the historical, cultural, and religious significance of its components (the lamb, yoke, letters, the Latin phrase for \John Is Your Name,\ the cross of Jerusalem, the castles, lion, and pennants) are explained and illustrated. The symbolism of the flag, designed by a group of patriots in 1895 and adopted in 1952, is also described. A short review quiz on the major points covered in the text is also given….

Irizarry, Ruddie A.; And Others (1980). Bushwick High School Bilingual/Bicultural Program, ESEA Title VII, 1979-1980. Final Evaluation Report. This is an evaluation of a Title VII Bilingual/Bicultural Program that was conducted at a New York City high school in l979-l980. The program served Spanish speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) programming and mainstreaming; (2) bilingual classes; and (3) funding for the instructional component. Non-instructional components discussed include: (1) funding sources; (2) curriculum development; (3) supportive services; (4) staff development; (5) parental and community involvement; and (6) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring mathematics performance, science performance, social studies performance, content area performance, and native… [PDF]

(1980). A Vitalized Transitional Program for Bilingual High School Students, George Washington High School. ESEA Title VII Final Evaluation Report, 1979-1980. During the 1979-1980 school year, the George Washington High School Bilingual Program served 310 ninth and tenth grade Spanish speaking students whose command of English was severely limited. The students received intensive instruction in English as a Second Language and content area instruction in Spanish. Additional program components included supportive services, staff development, parental involvement, curriculum development, and extracurricular activities. Evaluation of the program was accomplished through a comparison of outcomes to objectives. It was found that: (1) students mastered more objectives per month in English as a Second Language than were expected by program criteria; (2) students demonstrated statistically significant gains in Spanish reading achievement; (3) in the content areas, most groups of students achieved the criterion in mathematics, no groups achieved the criterion in science, only tenth grade groups reached the criterion in social studies, and all… [PDF]

Boehmler, Eileen (1979). Blackfeet Language Survey. Montana Association of Language Teachers Bulletin, v24 n3 p18-29 Fall. A survey is presented of the Blackfeet language that is used in the Browning area of Montana. The purpose of the survey is to determine the extent to which the language is spoken and passed on at home, and the degree of interest in the language among the young people. The results are presented along with comments where appropriate. Generally, it is noted that the grandmother is the strongest family influence regarding the use of the language. Also, it is clear that most students feel their language is important and would like to see it taught in the schools. In the two schools that have a Blackfeet language program, it is evident that the teacher has an important role in the students' attitude toward Blackfeet. (AMH)…

GAARDER, BRUCE; And Others (1966). BILINGUALISM–FROM THE VIEWPOINT OF THE ADMINISTRATOR AND COUNSELOR. BILINGUAL SCHOOLING CAN BE DEFINED AS THE TEACHING OF ALL OR A FEW SUBJECTS (OVER AND ABOVE ENGLISH AND SPANISH THEMSELVES) THROUGH BOTH TONGUES, WHICH IS DISTINCTLY DIFFERENT THAN THE TEACHING OF A SECOND LANGUAGE AS AN ISOLATED SUBJECT. THE BILINGUAL SCHOOLS AT LAREDO, TEXAS, HAVE SUCCEEDED IN CREATING AN EFFECTIVE, \TWO-WAY,\ MIXED BILINGUAL SCHOOL SYSTEM, GIVING EQUAL TIME TO SPANISH AND ENGLISH. THE CORAL WAY SCHOOL, ANOTHER BILINGUAL SCHOOL LOCATED IN MIAMI, FLORIDA, IS ALSO \TWO-WAY,\ PROVIDING ABOUT EQUAL TIME FOR THE 2 LANGUAGES. HOWEVER, FROM GRADE 1 THROUGH GRADE 3, THERE IS CONSIDERABLY LESS MIXING OF THE 2 CULTURAL GROUPS. THE MOST DIFFICULT PROBLEM IN BILINGUALISM IS THAT OF GAINING FAVORABLE ADMINISTRATIVE ATTITUDE AND POLICY. BILINGUAL SCHOOLING IS PROFITABLE BECAUSE IT MAKES FOR SUPERIOR EDUCATIONAL ACHIEVEMENT AND STUDENTS CAN BEST LEARN THROUGH THEIR MOTHER TONGUE. THROUGH THIS APPROACH, BICULTURALISM CAN BE ACHIEVED, RATHER THAN THE CUTTING OF TIES FROM THE… [PDF]

