Guide to Selected Ethnic Heritage Materials: 1974-1980

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ED 216 949 SO 013 992 4 a AUTHOR Haley, Frances, Ed. TITLE Guide to Selected Ethnic Heritage Materials: 1974-1980. INSTITUTION 'ERIC Clearingh6use for Social Studies/Social Science Education, Boulder, Colo.; Social Science Education Consortium, Inc., Boulder, Colo. SPONS AGENCY National Inst. of, Education (ED), Washington, DC.; Office of'Elementary and Secondary.Education (ED) Washington, D.C. Ethnic Heritage Studies Program. REPORT NO ISBN-0-89994-271-7 PUB DATE 82 CONTRACT 300-810-046; 400-78-0006 NOTE 135p. AVAILABLE FROMSocial Science Education Consortium, Inc., 855 Broadway, BoUlder, CO 80302 ($7.95).

EDRS PRICE MF101/PC06 Plus Postage. DESCRIPTdRS Adult Education) AlaskaNatives1 American Indians; Blacks; Chinese Americ5ns; Community Education; *Curriculum Evaluation; Elementary Secondary Edudation; *Ethnic Groups; *Ethnic Studies; Filipino Americans; Greek Americans; Italian Americans; Japanese Americans; Jews; Polish Americans; ,Program Descriptions IDENTIFIERS Chicanos; *Ethnic Heritage Studies,-Program

ABSTRACT Selected materials produced by Title IX Ethnic Heritage Studies Program projects, funded froni) 1974 through 1978, are evaluated in this catalog. The materials were selected by three panels of evaluators using three areas of criteria: (1) appropriateness for use in learning situations;(2) ethnic authenticity of content, and (3) technical quality for potential dissemination. An introduction describes the purpose of the evaluation project, development'of evaluation instruments, selection of panelists who evaluated materials, and proceis and results of the evaluation. One hundred-and-two projects (comprised of 438 pieces of materials) are evaluated. These evaluations are organized by state or territory and, within each state or territory, by the institution that'received the grant. Headings for each entry include information on the project title and address, name of project diredtor, ethnic group or groups on which the project focused, audience and grade level-for the project, the project's subject"(curricular) area; the format of. the materials developed (i.e., print or nonprint), the amount of ,finding, the titles of mdierials accepted, and availability, informatiOn for each piece of material. The heading information is followed by a description of the project materials. The fina) and major portion of the entry for each project p nts evaluative comments atd suggestions mmade by members of t e three panels. Four indexes facilitate use of the analyses--ithni group, geographic ,area, subject area, and materials titles. Appendices iitclude

evaluation instruments and a list of Ethnic. Studies projects. 'b (Author/RE) 4 * I

CV U S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION Li-I EDUCATIONAL RESOURCES INFORMATION CENTER !ERIC) This document has been reproduced as received from the person or organization oroginanng MirlOt changes have been made to imprave reproduction quality

,Points of view or opin.ns stated inArs docu 1 ment do not necessarily represent official NIE Ocrisiticip or potiqy GUIDE TO SELECTED ,ETHNIC HERITAGE MATERIALS:

.1 1974-1980 Edited by Frances Haley.

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S6,cial Science Education Consortium, Inc. ERIC Clearinghouse for Social Studibs/Social Science Education Boulder, Colorado 1982

4 5 I / ,k. 4 bi ,

ORDERING INFORMATION This pUblication is available from . Social Science Educption Consortium, Inc. 855 Broadway BOulder, Colorado'80302 ($7.95)

ISBN 6-89994-271.7 .

-I.

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The work reported herein was supportedby contract no. 300-810-046 from the U.S. Department of $ Education, Bureau of School Improvement, Ethnic Heritage Studies Program. Contractors under- taking such projects under govrnment sponsorship are encouraged to express freely their profes sional judgment in the conduct of _the project. Points of view or opinions stated do not, therefore, necessarily represent the official position or policy of thp U.S. Department of Education.

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. , . This publication was prepared with funding from the*lational Institute of Education, U.S. Department of Education, under contract no. 400-78-0006. The opinions expressed do not necessarily reflect the positions or policies of NIE or ED. II --.

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CONTENTS

Page ACKNOWLEDGMENTS .-, - v PREFACE ,-, vi 1- INTRODUCTION ...... 1 SELECTED ETHNIC STUDIES MATPRIALS...... '7

Materials Descriptions by State and Territory..... 7

Alabama...... , ...... 7

. Alaska .. . --') . . ,. 8 . i ii, Arkansas 10

California ...... 11 * Colorado . 20 Connecticut 25

Delaware 26

District of Columbia . 27 Florida .. .* 31, Georgia. 32

Hawaii .. 33 Illinois 35

Indiana.. -. 39 q Maine ...... ,. 40

Maryland ...... , 41 MaSsachaatts .., 42 Michigan 46 Minnesota . 50 Missouri 53 , Montana !. 55 Nebraska 56 Nevada 57 . New Jersey , 50 ti_ New Maxrco 59

New York r 59 North Caroliria 69 &, ,.t. ... North Dakota t 72 Ohio 72 a % Oklahoma .. ., i , 76

Pennsylvania ..., . ,78 Rhode Island 82

4 4, III . SouthDakota 82 Texas 84

Virginia ...... 86 Virgin Islands ...... 88 Washington 89 Wyoming 90

Indexes -.- 93

. . 93 Ethnic Group ...... Geographic Area 93 Subject Area .... 94 Materials Titles 94 APPENESIX A: Evaluation Instruments 99

APPENDIX B: List of Ethnic Studies Projects: 1974-1981 .111

IV -t

ACKNOWLEDGMENTS

To accomplish the goals of a prOject ofthis magnitlide, many people must work together In fgct, more than 200 persons cooperated in this projeOt byproviding expert advice, suggesting consul: tahts,7revtewing documents, and completing theactual work Special thariks are due to the following persons, who contributed to the evaluation of materialsand production of the guide 4 the Ethnic Heritage Studies ClearinghouseAdvisory Boprd and Field Agents, who reviewed criterft.r selection of panelistsand nominated panelists; Title IX project directors who promptlysubmitted their materials for evaluation and nominated panelists': Carl000rles. who assistedin developing the ethnic authenticity evaluation instrument.. personnel of the University of Colorado EducationalMedia Center who provided space equipment, and assistance for the evaluation ofvideotapes, . members of the project staff Regina McCormick,who collected and cataloged the materials, worked closely with the panels of eyaluators.arid participated in writing this guide: Sheryl Robinson, -who organized the criteria for and-mademajor contributions to the development of the evaluation instruments, assisted the evaluation navels, and alsoparticipated to writing this guide. Doreen Gamble. who handled the myriad secretarial tasks oftheproject, includirig travel arrangements for the consultants, Ann Williams foodesigning the format for andediting thev-a--luatioWstruments, and Sally Gro/ft for her always efficient and cheerfulwork in typing the final manuscript; ' the editorial -staff of the ERICClearinghouse fo'r Social Studies/Social Science Educatibnfor editing this guide and preparing the manuscriptfor publication.

the g5 panelists who worked so efficientlyboth for theirnowledge of ethnic studies education and their cheerful, friendly mannerand concern_fpr the-projectas well as Sheldon Steinhau-ser and John Livlingston,'who each evaluated one set of materials when ire needed an additional evaluation, and Kyung Sook Baek, Eleanor Blumenberq, Carlos Ruiz, and William Yellowtail. who agreed to serve as panelists but were unable to attend any olthe meetings because ascheduling difficulties, the entire staff of the Social Science Edtication Consortium for their wil.lingness to pitch in and help whenever help was ngeded ." Frances Haley

U N PREFACE

In December 1980, the U.S. Department of Education granted the Social Science EducationCon- sortium, Inc. a contract to evaluate materials produced by Title IXEthnic Heritage Studies Program projects funded from 1974 through 1978. This guide presents the results of thatevaluatioK, describing the materials which were evaluated as acceptable an terms 0.f educationalsoundness, ethnic authenticity, and technical quality. Publication of thiSbuide was made possible byadditional fw-id- ing from the National Institute of Education through'the ERIC Clearinghouse for SoCial Studies/ Social Science Education (ERIC/ChESS). ERIC/ChESS is,happy to participate in the publication of this guide, which wepelieve makes 'a significant contributioh to the field of ethnic studies, part of our clearinghouse'sarea of expertise We hope that the guide will be useful to persons concerned ,Aith the imRrovemeht of ethnicheritage studies as ait relates to all levels and aspects of the school ca4riculumand 40 adult.andcommunity education Jarnes E Davis

Associate Director, Social Science-Education Consortium, rnc Associate Director. ERIC Clearinghouse for Social Studies/Social Science Education

VI INTRODUCTION Description of Evaluation Project

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A Purse In December 1980, the U.S. Department of Edu- in ethnic authenticity? and (2) Does new informa- cation (ED) issued a contract in the amount of tion or teiminology..date the materials? $166,186.00 to the Social Sdience Education Con- Ten professional organizations were then askedl sortium, Inc. (SSEC) to evaluate materials pro-- diked by Title IX Ethnic Heritage Studies Pry to review the final sets of criteria: gram projects. funded from 1974 through 1978. Educational Soundness The matenalsmere to be evaluated,using con- National Council for the Social Studies sistent criteria, in thre areas7 (1)"appropriate- Association for Supervision and Curriculum it ness for use in learnitig situations, (2) ethnic Development authenticity of content,aand (3) technical quality` American Association of Colleges for for potential dissemination. Upon,completion of Teacher Education the evaluation process, the content called for Institute for Responsive Education -. production of a catalog describing the Materials ' Ethnic Authenticity which had been evaluated'as acceptablein all National Center for Urban Ethnic Affairs three areas. Council on Interracial Books for Children Outlined in the contract were specific steps to AntiDefamation League of B'nai B'rith be follow,ed in evaluating the project materials. National Ethnic Studies Association Briefly, those steps! included: Technical Quality , Audiovisual Center 1 establishment of evaluation criteria la 2. seleption of three panels of,outside evalua- yationalomen's EduCational Equity Act Program tors to apply the criteria to Title IX _materials Matemals Evaluation Project 3. design and produCtion of the catalog of Reviews from these organizations were aria materials certified as being acceptable lyzed, final changes were made in the evaluation instruments, and criteria were submitted to the A more detailed description of how eachpro- cess was implemented follows. Department of Education for final approval. The ,. instruments, which are included as Appendix A, were then ready for use in evaluating the project Development of Evaluation Instruments mate9als Upon receipt of award, the -SSEC stallcon- ducted a wicespread search to identify existing materials evaluation Instruments More than 100 Selection of Panelists documents were identified and collected. Each Se,lection of panelists was a very difficult task. document was reviewed, and itemswere sorted The contract prescribed selection of seven panel- according to the applicable instrument(s) to be ists to evaluate appropriateness for use in learn- developed (1) educational soundnessstudent ing situations, tiAntyfive for ethnic authenticity, materials, (2) educational soundnessteacher and six for technical quality. In addition, we resourc s, (3) educational soundness teacher believed the first panel should be balanced by trainin , (4)educational soundnessadult/ geographicrepresentation,ethnicity,educa- com nay materials,(5)ethnic authenticity, tional background, experience, and gender. (6), technical qualityprint, and (7) technical A process similar to that used for establishing quality nonprintDuplicateand -irrelevant evaluation criteria was used.. Criteria for selec- items were eliminated and the best indicators tion of panelists were established and sent to were selected for each instrument. The indica. selected reviewers. The reviews were analyzed tors were then organized info categories. Forex- and final criteria were established. These criteria ample, the categories for ethnic authenti0ity were sent to 85 persons selected from.members were: 1 of the Ethnic Heritage Studies Clearinghouse's 1.0 Product Characteristics Advisory Board and Field Agents, Title IX Project 11 Authors Directors, and officers and staff members of.- 1.2 Publication Date ethnic organizations. These persons were asked 1 3 Teacher and Other Mate to recommend potential panelists; in fact, more 1.4 Language thar1300 persons were nominated to fill the 38 1.5 Visual Content available evaluator positions. 2.0 Content Staff memberp made preliminary- selections, 2 1 Overall PresentatiOn of Content... prospective evaluators were contacted, and the 2 2 Individual list of evaluators was finalized. Persons selected 2.3 Groups tt serve as panelists were: 2.4 Society Educational Soundness Within each category, criteria to be appliedwere Barbara J. Capron selected. For example, the criteria underpublica- Educational Consultant' bon data were: (1) Is the publication datea factor Belmont, Massachusetts

1 Norbert Cieslak Riverside, California Teacher Detroit Public Sclools Francis Feminella Professor of Sociology and Education Detroit; Michigan' Department of Educ4ional and Social Thought Leah Englehardt School of Educatio$' -Assistant Professor of Elementary Education State University of New York at Albany ' Mississippi State Univ rsity Albany, New York ., State College, Mississippi Paul- R. Gibson Jonathan. K. Flint Special Assistant to the Governor for Assistant to the Director Minority Affairs Center for International Studies Chicago, Illinois r University of Pittsburgh Robert C. Hayden Pittsburgh, Pennsylvania ) Educator, Author, andHistorian Boston, Massachusetts James Harpstrite, Director 1. , Hawaii Multicultural Awareness Project Florence M. (Yoshiwara) Hongo Curriculum Research and Development Group President of the Board College of Education Japanese Americana Curriculum Project University of Hawaii, San Mateo, California . Honolulu, Hawaii A William Marks Virginia Correa Jones Director for the Social Studies' AssistaRt Professor of Education Dallas Independent School District Department of Secondary Education Multicultural /Nonsexist Education Section Dallas, Texas Iowa State University Shelia Onuska Ames, Iowa- program Associate Alexander T. Jofdan, Executive Director CEMREL, Inc. American Institute of Polish Culture St. Louis, tvlitsouri Miami, Florida , Ethnic Authenticity Louise Mathis Lawrence Baldassaro Social Studied Supervisor Associate Professor of Italian and Detroit Public Schools Coordinator of Ethnic Studies Detroit, Michigan *University of WisconsinMilwaukee. Milwaukee, Wisconsin Edmond J. Mousally Ethnomusicologist andProfessor of Music William Brescia, Director Northeastern University United Indians pf All Tribes Foundation Boston, Massachusetts Seattle, Washington Judith Muffs Karl Bonutti Director of Research and Curriculum Professor of Economics and Coordinator of Anti-Defamation League of B'nai B'rith Ethnic Studies New York, New York Cleveland State University Cleveland, Ohio Kathleen A. O'Brien, Assistant Director Upper Midwest Women's History Center for Ann Card, Assistant Director Teachers American Indian Educational Opportunity Aldeiman, Ward 2 Program City of MiRneapolis University of Colorado Minneapolis, Minnesota Boulder, Colorado Kalevi A. Olkio, Chairman Annie Ching Commission on Ethnic Affairs of Maryland Curriculum Consultant Baltimore, Maryland Asian American Bilingual Center Berkeley, California La ern J. Rippley, President ' Sdciety for German American Studies Anthony Conte, Director St. Oaf College Institute for the 21st Century\ Northfield, Minnesota Trenton State College . Trenton, New Jersey 1 Christian Skjervold,Director Ethnic Cultural Center Carlos Cortes MinneapOlis, Minnesota Professor of. History University of California , Mark M.tolarik, Director 9 f

The Balch rnstityte materials,should be accepted as (1) appropriate Philadelphia, Pennsylvania for use inlearning 'sitilations,(2)ethnically Roberto Vela authentic, or (3) technically sound. - Assistant Director for Bilingual Education Every piece of material was evaluated by at Dallas Independent School District least two panelists. In cases of disagreement a Dallas, Teas third panelist was asked to complete an evaluation. WIlen the ,materials were evaluated for Technical Quality ethnic authenticity, two evaluators who were ex- Kevin R. Flood, Secretary perts on the ethnic content compfeted the evalu- National Archives Trust Fund Board ation. If a book or media piece .was about more National Archives and Records Service. than one ethnic group, experts on each ethnic Washington, D.C. group depicted evaluated the materials. The table below shows the numb r of materi- Frances Povsic, Head als evaluated, accepted, and rejct d by each Curriculum Library Instructional Materials panel. Bowling Green State University Some interesting generalizations can be drawn- Bowling Green, Ohio from these 'data and The evaluators' comments Edward Sweda, Director regardingthematerials.The majorityof Media and Spedial Projects matenalyrejected were produced by projects CEMREL, Inc. whose products were of generally poor quality St. Louis, Missouri and were all rejected. These projects hac no basic organization and no clear objectives; the Chester Tanaka materials appeared to have been developed and *Ed Art St lithos A produced in a haphazard manner. In all fairness, San Francisco, California some of these problems can certainly be attri- Phyllis Thorn ley, Acting Director s. buted to the requirement that projects develop, Educational Media Services fieldtest,and disseminate materialsina Minneapolis Public Schools 12-month periock Minneapolis, Minnesota Conversely, whe project materials were ju'dged as acceptable, they were usually acceptable Sue F. Wilson, Assistant Director for -throughout. If objectives were clear and project Dissemination organization was strong, all of the products Bureau of Development (R&D) seemed to be acceptable: Louisiana State Department of Education Projects which chose one medium and devel- Baton ROuge, Louisiana obed, one product generally produced better materials than those which produced many documentS In several media. In addition, the quality of the media materials, particularly video- Conduct and Results of the Evaluation tapes, was much poorerttran the quality of print Beginning in M y 1981 and proceeding through materials. Many videotapes were produced td September of th year, panels were convened record events, rathgr than as replicable teaching and the materialsere evaluated. Tie first panel materials. In addition; only a few projects had examined materials from 196 projects funded sufficient funds- to produce media materials from 1974 thrgugh 1980. (A complete list of all under studio conditions, thtg ensuring highs the projects funded under the Ethnic Heritage technical quality., Studies Program is included as Appendix B.) Not Established organizations which already had all of these projects submitted materials; some publishing programs or had previously produced did not complete their products in time to be materials were more successful in developing _evaluated, and some were training projects quality products th-ail were organizations con- which did not develop 'materials. Howevo all ducting first-time grants or publishing efforts. materials on hand as of May 1981 wereevaluated However, we should be quick to point out that by the first panel. --- the nature of the Ethgic Heritage Studies Pro- The process of evaluation called for panelists gram was such that there were many first-tithe to accept or reject each piece pf material. Al- grantees, particularly community organiZations, though they could recommend improvements, in- local ethnic groups, and school districts. dividual panelists had to decide whether needed Finally, it should be ndted that not all of the' improvbments were major or minor and whether 438 pieces of material Minh were accepted by Total Analyzed Total Accepted Total Rejected Panel Panel Panel Panel Panel Panel Panel Panel Panel' 1 2 3' 1 2 3 1 2 3 Piojects 196 117' 106 117 106 102 79 11 4 Pieces of Material 982 513 476 513 476 438 469 37 38

