Hainsworth, Peter K. (1993). Beacon Outreach Program. Final Report 1990-1993. This 3-year project provided support services to 16 sites (in 8 states) which implemented the BEACON model (Bilingual Early Assessment and Curriculum Outreach Network) to screen, evaluate, and serve young (ages 2-8) bilingual children with disabilities and their families. Major components of the BEACON model are: (1) bilingual children with disabilities in mainstream and special classrooms are screened using the Preschool Screening System (PSS); (2) follow-up classroom and/or home programs are provided using the ERIN (Early Recognition Intervention Network) curriculum adapted for bilingual children generally and for each language group specifically; and (3) family involvement is stressed. The project assisted a range of agencies including public school mainstream, special, and bilingual classrooms; Head Start; and day care programs. Local, regional, and national training was provided to site staffs. Among project achievements were: screening of over 1,900 children and services… [PDF]

Pierce, Lorraine Valdez (1991). Effective Schools for National Origin Language Minority Students. This monograph examines effective schooling for language minority students through a review of current practices, an analysis of current thinking on related issues, and a look at actual exemplary schools and programs. The first section briefly reviews effective schools research as an introduction to the text. The second section looks in detail at instructional practices that preclude equity and excellence. This section also addresses practices that promote acquisition of English and understanding of and respect for cultural differences in the classroom. The third section is a re-analysis of the effective schools literature covering the following topics: (1) cultural pluralism; (2) parent participation; (3) shared governance; (4) academically rich programs; (5) skilled use and training of teachers; (6) personal attention to students; (7) student responsibility for school affairs; (8) an accepting and supportive environment; and (9) teaching aimed at preventing academic problems. The… [PDF]

Agurcia, Joan Bundy (1984). Increasing Linguistic and Cultural Assimilation through a Language Exchange Approach. The development and implementation of a high school program bringing together 8 limited-English-proficient Hispanic students and 20 students of Spanish as a foreign language is described. The program's objective was to improve relations and decrease linguistic and cultural separation between the two groups. The approach used was multicultural, emphasizing cross-cultural and linguistic studies in Spanish and English. The four steps in program development included: (1) a survey of the class; (2) a test of cultural awareness; (3) merging the two ethnic groups in cross-cultural activities; and (4) evaluating student progress and program success. Results show that students improved linguistically and culturally, and commented favorably on the program. Appended materials include a Latin and American cultural awareness test, pre- and post-test scores on the cultural awareness tests and compositions, samples of cultural assimilators used in the program, and a student questionnaire….

(1986). Project BETA, 1985-1986. OEA Evaluation Report. Project BETA provided intellectually gifted, limited English proficient (LEP) students with educational programs geared to their talents. The program also sought to instill in students a sense of pride in their native cultures through exposure to their arts, histories, and languages. The program's chief goal was to prepare all students for mainstreaming by the twelfth grade. Two hundred twenty-nine Haitian, Korean, and Vietnamese speaking pupils were served at two sites in Queens, New York, and one in the Bronx, New York. Project students attended courses in English as a Second Language (ESL) at each site and, in addition, Vietnamese students at Theodore Roosevelt High School and Korean students at William C. Bryant High School received social studies instruction in their native languages. This evaluation of BETA's three-year funding cycle, which ended in 1986, contains the following: (1) an overview of the program; (2) information on student characteristics; (3) evaluation… [PDF]

Bennett, Ruth, Ed. (1981). Origin of Fire. Intended for use with college students, this booklet contains a traditional Hupa story (in Hupa and English) followed by information to aid in a critical literary analysis of the story and topics for student discussion. The introduction explains that "Origin of Fire"–first written down by P.E. Goddard in 1902 and still told by contemporary Hupas–relates how the chief divinity of the Hupa created fire. The brief story is presented in Hupa and English on facing pages which are illustrated with pen and ink drawings. Explanatory material following the story contrasts western and native story structure and social values, pointing out that native stories use visual imagery as a unifying device, do not necessarily build up to a climax, and may shift tense and point of view without warning. Discussion questions are listed and a retelling of the story maintaining its underlying syntactic sequence is suggested as a culminating activity. (JHZ)…