Askins, Billy E.; And Others (1975). Responsive Environment Program for Spanish American Children (REPSAC): Fourth-Year Evaluation Study. Final Evaluation Report, 1974-75. An intervention program for 3, 4, and 5-year-old "high risk" (of low birth weight and with various handicaps) Spanish American children, REPSAC aims at providing successful experiences using the concept of responsive environment in English and Spanish language development and in improving cognitive and affective development. During 1974-75, 32 low birth weight children handicapped by physical difficulties, learning aptitude (IQ), perceptual and motor problems, language handicaps, and economic, cultural, and education deprivation participated at Clovis, New Mexico. The program was divided into comprehensive components: instructional, staff development, community-parental involvement, and media. The evaluation design focused on the instructional component and a follow-up study of former REPSAC students. Language development in English and Spanish, IQ, sensory and perceptual development, and school readiness were measured using pre and posttests. Periodic subjective… [PDF]

(1974). Bilingual Bicultural Materials; A Listing for Library Resource Centers. This listing of Spanish-English bilingual/bicultural materials for the elementary level is the end result of a materials evaluation conducted by the El Paso Public Schools. The catalog is divided into sections by type of media: kits, sound filmstrips, filmstrips, recordings, slides and transparencies, games and models, and books are discussed. Each entry contains information as to title, producer, date of publication, type of medium, contents, price, suggested Dewey classification, and grade level. Along with information as to the suitability of the contents of each entry, a recommendation is made in regard to acquisition based on classroom use of the material in more than one of the participating El Paso Elementary Schools. Appendices list sources and addresses as of January, 1974, a copy of the materials evaluation form used in the project, and the names of the evaluating teachers, listed by school. (KC)… [PDF]

Slavin, Jill A.; Taylor, Myrtice M. (1974). Emergency School Aid Act Pilot Project. Final Report, 1973-74. Research and Development Report, Volume 7, Number 7, December, 1974. The Atlanta Public Schools operated a pilot project under the Emergency School Aid Act (ESAA) from July 1, 1973 through June 30, 1974. The pilot project was subdivided into two parts. Part One, the Camp Learning Center Project, proposed the establishment of interdisciplinary educational, interracial, and cultural experiences in a camp setting for 1100 sixth grade pupils. Each child was enrolled in the program for a period of 13 weeks. During the first six weeks the children and their teacher planned the activities they would conduct at camp. The students prepared for this experience by studying a variety of subjects that would help them accomplish their goals. The children spent the seventh week at the Camp Learning Center, from Monday morning to Friday afternoon. While at camp, the children participated in group study, individual tutoring, and recreational and social activities. Following the camp week, the students continued their studies in their chosen areas and evaluated their… [PDF]

Embree, Alan; And Others (1975). Five-Year Action Plan for Curriculum Development. With the aid of a grant from the Advanced Institutional Development Program, a group of Central YMCA Community College (CYCC) faculty were given released time to inquire into curriculum priorities. This document establishes the focal points of future curriculum discussions and outlines the developments which this faculty group hopes will ensue as a result of their inquiry. A five-year action plan, based on other recent studies conducted at CYCC, is proposed for the orderly implementation of curriculum development, maintaining student welfare and educational experience as the primary target. Strengths and weaknesses of the present structure and possible means of improvement are noted in sections on student needs, special curricula for ethnic and social minority groups, interdepartmental and interdisciplinary programs, extension programs, flexible scheduling, support services, performance objectives, evaluation of instruction, alternative ways of earning credit, new programs, and… [PDF]

Espinoza, Delia; Lopez, Santiago, III (1973). Dia de Dar Gracias. Modulo Nivel Primario. (Day to Give Thanks. Module Primary Level.). Dia de Dar Gracias (Thanksgiving) is the subject of this primary level unit. The unit objectives are to: (1) know about El Dia de Dar Gracias as it is celebrated in the United States; (2) know how the Mayas celebrated it; (3) understand the context of the stories in the unit; (4) know about the main food used, the turkey; (5) distinguish other peoples' customs from those of this country; (6) develop a minimum of 3 activities on the Thanksgiving theme; and (7) answer the major part of the final exam. The unit consists of a brief history of how the Mayas, along with the ancient Greeks, Romans, and Celts, had celebrations to give thanks for their harvest before the Pilgrims did; the story "Guivito El Guajolote"; a vocabulary list; a pretest and a posttest; suggested activities; and a form for teacher evaluation. (NQ)… [PDF]

(1973). Exceptional Children Conference Papers: Early Childhood Education. Five conference papers consider a bilingual kindergarten program, language assessment and development, a nursery school program for retarded children, instructional materials for handicapped children, and a comparison study on social status for bilingual exceptional children, respectively. The bilingual kindergarten program is described as a total learning system with three major components comprised of staff development materials (teacher manuals or filmstrips), the instructional model (sensory, motor, and language skills training in 12 units), and parent involvement. Suggested for children's language assessments are standardized scales, informational observations, and reports from persons close to the child; and offered for remediation are teacher techniques for an ongoing program. Emphasized in a free nursery school program for mentally handicapped children, 3- to 7-years-old, are development of a positive self concept; and motor, self-help, language, sensory, and cognitive…