re all three panels are available, largely because the panel on which the evaluator served. For ex- funds for mass produ,ction were not included in ample, if a 'member of the ethnic authenticity grants. panel commented on the technical quality of a. piece Of material, the- comment- ispresented Organization and Limitations of the Llicie under the heading "Ethnic Authenticity.This The Social Science Education Consortium re- decision was made to allow users of the guide to ceived a grant in 1978 to establish the Ethnic evaluate panelists' comments. in light of their Heritage Studies Clearinghouse: As part of this particular areas of expertise. grant, We published the Ethnic Heritage Studies While some of the categories in the project Program 'Catalog. 1974-1979 and a supplement,. heading are self-explanatory, others may require Ethnic Heritage Program' Catalog: 1978-1980 explanation. In the category "audience, various Supplement. Thernajordifference between terms are used. "Student materials" Means that these two doCuments and the Guide to Selected the project deyeloped materials which can beused° Ethnic Heritage Studies Materials: 1974-1980 directlybystudents.Ifth4 term"teacher can be seen in the The first two docu- resources"isused,theprojectdeveloped ments describe all materials developed and all materials intended for .teacher .use. Some ex- project activities. This document describes only amples of teacher resources are bibliographies, those 102 protects and 438 pieces of material ac- curriculum, guides,, units of study (which the cepted by-The three evaluation panels. teacher must do something with beforeusing The analyses constitute the major portion of them withstudents),teachers'guides, and this guide. The analyses are organized by state background readings. The term "teacher educa- or territory and, within.each state orterritory, by tion' means that the project conducted teacher- the institution that received the grant. Four in- training'workshops or courses and/or developed dexes facilitate use of the analysesethnic*. material speci4aity intended for use in teacher group, geographic area, subject area, and mate. education (e.g., 3 workshop model or a teacher vials titles. education course outline). The information in the heading for each entry Information about the cost and availability of includes the project title and address, name of materials is alSo provided in the descriptions In project director, ethnr group or groups on which some casestheprojects ':iredistributing the projectfocused, audience and grade level for materials themselvesorhave arrangedfor the project, the project's subject (curricular) distribution through other organizations. area, the format of the.materials developed (i.e., Many of the print materials are available in print or nonprint), the amount of funding, the microfiche and/or paper copy through the ERIC titles of materials accepted, and availability in- (EducationalResourcesInformationCenter) formation fo'r each piece of material. system. Materials identified by ED (ERIC docu- The heading information for each project is ment) numbers &re available on microfiche in the followed by a brief. description of the project more than 700 libraries throughoutthe United materials that were accepted by the three panels States that subscribe to ERIC (Check the library of evaluators. When appropriate, information nearest you.) You can also purchase a personal about project activities in which the materials copy of any, gRic document ineither rnizrofiohe were developed is also provided. The final portion or papericopy from the ERICDocument Repro- of the entry for each project presents evaluative ductiOn Service (EDRS), P 0. Box 190, Arlington, Virginia 22210. A copy of the EDRS ordering form , comments and suggestions made by members of the three panels. All of the comments and sug- is shown on pages 5 and 6 o e that postage gestions in this section of the entrieswhether costs must be palwhen ordering either micro- presented as direct, quotations or paraphrased fiche or paper co *present the opinions of the evaluators,nofthe Informationaboutnonprint(audiovisual) project staff. Occasionally, an evaluator ort.one materials produced by the projects can be ob- panel made comments which related to a differ- tained from the Nthional AudiovisualCenter, ent area; these comments are presented. under General Services Administration, ,Washington,..,-- D.C. 20409.

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BACK COLLECTIONS Postage extra. Reports in Research in Education for 1966 and1967 S 389A9 1 172 69 Reports in Research in Education for 1968 Reports in Research in Education for 1969 1 399 11 . 1 42A 54 Reports iff Research in Education for 'INS) 1 662 58 Reports in Research in Education fo'r 1971 1 lk 84 Reports in Research in Education for 1972 1 498 73 Reportsm Research in Educqtion for 1973 1 566 40 Reports in,Research in Edlicallon for 1974 1 754 54 Reports in Resources in Education for 197.5 1 838 41 Reports in R6sgurces7n Education for 1976 1'752 16 Reports in Resources inlEducation for 1977 2,068 91 Reports in Resources in Education for 1978 Reports in Resources in Educatidn fir 1979 1969 26 Reports-in Resources in Education for 1980 1 990 91- 50 174, fiche AIM' /ARM MICROFICHE COLLECTION'S(postage extra) (postage extra) ,S0 178 fiche CLEARINGHOUSE MICROFICHE COLLECTIONS SO 134 fiche SPECIAL COLLECTIONS (postage extra) ,S444 21 Office of Education Research Reports1956-65 Year)966 158 79 Pacesetters in InnOvation, Fiscal 192 56 Pacesetters in Innovation Fiscal Year 1967 1968 123 15 Pacesetters in Inriovation Fiscal Year 367 16 Selected 4c/finer-its on theDisadvariraTji%4. Education , 168 57 Selected Documents in Higher 87 50 'Manpower Research Inventory forFiscal Year 1966 and 1967 Fiscal Year 1968 tp 48 78 Manpower Research. `Inventory for 63 38 Manpower Research Inventor)) for FiscalYear 1969 SPECIAL PRODUCTS(postageincluded) Ginformatidh Analysis Products Bibliogkephy 1975-1977 114 00 1978 40 95 1979 29 15 4 6 ,1 3 - SELECTED ETHNIC STUDIESMAT/ERIALS. , ,Deacriptions by State and Territory Alabama . tion provides practicaras well as philosophical ideas. The final section pf the publication dis- 1. ETHNIC HERITAGE STUDIES--.L.THE BLACK cusseshuman relations and ethnicity. .AMERICAN 'EXPERIENCE Evaluative Comments and Suggestions

Alabama A&M University' . Educational Soundness. The articles are clear School of Education and easy to read. With minor modifications, they Normal, Alabama 35762 would be appropriate for use in teacher education courses. While overall objectives for the manual Project Director: L.W. Buckalew are stated, objectives for indhlidual articles are Ethnic Group: Black Americans 4 -not presented. Second, the materials currently Subject. Area: Social Studies include no mention of teaching ,methods. Objec- Audience/Grade Level: .Teacher Resources (K-16) tives for individual articles and teaching strate- Formal: . Print gies would b@ needed to permit effective use of Year Funded: 1977 these articles in teacher education courses. In Amount of Funding: $12,244.00 addition, the bibliographies included need to be Materials /Availability: updated.. Finally, some specialized training and Black American Heritage. Contributions to the 'background would be helpful to the professor. American Culture, edited by L.W. Buckalew Ethnic Authenticity. The _title of this publica- and Cordell Wynn (1978). Not& This is the tion is somewhat misleadieg, since only one-third proiect'S final report, Available from: to one-half of the material deals with the contri- (1) project: paperbound, 202 pp, $3.00. butions of Black Americans to the American cul- (2) ERIC: ED 174 735, 205 pp, microfiche: ture. The remainder is noncdtgnitAve, dealing with $0.91 plus postage, paper copy not psychological issues. Thus,,the mtterials do not available from EDRS. provide complete background- information for teachers and students regarding Blatk contributions but do explain the causes of and, trauma Materials Description:. resulting from, treatment of slack Americans. Black American Heritage: Contributions to the. One evaluator noted that most of the articles are American Culture is a collection of articles ex- i'hotstimulating enough for "pick-up" back- amining the Black experience along six critical ground reciting. They might thus best be used in dimensions: psychological aspects of Blacreth- a setting where pre- or inservice teaspiers can nicity, sociological considerations in Slack read and discuss the articles as a group. tage, cultural contributions of Black Americans, Technical Quailty. The publication looks like a the experience of Black Americans in science, thesis. It would bib more readable if it were illus- educational aspects of Black ethnicity, and trated and not double-spaced. The paper cover human relations and ethnicity. The papers vary makes shelving difficult. in both content anci focus. Some are descriptive analyses; others offer alternatives to the conven- 2. BLACK STUDIES RESEARCH AND tional wisdom regarding the Black American ex DEMONSTRATION PROJECT perience; in still others, the focus is on practical assistance for teacher's. Alabama Center for Higher Education Articles in the first section, which deals with 2121 Eighth A e North, Suite 1520 Black ethnicity from a psychological viewpoint, Birmingham, A1tfama 35203 are "The Only Race in the Human Race WPich Is a Rat Race," "The PsycHblogical Dimensions of Project Direetor: Leavy Oliver Prejudice," and "The NatureofRealityin Ethnic Group: Black/Americans America." The second section, which' covers (Alabama) sociological considerations, includes a biblio- Subject Area: Humapities, Social graphy of Black psychosodial literature. Section Studies, State Hislory 3 emphasizes Black contributions to American Audience/Grade Level:Teacher Resourcet (9-12) culture. The fourth section discUsses impedi- Format: Print ments to achievement in the field of science, as Year Funded: 1974 well as the accomplishments of Black scientists. Amount.of Funding: $30,000.00 Section 5, which deals with, education, contains Materials /Availability: papers entitled "Multicultural Education; Look- Initegrating Black Materials into the High School ing Behind the Classroom Door," "Curriculum ;Curriculum: Report on the Alabama Center Materials for the Teaching of Black American for Higher Education's 19 74 Summer Ethnic Heritage," "Evaluation of Curricular Materials in Heritage Studies Institute for High School MulticulturalEducation," and "Educational Teachers of Social Studies and Humanities Systems: Are They Open to Change?" This sec- (1974). 7

44 Available from: Alaska State-Operated School's (1) project: paperbound, 37 pp, free. 650 Intern'ational Airport Road (2) ERIC: ED 114 333, 42 pp;microfiche: Anchorage, Alaska 99502 $0.91/paper copy: $3.65, plus postage. Projebt Director David Lanigan Materials Description: Ethnic Group: Am'brican Indians One of the objectives of this project.waS to in- (Alaska) corporate existing relevant Black American ma- Subject Area: Social Studies 'terials into current instructional programs, in AudlencelGrade Level:Student Materials (10-12) social studies and humanities in Alabama high Format: Print and Nonprint schools and Black senior colleges. As 'part of Year Funded: 1974 this effort, the project condticted a workshop in Amount of Funding: $60,000.00 which- secondary teachers developed units of Materials/Availability: study dealing with Black Americans. The publi- Alaska Native Land Claims, by Robert D. Arnold cation Integrating Black Materials into the High (1976). Available from: School Curriculum contains a description of the (1) Alaska Book Company(41f West Fourth workshop objectives agd activities. Included are Avenue, Anchorage, Alaska 99501): an optline of the workshop agenda, guidelines hardbound, 348 pp, $15.95. for incorporating Black literature into the school (2) ERIC: ED 145 971, 358 pp, microfiche: curriculum, and an annotated bibliography for $0.91/paper copy: $25.10, plus poStage. taehers. O'Otlines of the units of study developed and field tested by the teachers are in- Workbciok to Accompany Alaska Native Land cluded as appendices. Each unit contains a phi- Claims Textbook, by Lydia L. Hayes (1976). losophy, long-range goals, behavioral objec- Available from: tives, activities, and a bibliOgraphy. Student acti- (1) Alaska Native Foundation (411 Wkst vit4es include reading and discussing books, Fourth Avenue, Anchorage, Alaska . doing: research, writing compositions, writing 99501): paperbound, 118 pp, $3.50. myths, constructing family trees, and viewing (2) ERIC: ED 145 972, 123 pp, microfiche. filmstrips. Unit titles are "Teaching the Black Ex- $0.91/paper copy: $8.60, plus postage. periencein *AmericaLiterature";"Speech: Choral Reading and Speaking in Chorus"; "Out-- Teacher's Guide to Accompany Alaska Native line for Alabama History: Reanstruction Era"; Land Claims Textbook, by Lydia L. Hayes "Poetry from the Beginnings of Americen Litera- (1976). Available from: ture to Modern Times"; "A Study of Black (1) Alaska Native Foundation: paperbound, History from 1909-1946"; and "Two Thematic 127 pp, $6.00. Units in Literature." "" (2) ERIC: ED 145 973; 129 pp, microfiche: $0.91/paper copy: $8.60, plus postage. Evaluative Comments ind Suggestions: Educational Soundness. The well-organized Early Days Ago,'16 mm film and On Our Own, 16 units can be used without adaptations. They mm film (1976). Accompanied by disdussion contain clear objectives and teaching strategies. ,guides. Available from: No special teac-her training is necessary. The (1) State of Alaska, Department of Educa- guidelines for integrating Black materials into tion (Attn: Ms. Peggy J. Cummings, the high school curriculum are excellent, as is Librarian, Pouch G, State Capital, the bibliography. A school could replicate the Juneau, Alaska 99801): 16mm films,t workshop using the information provided in the $250.00 each. ;becks should be made publication. out to AfplvCine Laboratory (1001 Ethnic Authentibity. The outlines of the units Lenora Street, Seattle, Washington - of study are very coniplete and ethnicallyythen- 98121). tic. Because only outlines are provided, some (2) Alaska State Library System (Pouch G, work on the part of the teacher (e.g., locating and Jun4u, Alaska 9980t): color video gathering resources) would be necessary to ac- cassettes, can be copied free of tually impleMent the units. The outlines could be charge. .. used as models for teachers interested in developing their own units of study. Materials Description: Technical Quality. This publication was made This textbook/media program deals with the ;available to evaluators only in microfiche. The Alaska Native Claims Settlement. Intended for technical quality of the fiche was good. The use in grades 10.12, the program teaches std. physical characteristics of the original docu- dents how the Alaska Native Claims Settlement ment were not evaluated. came to be, what the settlement is, andj,/hat the Alaska settlement means in the lives of Alas'Rans. The program includes a student textbook and work- 3. ETHNIC STUDIES MATERIALS FOR ALASKAN book, a teacher's guide, and two 16mm films NATIVE CHILDREN AND TEACHERS OF INDIAN (also, available in video cassette format) that are CHILDREN. accompanied by two-page-discussion-guides. 8 15 The textbook, illustrated with black-and-white the Native culture, the different views people photographs andoeproductions of paintings, is have of culture, and the Native people's strong organized around the Alaska N4tiveClaims,Set, feelings of self-worth. tlement Act of 11971.The first half of the book Technical Quality. The print materials are in e covers the historical events which led uo-to the commercial format.- The discussion guides ac passage of the Settlement Act. The act's provi- companying the films do not include scripts. The sions as implemented in4975 are treated in the voice of the narrator in the film On Our Own is not second half. as clear as the other voices, and he narration is For each wait of the student text, the teacher's slow in places. Some of the col& is also faded. guide lists goals, learning_ objectives, suggest The tint in Early Days Ago is not consistent. tions for instruction, and AM of relevant books and audiovisual materials for student use. Stu- 4. SOUTHEAST ALASKA NATIVE MATERIALS dents are expectegto read the student text and DEVELOPMENT PROJECT participate in clas§roormdiscussions. Many student-involvement activities are also suggested. Ketchikan Indian Corporation For example, students present a "You Are There' P.O. Box 6855 radio program in which a news reporter inter- 6Ketchikan, Alaska 99901 views a series of person, associated with Alaska during the early years after tile purchase of Project Director Edward Thomas Alaska by the United States, they'role play a par- Ethnic Group: American Indians ticular position on one of the threats to Native (Alaska, Southeastern) land use such as the Rempprt Dam or the Cape Subject Area: Art, Drama, Language Thompson harbor, and they debate the impact of Arts, SoCial Studies national interest (ands upon the life of Alaskan Audience/Grade Level: Student Materials (4-6) Natives. Other activities in .which students are Format: Print and Nonprint involvedincludetaking- fieldtrips,playing Year Funded: 1978 games, writing essays, writing articles for news- Amount of Funding: $44,000.00 papers, and listening toguest speakers. The stu- Materials/Availability: dent workbook contains additional classroom Haida Story Telling Time, by Robert Cogo (1979). activities as well as vocabulary and review exer- Available from: cises and discussion- questions. (1) project: paperbound, 38 pp, $3.00. Early Days Ago is one of two 16mm films (2) ERIC: ED 186 187, 53 pp, microfiche: developed to supplement- the textbook. In the $0.91 plus postage; paper copy nbt film the Alaskan NMive people talk about life available from EDRS.- when they were childien, identify changEis that Heide Story Telling Time, Activity Folder (1979). have occurred in their lifetime, and comment Available from: upon what 4-tfey think of those change's. The se (1) project: looseleaf, $0.50. cond film, On Our Ow/t, dgals with theImpact of (2) ERIC: included with ED 186 187 above. the land claims 'settlement since 1971. Native Alaskans talk about opportunities and problems What Kind of Raven, filmstrip/cassette program, __created by the land claims settlement. Some of and People and Resources of Southeast the activities undertaken by two of the village Alaska, filmstrip/cassette program. AvaliatVe profit corporations since the passage of the Set- from Shenandoah Film Productions (538 S tlement Act are also described. Street, Arcata, California 95521): $25.00 each.

Evaluative Comments and Suggestions Materials Description: Educational Soundness. The print and non- This project developed print and-nonprint ma- print.materials arelweil done in an interesting terials on southeast Alaskan American Indians format. The print materials and the films do not for use with students In grades 4-6. All materials . haVe to be used together; but the films must be were field tested. used with the discus-Sion guides. One evaluator Haida Story Telling Time Is a collection of indicated that the materials are not totally com- seven American Indian legends and myths, In- patible because the text Is appropriate forigh cluding "The Great Flood," "Eagle Brings Good

school or college students, and the videoas- .6 Luck," and "The Beaver and the Marmot." Each - settes are appropriate for all ages. story Is followed by suggested questions, stu- 'Ethnic Authenticity. The materials are ethni- dent activities, and teacher activities. According cally authentlowithOut modificatiOns and are ex- to the introduction, the stories can be integrated tremely well done. The authors should be com- Into such classroom subjects as science, art, mended because "over and over again when they writing, language arts, and drama. An activity . have,used biased language, they presented folder accompanies the booklet. acbol,objective,truthfulpicture."The By viewing the two filmstrip/cassette pro- pho ographs in the.siudent text are excellent re- grams, students learn about the American Indian sours, and the books cited in the bibliographies culture and how the Indians live in southeastern are wechosen. 'Thefilms show glimpses Into Alaska. a,