Day, Elaine M.; Shapson, Stan M. (1988). Provincial Assessment of Early and Late French Immersion Programs in British Columbia, Canada. The assessment reported in this paper represents the first attempt by British Columbia to use the Canadian Ministry of Education's assessment program model with special programs; in this case, the French immersion program was chosen. Objectives of the assessment were as follows: (1) examination of the extent to which students are achieving provincial curricular goals in French reading, listening, and speaking; (2) determination of student attitudes toward various aspects of French language and culture and their self-perceptions of their knowledge of French; and (3) comparison of immersion students' achievement in previous provincial assessments of English reading, mathematics, and science with achievement of students enrolled in regular English programs. French reading, speaking, and listening tests and student opinion questionnaires were administered to students in grades 4 and 7. The subjects included 1,508 early immersion fourth graders, 718 early immersion seventh graders, and…

Baecher, Richard E. (1989). Links between Bilingualism, Achievement, and Psychosocial Classroom Environment among Bilingual and Monolingual Students. A study of a two-way bilingual program in the Port Chester, NY Public Schools examined the relationship between classroom environment, and the language proficiency levels and second language learning outcomes of bilingual and monolingual pupils participating in the program. Pupils were second- through fifth-graders, including native-Spanish-speaking, limited-English-proficient (LEP) pupils, and proficient native-English-speaking pupils. The instructional outcomes investigated include English and Spanish language proficiency, and academic achievement in mathematics. Data sets were collected between 1984 and 1987. The classroom environment was assessed by student perceptions of the degree of satisfaction, friction, competitiveness, difficulty, and cohesiveness in the classroom. Analysis of the data confirms the important role of classroom environment and language proficiency in bilingual and second language learning for elementary school children. For each year of the two-way program,… [PDF]

Shore, Rima, Ed.; And Others (1981). George Washington High School: A Vitalized Transitional Program for Bilingual School Students. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The Vitalized Transitional Program for Bilingual School Students at George Washington High School in New York City provides instruction in English as a second language, native language arts, and bilingual courses (mathematics, science, social studies, and vocational courses) for Spanish-speaking high school students of limited English proficiency. The aim of the program is to assist students in making the transition to all-English instruction and in completing graduation requirements. This report on the program as it was implemented in 1980-81 describes the program setting; student characteristics; program organization; student placement; instructional services; non-instructional activities (curriculum development, staff development, supportive services, and community involvement); program implementation; and program evaluation. Evaluation indicates that: (1) participants mastered English syntax objectives in accordance with program goals; (2) achievement in mathematics, science,… [PDF]

Rex, Buck R. (1981). Evaluation Report for the District 30 Title VII Bilingual Program, 1980-1981. This is an evaluation report on a Title VII bilingual program that was conducted in Community School District 30, Queens, in New York City during 1980-81. The report states that the program served pupils of limited English capacity whose native languages were Greek, Chinese, Italian, and Spanish. The program's goals, activities and structure are described, and the texts used for each language group are listed. Program objectives which are evaluated include progress in oral language proficiency in English, native language proficiency, and mathematics, science, and social studies proficiency. It was expected that 60 percent of the students would progress beyond what could be expected without the program. Test scores show student achievement met these objectives. The report provides analysis of classroom environment in a section devoted to on-site observations. In addition, various staff development efforts are outlined, and the involvement of parents in language workshops and general… [PDF]

Egan, Lawrence A.; Vongthieres, Siri (1980). Asian and Pacific Americans: An Educational Challenge. Working Papers on Meeting the Education Needs of Cultural Minorities. This report includes (1) a paper that was written by Siri Vongthieres and Lawrence Egan regarding the educational needs of both native born and recently arrived Asian Americans, and (2) a review of that paper by Masako Ledward, LaVerne Moore, and Emiko I. Kudo. Issues discussed concerning American born Asian students include: (1) English language proficiency; (2) self concept problems as an expression of cultural conflict; (3) cultural conflict and the home environment; (4) poverty; and (5) school climate. For recent immigrants topics covered are: (1) language barriers; (2) family structures; (3) school climate; (4) parent involvement; (5) poverty; and (6) mobility and settlement patterns. The use of bilingual immersion, peer tutoring and English as a Second Language programs to meet Asian students' educational needs is reviewed with attention paid to evaluation difficulties, personnel shortages, program costs, and pertinent laws. (APM)… [PDF]

