This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe: Earth Protection Team website. Some of the authors featured on this page include Linda Pollack Shevitz, William L. Taylor, Elizabeth I. Miller, Pierre. Office of Curriculum and Instruction. South Dakota State Div. of Elementary and Secondary Education, Albert N. Whiting, Marlene Stein Wortman, Donald Morris, Tallahassee. Div. of Community Colleges. Florida State Dept. of Education, Paul L. Simon, and Washington Cabinet Committee on Opportunities for Spanish Speaking People.
(1978). Cherish Our Differences: A Source Book for Cincinnati's Ethnic Heritage. A Bibliographical Guide. This selective bibliography lists books and some dissertations and theses relating to ethnicity. It is intended for junior and senior high school students, undergraduate college students, and the general public. The objective is to help ethnic groups, community agencies, and individuals in Cincinnati locate relevant source material concerning ethnicity and their ethnic heritage. Citations are included on geneology, immigration, and individual ethnic groups. These groups include Afro-Americans, American Indians, Appalachian-Americans, Arab-Americans, Asian-Americans, Dutch-Americans, Eastern European Americans, English and Scottish-Americans, French-Americans; German Americans, Hispano-Americans, Irish-Americans, Italian-Americans, Jewish-Americans, Near and Middle Eastern Americans, Greek-Americans, Scandinavian-Americans, and Swiss-Americans. A brief ethnic historical sketch of greater Cincinnati is also presented. The citations are arranged alphabetically by author and include title, publisher, date, and the library in which they can be found. To be listed, the sources must be in a local library, must be in the English language, and must have been published since 1920. No personal narratives, biographies, books on race relations, religion, civil rights, slavery, or suffrage are listed. An author index and addresses and hours of the libraries are appended. Descriptors: Adult Education, American Indians, Anglo Americans, Arabs
(1968). General University Obligations to the Disadvantaged Student. The civil rights movement and legislative efforts of the "New Frontier" and "Great Society" served to accelerate acceptance of the idea that universal opportunity also applies to higher education. Many colleges and universities designed experimental and compensatory programs for Negro students with deficient pre-college backgrounds, but few institutions are fulfilling their social obligations. Colleges should conduct open recruiting among high school students to include other disadvantaged groups such as American Indians, Mexican Americans, Puerto Ricans, and poor whites in rural and mountain areas, particularly in the South. Academic requirements should be adjusted and techniques should be developed for systematic evaluation of compensatory programs, and dull remedial courses replaced by a new set of stimulating curricular experiences that motivate rather than discourage low-achieving students. The university's obligation extends to the individual student. A broad academic and social counseling and guidance program is necessary, along with provisions for adequate financial aid, for the added burden of loan and job obligations makes scholastic improvement unrealistic. An integrated environment is an important component of equal educational opportunity and minimizes the extent to which disadvantaged students are made to feel rejected or on display. [More] Descriptors: College School Cooperation, Compensatory Education, Disadvantaged Youth, Educational Administration
(1994). Between Indian and White Worlds: The Cultural Broker. During the five centuries of contact between Native and non-Native peoples of the Americas, thousands of intermediaries have moved across the continents' cultural frontiers. These cultural brokers have included traders, missionaries, persons of mixed race, diplomats, Indian schoolchildren attending missionary or government boarding schools, White advocates for Indian rights, Wild West showmen, teachers, scholars, ethnographers, linguists, and artists. Divided into four parts covering the colonial world, the expanding republic, the Wild West, and the 20th century, this book contains the following chapters: (1) "The Ways and Words of the Other: Diego de Vargas and Cultural Brokers in Late Seventeenth-Century New Mexico" (John L. Kessell); (2) "'Faithful, Knowing, and Prudent': Andrew Montour As Interpreter and Cultural Broker, 1740-1772" (Nancy L. Hagedorn); (3) "Samson Occom: Mohegan As Spiritual Intermediary" (Margaret Connell Szasz); (4) "Red-Head's Domain: William Clark's Indian Brokerage" (James P. Ronda); (5) "An Alternative Missionary Style: Evan Jones and John B. Jones among the Cherokees" (William G. McLoughlin); (6) "American Indian School Pupils