Evaluative bomfnents,and Suggestions (2) ERIC: ED -184 962, 135 pp, microfiche: Educational Soundness. Haida Story Telling $0.91/paper copy: $13.25, plus postage!' Time student text and activities are educationally sound: The teacher will have to know-how to Materials Description: pronounce the many Heide words in the text. It This projept. developed a folklore textbook con- would also be helpful if the teacher had a back- taining acffvities and, other resources to help ground knowledge of the Haida group. StudentS students in grades 8.11 develop an understand- .who are not of the Haida group will not be able to ing of and appreciation for the folk culture of the achieve all of the objectiVes lisled.,The materials Arkansas Ozarks. The rationale for the materials can easily be adapted for a uitit on legends or grew out of reports from Arkansas teachers about students of Ozark parentage who aspired "only . myths of ethnic groups. The filmstrip/cassette program What Kind of to getting out of school with minimum 'effort and Raven is well done and summarizeVnanyjacets going on welfare." Because the ways of the of southest 'Alaskan tribal culture'. Theotfuality of mountain people are often stereotyped and ridi- reproduction of the slides and tapes is commend- culed on television or in comic strips, the Ozyk , able. Information about totem pole, emblems, image is threatened by modern technology and the mass media. As a result, many yeOng people and ceremonialS is well developed: , The filmItrip/cassette program People and who have never been exposed to a study of their Resources of Southeast Alaska provides an over- own cultural past are rejecting their Ozark roots. view of the southeast Alaskan region., people, re- The project developerS believe that "folklore can sources, and customs. The sound and sights are be a fascinating subject," and that by collecting well combined to present a good introduction to folklore, "a student just might become interested the area. The filmstrip could easily be used in in school and also might learn that ,a lot of hard geography or history units. work and sacrifice and ingenuity by his fore- Ethnic Authenticity. All items are ethnically bears was required for him to have the luxury of authentic. No modifications are needed. choosing a pale, abject mediocrity;' Technical Quality. The activity folder must be Country Folks is intended to be used as the bound. Otherwise, both Heide Story Teling Time basic textbook for a semester-long course. It can and the activity folder are of a high technical also be used as a supplemental text for a folklore or local history unit in courses such as En- quality. The filmstrips should be packaged and an over- glish, his,tory, or social studies. While the book view of the two filmstrips should be provided. deals specifically with the Arkansas Ozark folk Pacing and background noise ace poor, but do culture and generally with the Southern moun- not prevent the material from being used. The tain culture, many of the activities and question- relationship. of the spoken word to the image is naires can be used to study folk culture in any rural area or small town. Although some of the not clear. activities can be used with eighth- and ninth- Arkansas grade students, the text was written primarily for students in grades 10 and 11. No special teacher training is necessary because teaching proce- 5 OZARK ETHNIC HERITAGE STUDIES dures are clearly outlined in the fourth section PROJECT and all necessary background information is pro- Arkarisat College vided in the text. P.O. Box 2317 fhe text consists of tour major sections. In the Batesville, Arkansas 72501 first section, "Folklore anpl Folklorists,"--students are providedwith definithens and learn about the Project Director: Richard Tallman methodology used by a tolkloritt. How to orga- Ethnic Group: Ozark Americans nize and use a folklore archive is explained and (Arkansas) different types of folkloreriddles, children's Subject Area: Folklore, Language lore, myths, legendsare discussed. Section 2, Arts, Local History, "Collecting Folklore," contains checklists to Social Studies help the students prepare to collect information. Audience/Grade Level: Student Materials (8.11) Topics discussed include how to 'choose infor Format: Print mants, make the first contact, do pre-field prepa- Year Funded: 1977 ig; ration, conduct-an interview, and record informa- Amount of Funding: $22,217.1* tion. Special problerhs and future informants are Materials/Availability: also discussed. Section 3, which comprises Country Folks: A Handbook for Student Folklore abouthalfofthepublication,contains16 Collectors, by Richard and Laurna Tallman "TopTci-161-FoliddreColre-ciron." Background in- (1978). Available from: formation and specific questions to ask are pro- (1) Arkansas College Folklore Archive vided for each topic. The topics are: Children's Publications (Arkansas College, P.O. Games and Rhymes, Riddle-Jokes and Ethnic Box 2317, Batesville, Arkansas 72501): Jokes, Settlement and Ethnic Heritage; Place paperbound, 134 pp, $3.95. Names, Civil War Stories, Courtship and 10 1.7 * . . ' nage, Calendar Customs, Food Preservation, folklorewith students.. The approach is ethn-.,i Folk Medicine, Farm Life, Folk Architecture, daily sotind. One -evaluator said that pitfalls to Ghost Stories and Scary Stories, Hunting and watch for should have been discussed in the Fishing Stories, $tbrytelling, Growing Up Fifty handbook' aod, examples of possible uses of the Years Ago, and Life His,tory. The fourth and final products insofar as ethnicityisconcerr\ed,', section of the text is directed "To the Teacher." Ould have been prbvided. Provided are backgroundnformation on the Technical Quality. Only the microfiche, was project,`program objectives, a liSting of addi- _available for evaluation. Technically it was or, tio'hal teaching aids including texts, periodicals; good quality. films, and records: and suggestions for teaching procedures. Samples of archive accessioning California and indexing are ptovided in the appendices., The aythors'Sudgest that in the' first weekior 6. TACTCHINESE AMERICANHERITAGE two of the semester teachers emphasize pre- PROJECT collection preparations. Students are to read sections 1 and 2 othe text and study and dis- Association of Chinese Teachers CDssbasic folklore terms.- During this prepara- 1.15 Waverly Place tion period, teachers should simulate situations San Francisco, California 94108 Which require studeh4s to'collectin.formation by various methods, includin,g tape recording, dic- Project Director. Laureen Chew tation, note-taking_and.memory. F'or example, a Ethnic Group: Chinese- Americans student-might interview andther student in/ront (California) of the restof the class: The information cotird be Subject Area:- Social Studies Audienbe/Grade level:St\ident Materials (4.6) tape recorded and then transcribed. . StAents then choose topics (section 2 pro Format: Priht vides topics for a semester-long- 'course) on Year Fdnded: , 1976 whiCti to collect afforrliatidn. The' atithoral_. eh- Amount of Funding: $39,00(100' courage grouP woricalthough some df,the activi- Materials/Availability: Chinese Americans Past and Present: A Collft- ` ties can be ..undortaken, by individual st:iVent's. Students interview family Members about-home tign of Chinese American Freadings and remediei for ailments; photograph old architec- Learning Activities, by Don Wong and Irene ture; collect hunting, fishing, and 9 Opst stories; Dea Collier (1977). Available from: research family and town histories; and con- (1) project: paperbound, 76 pp, $2.95. truct life histories. Students are encouraged to (2) ERIC: ED 146.247, 82 pp, microfiche: $0.91/paper copy: $6 95, plus postage kee notebooks, construct bulletin board displays, prepare and present dramatizations of the stories they collect, and establish a school ar- Teacher's Guide, Chinese Americans Past and chive. The form of evaluation used is left to the Present: A Collection of Chinese American Readings'and Learning Activities, by Don discretron of the teacher. Wong and Irene Dea Collier (1977). Available The materials contained in the textbook were from. field tested in 34 classes, grade8-11. Evalua- (1) project: paperbound, 43 pp, $3.65. tion results indicate that while eighth- and ninth (2) ERIC: ED 146 246, 43 pp, microfiche: grade students enjoyed the folklore study, the $0.91/paper copy: $3.$0, plus postage. Work that they produced was not "academically competent." The best results were achieved with Chinese Americans Past and Present: Chronol- students in grades 10 and 11. ogy and Activity Sheets for Thermal-Faxing (1977). Available from project: in plastic Evaluative Comments,,and Suggestions: envelope, ,21 pp, free, with teacher's guide Educational Soundness. Although these mate- when purchased from project. rials are site-specific, dealing with the Arkansas Ozarks, the idea of using folklore to learn about ethnic background can be easily adapted and Materials Description: used by teachers in other parts of the country. These materials are designed to, "(1) broaden The materia4 however, does have some short- th't student's awareness that Chinese Americans comings. The language is extremely sexist, es- are an integral part of a multiethnic pluralist pecially the introductory section. The objectives American society,(2)develop tie student's -,listed are not clear and should be rewritten as understanding of the vitalrole that Chinese behavioral objectives. Evaluators also indicated Americans played in the development of the that the bibliography could be improved and that West, and (3) increase the student's knowledge sections would be more usefulif they were of the social factors that have sharYed the `shorter. Chinese-American experience." The developers Ethnic Authenticity. The handbook does not State the materials should be interestingto contain information on an ethnic group but students in grades 4-6. The reading range is 4.0 rather describes 'a technique to develop ethnic to 5.0. 11 s The student resource book, ChineseAmericans Office of Intergroup Relations Past and Present, contains 20 storiesabout the 721 Capitol Mall, Room 634 experiences of Chinese in America from thelate Sacramento, California 95814 1800s to the Nesent day. Some of thesestories are, true; others are fictional.All show how Project Director: Frederic Gunsky Chinese Americans fit into the largersociety. Ethnic Group: Multiethnic; American Indians, One story, for example, relates the experienceof Siu Lun Wong, who arrived at AngelIsland in San Asian Americans, FranciSco Bain 1920. Thek difficulty of answer- Black Americans, Jewish Americans, ing the immigration officerAquestions, thelone- liness of arriving in a new country, and the Latin Americans, strangeness of American foods areexplored Portuguese Americans, Spanish Americans through this young boy's eyes. Subject Area: Art, Language Arts, T accompanying teacher's guide and activity-1 Music, Social Studies shes are keyed to thestories in the resource Wong's Audience /Grime Level:Teacher Resources (K-8) book. Activities suggested for Siu Lun Print story include recreating theinterrogation' at Format: addition to Year Funded: 1974 Angel Island and class discussion. In $70,000.00 providing activities, the teacher's guide summa- Amount of Funding: rizes the stories and gives objectives, necessary Materials/Availability: background, vocabulary lists, and common areas Guide for Multicultural Education: Content and contains Context (1977). Available from: of study. The teacher's guide also State reference materials, a bibliography, factand fig- (1) Publications Sales, California ures, and a list of resource centers. Department of Eduo.ation (P.O. Box The project's final report indicates that the 271, Sacrarrtento, California 95802): feedback paperbound, 26 pp, $1.25. materials were revised based upon microfiche:. from teachers in ten school sites inSah Fran- (2) ERIC: ED 146 099, 36 pp, $0.91 plus postage; paper copy not cisco and Berkeley. available from -DRS. (315,Lexington Evaluative Comments and Suggestions: (3)Anti-Defamation League Educational Soundness. The materials are ap- Avenue, New York, New York 10016): propriate for teachers in California to usewith paperbound, 26 pp, $1.25. parts of students in grades 4-6. Students in other Curriculum Analysis the country may find relating to thematerials dif- Guide to Ethnic Heritage (1976). A curriculum materialsanalysis in- ,4 Jicult because they focus heavily on theChinese-. evaluator strument that constitutes onesection of the American experience in California. One Content noted that the objectives do notindicate the level I' Guide for Multicultural Education: and Context a.et-may be purchased of performanceexpected of students. Ethnic Authentt6ity. For the most part the ma- separately. Available from: (1) Publication Sales, CaliforniaState terials describe the Chinese-American experi- Department of Education: paperbound, ence in California and areethnically authentic. Many of the books in the reference lists are no 15 pp, $0.65. information is out (2) ERIC: ED 123 160, 22 pp,microfiche: longer in print or the ordering $0.91/paper copy $2.00, plus postage. of date. One evaluator mentioned thatthe student resource book is "innovativeand stimulat- that the Curriculum Materials: A SelectedBibliography: ing to teach." The. evaluator also noted Materials Reviewed teacher's guide is well written and "thebrief A Sample of Curriculum history would to Test Analysis Instrumentsin-the Califor- chronology of Chinese-American -75 (1975). be a ,great help to teachers in understanding the nia Ethnic Heritage Program, 1974 Available from ERIC: ED 1?7,1.159,64 pp, Chinese-American experience." A second evalu- plus ator commented that "someof the activity mtcrofiche: $0.91/paper copy: $5.30, sheets are. not appropriate for the contentwhile postage. others are good tO excellent." in a corn- Materials Description: Technical Quality. The materials are areresourcesfor format.' The saddle-stapled student Allthreepublications 1 merpial teachers. The first, a Guide forMulticultural resource book add tpacher'sguide will not en- includes (1) a The black-line Education: Content and Context, dure constant use, however, rationale for providing educational opportunities master activity sheets are generallyof good of diversity in a reproducible quality but are t enclosed in a-- which emphasize the benefits pluralistic society,(2) ways to implemeint a very permanent folder. school program, including a systemmodal,(3) characteristics of multicultural instruction,and 7. CALIFORNIA ETHNIC HER1TG : ,PROGRAM (4) a discussion of terms'and concepts.One see- two analytic instai- California State Department of Education tion of the guide contains . 12 T!7 1 meets for assessing the quality of cUrFiculum Project Director: Jesus G. Nieto 'materials. The second, and more detailed, lists Ethnic Group: Mexican Americans the ethilicgrouplwith which this project is iden ,Subject Area: History, Literature, tified; however,, the evaluation form would be- Philosophy, Social eCUally useful for assessing materials which in- Studies clude other ethnic groups. Audience/Grade Level: Student Materials (7-16) Materials annotated in Curriculum Materials: Teacher Resour s (K-16) A Selected Bibliography are those thatwere Format: Print selected to assess the relevance and effective- Year Funded: 1974 nessof the analysis instrument discussed above. Amolint of Funding: $70,000.00 (These instruments were, in,Jact, revised based Materials/Availability: upon analysts' comments.) The bibliography con- Mexican and Chicano Thought and Philosophy: tains 60 Items, all of which met project criteria An Anthology, Volume I: Pre-Columbian and, when analyzed by two or more persons. In addi- Mexican Philosophy, edited by Jesus Nieto tion to product information (such as publisher, (1975). Available from project: paperbound, type of item, price, audience, grade level, and 140 pp, $1.50. ethnic coverage), the following categories were used in the annotations: general description and Mexican and Chicano Thought and Philosophy: purpose, ethnic perspective, multiethnic per- An Anthology. Volume II Pre-Cplumbian and spective, instructional utilization, and summary. Chicano -Philosophy, edited by Jesus Nieto Evaluative Comments and Suggestions: (1975). Available from project: paperbound, Educational Soundness. The Guide for Multi- 185 pp, $1.50. cultural Education: Content and Context is ap- propriatewithoutmodificationsfortraining Sighs and Songs of Aztlan New Anthology of teachers. In addition, some sections can be used Chicano Literature, edited by F.E. Alb! and to educate-Community members, ar?d some can Jesus G. Nieto (1975). Available from: be used as a model for developing a multicultural (1) project: paperbound, 209 pp, $6.36. program. One evaluator noted that "the content (2) Universal Press (Bakersfield College, is not new, but it is in a unique format," and it is a Bakersfield, California 93305): paperbound, "very good document on the needs and goals of $7.00. multicultural education." Curriculum Materials: A Selected Bibliography. A Sample of Curriculum The Chicano :7-Iis tory,-Culture, and Heritage, Materials Reviewed to Test Analysis Instruments A Bibliography Materials at Bakersfield is also appropriate forleachers to use, although College Library d Chicano Cultural Center, 'the references need updating. by Jesus G. Ni (1976). Available from proj- Ethnic Authenticity. The materials are ethni- ,ect: 10Q pp, p rbound, $1 50. cally authentic without modifications. They are Materials Description: - "mUlticulturally,sound" and provide "a sensitive, The anthologies contain essays and seleictions well written and well-organized approach to mul- in English and Spanish. Volume I. Pre-Colthmbian ticultural education." Since some of the materi- and Mexican Philosophy contains nine essays Ikls focus only on ethnic and minority groups in by well - known, philosophers, including Octavio California, one evaluator noted that they have Paz, Samuel Rarhos, and Leopoldo Zea. These limited applicability. selections describe, review, and discuss Aztec Technical Quality. The technic`a1 quality is ac- ..-egistemology; Nahuatl thought; the works Of ,__cepfable with minor modifications. The binding Vasconcelos and Caso-Mexican philosophy, psy- of a Guide for Multicultural Education. Content chological position and response, religious cele- and Context may not endure extended use and brations;, and a critical review of...theork of the placement of the page numbers is inconsis- Carlos Castaneda. tent. The single- staple binding Of4lie Guide to Volume II: Pre-Columbian and Chicano Philo Ethnic Heritage Curriculum Analysis is not very sophy contains 19 essays and excerpts from the durable. Some of the lines In Curriculum Mated- works of Alurista, Reies Lopez Tijerina, ahOJorge _ als: A Sele&ted Bibliography: A Sample of'Curri- Terrazas Acevedo among many Others. These 1 culum Materials Reviewed to Test Analysis In- selections include discussions of colonialism; struments are so long that they are difficult to Chicano politicsrevolt and plans, the Chicanos read. and theirfamilies;'_contemporary rssaes; the psycho-historical experience of-Mexican Ameri- 8. PROJECT MECHICA: MATERIALS cans; poetry; and doctrine. A bibliography is also DEVELOPMENT IN CHICANO STUDIES included. Sighs and Songs of Aztlan is a collection of Chicano Cultural Center poems and essays by 19 Chicano writers who Bakersfield College submitted their work to Project MECHICA. Some 1801 Panorama Drive selections or parts of selections are written in Bakersfield, California 93301 Spanish.