Cantu, Norma E. (1979). \My Excuse-me Tongue\ or a Chicana in the English Classroom. To spur English teachers to change their attitudes and methods in dealing with nonnative English speaking students, this autobiographical account by a Chicana woman describes how English teachers caused her to feel insecurity, frustration, and embarrassment about her use of language. Among the problems the author describes are her suffering at being forbidden to use Spanish, and at being punished when she did so, in elementary school; her shame at being ridiculed by a junior high school English teacher because she and the other Mexican-American students had never heard of Tom Sawyer; her pain in high school at having her oral reports frequently interrupted with pronunciation corrections; her shame in a college public speaking course at having her \poor\ English pronunciation corrected in a cruel and humiliating manner; and her continuing apprehension about public speaking. She also describes current episodes showing that similar problems continue to exist for students. The author… [PDF]

(1977). English Teachers' Journal (Israel), No. 18. This journal contains articles of interest to teachers of English as a second language, particularly those in Hebrew-English situations. This issue contains the following articles: (1) "Information for English Teachers," which includes information on curriculum, materials, courses, teacher certification, and examinations; (2) "Narrative Attitude and Linguistic Choice," by E.A. Levenston; (3) "Teaching English to Less-Able Learners," by R. Gefen; (4) "Summer Schools for Disadvantaged Learners," by N. Alpert and others; (5) "Creative Drama in the 7th Grade," by A. Sotto; (6) "Audio-Visual Aids in the Teaching of English," by W. Rosenblum; (7) "Teaching Beginning Reading II," an interview with V.F. Allen; (8) "Everyman's English," by Y. Bejerano; (9) "Book Review: 'Facilitating Language Learning' by Dubin and Olshtain," by E. Neumark; and (10) "UTELI Conference, Summer 1977," by S….

Garrity, J. (1975). Memorandum of Decision and Remedial Orders. Tallulah Morgan et al, Plaintiffs Vs. John J. Kerrigan et al., Defendants, Civil Action No. 72-911-G. Findings of fact and conclusions of law that constitute many but by no means all of the factual and legal under pinnings of the court's student desegregation plan and related remedial orders are described. Numerous findings descriptive of the Boston public school system, its facilities, student body, curriculum, administration and the like, are considered to appear in the plan itself. The memorandum of decisions contained here deals mainly with the reasons for particular features of the desegregation plan that have been of major concern to the parties. Major headings include an introduction, prior proceedings, findings and conclusions, plans submitted by the parties, general principles governing remedy, school districts, guidelines for assigning students, examination of schools, school closings and capacities, magnet schools and programs, citizens participation, monitoring, reporting and conclusion. The plan and the demands of its implementation on the people of Boston are seen to… [PDF]

(1975). On Keeping Lines of Communication with Indochinese Children Open. Elementary Education Series, No. 1. Indochinese Refugee Education Guides. This guide addresses itself to elementary school teachers who may have Vietnamese and/or Cambodian children in their classes. The guide gives pointers on how to establish and maintain communication with the children and emphasizes the important role the teacher will play in the children's happiness and success in this country. The following suggestions are made: (1) use the services of a Vietnamese-speaking teacher or teacher aide, if one is present in the school; (2) use peer group instruction in the child's language wherever possible; (3) both English-speaking teachers and students in class would do well to learn a little Vietnamese or Cambodian; (4) use simple and basic English in talking with the child; and (5) teach him English as a second language as efficiently and as rapidly as possible. An annotated bibliography follows the text. (Author/TL)… [PDF]

Coates, Nadine H.; And Others (1969). Characteristics of Children Receiving Speech and Hearing Service in Los Angeles Area Schools. Final Report. The characteristics of pupils receiving service in speech and hearing programs are presented in detail utilizing a newly developed standard case record. The evaluation of the strengths and weaknesses of the case record and the identification of areas in which school clinicians have difficulty obtaining information have been incorporated into the project. The description of the project is in three parts. Volume I contains the results of a workshop for participating districts. The workshop examined the project data, identified problem areas, reported on related research and considered the role of the speech and hearing specialist in educational services. Volume II contains detailed descriptions of pupils in the complete caseloads of 212 school clinicians in 39 school speech and hearing programs in 1966-67. Volume III consists of the results of three studies of clinician agreement and reliability. The studies represent a first step toward identifying critical areas of disagreement in… [PDF]