As Cultural Brokers: Cherokee Girls at Brainerd Mission, 1828-1829" (Michael C. Coleman); (7) "Helen Hunt Jackson As Power Broker" (Valerie Sherer Mathes); (8) "Interpreting the Wild West, 1883-1914" (L. G. Moses); (9) "Female Native Teachers in Southeast Alaska: Sarah Dickinson, Tillie Paul, and Frances Willard" (Victoria Wyatt); (10) "Three Cultural Brokers in the Context of Edward S. Curtis's 'The North American Indian'" (Mick Gidley); (11) "Jesse Rowlodge: Southern Arapaho As Political Intermediary" (Donald J. Berthrong); (12) "D'Arcy McNickle: Living a Broker's Life" (Dorothy R. Parker); (13) "Speaking Their Language: Robert W. Young and the Navajos" (Peter Iverson); and (14) "Pablita Velarde: The Pueblo Artist As Cultural Broker" (Sally Hyer). A conclusion by Margaret Connell Szasz points outs similarities among cultural brokers in personality, educational experience, and circumstances. Contains references in notes, an extensive bibliography, notes on contributors, photographs, and an index. Descriptors: Acculturation, Alaska Natives, American Indian Education, American Indian History
(1977). The Roads They Made: Women in Illinois History. This book discusses women's roles in Illinois history from the Indian period and the frontier through the Civil War, the Progressive Era, world wars and depressions to the 1970's. It relates these roles to the larger process of historical development. The authors wrote the book for all those seeking to enlarge their understanding of Illinois history. Chapters one through five describe (1) the varied work and the status of American Indian women and the marriage customs of these early times; (2) the hardships and harsh hazards faced by frontier women in Illinois; (3) women's efforts during the Civil War; (4) the period from 1870 to 1920 when women actively sought to improve their legal, economic, and social position; and (5) the women's movement from the 1920s to the present. The last chapter describes and provides information on the Carbondale Women's Center, the Institute of Women Today, the Illinois Women's Agenda, women's health care, the Coalition of Labor Union Women, and the Equal Rights Amendment in Illinois. A bibliography of books which treat the activities of Illinois women is also included. [More] Descriptors: Adult Education, American Indians, Bibliographies, Civil War (United States)
(1997). Women's Journeys, Women's Stories: In Search of Our Multicultural Future. Units in U.S. Women's History. Student Manual. This collection of curriculum units in U.S. history tells some of the untold women's stories that describe some of the historical events and social settings of the past and illustrate some trends for the future. These stories are intended to encourage middle school and junior high school students to explore contemporary women's history themes that correlate with themes previously highlighted in "In Search of Our Past," also from the Women's Educational Equity Act Resource Center. Three main units on contemporary topics are presented in both the "Teacher's Guide" and this "Student Manual." Each unit contains an introduction to the topic and background on the topic, profiles of individual women, interviews with individual women, readings about the unit topic, student activities, selected resources, and a vocabulary (some units). Units are presented on native women, women of the South (southern United States), and immigrant women, and these units encompass sections on the following cultural or historical groups: (1) American Indian women; (2) native Hawaiian women; (3) women of the South (from Civil War to civil rights); (4) Gullah women; (5) immigrant women; (6) Latinas; (7) Soviet Jewish women; and (8) contemporary women from Southeast Asia (Vietnamese). [More] Descriptors: American Indians, Asian Americans, Curriculum, Females
(1966). EQUALITY OF EDUCATIONAL OPPORTUNITY. THE PRODUCT OF AN EXTENSIVE SURVEY REQUESTED BY THE CIVIL RIGHTS ACT OF 1964, THIS REPORT DOCUMENTS THE AVAILABILITY OF EQUAL EDUCATIONAL OPPORTUNITIES IN THE PUBLIC SCHOOLS FOR MINORITY GROUP NEGROES, PUERTO RICANS, MEXICAN-AMERICANS, ORIENTAL-AMERICANS, AND AMERICAN INDIANS, AS COMPARED WITH OPPORTUNITIES FOR MAJORITY GROUP WHITES. COMPARATIVE ESTIMATES ARE MADE ON A REGIONAL AS WELL AS ON A NATIONAL BASIS. SPECIFICALLY, THE REPORT DETAILS THE DEGREE OF SEGREGATION OF MINORITY GROUP PUPILS AND TEACHERS IN THE SCHOOLS AND THE RELATIONSHIP BETWEEN STUDENTS' ACHIEVEMENT, AS MEASURED BY ACHIEVEMENT TESTS, AND THE KINDS OF SCHOOLS THEY ATTEND. EDUCATIONAL QUALITY IS ASSESSED IN TERMS OF CURRICULUMS OFFERED, SCHOOL FACILITIES SUCH AS TEXTBOOKS, LABORATORIES, AND LIBRARIES, SUCH ACADEMIC PRACTICES AS TESTING FOR APTITUDE AND ACHIEVEMENT, AND THE PERSONAL, SOCIAL, AND ACADEMIC CHARACTERISTICS OF THE TEACHERS AND THE STUDENT BODIES IN THE SCHOOLS. ALSO IN THE REPORT IS A DISCUSSION OF FUTURE TEACHERS OF MINORITY GROUP CHILDREN, CASE STUDIES OF SCHOOL INTEGRATION, AND SECTIONS ON HIGHER EDUCATION OF MINORITIES AND SCHOOL NONENROLLMENT RATES. INFORMATION RELEVANT TO THE SURVEY'S RESEARCH PROCEDURES IS APPENDED. NOTABLE AMONG THE FINDINGS ON THE SURVEY ARE THAT NEGRO STUDENTS AND TEACHERS ARE LARGELY AND UNEQUALLY SEGREGATED FROM THEIR WHITE COUNTERPARTS, AND THAT THE AVERAGE MINORITY PUPIL ACHIEVES LESS AND IS MORE AFFECTED BY THE QUALITY OF HIS SCHOOL THAN THE AVERAGE WHITE PUPIL. THIS DOCUMENT IS ALSO AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402, FOR $4.25. [More] Descriptors: Achievement, Achievement Tests, Black Teachers, Blacks