13 =. The bibliography, The Chicano: His History, A Different New Year: Chinese New Year, Culture,and,,, Heritage,containslistsof Teach'er's Handbook, by Joe Huang (1976). resourcesavailableatBakersfield College Available from ERIC: ED 178 664, 47 pp, Library and at the Chicano Cultural Center. miciofiche: $0.91 plus postage; paper cbpy not available from EDRS. Evaluative Comments_ nd Suggestions: 4110 Educational Soundness. The two-volume an- Vie Sound of Silk and Bamboo: Chinese Music, thology is an excellent resource on-Mexican ,Teacher's Handbook, by Joe Huang (1976). philosophy which can be used by students or Available from ERIC: ED t78 665, 29 pp, teachers as background reading. One evaluator microfiche: $0.91/paper copy: $3 65, plus remarked that these,- materials "go beyondthe postage. usll arts and crafts" approach 4o teaching abo t culture. Tai-Chi Chuan: Teacher'sHandbook, by Master Ethnic Authenticity. The materials are authen- Lu Yirig-ju (Sumo Kuo) (1976). Availablefrom tic. One evaluator called ttre two-volumeanthol- ERIC: ED 178 663, 48 pp, microfiche: ogy a "well-selected, diverse, andrevealing col- $0.91 /par copy: $3.65, plus postage. lection" which gives valuable background on the philosophical and psychological environment Materials Description: from which Mexican immigrants came. Volume II This project developed packets for teaching was thought to be somewhatdated, although an about Chinese music, foods, physicalculture, accurate reflection of Chicanothought in the and the Chinese New Year. The goal was to rec- peoples found in early 1970s. tify distortions about nonwhite Sighs and Songs of Aztlan is also ethnically American textbooks. Although the materials authentic. One evaluator noted that "itsauthen- were developed for secondaryschool use, they ticity stems directly from the fact that itis the could also be used in .elementary classrooms literary product of ethnic people." Chinese Foods is intended to be a short but Although the biblitgraphy was accepted, it is comprehensive beginner's guide to;Chinese outdateck Other, more recent works are more cooking for teachers of secondary-level*home useful. This particular bibliography wouldbe economics, though much can alsobe of use in most helpful to those wishing to use thecollec- -elementary classrooms. Becausethey are more tion at Bakersfield College. frequently encountered in America,Cantonese Technical Quality. All four documents are of cooking terms are used. The bookletdefines the acceptable, but not outstanding, technical qual- four cooking areas of China and explainsthe of ity. The anthologies contain reprintsof original utensils, ingredients, and nutritional value articles that have not been retyped. Therefore, Chinese cooking. Lesson plans for food prepara- articles are in differeril type faces and sizes and tion are detailed, recipes areincluded, and direc- the quality of the image varies widely.Sighs and tions for a "ChinatownCulinary Walk" (in San Songs of Aztlan does not have this problem, but Francisco) are given, along with a bibliography its tables of contents and illustrations should be f basic books on Chinese cooking.' at the front, rather than the back. Thebibliogra- The teacher's guide for ADifferent New Year phy, which is of only "fair" print quality, should xplains in detail the festivitiesrelated to the have the pages numbered. chinese New Year. Suggesteill classroomactivi- ties, field trips, calendarcomputations, and re- 9. CHINES AMERICANHERITAGnTUDIES sources for furtherstudy are included. Sound of PROGRAM Chinese music is presented in The Silk and- Bamboo:In the outlinefor a two-day Chinese Culture Foundation lesson, students are introduced to thesights and 750 Kearny Street sounds of Chinese instrumentalmusic, using six San Francisco, California 94108 basic Chinese instruments.Each instrument is described and Bay Area resourcesfor Chinese Project Director. Shirley Sun music are listed. Ethnic Group: Chinese Americans Tai-Chi Chuan was prepared forjunior and Subject Area: Home Economics, senior high physical educationirAtructors. This Music, Physical Educa- ancient martial art is explainedthrough illustra- tion, Social Studies tions and detailed instructionsfor the 'first 14 'Audience /Grade Level:Teacher Resources (7-12) Movements. Lesson plans and resourcesare 64 move- Format: Print appended, with a complete list of the Year Funded: 1975 ments taught -Py Kuo Lien-Ying. Amount of Funding: $40,000.00 Materials/Availability: Evaluative Comments and Suggestions: Chinese Foods: Teacher's Handbook, edited by Educational SoundAss. Each of thefour Joe Huang (1976). Available from ERIC: ED guides is considered educationallysound with- 178 666, 68 pp, microfiche: $0.91/paper copy: . ouf Modifications. The South of Silkand Bamboo $5.30, plus postage. will not be as effective withoutthe videotape 14 j_ prepared by the project, which is not available. A about other groups should be added. Multicul- Different New Year and Chinese Food suggest tural education as a broad issue should be added field trips to Chinatown, which would not bepos- to the rationale. Instructors must have expertise sible in at!- locations`. in analyzing materials. Ethnic Authenticity. The ethnic content of the Ethnic Authenticity. The information 'about guides is authentic One evaluator commented Black Americans is ethnically authentic. If the that the guides do an excellent job of showing unit is modified to contain information about the uniqueness of Chinese-American culture. other ethnic groups, the skills taught could "be Technical Quality. Because the original docu- used to analyze any book for each and .evety ments were not available for evaluation, micro- ethnic group." fiche copies were examined. The illustrations Technical Quality. BothevaluatorsS;iccepted and photographs do not reproduce wellon micro- the technical quality with strong reservations; fiche, This ivarticularly important for the unit the unit needs major modifications. The binding Tai-Chi Chuan, because the instructor will need is not durable, and thii lessons in the unit are in- the illustrations of martial arts pOsitions.in order consistently labeled. The print is very difficult to to teach the positions to students. read because the style and quality of the type- face are inconsistent. Many of the visuals are un 10 ETHNIC HERITAGE STUDIESTRAINING: clear, unlabeled, and improperly placed. IN MULTICULTURAL EDUCATION PROJECT 11. CONTRIBUTIONS OFJAPANESE Far West -Laboratory for Educational Research' AMERICANS TO AMERICAN LIFE: and Development CURRICULUM DEVELOPMENT PROGRAM 1855 Folsom Street San Francisco, California 94103 Japanese American Citizens League 22 Peace Plaza, Suite 203 Project Director. Masako N. Tanaka Sari Francisco, California 94115 Ethnic Group: Multiethnic. Subject Area: All Areas Project Director: Patricia Naltano Audience/Grade Level:Teacher Education Ethnic Group: Japanese Americans (Preschool-3) Subject Area: Social Studies Format: Print Audience/Grade Level: Teacher Resdurces (K-12) Year Funded: 1977 Format: Plint Amount of Funding: $48,013.00 Year Funded: 1974 Materials/Availability: Amount of Funding: $60,000.00 Selecting Children's Books with a Multicultural Materials/Availability: Perspective, adapted by Masako N. Tanaka The Experience of Japanese Americani in the from the unit Selecting Children's Books United States: A Teacher Resource Manual with a Black Perspective (available fromproj- (undated). Available from: ect: $7.95), by Francione N. Lewis (1977). (1) project: paperbound; 192 pp, $1.00 for 'Available from ERIC: ED 177 048, 92 pp, postage and handling. microfiche: $0.91 plus postage; paper copy (2) ERIC: ED 115 703, 186 pp, microfiche: not available frorn EDRS. $0.91 plus postage; paper copy not available from EDRS. M aterialsDescription: Selecting Children's Books with qyulticutlilral Materials Descriptionf Perspective is a three-lesson unirDfor traying This project developed an elementary and teachers to systematically evaluate classrom secondary teacher resource manual containing materials in terms of their appropriatenessa background information and suggested instruc- relevance to the child, an ethnic group, and-e tional activities and materials dealing with the pluralistid perspective. The first lesson intro- Japanese Americans. The manual is intended to duces the unit, the second focuses on analyzing help teachers "incorporate the Japanese Ameri- illustrations, and the final lesson covers analy- can experience in a meaningful context into the sis of written materials from the perspective ofa total instructional framework of the educational particular culture. Objectives, evaluation instru- system." ments, and exercises are included in the unit. Althoughthe training material is designed to im- The manual is comprised of five sections. The prove instruction of children who are three "to first describes the history, experiences, aspira- eight years of age,it can also be used by tions, problems, successes, and failures of Japa- teachers or trainers of older students. nese Americans as a.people. The section ends with a U.S./Japanese chronology. Evaluative Comments and-Suggestions: The second section contains suggested activi- Educational Soundness: The learning unit is ties and resources for the grade clusters of K -3,- appropriate with minor modifications for training 4-6, 7-8, and 9-12. The activities for grades K-3are teachers and .librarians. All the examples chr- intended to help students develop self-concept, rently refer to Black Americans; information identify basic human needs, and develop positive 15 22, attitudes toward different needs, values, and Materials Description: lifestyles.In the intermediate-level activities, This publication deals with the Greek-American 'students learn about the historical role of Jape- 0 experience in Los Angeles. The material is in- nese Americans as one of many immigrant groups. tended to be used in social studies courses The junior high activities help students acquire (grades 7-12), in 'Greek language courses, and in. an understanding of the characteristics of Japa- Sunday school classes to give users a greater nese Americans and other ethnic groups and the understanding of and appreciation for the Greek development of ethnic communities. The grade American heritage.. 9-12 activities analyze the concept and nature of The book is comprised of three sections "Part Americanism and help students understand how L 1895-1935" discusses factors behind the Greek elements .of Americanism have remained con- emigration, the jobs available to the early immi- stant or changed over time. Teaching techniques grants, the many problems they faced, and the used in'the activities are many and varied; they fraternal organization which the Los Angeles im- include listening tofairytales, keeping a journal, migrants formed to help them cope with their en- analyzingcensusdata, issues, r,esearch- vironment. In "Part II: The Second Generation, mg Many different topics, and reading and dis- 1935. 1955," family life and children's social life cussing excerpts from literature and magazine are discussed; the many activities of theOrder articles. AHEPA are examined. "Part HI: The Third The third and fourth sections of the manual Generation: 1955 - Today ".discussesthe charac- contain annotated bibliographies of student and teristics of third-generation Greek Americans, teacher print and nonprint materialS. The manual who are both proud of and rich in their Greek concludes with a very brief listing of additional cultural heritage and products of the American resource materials. environment in which they were raised. Each section contains the program narrative of Evaluative Comments and Suggestions: a slide presentation (which was not evaluated), Educational Soundness. The materials were followed by definitions of new vooabulafy used accepted as educationally sound without modifi- in the presentation, a summary of the meanings. cations. of the Greek songs used in ,the media*gram, Ethnic Authenticity.-The materials are dated; and discussion questions that relate to the nar- however, 1980 census data could be used in ap- rative Also included are activities developiztd by propriate places to update them. classroom teachers.'Students are asked to trace Technical Quality. A large portion of the book their own ofamily histories, discuss positive and contains type which is too small to read comfort- negative aspects of their ethnic background, ably. The book is printed on colored paper which Conduct interviews, analyze television programs one -evaluator- termed "colorful, but not other- in terms of ethnic characteristics, andattend wise functional." church services of various ethnic groups. The guide also contains a brief narrative on the back- 12. A CURRICULUM DEVELOPMENT PROGRAM ground of the Greek-American community of Los IN SUBURBAN ETHNICITY! A CASE STUDY OF Angeles and various other resource materials on THE-GREEK AMERICAN EXPERIENCE IN Greek Americans, including names and addresses of Greek Orthodox churches, Greek-American SOUTHERN CALIFORNIA organizations, Greek restaurants and night- Palos Verdes High School clubs, Greek stores, and Greek radio programs in 600 Cloyden Road Southern California. Listings of Greek-American Palos Verdes Estates, California 90274 organizations and publications nationwide are also included. Project Director: James F. Dimitriou Evaluative Comments and Suggestions: Ethnic Gr9up: Greek Americans Educational Soundness. Teachers in California (California, Los Angeles) schools, church groups, and frateral organiza- Subject Area: Foreign Languages tions can use the guide without modifications. (Greek), Local History, Teachers in other areas of the country can use a Social Studies few of the activities or use the guide as a model Audience/Grade Level:Adirlt/Community for developing their own programs. Theguide is Education a helpful resource without the slide/tape pro- Teacher Resources (7-12) gram, since it contains written narratives ofthe, Format: Print scripts. Most of the activities are appropriate for Year Funded: 1975 teaching the/content. One evittiiator mentioned Amount of Funding: $25,000.00 that specialized knowledge of Greek Americans Materiale/Avallability: would be useful to the instructor. A Teacher's Manual andCurriculum Guide for Ethnic Authenticity. The ethhic authenticity of Activities and Resource's, by James F. the guide is acceptable although the work is not Dimitriou et al. (undated). Nbt available. very scholarly. One evaluator concludedthat the

16 93 0

a tone of the writing is chauvinistic in places; the tives of curriculum dQvelopment, how toorga- other evaltiator commentecilthat.the sectionon nize an early childhood multiethnic curriculum additional resources about Greek Americans using a thematic approacli,-the need touse-com- needs updating. munity and parent resources, parent/staff rela- Technical Quality, The technical, quality isac- tionships, and curricuiurf? evaluation.As 'an ceptable with modifications. Some of the guide's example of the thematic approach,amonthly, features _make it difficult to use: the binding is schedule of activities and sample lesson plans not very sturdy, the spacing artd the layout of the for a unit on work are provided The manualcon- print are confusing, and the masters for student cludes with a bibliography of recommended handouts are not clearly set apart. Color-codifig readings. would address the latter problem. Evaluative Comments and-Suggestions: 13. CULTURAL DIVERSITY IN EARLY Educational Soundness. The manual isappro- CHILDHOOD EDUCATION: TEACHER priate for training Sa'n Francisco teachersif TRAINING PROJECT . teaching strategies are added. Itcan also be used to train teachers in other areas of the country if St. Patrick's Day Care Center the objectives and resources that refer to San 366 Clementine Street Francisco are modified. San Francisco, California 94103 Ethnic Authenticity. The manual describes authentic multicultural education training for Project Director: Irene B Pilar San Francisco teachers; with modifications, it Ethnic Group: Multiethnic (California, would be authentic for training of other teachers. San Francisco) Technical Quality. The technical quality isac- Subject Area: . All Areas ceptable although the manual does have major Audience/Grade Level: Teacher Education (Early weaknessei. The cover is not durable, and the Childhood Education) spiral binding makes duplicating pages difficult. Format: Print One analyst recommended that sections of Year Funded: the 1977 manual be color-coded for ease ofuse. Amounisof Funding: $43,075.00 Materials /Availability: 14: THE TRADITIONAL ARTS AND ORAL Cultural Diversity in Early Childhood Education HISTORY OF CHICANOS OF GREATER Teacher Training Manual: A Project of St. kkOS ANGELES Patrick's Day. Care Ce4ter, San Fiancisco, California (1978). Available from: University of California (1) project paperbound, =113 pp, $3.00. Center' for the Study, of Compgrative Folklore (2) ERIC: ED 175 538, 103 pp, microfiche: and Mythology $0.91/paper copy: $8.60, plus postage. 405 Hilgard Avenue Los Angeles, California 90024 Materials Description: This project developed and implementeda Project Director: Ropert A. Georges two-semester series of workshops accompanied Ethnic Group: Mexican Americans by fieldwork experience to provide early child- (Arizona, California, hood education teachers with the skills needed to plan a multicultural program. So that others Colorado, New Mexico, might create theft own teacher-training projects and Texas) Subject Area: Folklore and multicultural programs, the projedt developed Audience /Grade Level: Student Materials (13.16) a manual containing a description of the project Format: Print and Nonprint and a model for developing aamulticultural pro- Year Funded: 1975 gram for yourig children. The. premise on which Amount of Funding: $39,000.00 the project is based is that "the essential ele- Materials/Availability: ment of successful multicultural -education is An Annotated Bibliography of Chicano Folklore the attitudes of teachers towards their own eth- from the SciuthWestern United States, by nicity and towards people,of different back- Michael Heisley (1977). Not available. grounds." The first half of the manual describes the proj- Las Voces de los Campesinos, by Francisco ect. Included are the "Workshop Facilitator Ques- tionnaire," project objectives, Garcia and Pablo and Juanita Saludado a' calendar of (1976). Stereo record accompanied by a. events, descriptions of workshop content and 421-pabe paperbound manual.'Not available. fieldwork assignments, and evaluation methods. The model for a multicultural curriculum for early Materials-Description: childhood education comprises the second half An Annotated Bibliography of Chicano Folk- of the manual. Discussed are what is involved in lore from the South-Western United Statescon- the initial planning process, how tod'qvelop a tains nine sections. The first eight list folklore multiculturalenvironment, thegoals and objec- data collected from 'Chicanos lividg in the five 17 Southwstern statesofCalifornia,Arizona, Technical Quality. The technical quality of the published materials is acceptable with minormodifications. Colorado, New Mexico, and Texas. Both ,the bibliog- works, including books and journal articles, and One evaluator found the format of raphy to be too, nonotonpus forcollege stu' theses and dissertations are cited. The annota- record is tions are informative rather than critical.The dents. The manual accompanying the In- not durable because it does not havea cover. firsteight, sections are: "Bibliographies, manual and dexes, and General Works"; "NarratingTradi- The packaging and labeling of the tions"; "Singing, Dancing: and Musicmaking Tra- the record are confusing because there is no in- ditions";"TraditionalSpeech";"Traditional dication that the tWo go together. Customs, Rituals, Healing Practices, and Beliefs"; "Traditional Drama and Teatro"; "Traditional 15. BAY AREA FILIPINO CULTUREEDUCATION Games, Play, and Play Rituals"; and "Traditional L PROJECT (BAFCEP) Art, Architecture, Technology, Foodways,, and 1 Clothing." Section 9, which cites selected works University of-San Francisco on Mexican folklore andfolkloristics, is'intended School of Education to serve as a guide f6r thestudent or teacher 2130 Fulton Street who wishes tO explore the folklore of Mexicoin San Francisco, California 94117 more detail. Items for thissection were chosen ,beCause they include an overview or general Project Director: James S. Eckenrod assessment of folklore research inMexico and Ethnic Group: Filipino Americans Social Studies may help users to locatemajor Mexican research- Subject Area: Student Materials (6-8) ers, research orientations,folklore societies, Audience/Grade Level: and publications. Author, geolgraphic,and sub- Format: Print 1976 ject indexes are provided. Year Funded:' . The record Los Voces de los Campesinos con- Amount of Funding: $38,000.00 tains songs about the farmworkers andtheir Materials/Availability: ....urrion and the conflicts between growersand Filipino Culture Education Project Package -farihworkers in California. The recordings were (1977). This packageincludes the following Hall in materials: made at the United Farmworker's Union stu- Delano, California.Allof the gongs ffe in '1. The Filipino Family Teacher's Guide, Spanish. An English translation is provided in a dent booklet, and 20 bilingual student paperbound manual that accompanies the record. task cards (revised 1977). 2. Teenagers in the Philippines acidthe Evaluative Comments and Suggestions: Filipino Teenager. USA Teacher's -Guide Educational Soundness. The partially anno- and 15 bilingual student task cardsfor tated bibliography is acceptable withoutmodifi- each of the two units (revised 1977). cations. It includes a wide variety ofmaterials, Available from ERIC: ED 144 864, 2781)p, and the index makes it easy to use.The record microfiche. $0.91; paper copy $18.50, plus and the manual are acceptable with minormodi- postage. ficationsaddition of a curriculum gqide or suggested activities to put the individual songsinto Materials Description: 'context. One evaluator noted that thecorridos The three units included in thepackage were express emotions that help studepts understand developed for use with students ingrades 6.8 fhe struggle of the workers and identify with The intent was "to help studentsrecognize the their plight.-Another evaluator commentedthat rich cultural heritage ofFilipino Americans, the record "provides students with- aprimary develop biculturalidentities, and help non- source that gives themthe Opportunity to more*, Filipino students develop appreciationfor the fully understand the plight of theChicano farrti cultural diversity of U.S. society."Although the materials is on Fili- worker." special content focus of the strategies used EthnrcAuthenticity. The bibliographyis pino Americans, the, teaching ethnically authentic and is "a valuable tool for are generic andcould easilybe adapted to in- students and teachers." It is"excellent, compre- clude different cultural groups or toprovide hensive, and well-organized." Oneevaluator students with tor:* to examine humandevelop- notefl that although it was compiledin 1977, the ment in more universal contexts."A major em- biblibgraphy is still probably the most recent phasis in the design of the studentactivities is reference on the topic. The songs are"authentic on providing oc,casionsfor reflection upon per- expressions of a musical political form"since sonal experiencean intellectual processthat the lyrics are antigrower and.proworker. One is within the developmentalcapacity of students evaluator noted that the record is"excellent for of this age' rather than upon theacademic introducing students to the struggleOf the analyses of the experience,ofothersan intel- Chicano farmworkers and the way Chicanos have lectual task that typically aceedsthe capacity used the corrfdo to record history andinspire of youngsters in the middle schoolyears." action." The Spanish lyrics and theEnglish Each of the units is designed to takefrom one translations in the manual are also acceptable. to three weeks of class time.For the most part, 18 25 the units are organized around activities, each of authentic without modifications. One evaluator which is meant to be a self-contained, student- noted that the bibliography is comprehensive. managed learning package. The units provide The evaluators again disagreed about modif0- student task directions in bath Tagalog and tions required,on the student activity cards, One English. evaluatocnoted that more-challenging questions In The Filipino Family, students are engaged must be added to eight of the cards to encourage in such activities as making a family album and the meaningful student discussion necessary to a family tree, comparing families from many cul- stimulate problem solvihg, which is one of the tures, writing a family history, diagramming objectives. The second evaluator felt that one family roles, and taking pictures. Student objec- card tshould be eliminated because it is "false tives.for the unit are to learn about their own cul- and divisive in the way it is planned." tural roots and de,velop an appreciation of bi- NoneoftheTagalogtranslationswere cultural identities evaluated. Teenager's in the Philippines focuses on cul- Technical Quality. The materials are accept- tural features of adolescence in the Philippines. able with minor modifications. They do not haye Topics-such as adulthdod, friendship, humor, the bindings so they are not durable. TM. labels on "Yankee" influence, work, legends, native dress, the materials do klot clearly indicate which are schools, character traits, and favorite activities appropriate for teachers and which for students. are investigated by questioning and interacting The activity cards and a few of the pages in the with persons who have lived in the Philippines student booklet are not numbered. One evaluator The Filipino Teenager. USA "includes task ac- noted that the print is typewriter quality so, it tivities that are intended to provide opportunities may not reproduce well. for students to take a look at the patterns of ado- lescent behavior of Filipino-Americans and other 16. ASIAN AMERICt4N HERITAGE ARCHIVAL teenagers and to explore how cultural expecta- PROJECT , tions affect behavior, their own and that of other young people.2 Visual Communicationsr Inc The project's final report, which is included in 1601 Griffith Park Boulevard the package, presents information on the field Los AngeleS, California 90026 test of the materials, as well as suggestions for preparing to use the units. Project Director: Robert J. Yamamoto Ethnic Group: . Asian Americans; Evaluative Comments and Suggestions: Chinese Americans, Educational Soundness. The materials are ap- Filipino Americansl, propriate with minor modifications for teachers Japanese Americans, in areas with a Filipino population. Slides must Korean Americans, be prepared for some of the student activity Samoan Americans cards that accompany TheFilipinoFamily Subject Area: Humanities, Social Teacher's Guide. One evaluator felt that more Studies student activities are needed to achieve the ob- Audience/Grade Level: Student Materials (7-16) i: jectives in, Teenagers in the Philippines and The Teacher Resources (7-16) Filipino Teenager: USA Teacher's Guide. EValua- Format: Print tion measures are also needed in all three units. Year Funded: 1976 If the materials are used to study other groups, Amount of Funding: $39,000.00 additional modifications must be made. Materials/Availability: Ethnic Authenticity. The materials on the ,In Movement: A Pictorial Picture of Asian Filipino family are ethnically authentic, but the America, photographs by Visual Communica- evaluators disagreed about the need for minor tions, te4, by Franklin Soichiro Odo (1977). modifications. One evaluator indicated that the Available from project: 157 pp, paperbound: descriptions of the Filipino family and culture in $15.00/hardbound $25.00. America are too, generalized and need to reflect diversity. The second evaluator believed this Materials Description: change to be unnecessary since the focal point In Movement wa,,s developed "first, to give a is the presentation of the traditional family sys- visual identity to Asian-American history...and tem in the Philippines which acts as a spring- second, to analyze Asian-American immigration board for contrast and comparison with the in the context of the economic and territoriatex- diverse family patterns here in the U.S." The pension of Western nations into the Pacific and evaluator also noted that The Filipino Family Asia." The book includes 200 photographs, Teacher's Guide clearly explains specific values chosen from a collection of more than 500,000, in the Filipino family pattern and that the other which graphically depict the major content ..friaterials have interesting activities that help themes. Dr. Franklin Soichiro Odo, an Asian- sdents gain insights into the issues. American scholar, wrote the accompanying. text. Te ers in the Philippines and the Filipino The themes through which the history, of Teenager. USA Teacher's &frkie tsethnically Chinese, Japanese, Korean, Filipino, and Se- . 19 * moan Americans istraced are immigration, Project Director: Irving Morrissett work, and community. The first section of the ' Ethnic Group: Multiethnic text traces the movement of 'these groups from Sithject Area Language Arks, Social the 1840s, when a significant number of immi- Studies grants left the Kwangtung Province in Southeast Audience /Grade Level: Teacher ResOurces (K-42) China, until the present. The second section of Format: Print and Nonprint the book examines work in thecontext of the Year Funded: 1974 land, the Sea, and the citythose places where Amount of Funding: $45,000.00 the immigrantssoughtjobs and security. The Materials/Availability: last section deals with the community, Which for 0 Ethnic Studies Teacher Resource Kit (197.6). Asians was perceived as "a vital and necessary Available from project: ISBN 0. 89994-188-5, source of support." cardboard box, 91/4f x 91/4 " x 2", $39.95. The In Movement could be .used in either of two box contains thelollowing materials: ways. It could be used as a student resource for 1. Undethtanding You and Them: Tips for Asian-AmeriCan students seeking a sense of Teaching About Ethnicity, by Carlos identity with their own heritage. Students of Cortes et al. (1976). Available from: other racial or ethnic backgrounds should also (1) project: ISBN 0. 89994-187-7, paper- find the book helpful becau4Itioints out major ', bound, 66 pp, $3.95. . economic and intellectual contributions made (2) ERIC: ED 120 032, 61 pp, micro- by Asian Americans. fiche: $0.91 /paper copy: $5n0, plus. The book would probably be most useful for postage. teachers who are developing a conceptually 2. Materials and Human Resources for - organized multicultural education program.It Teaching Ethnic Studies: An Annotated would be a useful resource in extending a variety ethnography (1976). AVailable from: of Olassroompstrategies and activities. (1) project. ISBN 0-89994.184,2, paper- The book has been field tested in only tw9 , bound, 2.75 pp, $7.95. sites. Those teachers and students who did use (2) ERIC: ED 128 233, 284 pp, micro- it found it to be of generally high quality. fiche: $0.91/paper copy: $19.15, plus postage:, Evaluative Comments and Suggestions: 3. Ethnic Studies Materials Analysis Instru- .Educational Soundness. The book is appro- ment (1976). Available Irom: priate without modifications as a supplementary .(1) project: isBr4 0. 89994-179-6, paper- resource, One evaluator felt that it is more appro- bound, 24 pp, $1.95. ce priate for older students since younger ones may (2) ERIC; ED 128 279, 25 pp, microfiche. not have tile contextual knowledge to benefit $0.91/paper copy: $2.00, plus from it. One evaluator commented that the book postage. is "most impressive" and "discusses Asian Americans in a way that most students have The two following publications are included in never seen before." Another evaluatorIound the the Ethnic Stildiei Teacher Elesouces Kit but are book to be an "eye - opener... strong and com- not available for separate purchase from the , ..)pelling." The book has been field tested but the project: evaluation was not very stgingent. 4. Teaching Strategies for Ethnic Studies, by Ethnic Authenticity. The picitUres are beauti- James A. Banks, second edition (1979). ful, and the ethnic authenticity is excellent°. Ac- AVailable from Allyn and Bacon; Inc. (470 cording to one evaluator, the documentation of Atlantic Avenue, Boston, Massachusetts Vie immigration experiences is excellent. The 02210): paperboimd, 502 pp, $10.95.ti evaluator also noted that the book "will revive 5. What Is An Ethnic Group? (1973). the reader's memory of the paSt andstimulate Available from Educational Design, Inc. the reader's commitment to work and fight for a (47 West .13th Street, New York, New York : brightbr future for his/her ethnic group." 10011): filmstrip (94 frames)/cassette, Technical Quality. The technical qua of the $24.00. book is -exceptional. On evaluator notk that it is "a well-made, qtfality7perlectbound, softcover Materials DescrIptiofx book." The resource kit produced by this project contains comprehensive background materials and Colorado strategies for use in teaching ethnic studies. The 'items in the kit have been chosen to present 17. ANALYSIS AND DISSEMINATIO'N OF (A) basic summaries of current thinking in the ETHNIC, HERITAGES TUDIEB,CURFIICULUM field of ethn,ic studies, (2) a list of comyrercial ,MATERIALS ti resources, and (3) practical teaching 'sugges- .0, tions that are adaptable to most classroom situations. Users may choose from a number, of ac- wifr Social Science Consortium, Inc. 855 Broadway_ tivities listed in the books or draw on the materi- Bouider:'Colorado 80302, .- als to design their own ethnic studies curriculum