Goldsmith, Sharon S. (1995). Beyond Restructuring: Building a University for the 21st Century. ASHE Annual Meeting Paper. This ethnographic study of the creation of a new public university, California State University, Monterey Bay (CSUMB), highlighted the struggle of the founders to build a collective identity based on a distinctive vision for the 21st century. The original plan envisioned a model pluralistic academic community with a culture of innovation that included a mission to serve historically under-educated and low income populations, a commitment to multi-lingual and multi-cultural values, instructional innovation, and collaborative administration. Using participant observation, formal and informal interviewing, and content analysis, the study began with systematic collection of documents related to the founding of CSUMB in March of 1993, attendance at meetings at the planning office in 1993 and 1994, and appointment of the researcher to a post at CSUMB as visiting scholar. The focus of data collection and analysis was on how people transformed values into organizational realities. Analysis… [PDF]

(1994). School Improvement Research Series: Series VIII, 1993-94. Three types of research summaries comprise this loose-leaf compendium: \topical synthesis,\\closeups,\ and \snapshots.\ The single topical synthesis is entitled \Fostering Intercultural Harmony in Schools\ (Kathleen Cotton). Closeups consist of brief definitions and essential research findings on the following topics: \Developing Employability Skills\ (Kathleen Cotton) and \Integrated Curriculum\ (Kathy Lake). Four snapshots describe effective practices currently in place at various school districts throughout the country: \Implementing a Nongraded Elementary Program\ (Kathleen Cotton); \School Improvement through Teacher Decision Making\ (Al Fitzpatrick); \Restructuring at the Secondary Level: Grouping, Instruction, and Assessment\ (Nancey Olson); and \Rejuvenating a Multiethnic Urban School\ (Angela Wilson and Kathleen Cotton). Annotated bibliographies are appended to the topical syntheses and closeups. (MLF)… [PDF]

(1985). Women as Members of Communities. Third Grade Social Studies: Abigail Adams, Sarah Winnemucca, Helen Keller, Shirley Chisholm, March Fong Eu, [and] Carmen Delgado Votaw. Part of the National Women's History Project funded to promote the study of women in history, this unit will help third grade students learn about women's contributions to U.S. society. Equity cannot be achieved until equality is expected and until the contributions of all women are understood and accepted as a simple matter of fact. The unit contains six lessons based on biographies of women, past and present. They were chosen to represent the many ways women work as members and leaders of their communities. The women are Abigail Adams, Sarah Winnemucca, March Fong Eu, Shirley Chisholm, and Carmen Delgado Votaw, representing major ethnic groups, and Helen Keller, representing disabled Americans. Lessons also help students explore the concept of leadership. Each unit begins with a biography that the teacher is to read to students. Discussion questions, suggestions for class activities, and a student worksheet follow each biography. Students participate in class discussions, write… [PDF]

(1978). Teaching for Cross Cultural Understanding. The document contains materials prepared for a workshop designed to foster cross-cultural understanding in junior high school teachers. It is presented in six sections. Section I defines several key concepts such as culture, racism, ethnic diversity, stereotype, pluralism, ethnic encapsulization, and types of teaching styles and dialects. Suggested activities for teaching cross-cultural understanding are also included. Section II contains summaries of group activities and workshop presentations; a list of teacher perceived needs and problems; a review of multicultural programs and resources in Arlington, Virginia; summaries of discussions on the black student's experience; and culture and communication. Section III topics include Afro-American communication, Black History facts, Hispanic learners and Anglo teachers, Korean and Vietnamese learners, and literature by the Afro-American. Section IV presents methods for learning more about foreign-born students, analyzing children's… [PDF]

Sherman, Helene (1993). An International Store to Integrate Global Awareness, Math, and Social Studies. Social Studies and the Young Learner, v6 n1 p17-18,24 Sep-Oct. Maintains that elementary teachers are encouraged to integrate the curriculum to motivate students. Describes an instructional unit in which students set up and run an "international store," in which the items are priced in foreign currency. Provides recommendations on designing the unit and operating the store. (CFR)…