(1982). Teaching American History: New Directions. This bulletin contains suggestions to help secondary teachers teach about the histories of groups that have too often been ignored by historians and whose histories, when they were recounted at all, have been told largely from outside perspectives. It focuses on women, the family, workers, Native Americans, and other people frequently neglected in U.S. history. There are five chapters. Each chapter contains an introduction, background reading for teachers, a bibliography of additional reading resources, and specific teaching suggestions. Chapter one focuses on women's history. Suggested activities include writing an obituary for any woman chosen from the 1885 state census, exploring an "attic trunk" from the 1920s, analyzing data about women in the labor force, and debating the Equal Rights Amendment. Chapter two deals with "The Family in American History." Students research their family history, read and discuss Arthur Miller's "Death of a Salesman," and examine the problems of black family life. Social history is the topic of chapter three. Students read and discuss sources concerning childrearing in Colonial America and Europe and analyze a case study concerning retirement. Recent trends in American labor history comprise the focus of chapter four. Students read and discuss accounts that describe the shoemaking industry at different times in U.S. history, analyze data which they have gathered concerning changes in working life, and gather information from their community regarding labor unions. The concluding chapter focuses on American Indians. Students conduct research for an independent project and read and analyze books. Descriptors: American Indians, Black History, Child Rearing, Educational Change
(1997). Women's Journeys, Women's Stories: In Search of Our Multicultural Future. Units in U.S. Women's History. Teacher Guide. This collection of curriculum units in U.S. history tells some of the untold women's stories that describe some of the historical events and social settings of the past and illustrate some trends for the future. These stories are intended to encourage middle school and junior high school students to explore contemporary women's history themes that correlate with themes previously highlighted in "In Search of Our Past," also from the Women's Educational Equity Act Resource Center. Three main units on contemporary topics are presented in both this "Teacher's Guide" and the "Student Manual." Each unit of the teacher's guide contains an overview of the unit, an introduction to the topic and background on the topic, ideas for additional student activities, and selected annotated resources. Units are presented on native women, women of the South (southern United States), and immigrant women, and these units encompass sections on the following cultural or historical groups: (1) American Indian women; (2) native Hawaiian women; (3) women of the South (from Civil War to civil rights); (4) Gullah women; (5) immigrant women; (6) Latinas; (7) Soviet Jewish women; and (8) contemporary women from Southeast Asia. [More] Descriptors: American Indians, Asian Americans, Curriculum, Females
(1993). The Equivocal Prospects for Indian Reservations. Occasional Paper 1993-2. This paper analyzes and evaluates federal assistance to Indians on or near reservations and recommends public policies to promote self-determination through economic development. Most Indian tribes rely on federal funds for basic necessities and services. At current funding levels, reservation residents lead lives of deprivation or opt for outmigration to achieve personal self-sufficiency. The goal of federal policy should be to raise the standard of living on reservations by expanding opportunities for individuals to function independently of the federal welfare system. A precondition to achieving this goal is the creation of effective tribal governments. The key to tribal economic success lies in taking advantage of all available federal, human, and natural resources. In particular, a comprehensive reform of reservation educational and training systems is necessary to expand self-governance initiatives. Tribes