I. 20 tat 97 or unit of, study. The amount of class or teacher would be much Improved if it vere updated and time required will depend on the needs and broadened In scope. goals of theindividual user. Technical Quality. The kit provides "an exam- Understanding You and Thep, presents a dis; ple of good packaging... professionally done." cussion of the nature of ethnicity in the curricu- Blabk-line masters of the evaluation instruments \ lum, along with classroom activities designed to in the Ethnic Studies Materials Analysis Instru- introduce'the concept of ethnicity and to enrich ment would be a useful addition. students' knowledge:of theirthnic origins and the ethnic origins of others. Methods of identify- 18. ETHNIC STUDIES PROJECT FOR SCHOOL ing available ethnic studies materials and Select- . LIBRARIANS ing those that best suit the needs of Aarticular ...- class are suggested. Finally, an annotated list of Social Science Education Consortium, Inc. existinginstrumentsforevaluatingvarious 855 BroadWay aspects of existing ethnic studies prOgrams ism Boulder, Colorado 80302 presented. Materials and Human Resources for Teaching Project Director Frances Haley Ethnic Studies includes annotations of more Ethnic Group: Multiethnic 4F than 1-,100 materials for teaching ethnic studies. Subject Area: All Areasp Curriculum materials, student resources, teacher Audience/Grade Level: School Librarians or resource's, and films are annotated. The bibliog- Media Specialists4K12) raphy contains a listing of ethnic organizations, Foernat: Print and human resources as well as a listing of pub- Year Funded: 1977 lishers of ethnic studies materials. Amount of Funding: $42,901.00 The Ethnic Studies Materials Analysis Instru- Materials/Availability: ment was detigned to help persons preparing an Ethnic Studies Handbook for School Librarians, ethnic studies curriculu'rn verify the ethnic accu- by Frances Hiley, Susan Hustleby, and racy of materials. Regina McCormick (1978). Available frgna,;.,. Banks' Teactiing Strategies is a handbooks de- (1) projeat: ISBN 0. 89994-232-6, paper- signed to help tbachers obtain the content, strat- bound, 67 pp, $5.95. egies, concepts, and resources needed to make (2) ERIC: ED 167 460, 77 pp,-microfiche: the teaching of ethnic studies an essential com- $0.91/paper copy: $6.95, plus postage. ponent in Ameri9a.n education. It contains a ra tionale for teaolltnffbmparative ethnic studies Materials Description: and chapters on each major American, ethnic The Ethnic Studies Project for School Librar- group. Within each chapter are a chronology of ians was designeri to help elementary and secon- key events, an histo4cal overview of the group dary school librariansidentify, analyze, and discussed, illustrative key concepts and teach- select appropriate and useful ethnic studies ln strategies, an annotated bibliography for library materials. Between January and May of - teachers; and an annotated bibliography for 1978, project staff conducted six twoday work- elementary and secondary students. shops for 120 Colorado school librarians. The The 15-minute filmstrip and cassette included' Ethnic Studies Handbook for School Librarians in the kit graphically portray the components in- was developed by the project and field tested volved in defining the terms "ethnic grourt or during the workshops. Comments and sugges- "ethnic. identity"(e.g., neighborhood, names, tions from workshop participants have been "in- religion, clothing, culturalstyles, education, corporated Into the final edition. The developers recreation, group continuity). The terms "assimi- trope that the handbook will be a useful and prac- lation" and "acculturation" replace the old tical resource for school librarians, not only In melting pot.analogy. Reasons why ethnic groups Colorado, but In other states asmell. remain "apart", are examined. The Ethnic Studies Handbook is organized into four parts. Part I"Identifying Ethnic Groups" egoluative Commentsond Suggestions: contains sample census tables showing the Educational Soundness. The three project- social characteristics of residents by race for developed- products wer accepted individually the state and for individual counties of Coloralo. as educationally sound, as was The entire kit. (Thp same census data for other states are One evaluator noted-tha the evaluation instru- ablIn the 1970 Census of Population, a publica- ment is particularly good. tion found In the government documents section Ethnic Authenticity. The major criticism of the of most large libraries.) Part I also contains a materials As that the bibliography, Materials.and telephone directory activity designed to help Human Resources for Teaching Ethnic Studies, librarians ideritify ethnic groups at the commu- is now dated since most of the entries were pub- nity level, in addition to a brief discussion of lished in 1975 or before. One evatuatdr also other sources librarians can use to acquire data noted a lacktof entries on Caribbeans, Cape Ver- on ethnic groups at the local and neighborhood deans, and West Indians. Although the entries in revels.PartIIIdentifying andEvaluating the book are ethnically authentic, the documept Ethnic Studies Materials"discusses sources 21 III, 9 of ethnic studies ma ;Is,the different kinds of Materials Description: materials that available, and the character- This project collected and analyzed all materi- istics of t e materials. Also included in this als developed by the,Title IX Ethnic Heritage secti9.a, re irrStruments for measuring materials Studies projects funded from 1974 to 1977 The iVerms of reading level and soundness of con- Ethnic Heritage,Studies Program Catalog conte'rit, along with a brief list of reference aids for tains analyses of the project materials and infor- recognizing ibras Part III contains a list of school mation about other project activities. Also in- library activities focusing on ethnic groups that cluded in the'catalog are brief descriptions of librarians can implement in _their schools. The the ethnic studies projects funded in 1978 and fourth part of the handbook consists of an anno' 1979. A Sampler of exemplary lessons and mate- tated bibliography of print and nonprint ethnic rials developed by the Title IX projects was also studies materials for elementary arld secondary produced. school libraries. The list iAtcludes books, ERIC documents, and journal articles. To facilitate the Evaluative .Comments and Suggestions: use of the bibliogiraphy, title, author, an subjbct Educational Soundness. These two publica- indexes are provided. tions are useful and almost essential f esou roes for those interested in the field. One possible Evaluative Comments and Suggestions: problem with the catalog is that at the time the Educational Soundness. The handbook is edu- catalog was written scme projects had not been cationally sound. It addresses an important au- completed. Therefore the catalog only describes dienceschool librariansand cane used by what these projects planned to do, not the.even- others to conduct workshops. tual outcomes. The.sampler contains some fine EthnicAuthenticity., The activity f examples of the right way to develop curriculum sing ethnic groups in the school community and and of strategies and tactics for implementing neighborhood is site-specific as designed. Cen- specific kinds of lessons and activities: sus statistics from the geographic area of the EthnicAuthenticity. Both products are ethnic- user must be used, rather than those in the book. allylauthentic. The catalog is a very important Technical Quality. Although the materials worka "must" for anyone who wapts to bpnefit were commanded as 'professionally packaged," from the efforts of 'the 1970s in trying to under- one evaluator indicated that the staple binding standand make all Americans understand our,eY was not sturdy enough for heavy, continued use cultural plurality. The sampler is a very timely and needed work. It will save time and money for 19 ETHNIC,HERITAGE STUDIES school stems and should be immediately die- CLEARINGHOUSE jributed tab!l school districts who are charged with implementing ethnic studies programs. Social Science Education Consortium, Inc. Technical Quality. These are excellent publi- $55 Broadway cations, although, the catalog should be hard- Boulder, Colorgdo 80302 bound.

Project Director: Francis Haley 20. sETi-INIC HERITAGE STUDIES Ethnic Group: Multiethnic CLEARINGHOUSE Subject Area: All Areas Audience/Grade Level: Anyone interested in Social Science Education Consortium, Inc.' ethnic studies 855 Broadway Format: Print Boulder, Colorado 8030-2 Year Funded: 1978 Amount of Funding: $38,000.00 Project Director: Frances Haley Materials/Availability: Ethnic Group:I Multiethnic Ethnic Heritage Studies Program Catalog: Subject Area: All-Areas 1974.1979; by Regina McCormick (1980). Audience/Grade Level: Anyone interested in Available from: ethnic studies (1) project: ISBN 0-89994-247-4, paper- 'Format: Print bound, 1,44 pp, $9.95. Year Funded: 1979 (2) ERIC: ED 204 190, 149 pp, microfiche: Amount of Funding: $41,794.00 $0.91 plus postage; paper copy not Mkterials/Avallability: av,ilable from EDRS. Ethnic Heritage Studies Program Catalog 1978- 1980 Supplement, by Regina McCormick Ethnic46tudies Sampler: The Best of the Title IX (1981). Available from: Project Materials, edited by Frances Haley (1) project: ISBN 0-89994-269.5, paper- (1981). Available from: bound, 109 pp, $7.95. (1) protect: ISBN 0-89994-251.2, papalt (2) ERIC: ED 204 205, 109' pp, microfiche: bound, 414 pri, $20.00. $0.91/paper copy: $8.60, plus postage. (2) ERIC: ED 198 065, 418 pp, microfiche: $0,91/paper copy: $28.401 plus postage. 22 'Materials Description: The latter four units have been revised and are The catalog contaiQs descriptioos,of the 1978 available ithe two following volumes: and 1979 Title fX ethnic studies project materials Teaching About Ethnic Heritage, Ethnic Heritage and informatiori about other project activities. Series, Volume 1, by Gary R. Smith and Also included in the catalog are brief descip- George G. Otero (1977). Available from: tions of the ethnic studies projects funded in (1) project (ATTN: Materials Distribution): 1980. " paperbound, 103 pp, $5.95. (2) ERIC: ED 139 708, 97 pp, microfiche: Evaluative Co''nments and Suggestions: $0.91 plui postage; paper copy not Educlitionar.Soundness. The catalog is an ap- available from EDRS. propriate resource without rdifications. One evaluator said that itis an extremely valuable Teaching About Ethnic Conflict: Global Issues, guide for teachers and administrators interested Ethnic Heritage Series, Volume 2, by Steven in locating materialsjon a vii,de variety of ethnic L.,. Lamy (1978). Available from: studies subjeets." (1) project (ATTN: Materials Distribution): Ethnic Authenticity. The ethrilc authenticity of paperbound, 112 pp, $6.00. the catalog is acceptable without modification. (2) ERIC: ED 153 928, 118 pp, microfiche: Technical,Obaiity. The catalog is acceptable s $0.91 plus postage; papercopy not without modifications. One evaluator commented available from EDRS. that it is "expellent.' Transnational Links Between the Arab Commu- 21. CONTINUING ETHNIC HERITAGE: A nity in the U.S. and the Arab World, by Ayad CURRICULUM PROJECT ON THE Al-Qazzaz (1976). Available from ERIC: ED - TRANSNATIONAL LINKAGE OF AMERICAN 174 525, 40 pp, microfiche: $0.91 plus" - ETHNdC GROUPS postage; paper copy not available from EDRS.