Bystydzienski, Jill M., Ed.; Resnik, Estelle P., Ed. (1994). Women in Cross-Cultural Transitions. This series of 14 essays focuses on experiences of women who have made cross-cultural transitions. Cross-cultural transitions refer to moving across cultures, usually from one country to another or across subcultures within one society. The essays document what individual women perceived, how they felt when in the process of moving from one culture to another, and what the consequences of the transition were for them. This volume presents common themes and issues raised by accounts of cross-cultural transition. Women's experiences, collectively, differ from men's due to socialization. There are three parts in the volume. Part 1, \Reflections of Mature Women,\ contains the following essays: (1) \Parental Variations in a Hungarian Immigrant Experience\ (Marga Kapka); (2) \Proud to Be a Japanese-American\ (Jean Umemura); (3) \A Francophone Korean in America\ (Irene Kwanghye Lee Olivier); (4) \A Palestinian's Struggle with Cultural Conflicts\ (Rima Najjar); (5) \A Zanzibari Woman's…

Bolin, Rick, Ed.; Green, Lori, Ed. (1989). Building a Quality Workforce: A National Priority for the 21st Century. Conference Proceedings (Milwaukee, Wisconsin, October 23-25, 1989). Selected titles from a conference on building a quality workforce are as follows: "Action Packed 'Practical Education Now'" (Walters); "Adjusting to Transitions" (Schall, Dluzak); "Adult Literacy" (Nichols); "Aging Workforce" (Stowell et al.); "Artificial Intelligence and Human Performance Technology" (Ruyle); "Basic Academic Skills Problem" (Jackson-Beeck); "Blue Collar Worker" (Menson); "Building an Ethical Framework for the Workplace" (Rickert); "Career Wellness in Human Resource Development" (Schwartz); "Case Education and Improvement Center" (Vandenberg et al.); "Child Care as a Vehicle for Building a Quality Workforce" (Herr et al.); "Cities in Schools" (Ward); "Creating a Multi-Competency Work Force for the Future" (Gerard); "Dual Career Couples" (Horrace); "ED-Net" (Calhoun); "Eldercare" (Schmall, Stiehl);… [PDF]

More, Arthur J.; And Others (1983). Indian Education Projects and Programs in B.C. Schools. Revised. Brief descriptions of 92 Indian education projects in British Columbia K-12 schools (provincial, federal, private, and parochial) are based on survey responses. The preschool, elementary, secondary, adult basic education, and home coordinating programs for Indian students concentrate on such special areas as language and/or academic skills development, life skills and outdoor education, native crafts and culture, and include counseling and adjustment assistance. Descriptions, which vary in detail and demonstrate the breadth of the attempt to meet the needs of Indian school children in Canada, are grouped by traditional language/culture area as identified by the British Columbia Provincial Linguist: Athapaskan, Bella Coola, Chilcotin, Coast Salish, Haida, Interior Salish, Kootenay, Kwakiutl, Nuu-Chah-Nulth (Nootka), and Tsimshian. Within each area, projects are listed alphabetically by community. A list of 43 key word descriptors which summarize the major thrust of each project or… [PDF]

Trueba, Henry T., Comp.; And Others (1977). Bilingual Bicultural Education for the Spanish Speaking in the United States: A Preliminary Bibliography. Citing 1,019 sources particularly relevant to Spanish speaking groups and readily available in most libraries, this bibliography is divided into 3 parts: index categories, topical index with authors, and complete references listed alphabetically. Although emphasis is on the Spanish speaking groups in the United States, studies on other linguistic groups with theoretical implications for all groups are included. The index categories consist of bibliographies, bilingualism, bilingual/bicultural education, language, education, and socio-cultural perspectives. The topical index categories represent the major disciplinary and theoretical concerns of scholars in the field of bilingual education, whose nature is still highly eclectic and interdisciplinary. Published between 1929 and 1976, the materials cover such topics as language acquisition, program development, sociocultural context of education, classroom dynamics, curriculum development, legislation, measurement of language and…

Brauer, Gerd, Ed. (2001). Pedagogy of Language Learning in Higher Education: An Introduction. Advances in Foreign Language Pedagogy, Volume 2. This second volume in the series \Advances in Foreign and Second Language Pedagogy\ is an introduction to the pedagogy of language learning in higher education focusing on learner motivation, classroom environments, relationships for learning, and the future of language education. The book reveals numerous links to language education on the secondary level. Fifteen authors for the United States, Australia, and Germany contribute articles on issues such as the political agenda of institutions of higher education, artistic and aesthetic practice, language across the curriculum, service learning, adult education, intercultural awareness through electronic media, extra-curricular consultation, and language learning outreach. These pedagogical issues are related to teaching Portuguese, Spanish, Russian, Japanese, French, German, and English as a second or foreign language. The book is divided into four parts (Learner Motivation, Classroom Environments, Relationships for Learning, and…