that achieve self-sufficiency will face conflicts between economic development and cultural identity. This paper provides overviews of: (1) American Indian demography; (2) the history of federal Indian policies; (3) reservation economies (employment and welfare); (4) land resources and land use (agriculture, mining, water rights, and environmental issues); (5) federal economic development programs, private investments, and reservation gambling; (6) education (schools, funding, educational attainment, achievement, tribal colleges, and use of new technologies); (7) job training programs; and (8) tribal government, courts, and taxation issues. [More] Descriptors: American Indian Education, American Indian Reservations, Economic Development, Elementary Secondary Education
(1976). Interdependence–Spirit of 1976: A Special Bicentennial Edition of "Teaching about Interdependence in a Peaceful World.". Methods and resource materials are suggested for teaching elementary level students about the concept of interdependence in terms of the Bicentennial. The rationale lies with a belief in human interrelatedness and the universality of human rights for which the signers of the Declaration of Independence struggled. Students are encouraged to explore American history and find events and individuals that worked to unite Americans and foster peace among ethnic groups, races, religions, and the government and American Indians. For example, Benjamin Franklin is cited as a significant contributor to cooperation between the colonies. To celebrate the festival of the Bicentennial, activities are suggested which involve students in making collections of poetry and essays about their reactions to life today and in making colonial costumes. Awareness of new horizons can be deepened by discussing basic human needs, writing poetry relating the past to the future, and studying critical global issues such as energy, population, and mass transportation. A bibliography of 14 books and journals provides resource materials for all activities described in the kit. [More] Descriptors: American History, Civil Liberties, Concept Teaching, Elementary Education
(1971). The Spanish Speaking in the United States: A Guide to Materials. The bibliography cites more than 1,300 books, bibliographies, essays, and other materials dealing with the Spanish speaking population (i.e., Mexican Americans, Puerto Ricans, and Cuban refugees) and their role in the social, political, educational, and institutional development of the U.S. Published between 1900 and 1971, the materials represent a broad range of perceptions, philosophies, and approaches. The bibliography is divided into nine sections: (1) Bibliographies; (2) Books and Monographs; (3) Articles, Reports, Speeches; (4) Dissertations and Other Unpublished Materials; (5) Government Publications: State and Federal; (6) Audio-Visual Materials; (7) Project Leer Listing of U.S. Producers or Distributors of Spanish Audio-Visual Material; (8) Listing of Currently Published Serials (State-by-State); and (9) Listing of Spanish Language Radio and TV Stations and Programs (State-by-State). Topics covered include: acculturation, American Indians, Aztecs, border disputes and towns, braceros, California history, civil rights, community development, culture, explorations, education, the family, farm problems, folk medicine, the grape strike, health problems, housing, immigration, marriage, literature, Mexican history and influences, migratory labor, minority groups, racial problems, politics, social conditions, language problems, and folklore. A subject index is provided. [More] Descriptors: Acculturation, Annotated Bibliographies, Audiovisual Aids, Books
(1981). South Dakota Social Studies Curriculum Guide, Kindergarten-Twelve. This K-12 social studies curriculum guide was developed to provide local schools in South Dakota with a point of departure for their own curriculum development. There are five sections to the guide. Section one, "Social Studies Standards of Excellence," discusses shared decision making and commitment, community support for the social studies, staffing and staff development, organizing, instructional activities, evaluation, social studies resources, and curriculum planning. Goals for each area of the K-12 curriculum are outlined in section two. These areas include American Indian education, anthropology, career education, citizenship, consumer education, contemporary issues, drug/alcohol education, economics and free enterprise, environmental education, geography, government, historical and cultural impact of religion, multi-cultural education, psychology, rights and responsibilities, social behavior, sociology, South Dakota studies, and world and American history. Section three provides an overview of the K-12 social studies scope and sequence and section four examines the problem-solving and critical-thinking skills integrated throughout the curriculum. The final section presents and discusses the six major steps in curriculum development. Quotes from research are presented. Included in the appendices are a glossary of terms and recommendations of the National Council of Social Studies. Descriptors: Critical Thinking, Curriculum Development, Educational Objectives, Elementary Secondary Education