University of Denver - Center for Teaching International Relations Mexico in the Study of Mexican Americans' An University Park Analysis of Trarfsnational Linkages, by Denver, Colorado 80210 Carlos Cortes (1976). Available from ERIC: ED 174 526, 37 pp, microfiche: $0.91 plus Project Direct'br: Andrew F. Smith postage; paper copy not available from Ethnic Group: Multiethnic; EDRS. Arab Americans, Black Americans, Afro-American Linkages with Africa in Trans- Irish Americans, . national-Perspective by Robert Hill (1976). Mexican Americans Available from ERIC: ED 174 527, 61 pp, Subject Areri: Social Studies microfiche: $0.91 plus postage; paper copy Audience/Grade Level: Teacher Resources (7.12) not available frorr EDRS. Format: Print Year Funded: 1975 Transnational Linkages Between the Irish in Amount olTunding: $38,000.00 America and the Irish in Ireland, by William Materials/Avalla,bility: McCready (1976). Available from ERIC; ED Ethnicity and Me: An Experimental Unit, by Gary 174 528, 36 pp, microfiche: $0.91 plus .R. Smith (1976). Available from EflIC: ED 125 postage; paper copy not available from 992, 79 pp, microfiche: $0.91/paper copy: EDRS. $6.95, plus postage. Materials Description: EthniCity in My Comniunity and the World: An The experimental curriculum unite, the two Experimental Upit,',by Gary R. Smith (1976). volumes that contain four of the five revised ex- Available from ERIC: ED 125 993, 76 pp, perimental units, and the four monographs focus microfiche: $0.91/paper copy: $6.95, plus on ethnicity of the individual in the community, -postage. the rttion, and the world. Both the monographs and the curriculum Units are based upon a model Nt.,firc Ethnic Con and Ethnicity and Global Issues: of transnational linkages of ethnic groups. The Two Experimental Units, by Gary. R. Smith developers state that at least four linkages con- (1976). Ayailable from ERIC: ED 125 994, 45 tribute to ethnic consciousness: a two-way link- pia, microfiche: $0.91/paper copy: $3.65, plus age between the ethnic and mainstream cul- postage. tures, a two-way dynamic between the ethnic group and the root culture, a dynamic between Evaluation Unit: An Experimental(Lit,by Gary the mainstream culture and the root culture, and R. Srrilih (1976). Available from ERIC: ED 125 a linkage internal to the ethnic group which in- 995, 46 pp, microfiche: $0.911paper copy: cludes elements of the group's self-awareness $3.65, plus postabe.; and Is not Independent of the other three.

u 0 Linkages have also been classified as primary said that Ethnicity and Me "would greatly add to and secondary. Primary linkages are person-to- understanding the relationships between groups" person interactions. Secondary linkages are and that Ethnic Conflict and Ethnicity and Global those that emerge from mass media sources. Issues has "particularly effective lessons that Finally, transnational linkages are defined as investigate prejudice and intergroup_ relations." those which continue to exist between the foot The monographs Mexico in the Study of Mexi- culture and the ethnic group in the receiving can Americans. An Analysis of Transnational hoSt country after immigration has occurred. Linkages and Transnational Linkages Between The monographs discussing these linkages the Irish in America and the Irish'in Ireland are are based on the belief that there are few, if -any, also ethnically authentic without modifications. teacher resource materials which explore their One evaluator commented that Mexico in the meaning. The following examples illustrate why Study of Mexican Americans contains an excel- the developers feel exploring ,linkages is impor- lent theoretical base, research, ideas, concepts, tant: (i) it is important that teachers understand and The second evaluator ex- the influence of transnational linkages on their plained that it "a very unique and ingenious own behavior and, perceptions; (2) this kind of analysis." One evaluator believed that trans understanding should facilitate a better under- national Linkages Between the Irish is "done standing of ethnic groups; (3) it is necessary to with impartialism and a sense of humor," and examine linkages in order to understand the in- the second evaluator concluded thatitis "a fluence of ethnicity upon the individual, commu- historical, yet evocative piece." nity, and nation; (4) the future of global ethnic Afro-American Linkages with Africa in Trans- relationships should be studied in terms of link- national Perspective is ethnically authentic, but ages; and (5) ethnicity must b'e considered in a the evaluators disagreed about whether major global context. modifications were needed. One evaluator be- The four monographs are primarily intended lieved that such statements as a reference to Idi for use as teacher resources, although they Amin as an outstanding leader are based on could also be used as references by students in questionable Judgment and perspective so they grades 11 and 1L The curriculum units are should be eliminated. The second evaluator action-oriented. They consist of a series of thought this modification to be unnecessary. lessons that can be taught independently or used The last monograph, Transnational Links Be- to supplement ongoing classes. They could also tween The Arab Community in the U.S. and the be the basis of mini-ctfurses in ethnic studies. Arab World, is an interesting and scholarly work. Student handouts, as well as carefully detailed One evaluator concluded that it ,"represents a lesson plans, are included in the curriculum contribution to an area of ethnic studies which guides. has not been stressed in other studies." How- ever, the emotional tone of the writing needs to Evaluative Comments and Suggestions: be revised. One evaluator also believed that ad- Educational Soundness. The _experimental ditional major changes are needed. such undod- units are appropriate with minormodifications umented statements as "The dominance of Jew- for use as teacher resources. A table of contents ish scholars and teachers both in terms of num- needs to be added, and some indication of which ber and power in social studies has discouraged activities should be used to accomplish the interest in studying the Arabic speaking commu- primary objectives needs to be given. A sequence nity" must be eliminated. Such false information for using the units together should be devel- as the statement that all persons of Arab origin oped. One evaluator commented that although who are in the United States are placed under the activities are excellent for group or Individual FBI surveillance must also be removed. work, they must be used by a "sensitive, dynamic Technical Quality. All of the materials except teacher" who can help students learn from the the second volume of revised curriculum units information. Evaluation instruments need to be were evaluated for technical cwality, and all were developed, and more information about ethnic found to be appropriate with minor modifications. groups must be added to Ethnicity in My Coin- All of the products were found to lack copyright munity and the World. releases for some Included material and to have The two volumes of raised curriculum units problems with binding. The experimental and re- and the monographs are appropriate without vised units are bound in d manner that makes re- modifications as teacher resogues. Teaching producing some of the student activities diffi- About..Ethnic Heritage has 4 d "format that cult, while the four monographs are pound sepa- outlines objectives and emphasizes skills. One rately in bindings that are larger than necessary. evaluator commented -that the procedures are The bibliographies in the monographs and some also "original and motivating for students." The material in the revised curriculum units need up- Mexican-American,Afro - American, andIrish dating. The monographs would also profit frOm :monographs are very well done. inclusion of more graphics. Other problems Ethnlo Authenticity. The experimental units cited for the experimental units were lack of Indi- and the volumes of revised units are ethnically cation on the packaging that each unit can be authentic without modificatiOns. One evaluator used separately; lack of clear differentlatton 24 .31 4 tween teacher information and sttrdent activities; culture views and treats life, death, love, mar- lack of a parental permission form needed for riage, and its heroes. The student begins with a some of the activities in Ethnicity anerMe; clut- study of the values and experiences of the base tered inaps in Ethnicity in My Community; con- group, which in this case is the Estonian Ameri- fusing title on Evalu tion Unit, which duplicates cans. After the base group has been. thoroughly information that iin other units, and poor repro- examined, students are required to pick another ducibility of act' ities in the EvaluationUnit. cultural group of their own choice for individual or small-group study. Connecticut The guidebook contains student readings, based on the models, whiCh provide students

22, USING ESTONIAN AMERICAN BASED with the information necessary for the study of. CULTURE MODELS FOR MULTICULTURAL "the base group. Students read about and dis- STUDIES IN THE SECONDARY SCHOOLS cuss the...history of Estonia, the Estonian immi- gratiog to America, the Estonian community in Connecticut Estonian Society, Inc. Coniiecticat, and Estonian folklore, fine arts, 200 Maple Street costumes, handicrafts, food, and music. Students Manchester, Connecticut'06040 are also involved in writing research reports, doing a family tree, and conducting interviews Project Director. Enn 0. Koiva with Estonian Americans. The guidebook con- Ethnic Group: Estonian Americans tains lesson plans, discussion questions, and Subject Area: Social Studies suggestions for classroom activjties. Audience/Gr Level: Student Materials (9-12) he project also developed multimedia materi- Format: Print and Nonprint als for use in the program. However, the guide- Year Funded: 1978°--. book can be used without the nonprint materials. Amount of Fupding: $39,000.00 Inadditiontothe guide and the' nonprint Materials/Availability: materials, the resource box also contains books Using Estonian/American Based Culture Models on assorted topics and maps. for Multicultural Studies: An Innovative Approach to Studying the Multi-cultural, Evaluative Comments and Suggestions; Multi-ethnic Experience, edited 'by Enn 0. Educational Soundness. This is a-very engag- Koiva (1979). Available from: , ing set of materials designed either for teacher- (1) Estonian/American Culture Models (.0 /o directed or individual student 'use. The technique Mr. Enn 0.,Koiva, RFD 1, Andover, of moving from in-depth knowledge of one cul- Connecticut 06232): paperbound, ture to an investigation of the same'issuesirr 174 pp, $5.00. another is sound, as is the concentration on (2) ERIC: ED 184 978, 172 pp, microfiche: values as they differ and are the same across $0.91/paper copy: $11.90, plus postage. and through cultures. The Estonian specificity is not a real issue since the approah is to use Resource box containing the following items: them as a case study. 1.Estonlan'Handicrafts, Art and Architectuie, Ethnic Authenticity. Cultural connectors are slide show with script ($50.00). an excellent teaching tool. The slide shows and 2. EstoniaWesterh Civilization's Outpost record are good, but would be most Useful in with the Baltic Sea, two-part slide/cassette Estonian supplementary schools. show ($60.00). Technical Quality. The guidebook isquite 3. Best Loved Estonian Songs, records and good, but it does have some shortcomings. It teacher's guide ($10.00), books on should be bound. The Illustrations that accom- assorted topics and maps (not for sale), pany'the text have no copyright releases and no and oral history tapes (not for sale). The acknowledgement of sources from which pictures slide shows and records are available for were taken is made. Also, the title is too long. loan or individual items may be purchased The slide program Estonian Handicrafts, Art from Estonian/American Culture Models and Architecture needs some modifications. The (see address above). slides should be numbered clearly and.be placed in a separate. carousel in consecutive order. The Materials DesOription: slides alternatesome are color, others are This project developed a resource kit contain- black and white. They seem to have been taken ing print and nonprint materials; on Estonian from books or magazines, not from real objects. Americans for use with high school students. There should be more explanation of the archi- The materials are sufficient for a seven-week tecture and art slides to place them in proper unit of study. historical perspective. The program isoorganized around "cultural The slide program Estonia----Western Civiliza- models" which are presented with the guide- tion's Outpost with the Baltic Sea is, overall, a boOk Using Estonian/American Based Culture very effective presentation. However, there are Models for Multicultural Studies. The models shortcomings. Each slide show should be placed deal with universal values; for example, how a in a separate carousel with a container for the 25

tJ cassette tapes. Background noise should be eli- Connecticut. Topics include Puerto Rican history, minated. Although the slides are of beautiful ob- ethnology, geography, economy, politics,reli- jects and scenes very appropriately selected, gion, migration, unique cultural traits, family they seem to be taken from books or magazines structure,arts,music, holidays; and foods. and are not sharp enough. ,These topics are discussed in terms of the The record is an important component of the island, the American mainland, and, in some multimedia set. Background noise should be eli- units, the state of Connecticut. An annotated minated. The accompanying activity sheet is bibliography and list of names of organizations helpful, but not specific enough. It is actually in New York and Connecticut which can supply more of an explanation sheet. further information in SpaniSh and English conclude the curriculum guide. 23. INTERGROUP RELAT.IQNS.AN p ETHNICITY: The Poles: In Their Homeland, in America, in THE PEOPLES OE CONNECTICUT Connecticut contains six units. Each has objectives, readings; learning activities, and a list of University of ConnectiCut adpitional print and media resources. The units Department of Sociology are on Poland; the historic conditionsthat pro- Storrs, Connecticut 06268 duced Polish emigration; the history and development of the Polish-American community: Con- Project Director William Vt. D'Antonio necticut Poles; Polish literature, fine and folk Ethnic Group: Polish Americans, arts-, and holidays; and famous Polish Americans Puerto,Aican Americans and life in Poland today. (Connecticut) Subject Area: Social Studies Evaluative Comments and Suggestions: Audience/Grade Level: Teacher Retoufces (7-1,1) Educational Soundness. Teachers may have, Print to search further for resources if they want to Format: fl'eatment of Year Funded: 1974 Ise these materials for an in-depth Amount of Funding: $100,000.00 Puerto Ricans. Although the project developers indicate the materials are designed for grades Materials /Availability: Puerto- Ricans: On the Island, on the Mainland, in 7.12, the evaluators indicated the gbide on Puerto Connecticut, by Barbara Burdette (1976). Ricans is at a lower levelgrades 6-9. Although iridicated Available from: derailed teaching procedures are not (1) World Education Project (Box U32, for The Poles, the suggested strategies can be 4 School of Education, The University of easily adapted for classrbom use. Connecticut, Storrs, Connecticut Ethnic Authenticity. The Material on Puerto 06268): paperbound, 79 pp, $4.00. Ricans provides a "wood, helpful background." (2) ERIC: ED 160 488, 77 pp, microfiche: One panelist indicatethat there was "excessive $0.91 plus postage; paper copy not attention to the history of Poland" as opposed to. available from EDRS. the American experiences of Poleswhile the second evaluator indicated the materials were The Poles: In Their Homeland, in America, in "excellet; should be used as a model for other Connecticut by Linda Slominski and publications." Stanislaus A. Blejwas (1980). Technical Quality. The materials are of accept- Available from World Education Project: able technical quality. paperbound, 222 pp, $4.00 plus postage.

Materials Description: The chief aim of this project was to recognize Delaware diversity in and among ethnic groups as well as commonalities that exist in our American plural- 24. ETHNIC DELAWARE ANDWILLINGTOWN istic society. The project produced curriculum VILLAGE guides and resource boxes oetirtifacts for teaching about Italian, Puerto Rian;"Jewish, Polish, Historical Spciety of Delaware Library. and Irish Americans. The materials-are desighed_ 505 Market Street to teach secondary students to observe and de- Wilmington, Delaware 19801 fine cultural similarities and differences, to read maps and charts, Alo interpretstatistical data, Project Director. Ro4s McGuire and to recognize the main cultural concepts of Ethnic Group: Blabk Americans the particular ethnic group. being studied.The (Delaware, Wilmington) guides-on Puerto Ricans and Poles were accepted Subject Area: Local History, Social -by all evaluators. The resource boxes were not Studies Audience/Grade Level: Student Materials (9-12) evaluated. c---- Puerto Mons: On The Is/and, on the Mainland, Format( Print in Connecticut is Intended-for Puerto Rican and Year Funded 1975 non-Puertplircalfteachers and students living In Amount of Funding: $40,000.00 26 33 Materlals/Avallability: Evaluative Comments and Suggestions: The Free Negro in Wilmingtonllindated). This Educational Soundness: These materials have curriculum package contains the following been rated as acceptable for educational sound- materials:' ness, even though they are specific to Wilming- 1. Freedom or S/avery. Folder containing ton, Delaware. Qne evaluator noted that they are 8 unbound pages. "an excellent model on the use of primary 2. The African School Society. Folder con- source materials to teach local history and criti- taining 15 unbound pages. cal social science skills." 3. Peter Spencer and the African Church. Ethnic Authenticity. Teach rs using these Folder containing 6 unbound pages. materials should note that th y depict the free 4. Family and Neighborhoods. Folder -don- Negro in Wilmington, not the universal experi- >40-taining 7 unbound pages. ence of free Negroes:Teach in other areas 5. The Free Negro Community: A Mapping will reed to put the materials inin the general con- Project. Folder containing 6 unbound text of American history or Black history of the pages and map of Wilmington, 1850. petiod. 6, Abolitionism. rolder containing 35 Technical Quality. Alhough these materials unbound pages. -are of acceptable technial quality, one evaluator Iltdicated that some pages need wider margins, Nativism. The Election of 1854(undated), Folder the materials need pageumbers, and they need containing 20 unbpund pages andma of to be bound. In additionboth evaluators noted Wilmington, 1850. that the newspaper repoductions for Nativism and the Riot of 1880 muI be reprinted if they are The Riot of 1880 A Newspaper Unit, Instructional to be widely disseminatd, as they are very poor Guide (undatetk.Folder containing 5 un- reproductions. bound pages, a reproduction of the Daily Gazette, October 18, 1880 and the Daily District of Columbia Republican, October 18, 1880, 10,Ipp. 25. DISSEMINATION OF ETHNIC HERITAGE Available' from project: each of the above STUDIES IN AMERICAN TEACHER EDUCATION products is available for the cost of duplice- lion and Postage. American Association of Colleges for Teacher Education -Materials Description: One Dupont Circle, N.W., Suite 610 Using for tie most part primary souces, this Washington, D.C. 20036 project has compiled The Free Negro in Wilming ton, which provides a look at the social and eco- Project Director. Frank Klassen and nomic circumstances of the free Negro in Wil- Joost Yff mington in the 1850s. The siX classroom units Ethnic Group: Multiethnic comprising the package explore the demography, Subject Area: All Areas religious organization, education& opportuni- Audience/Grade Level: Teacher Education (K1 ties,' and economic plight of Blacks during that Teacher Resources (K.2) -decade. Rolasmof Quakers and immigrant Irish Format: Print are discussed. The units introduce studentsto - Year Funded: 1975 methods of historical inquiry and relate theirre- Amount of Funding: $45,000.00 search to experiences of local ethnic communi- Materials/Avallabillty: ties of the present day. The units contain objec- Multicultural Education and Ethnic Studies in tives as well as activities that involve mapping, the United States: An Analysis and Anno- role playa g,, poll-taking, research and reading, , fated Bibliography of Seldcted Documents in interviewig, and abundant discussion eliciting .ERIC, by QsthetM. Gollnick et al. (1976). synthesis and evaluation, Available fr : Nativism: The Election of 1854 is intended to --- (1) projecpaperbound, 167 pp, $4.00. provide a comparison of the political events of (2) ERIC: ED 120 103, 179 pp microfiche: - 1854 with those of today and to identify prob- $0.91/paper copy: $11.90, plus postage. lems confronted by early immigrants. Students . are asked to analyze' primary sources withAview Pluralibm afid the'Ainerican Teacher: Issues and to understanding issues in prejudice that reach Case Studies, edited by-F-rank H. Klassen into the political arena. and Donna M. Gollnick (1977)1 Available from: Thenewspaper unit provides an opportunity to (1) project: paperbound, 262 pp, $6.00. . analyze two accounts of a riot involving Blacks (2) ERIC: ED 134 575, 255 pp, microfiche: and Whites one frqm a Democratic Party news- $0.91/paper copy:316.85, plus postage. paper anid One from a .Republican Party news- .., . . - ' paper. The accompanying suggested activities 'Materials Description: . ' compel students to -discover political overtones This project developedd two publications. Multi- in journalistic accounting. cultcfral Education and Ethnic Studies in thei, a United States is an annotated bibliography of Materials/Availability: multicultural and ethnic _studies documents Appreciation of Ethnic Pluralism-1n Education related to teacher education that are readily for Social Work (1977). Available from ERIC: avoia ilable through the ERIC system. Materials ED 175 739, 301 pp, microfiche: $0.91/paper ichtan be used in teacher education pro- copy: $14.85, plus postage. grams, classroom materials dealing with ethnic studies for use in elementary and secondary Materials Description: classrooms, bibliographies, and directories are The major document which emergedfrom this cited. projectAppreciation of Ethnic Pluralism in The second pubficatiOn, Pluralism and the Education for Social Workis designed to pro- American Teacher, is a collection 9f papers and vide models for inclUding an appreciation of reports prepared for a three-daY Leadership ethnic pluralism in professional education for TrainingInstituteheldinAprilof1976in social work. The introductory chapter, "Ethnicity Washington, D.C. for 100 educatols. Part I of the in Social Work and Social Work Education: Some publication discusses issues iP multicultural Theoretical Considerations," provides a broad teacher education. Case studies of multicultural historical perspective that deals with general teacher education are provided in part II. theories of psychoanalytic thought as well as the emergence of pertinent theories from the Evaluative Comments and Suggestions: social sciences. This chapter also presents a Educational Soundness. The bibliography is theoretical framework of ethnicity and a ratio- comprehensive, well organized, and appropriate nale for introducing ethnicity into social work for teacher educators or teachers. However, be- education. cause of its 1976 publication date, it needs to be The next five chapters of thedocutnIpresent updated. teaching modules related to particular Curricular Pluralism and the American Teacher is a use- areas"Human Behavior and the Social ,Envi- ful compilation of papers and reports and can be ronment," "Social Work Practice," "Community used as a summary of multicultural education up Organization, Social Welfare Policy and Re- to 1976. It also needs to be updated. For example, search," and "Social Work 'Research." The con- objectives for the 1980s-should be added, and cluding chapter suggests three modelsthe ex- current research theory should be discussed. Ac- perimental, the advocate, and the eclecticfor cording to the evaluators, the table of contents integratingethnicityintothecurriculum. needs feclassifying and material should be added Although the materfal presented in the-volume is on teaching methods. intended to be generic, priority was given in the Ethnic Authenticity. The specific items listed collection of illustrativematerials togroups inthe bibliography would have to be judged indi- from Eastern and Southern Europe. vidually for ethnic authenticity. This bibliography does not critique entries. It should be updated to Evaluative Comrrients and Suggestions: include current information on ethnic groups. Educational Soundness. This is an excellent Pluralism and the American Teacher is a bal- reader for social work classes. No modifications anced and thorough work which combines a the- are needed. oretical frarpework with practical information of Ethnic Authenticity. This work deals with the value to the teacher. It is an excellent resource. incorporation of the idea of ethnicity into social Technical Quality. No modifications are rec- work education curricula. Very little specific in- ommended for the bibliography, which has a formation is provided on ethnic groups, except pleasing physical format and is easy to read. as examples or illustrations. The materialshot,Ild----e PluralisM and the American Teacher needs a be considered forbroader publication. The over- sturdier binding. The print is rather small, but all work is excellent. acceptable. Technical Duality. If ttiis publication isin- tended as a classroom text, a chore durable bind- 26. APPRECIATION OF ETHNIC PLURALISM ing is needed. If intended as general reading, the IN EDUCATION*FOR SOCIAL WORK bindinsids fine as is. Some visual variatione.g., boxed or bordered sections, graphics, contrast- Catholic University ing typeis needed to make the book more at- School of Social Service tractive and appealing. Washington, D.C. 20064