Hammer, Judith McGowan; O'Bar, Angelina Merenda (1989). Growing Up Strong: A Mental Wellness and Life Skills Development Program for Fourth Graders. Growing Up Strong (GUS) is a curriculum designed to develop strong mental and physical health in kindergarten through sixth grade students, with the objective of preventing subsequent substance abuse. This document contains a teacher's guide for using GUS in fourth grade classrooms (GUS 4) and duplication masters of materials that can be sent home with children to promote family involvement in GUS. Part I of the four-part teacher's guide provides background information about the program, GUS's multicultural approach and comprehensive prevention philosophy, major components of the GUS 4 program, and accessory materials. Part II includes information on using GUS, evaluating the program, and using the family involvement messages. Part III offers suggestions on classroom management, ways to teach problem solving, positive reinforcement, cooperative learning, and children's art, and lists 32 books for children, 24 books on cooperative learning for teachers, 4 publications for parents,…

Galloway, Vicki, Ed.; Herron, Carol, Ed. (1995). Research within Reach II: Research-Guided Responses to the Concerns of Foreign Language Teachers. Based on the questions of second language teachers concerning classroom practice, generated by survey, research on aspects of second language teaching and learning was reviewed and is summarized here. In each case, a question or questions are posed and a brief discussion follows, in layman's language and based on relevant research, with a brief bibliography. Questions address these issues: how to use research better (Donna M. Johnson); language learning processes and strategies (Joan Rubin); advances in the uses of instructional technology (James P. Pusack, Sue K. Otto); teaching for cultural diversity (Genelle Morain); listening instruction (Eileen W. Glisan); reading instruction (Marva A. Barnett); teaching speech skills (Myriam Met); writing instruction (Virginia Scott); grammar instruction (L. Kathy Heilenman); vocabulary development (Thomas C. Cooper); and testing (June K. Phillips). Each article contains references. (MSE)…

Arico, Jim; Rimmer, Sue (1997). Middle Level Activities To Involve the Invisible Student. Involvement in student activities has many advantages for the middle level student. Such activities promote achievement, citizenship, and service to the community while developing self-esteem, self-confidence, and social cooperation. This book is intended as a tool for middle level schools to motivate, develop, guide, involve, and provide middle level students with the opportunity to participate in and enjoy school life. Methods to accomplish this goal through leadership training, building multicultural programs, addressing special needs, and implementing student activities are provided. The goal is to serve all students and foster inclusion for those students of diverse social, economic, and cultural backgrounds. Chapter 1, "Involving the Uninvolved," provides information on developing self-esteem. Chapter 2, "Gaining Support for Middle Level Student Activities," provides information on the importance of student activities and gaining support from faculty and…

Nichols, Margaret S.; O'Neill, Peggy (1977). Multicultural Resources for Children: A Bibliography of Materials for Preschool Through Elementary School in the Areas of Black, Spanish-Speaking, Asian American, Native American, and Pacific Island Cultures. This bibliography covers the children's sections (preschool through elementary school) of a comprehensive demonstration collection of multicultural materials at California State University, Hayward, in the areas of Black, Spanish-speaking, Asian-American, American Indian and Pacific Island cultures. The bibliography lists approximately 4,000 items in the five cultural areas and a multicultural section. Divisions within each of the sections cover: folk tales and legends; picture books and early reading; poetry, plays, music, arts and festivals; crafts, games and miscellaneous; social studies materials; readings for older children; pictures, posters, maps and study prints; and materials from foreign publishers. Approximate grade levels are given, as well as hardback and paperback prices and publishers' and distributors' addresses. Suggestions are made for evaluation of materials from the standpoint of objectivity and cultural validity, with an appended list of source materials related…

Posadas, Barbara M. (1996). Teaching about Chicago's Filipino Americans. OAH Magazine of History, v10 n4 p38-45 Sum. Presents a two- to three-day teaching unit examining the collective life experience of Filipinos who arrived in Chicago (Illinois) before 1935. Provides historical background on Filipino immigration and their experience in Chicago. Informational handouts include newspaper accounts, cartoons, statistics, and personal accounts, followed by discussion questions. (MJP)…