(1978). Report of the Distribution of Financial Assistance to Students in Florida's Community Colleges, 1976-77. Information from Office of Civil Rights (OCR) report forms pertaining to distribution of financial aid to all Florida community college students for fiscal year 1976-77 comprises this report, intended for college, state, and federal level decision- and policy-makers. Data are organized in tabular form. Table 1 is a summary of aid for the year, showing the number of awards (n=78,497), the total dollars awarded ($38,331,183), and the average amount per award for each specific award type and major category as well as the number of unduplicated recipients (n=56,088). Tables 2 and 3 summarize aid according to five racial/ethnic groups: blacks, American Indians, Asians, Hispanics, and whites. Table 4 shows the relationship between fall 1976 enrollment and financial assistance distribution by racial/ethnic group for fiscal year 1976-77. Table 5 summarizes aid by sex within the major aid groups (loan, grant, and scholarship recipients and employed students). Tables 6, 7, 8, 9, and 10 are summaries of aid by college and major aid group. Table 11 displays trends in total student assistance distribution from 1974-1977, involving increases for all years in almost every category except loans, which decreased during 1976-77 in dollar amount, number of awards, and number of recipients. Instructions for completing the OCR report forms in terms of each information category are included. [More] Descriptors: Community Colleges, Ethnic Groups, Federal Aid, Females
(1977). Trends in Black School Segregation, 1970-1974. Volume 1. As a statistical tabulation based on raw data collected by the Office of Civil Rights of the Department of Health, Education and Welfare, this report presents tables of data which illustrate trends in black school segregation from 1970-1974. The statistics provide a detailed profile of the pattern of black enrollment in schools with various proportions of minority students (American Indian, Asian American, Spanish Surnamed American, and others). They show the number and percentage of black students and the number and percent of the district's schools at each level of segregation or integration each year. Statistics have been gathered for all fifty states according to five regions: northeast, border, south, mid-west, west. Alaska and Hawaii have been excluded. The detailed statistical profiles of 204 school districts with more than 20,000 students enrolled permit examination of trends in middle size cities and a number of major suburban and metropolitan school systems as well as the 100 largest systems (the only ones on which DHEW data was previously available). A short introduction provides historical background and analyses of school segregation. [More] Descriptors: Black Education, Black Students, Educational Discrimination, Minority Group Children
(1975). The Politics of Passage: One of a Series of Articles on the Native Land Claims. As one in a series of eight articles written by different professionals concerned with Alaska Native land claims, this article focuses on passage of the Alaska Native Claims Settlement Act and emphasizes the influence of political and economic interests on the legislative process. Designed to stimulate careful political/historical reading and discussion at an advanced secondary or adult level, this booklet identifies and defines such key words as: compromise, conservative, chamber, self-determination, and lobbying. Among the major events discussed in the text are: (1) the early work on behalf of American Indians by Senators Henry Jackson and Edward Kennedy; (2) the "land freeze" of 1966 which effectively bound up 90 percent of Alaska's land and prevented development of the Trans-Alaskan Pipeline; (3) strengthening of the Alaska Native position via regional and national organization; (4) development of the Native bill which demanded 60 million acres with full title, more than one billion dollars in money settlement, and a Native management system; (5) Native lobbying efforts to gain support from Indian organizations, oil and other business interests, civil rights groups, the press, and the White House; (6) differences between the final House and Senate bills; (7) change in concern from "passage at any price" to "who gets what"; (8) the ultimate compromise. [More] Descriptors: Alaska Natives, Curriculum Guides, Definitions, Federal Legislation