Project Director: Richard Kohn 27. DISSEMINATION OF CRITICALLY Ethnic Group: 7., Multiethnic SELECTED ETHNIC HERITAGE CURRICULUM Subject Area: Social Work MATERIALS AudlencelGrade Level: Teacher Resources (13-16) Format: t. Print National Center for Urban Ethnic Affairs Year Funded: 197.6 1521 16th Street, N.W. Amount of Funding:,$40,00000 Washington, D.C. 20036

28 .011 Project Director: Edward Plocha Audience/Grade Level: Teacher Resources (K.12) Ethnic Gro.up: Multiethnic Format: Print Subject Area: All Areas, Social Year Funded: 1975 Sciences Amount of Ftinding: $44,000.00 Audience/Grade Level: Student Materials (1316) Materials/Availability: Format: , Print Curriculum Guidelines for Multiethnic Educe. Year Funded: 1975 tion: Position Statement, by the NCSS Task Amount of-Fudding: $49,000.00 Force on Ethnic Studies Curriculum Materials/Availability: Guidelines (1976). Available from: The Neglected Dimension. Ethnicity in American (1) project. paperbound, 48 pp, $2.50. Life, by Philip Rosen (1980). Available from (2) ERIC: ED 130 931, 47 pp, microfiche: University of Notre Dame Press (Notre Dame, 9 $0.91/pap copy: $3.65, plus postage. Indiana 46556): hardbound, 260 pp, $12.95; also available paperbound, $6.95. Materials Description: The National Council for the Social Studies Teacher's Guide to The Neglected Dimension; (NCSS) developed these guidelines for multi- Ethnicity in American Life, by Philip Rosen ethnic education to help schools design and im- (1980) Aiiailable,ff6m University of Notre plement ethnic studies programs and integrate Dame Press: paperbound, 120 pp, $5.00. their curricula with ethnic content. The guidelines are divided into three sections. Materials Description: Part l=--"A Rationale for Ethnic Pluralism"dis- This project developed The Neglected Dimen- cusses the characteristics of an ethnic group sion. Ethnicity in American Life, a text intended and examines the principles of ethnic pluralism. for use by college students The text is comprised The role of the school in anfithnicaq pluralistic of four sections: "Ethnicity and Our Identity," society is also discussed, and goals for school "Ethnicity as Expressed inNeighborhoods," reform based on the rationale are presented. The "Ethnicity as Expressed in Organizational Life," second section"Curriculum Guidelinesfor, and "Ethnicity as Expressed in Political Behav- MultiethniCEducation"--desCribes, theideal iorSpecific teaching suggestions are provided characteristics of a school environment and cur- in the guide that accompanies the text. riculaconsistentwithethnicpluralismas ;described iri the rationale. The third and final Evaluative Comments and Suggestions: section contains the "Multiethnic Education Educational Soundness. This is a very unique, Program Evaluation Checklist." The checklist is well-organized and -developed, flexible program. intended to help educators assess-their school It can easily be adapted for use with high school environments to detdrmine the extent to which students. The textbook is both attractive and they reflect the idealized school.described in the challenging, and the teacher's guide provides guidelines. good suggestions. The text should be field tested on a regional or nationallevel. Evaivative Comments and Suggestions; Ethnic Authenticity. The text provides anex Educational Soundness. The guidelines are cellent introduction to the study of ethnicity, comprehensive and should be helpful to teachers which is portrayed as a constant factor of Ameri- and administrators in the planning of school cur- can life, not an historical artifact. One minor riculum. However, some modifications would be criticism is that while the text does attempt to helpful. Because of the 1976 publication date, the ideal with a broad range of ethnic groups, there is material should be updated. More community- an emphasis on European ethnics, probably re related activities should be urged. Some thought flecting the author's background and expertise. ought to be,given to considering regional groups On the whole, however, the text does an excellent such as Appalachian Amelicans as ethnic groups. -}bb of combining background introductions with Bibliographies and resource lists should be specific examples related to the various topics added. Updating visuals and using captions to under consideration. relate to text would-add, to the presentation. Technical Quality. No modificationsare Ethnic Authenticity. The guidelines are ethni- recommended. cally authentic without modifications. TechnicalQuality.No modificationsare 28. ETHNIC STUDIES CURRICULUM necessary. GUIDELINES 29. THE NEA/NJEA MULTI-ETHNIC/RACIAL. National Councirfor the Social Studies CURRICULUM DEVELOPMENT PROGRAM 3615 Wisconsin Avenue, N.W. Washington, D.C. 20016 Joint project of: National Education Association Project Director. Brian J. Larkin Civil and Human Rights Ethnic Group: Multiethnic 1201 1.8th Street, N.W. Subject Area: Social Studies Washington, D.C. 20036 29 .o t..4 and quiry topics that arec%relatedwith recom- New Jersey Education AssOciation mended learning concepts. Inquiry_ topics differ Instruction Division from unit to unit depending upon the experiences Trenton, New Jersey 08608 of the group; however, some topicssuch as dis- criminationare included in all units, enabling Project-Director. Murray S. Shereshewsky teachers to take a thematic approach to the sub- Ethnic Group: Amer(can Indians, ject of ethnicity. The guide was field tested using Black Amerigens, community organizations. Italian-AmerNans, Evaluative Comments and Vuggestions: Japanese Americans, Educational Soundness..The guide is appro- Jewish Americans, Mexican Americans, priate with minor modifications for use as a teacher resource. It would be a better resource if Polish Americans, do not Puerto Rican Americans a glossary were added to the units that Social Studies haveiczne. Some lessons that are too difficult for Subject Area: students or require materials that are not readily Audience/Grade Level: Teacher Resources (7-9) available may need to be eliminated, while more Format: Print 1974 affective lessons should be added. Teachers Year Funded: with students whose ethnic groups are discussed Amount of Funding: $90,000.00 in the materials should acquire knowledgeabout Materials/Availability: the group's cultural values. One evaluator con- Roots of America: A Multiculture Curriculum cluded that "the quality of the resource is Resource Guide for 7th, 8th, and 9th Grade this reason teachers Social Studies Teachers (1975)., Available generally high and for should be able todapt it to their own use." from: (1) project: paperbound, 189 pp, $4.50. Ethnic Authenticity. The gitide is ethnically (2) ERIC: ED 155 639, 174 pp, microfiche: authentic, but the evaluators disagreed about $0.91 plus postage; paper copy not the need for modifications. One evaluator com- available from EDRS. mented that the guide is "very well done" and does not need any changes. Tae second evaluator commented that the developers have done "a _ Materials Description: The teacher resource guide entitled Roots of good job," but the guide still needs_minormodifi- America consists of a series of units developed cations. In afew__places,-sexiStlanguage should by ethnic task forces composed of educators, be eliminated, More information about stereo- students, parents, and representatives-of ethnic types, Nazism and the Holocaust, and racism organizations. Followinga brief discussion of needs,to be added to "The Jewish American Ex- the imp-ft-ince of including an ethnic perspec- perience" as does a discussion of orthodox, con- tive in the K-12 curriculum and a section which servative, and reform Judaism. In*addition, more indicates how the book should be used, Roots examples of Jews who have contributed to the provides eight "American ethnic experiences." United States and the details of their contribu- The first "experience" is based upon a unique tions should be added. "The Italian American Ex- perience" also needs more examples of notable bicultural model. The content focus is upon -the contribu- American Indians; because no one American persons of Italian heritage and their tions."The Mexican American Experience" Indian group is representative of all groups, it is needs tq be updated to include more current suggested that teachers consult with nearby leaders. A typographical error in the name "La American Indians to get appropriate information Raza Unida" is significant and should be cor- for filling in the model. The first two components rected. Although the bibliographies need, up- are considered crucial. Other components might dating, they are "excellent throughout." be deleted if time is short. The components are: (1) geographic location of the American Inctjan Technical Quality. The technical quality is ac- group prior to European contact, (2) cultural ceptable without modifications. According to origins, (3) political structures of the group, one evaluator,-the guide is "beautifully organized" 14) social structure of the group, (5) economic and "an excellent source for teachers." spects of the_group, (6) initial Edropean contact, (7) initial 'cultural exchanges, (8) contem- 30. ETHNIC HERITAGE SCHOOL BOARD porary descriptions of each of the preceding TRAINING PROJECT concepts,(9) legalinteractions between the group and the U.S. government, and (10) present- National School Board - Association day status of the group. 1055 Thomas Jefferson Street, N.W. The other seven units, whic deal with,the ex- Washington, D.C. 20007 periences of Mexican Amerierans, Black Ameri- cans, Jewish Americans, Italian Americans, Project Director: Crystal Kuykendall Polish Americans, 'Japanese Americans, and Ethnic Group: Multiethnic Puerto Rican Americans, each open with a brief Subject Area: All Areas introductory narrative. All are organized into in- Audience/Grade Level: School Board Members 30 v< Format: Print Materials Description: Year Funded: 1978- This curriculum guide was designed to help Amount of Funding: $46,000.00 secondary teachers teach about Greek-American Materials/Availability: contributiOns to American society. The project's. Bibliography on Multicultural Education (no primary goal wasto provide, information about date). Available from:, Greek Americans for children and youth which (1) project: paperbound, 47 pp, $7.50. would enable them to make their own interpreta- (2) ERIC: ED 202 126, 53 pp, microfiche: tions concerning the accomplishments, prob- $0.91/paper copy: $5.30, plus postage. lems, and life styles of this ethnic group in making theransition from the old world to the new." Materials Description: The curriculum guide contains 16 units of The NSBA Bibliography on Mu dr-cultural Edu7 study, each treating a particular topic. (1) patterns cation cites print and nonprirlt resources that of European migration to the United States, (2) can help school board members and administra- migration from Greece, (3) Greeks go to the tors advance their intercultural understanding United States, (4) initial Greek contact in the and racial harmony. Included are resources deal- United States, (5) new immigrants in the city and ing with policy development, desegregation, residential relocation of immigrants, (6) Greek race relations, human relations, values, and employment, (7) social institutionssocial club cross-cultural communication. One section cites activities, (8) ethnic organizations, (9) social in- materials that can be used both by teacher stitutions the coffeehouse, (10) Greek musical trainers andinactual classroom situations. instruments, (11) Greek folk songs, (12) Greek Periodicals and jourhals, multimedia resources, dances; (13) Greek-American newspapers, (14j and bilingualeducation/English-as-a-second- Greek-American participation in U.S. politics, language materials are also included in the bib- (15) ethnic preSsure groupsinthepolitical liography. -system, and (16) political leaders. Each unit includes two sectionsone for stu- Evaluative Comments-and-Suggestions: dents end one for teachers. The student section Educational Soundness. This current, well- includes"Springboards"suchasjournal organized bibliography will be of use to many articles, poetry, and excerpts from books and people. The media identified in the bibliography newspapers_ for reading and discussior2 and, are excellent. ideas for activities such as role playing, learning Ethnic Authenticity. The National School Greek dances, and music appreciation. Boards Association does a service in supporting' Materials included in the teacher section of ethnic or multicultural education in general. The each- unit are goals, objectives, hypotheses, bibliography is well organized and partly anno- background information, procedures, materials4 tated, but it has no references on specific ethnic and. equipment, and copies ofallstudent groups, only on educational techniques, includ- materials. ing bifingbal education. Technical Quality. The bibliography needs'to be Evaluative Comments and Suggestions: bound and be more clearly labeled as to contents. Educational Soundness. With minor modifications, the guide is appropriate for teachers and Florida students. A few of the activities require students .to use media (slides and tapes) which are not in- 31. 'A PROJECT IN MULTI-CULTURAL cluded; they must either be developed or the ac- LEARNING: GREEK AMERICAN CONTRIBU- tivities, must be eliminated. One evaluator be- TIONS TO THE AMERICAN SOCIETY lieved that the guide can be used most effec- tivelywithGreek-Americanstudentsorin Florida State University classrooms including these students. Although Science and Human Affairs Division the intr9duction indicates that the guide has 302 Education Building been field tested, the data is not included. The, Tallahassee, Florida 32306 guide is well constructed, since the teacher and student materials for each lesson are clearly Project Director: Byron G.Massiflas separated. One evaluator concluded that itis Ethnic 'Group: Greek Americans "extremely well doDe." Subject Area: Humanities, Music, U.S.' Ethnic AuthenticiV. The guide is ethnically History, World History authentic withouf!modifications. According to Audlence/Grade Level: Tedcher Resources (7-12) one evaluator, it is "well documented with exten- Format: Print sive research." The evaluator added that the Year Funded: 1974 guide contains thought-provoking questions and Amount of Funding: $40,000.00 the questioning techniques have a logical pro- Materials/Availability: gression. The evaluator concluded, thatthe A Project in Multicultural Learning: Greek- "simulations are well thought out, portraying American Contributions to American Society, realistic experiences while providing abundant by Byron G. Massialas (1975). Not available. reference material." 31 38 Technical Quality, The guide is appropriate Evaluative Comments and Suggestions: without modifications, but it would be more of -` EducationalSoundness. Although these fective with minor changes. The binding is not materials are site-specific, they can be used in dujaple enough for library activity, and there is other parts of the country to teach about the no indication that the media materials are un- Japanese Americans. The program gives a good available. The student materials are not easy to non-West-Coast perspective on the Japanese im- reproduce since they, are published with the migrareexperience in the United States. The teacher material's. Some of the illustrations may teacher's guide is a framework for a curriculum not have copyright releases. In some places it. Contrary to what the guide says, the film-, type is not as clear as it could be. strip cannot be used alone. Ethnic Authenticity. The materials contain 32. ETHNIC HERITAGE PROJECT MORIKAMI good summaries an the past history and pre_s_eat MUSEUM OF JAPANESE CULTURE outlook on Japan and the 4aganese in-AFnerica. They contain_a good collection of pictures. The Palm Beach County Board of Commissioners __resource-W1n the teacher resource guide is not Parks and Recreation Department__ Well balanced and is out of date. It should be 2700 Sixth Avenue ----- supplemented with current literature in the sub-. Paln_Beactr,-Frorlda 33461 ject area. Technical Quality. The resource guide needs Project Director Larry Rosensweig to be bound. Both the resource guide and the Ethnic Group: Japanese Americans filmstrip need to be labeled properly. The film- (Florida) strip should be put into a container. Subject Area: Social Studies Audience/Grade Level: -Student Materials (4) TPacher' Resources (4) Format: Print and Nonprint Georgia Year Funded: 1978 Amount of Funding: $13,891.00 33. MULTI-ETHNIC SOUTHERN AGRARIAN Materials /Availability: HERITAGEA MODEL ORAL HISTORY Yamato, Florida: A Colony of Japanese Farmers CURRICULUM UNIT in Florida, paperbound booklet (1979). Not available. Metropolitan Cooperative Educational Service Agency The Morikami Museum, filmstrip/cassette (1978). 2268 Adams Drive, N.W. Not available. Atlanta, Georgia 30318

Materials Description: Project Director. Gerald Hodges This project developed a filmstrip for use with Ethnic Group: Black and White fourth-grade students on the Japanese Ameri- SOutherri Agrarians cans who settled in Florida. Through black-and, Subject Area: Career Education, White photographs from the Morikami Museum Language Arts, Social collection, the filmstrip depicts the history of the Studies Japanese Americans who settled in Yamato, Audience/Grade level:Student Materials (9-12) Florida. According to the developerS, the film- Format: Print strip can stand on its own, but will be more effec- Year Funded: 1976 tive if integrated into an already-existing ethnic Amount of Funding: $39,000.00 studies or state history course. Materials /Availability: An accompanying teacher resource guide con- Southern Agrarian Heritage Learning Package tains background readings on Japanese Ameri- (1977). This kit contains the following cans and suggestions for classroom activities. materials: Some examples of the 'ties include having 1. Ethnic Heritage: Information Notebook, students learn some Japanese words,. evaluate tiy Roberta Powell and Charlene Walker television depictions of Asians, write a diary (1977). Available from project: spiral- covering' one week in the year 1915 from' the bound, 149 pp, free. viewpoint of one of the children who lived at 2. Ethnic Heritage, Supplemental Readings Yamato, work crossword puzzles,and grow pine- (1977 -). Available from project: spiral- apples, tomatoes, or other vegetables. The guide bound, 111 pp, free. also contains brief biographical sketches of 3. Teacher's Vanua' (1977). Available from Japanese Americans, an interview -with a Japa-, project:''SpiNlbound, 27 pp,'free. nese-American farmer who cametosouth 4. StudentfIctiyities Kit (1977). Consists Florida in 1906, and an annotated list of books of deck of 21 cards and "Yellow Pages and curriculum materials housed in the Mori- of Ethnic Heritage Resources" by kami Museum. William Crouthamel. Not available.

32 n Materials Description: activities will require involvementof and cooper- This project developed a variety of learning ation from the entire school. materials that focus on the experie'nees and con- Ethnic Authenticity. Theighnic cotitirit of the tributions of Black and White rural agrarians in materials isauthentic-Without modification. the Deep South- to the history of their region and Technical Ouplity. Overall, these materials are the nation, from the time of slaverytothe-pre- of acceptable tkchnical quality. There are some sent.It places Southernagrariart culture and reproduction problems, and one evaluator ques- ethnic histmjn an educational setting that tioned whether all materials have necessary _valuescaturalpluralism. The approachis copyright releases. --- primarily one of searching for roots through use of primary sources. The learning package provides students with activities which will promote Hawaii self-development while leading them to discover the wealth of information to be obtained from 34. ASIAN AMERICAN LITERATURE local and community contacts. RESOURCES AND TRAINING FOR MULTI- The Information Notebook contains source CULTURAL EDUCATION readings on eight topics: slavery, reconstruc- tion, sharecropping and tenancy, everyday life, Japanese American Research Center moving, Southern tenant farmers union, New 2454 South Beretania Street Deal, and technology. The readings are illus- Honolulu, Hawaii 96814 trated with drawings and photographs. Supplemental Readings presents additional Project Director. Dennis Ogawa readings of a contemporary nature dealing with Ethnic Group: Asian Americans farm tenancy, New Deal recovery programs, cot- Subject Area: Literature ton economy, and the Depression. Eight pages Audience /Grade el: Teacher Education (7-12) of photographs are included. Teacher Resources (7.12) Teacher's Manual, explains the rationale for Format: Print the entire curriculum package. Specific step-by- Year Funded: 1978 step teaching strategies are detailed. The strate- Amount of Funding: $41,600.00 gie§ revolve around three modes of instruction. Materials /Availability: The first involves teacher-directed, largegroup, Asian American Literature of Hawaii: An Anno in-class activities. The second gives opportunity tated Bibliography, by Arnold T. Hiura and for greater self-direction; it provides several out- Stephen H. Sumeda (1979). Available from: of-class activities and includes an equal number (1) Talk Story, Inc. (P.O. Box 146, Aiea, of large-group and small-group activities. The Hawaii, 96701): paperbound, 210 pp, third mode involves much out-of-class activity contact publisher for price information. on an individualor small-groupbasis;the (2) ERIC: ED 186 568, 211 pp, microfiche: teacher's role is reduced to that of consultant or $0.911paper copy: $16.85, plus postage. facilitator. Self-study projects occupy most of the time used. Length of time required for the Asian American*Literature: Resources and modes varies: for the first, two months or less; Training for Multi-Cultural Education, Final for the second, three to five months; for the third, Report (1979). Available from: six to ten months. (1) project: looseleaf, contact project for The Student Activities Kit has two compo- price information. nents: a deck of 21 color-coded-cards and the (2) ERIC: ED 189 210, 176 pp, microfiche: .Yellow Pages of Ethnic Heritage Resources." $0.911paper copy: $13.55, plus postage. The cards deal with five competenciesinter- viewing,researching,simulating, conducting Materials Description: personal projects, and exchanging information. The major objective of this project let as to train Each card explains the specific skills needed to secondary teachers and other ethniC studies per- accomplish the goal indicated. These skills are sonnel in Asian-American literature in order to also critical to career development and success enhance their understanding of ethnic identity, fulliving. The "Yellow Pages" Is a student interethnic communication and relations, and resource suggesting techniques useful for self- the process of American multiculturalism. To study, ways to explore one's roots, how to learn achieve this objective, an annotated bibliography 0 about one's community, and how a local tele- was developed and ,a training program was con- phone book can be a resource inlocating infor- ducted. mation about ethnic heritage. Its usefulness is The bibliography, which cites the works of

41 not limited .to any particular locality. Japanese, Chinese,Korean,andFilipino authors, was designed to help ethnic studies Evaluative;omments and Suggestions: personnel, especially secondary education Educational Soundness. These materials rep- teachers, become acquainted with the Scope , resent a good example of the use of field-based and breadth of Asian-American literature. Only activities in the local community. Some of the primary works written in English are inclUded. Wit- a

vs. The- bibliography .is otglized by three main -Subject Area: Bilingual t ducation- sections; drama, fiction,' anpoetry. Arrangedby (Chinese and Kqjaan), Language Arts, Music, - authorwithin each section, each entry has zaall . bibliographic,citation and listewhers materials. , Soqial Studies can be located as well as providing a brief state- Audlence/Grade Level: Student Materials (K-12) ' menf describihg the overall subject and theme, Format:, . 'Print and Nonidrint literary style and form, and unique features of Year Fundf3d: 1974 the work. . , Amount of Funding: $55,000700 The second part of the project was the devel- Materlale/Availability: ,opment and implementation of a trainigg course A Legacy of Diversity: Contiibuti of ihe- for secondary teachers sponsored by the Depart. Hawaiians, Chinese, Japanese; Puerto ment of American Studies at the University of 4,Ricans, Koreans,, Filipinos, and Samoans in -Hawaii at Manoa. Topics taught in the course in- tjawaii (1975). Available from: , - eluded interethnic'communication, reading and 41) project: paperbound, 102 pp, $3.50. writing local- poetry, Hawaii's interethnic culture, (2) ERIC: ED 171 841, 109 pp, microttche:' $0.91/paper copy: $8.60, plus postage. the Asian American, language, alienation, using 4 Asian- American literature', the similarities and differences between cultureq in Hawaii, art, and My Name Is Stephen Kekaulike and / songs and dances. The course is described iii 4Papkolea,.by ,Kathryn K. Bartel (1975). trproject's final repOrt. - . Available Ira& (1) project: paperbound, 31 pp, $2.50. Evaluative-Comments and puggestlons: (2) ERIC: ED 171 842, 46 pp, microfiChe: EduCatIonal Soundness. The bibliography is $0.91 plus postage; paper copy not . very well done.. The units in the final report are available from EDRS. :excellent. The approach to teaching is very Q tthoughtfiii. The two publicatiqns have little or no Ah Dal Comes to Hawaii: The Story of a Chinese apparent connection. . oman, told by Dai Sen Kam and Ethnic Authenticity. The bibliography provides Beve Wong to Nancy Foon Young good and precise documentation on the develop- (197 Availa le from: ,meet of Asian-Amer' an,literature in Ha:waiiits (1) projec aperbound, 40 pp, $2.50. beginning, its styl (and'the unique content (2) ERIC. 171 838, 27 pp, microfiche: < allin context witthe social and historical $0.9 lus postage; paper copy not de,velopment of the 'time. One shortcoming:,, available from EDRS. Filipino apd'Korean writers and works are under- represented: From Madeira to the Sandwich Islands: The The final report is an excellent plebe of work in Story of a Portuguese Family in. ,Hawaii, by an area for which there is very-little matkial Anna Martins Gouveia as,told to Margaret tavailable. It is suitable for all studentsof Araujo (1975). Available from: ' ure or English courses. (4) project:,,paperbouqd, 32 pp, $2.50. Technical Quality. The bibliography needs (2) ERIC: ID 170 444, 34 pp, microfiche:

- sharper print, The final report should be bound $0,911paper Copy:.$3.65, plus postage. and labeled. Pages stoyd be numbered consistently. Many Faces of Flawail (1975). 4ailable from ERIC: ED 170 445, 35 pp, 35. ETHNIC RESOURCES CENTER FOR THE microfiche: $0.91 plus postage; paper copy 'PACIFIC not available from EDRS. -4( University of Hawaii - A Korean LegendHungbu andNalbu and College of Education' Korean Songs We Can Sing, by-Rdberta Department of Educational Foundations Chang (1975). Available from: .- 1776 University-Avenue (1.) ptoject: paperbound, 20 pp, $3.50. c Hcfnolulu, Hawaii 6821 ,- (2) ERIO: ED 171 840, 35 pp,Ccrotiche: $0.91 plus postage; paper opy not Project Director. Melvin Ezer available from EDRS. Ethnic Group: Black Americans, Chinese Americans, Chinese Songs,We Can Sing and Chinese Am,ericans, Instruinental MUSIC, translated- by Yip-Wang Hawaiian Americans, Law 0975). Accompanied by-two cassettes, Japanese American Chinese.ongs We Can Sing and Chinese Korean Americans, Instrumental Music. Available from ERIC: ED Portuguese-Americans, .171 839, 26 pp, microfiche: $0.91/paper copy: Puerto Rican, $3.65, plus postage: Americans, Samoan 4 Americans (Hawaii) 34. a. A Mater,W Description:_ evaluated. Although the binding on Chinese TheWlaterials developedby theEthnic Songs was considered poor, all other aspects of Resqurce Center for the Pacifip use a format that technical quality are acceptable. incorporates personal, accounts, abundant illustrations, and music appealing to young readers and listenert. 4, Illinois .. A Legacy of Diversity is a secondary -level text focusjng on th%major ethnic groups in Hawaii; 36. ILLINOIS/CHICAGO PROJECT FOR INT.ER- each chapter was written by a member of the ETHNIC DIMENSIONS IN EDUCATION ethnic group depicted. For elementary children, My.Name Is Stephen Joint project of: 4 Kekaulike presents the true story of an 11-year- Ilinois State Department of Education (IDE) old HaWallan boy and his family who reside on 188 West Randolph Street Hawaiian homestead land In the heart-of Hono- Chicago, Illinois 60601 lulu. Ah Dai Comes to Hawaii, also written for and elementary grades, is in Chinese and English. It University of Illinois at Chicago Circle (UICC) tells of the struggles of'a Chinese woman- oho P.O. Box 4348 migrated to Hawaii in the 1940s. In From Madeira Room 3030 -ECB to the Sandwich Islands, a 92-yearold Portu- Chicago, Illinois 60680 guese imnitgrant woman explains the circurn, stances of her arrival in Hawaii and her present Project rirector: Joseph Frattaroli (IDE) lifestyle in Honolulu. and Edward Kolyszko The Many Faces of Hawaii suggests that per- (UICC) ions within an ethnic group should not be Ethnic Group: Black Americans, stereotyped; to this end the booklet contains German Americans, photographs and captions depicting the varia- Greek Americans,- tions in age, occupation, physical features, and Italian Americans, interests of Hawaiian residents. It is suitable for Lithuanian Americans, any grad level. . Mexican Americans, Chinese Songs We Can Sing and Chinese In- Polish Americans, strumental Music was developed, for use with Serbian Americans two cassette recordings of commercial records. (with some ertiphaSis on Musical scores are based upon Chinese-style ,-Illinois, Chicago) musical notations included with the original Subject Area: Language Arts, Music, records. A pronunciation.key and translation are Social Studies rprovided. Aud I eire/G ra el: Teacher Resources (K -8). Format: Pact Evaluativeinnunents and Suggestions: Year Funded: 1974 Educational Soundness,. Although these Amount of Funding: $170,000.00 materials aresite- specific l (Hawaii and the Materials /Availability: . - Pacific Islands), they are a good resource for Inter- Ethnic Celebration, edited by William Wei learning about the various ethnic groups which populate.d Hawaii. They also,demonstrate inter- (1975). Available from ERIC: ED 150 268, 106 IP pp, microfiche: $0.91/pap r copy: $8.61), plus actions among the various ethlikKgroups. Since postage. there are no objectives or student` activities, the evaluators indicated they should'be considered Inter-Ethnic Music: Rhythm he Pulte of resource materials. .A teacher would have to Humanity, edited by Euar7 Gangwa,re and develop activities to use with them.. Elizabeth Slowiak (1977). Available from [Ethnic Authenticity. The materials are authen- ERIC: ED 150 239, 123 pp, microfiche: ; c in their representation of the various ethnic $0.91/paper copy: $8.60, plus postage. groups, but some critical comments Were made by evaluators. In A Legacy of Diversity, some of Prejudice and Ethnocentrism, edited by William the 'statements , regarding ThesuperStitious' Wei (1975). Available from ERIC: ED150 235, 4nafure of Filipinos are too- generalized and do 100 pp, microfiche: $0.91/paper copy: $6.95; not apply to younger, urban Filipinos. A Korean plus postage. Legend does not rep eekoreans in contemporary society. ChIneeTongs would be difficult for t non-Chinese students and teachers to use. Only Entry Into the United States, edited badw-ard V. the English versions of the materials were Kolyszko'and David J. O'Neill (197

evaluated. . Available from ERIC: ED 156 802; 18904;p, Technical Quality. Microfiche werelevaluated microfiche: $0.91/paper copy: $13.95, pats on -a number of the documents. The cassette postage. Note: Eight pages cif the original tapes accompanying Chinese Songs We Can document were deleted because they con; Sing and Chinese instrumental Music were not tamed copyrighted material. 35 A4 4

Single copies of the above Items are also Evaluatl e Comme s and Suggestions: available at no charge while the supply lasts Educ tional Soun ness. Entry into the United from the Illinois Office of Education, Attn: Urban Statesnd Prejudice and Ethnocentrism are ap- and Ethnic Education Section, 188 West Ran- proprie 'for use inIarning situations without dolph Street, Chicagojilinois 60601. . modifi ations. lnter-Enic Celebration would be moreseful If, objeotiv s were stated. Since it is Materials Description: to be sed with eleme tary children, the teacher The Illinois/Chicago Project for Inter-Ethnic must be careful to provi e enough-supplementary Dimensions in Education is a joint project of the inforation so studen s are not given only a Illinois State Department of Education (IDE) and sup rficial understandi 9 of ethnic groups. Inter- the University ofIllinoisat Chicago Circle Eth' is Music should be used by teachers with a (UICC).Originallytheseprojectssubmitted str ng music backgrou d. In addition, the sug- separate proposals; they merged at the request ge ted teaching strate les frequently, require of the U.S. Office of Education. m sical instruments. udiotapes which were Cyrsiculum development activities resulted in ade to accompany thiis unit, but which were four'completed sets of materials for grades K-8. of availAble fr evalu tion, would greatly en- The units were revised based on feedback from ance the unit. ' b teachers in training workshops, from advisory Ethnic Auth Micky.he ethnic content of council members, and from other .project staffer ach of the fo_urimits is authentic. One evaluator members. cited 'that fnter-Ethnic Celebration does not in- Activities for teaching about ethnic holidays lude-FgOidus/ethnic holidays and this should are organized by the four seasons in the first set e explained to students, .since some ethnic of materials, Inter-Ethnic Cglebrations.,In addi- groups' bonder are largely religious. tion to special holidays celebrated by individual Technical Quality. Although these materials ethnic groups (such as Germany's Day of Work are of acceptable technical quality, there is Celebraticin and Greek American Independence some inconsistency in the page 'numbering sys- Day},activities are presented to show how tem and the bindings are not durable enough for holidays such as Christmas and Easter are cele- continued, heavy use. brated differently by various ethnic groups. In addition, an ,introductory unit helps students see 37. ORAL HISTORY ARCHIVES OF CHICAGO that holidays are a universal ethnic experience,. POLONIA and a culminating unit allows students to recognize that holidays can also be personal. Nish American Congress Prejudice and Ethnocentrism is designed to `7 ammunity Relations Committee assist teachers in educating elementary stu Loyola University dents about the.nature of prejudice and ethno- 820 North Michigan Avenue centrism and how to deal with them. The organiz- Chicago, Illinois 60611 ing concepts are self, similarities and differ- 9.9N ences, and coping with -differences. TheAlve Project Direcbr: Mary Cygan . units, which each have five or six lessons, deal Ethnic 'Group: Polish Americans . with: (1) self in ,a- pluralistic society, (2) people (Illinois, Chicago) other than self, (3) Similarities and differences Subject Area:-- Drama, Journalism, between people, (4) defining and recognizing 'Language Arts, Oral prejudice; and (5) dealing with prejudice. Alterna- History, Social Studies tive activities are presented in the lessons for Audien6e/Grade Level: StOdent Materials (K-12) lower and upper elementary students. Format: Print andlJohprInt-' Inter-Ethnic Music: RhythmThe 'Pulse of Year Funded: 1976 Hu vanity contains activities and music to teach Amount of Funding:. $38,000.00 elementary children rhythmic concepts through Materials/Avallabillty: , - inter-ethnic music examples. Paslige: Oral Archives ot Chicago Polonia :Entry into the United States is designed for (updated). Available frbm Oral History use in grades 7.and 8, but can also be used for Archives of Chicago Polonia (clo Chicago grades 9-12. The materials were, developed by Historical Society, Clark Street at North the IDE staff at the requeit of the advisory coun- Avenue, Chicago, Illinois 60614); booklet,11 cil. The materials examine and compare the prb- pp, free. 4. . cesses of change, acculturation, identity, entry, migration, and cultural pluralism as they affected Teacher's Guide for Using Oral HistoryMalGri.als the eight subject ethnic groups during theirentry, on the Immigrant Experience, by Ronald into America. Social history is emphasized, and Zaraza (1977). Available from project: paper- teachers are encouraged to use.the 40-minute bound, 16 pp, free. lessOns sequentially so students will understand the history of migration and entry as well as Master Index for the Oral Hikory Archives of develop empathy. toward the different ethnic Chicago Polonia (1977). Available from proj- groups. ect: paperboungt, B pp, free. 36 5 ,5 ti

S Oral History Archives of Chicago Polonia: in the inde e--therneiaround which the inter- Casette Topic Tapes (1976-1977). centered were: the decision to leave Vie Individual titles es follows: old country; the journey to the United States; ex- 1. ,,Life in the Old Country, 6 tapes. periences during the first months in this country; 2. Pteasons for Deciding M.-Leave, 3 tapes. education; living conditions and neighborhoods; 3. Passage and Arrival, 9 tapest.-- courtship and marriage; family; celebrations, 4. Early Weeks in America; 3 tapes. customs, and social life; religion and parish life; 5. Work, 9 tapes. and-Polish organizations. 6. Festivals and Customsr6 tapes. 1. Family Life, 3 tapes. Evaluative Comments and Suggestions: 8. Recreation; 3 tapes. 10 Educational Soundness. The tapes, used in 9. Religion, 3 tapes. conjunction with the teacher's guide, are an ex- .10. Women, 3 tapes. cellent first-person account of one immigrant 11. Weddings, 3 tapes. group. Both evaluators indicated that the Master -,Atvailable from: Index was an excellent tool, but the tapes do not (1) Chicago Historical Society (Clark Street match,the index. It is believed that this is faulty at North Avenue, Chicago,' Illinois labeling of the tapes, rather than problerne'with 60614); original collection of tapes, the index. $5.00 per tape.-2- Ethnic Authenticity. There are some,content (2) Loyola University (820 North Michigan errors, mostly the result of carelessness in put- Avenue, Chicago, Illinois 60611): ting together the tapes. For example, one tape is duplicate copies of tapes, $5.00 per labeled "Reasons for Leaving America," while tape. , the content of the tape is reasons for leaving (3-Rolish Museurrof America (984 Mil- Poland for America. One evaluator indicated that waukee Avenue, Chicago, Illinois the edited tapes are useful for classroom instruc- 60622): duplicate copietf tapes, $5.00 tion, but the original, unedited versions would be per tape. more useful for ethnic scholars. It was noted that Polish benefit societies and the Polish Materials Description: press, both of which were very important to Memoirs of Poles who emigrated to the United American Poles, were not included. States between 1880 and 1930 and experiences Technical Quality. All three evaluation panels of Polish Americans born in the United States commented on the poor labeling job done on the during the same period have been collected and tapes. This takes two forms: (1) some of the tape recorded to form an oral history tapeCollection. titles do notagree with the content (see example All 140 interviews were conducted with residents above) and (2) the tapes are not numbered se- of the bhicago area. The taped' 'interviews are quentially within a series. Thus a listener pas to fautobiographioal and are intended to preserve listen to each one to find out the order of use. information not' generally, available in written There is no introduction on the tapesthe inter- documents, thought all have been transcribed views just begin. An introduction would provide 'and/or translated. a framework for listening to the tape. 't A demonstration tape consisting of excerpts froma variety of interviews was made available 38. CHICAGO CONSORTIUM FOR INTER- t six Chicago -area elementary and secondary ETHNIC CURRICULUM DEVELOPMEN t chers, who'sutAequently assisted in prepar- Selfreliance i g aeacheretuide. The guide is designed to 2351 West Chicago Avenue be used with 111 sets of topic tapes which.con- Chicago, Illinois 60622 tain a ,series tif edited seleCtiobs one to two minutes in length: These materials are intended Project Director. Don Warren for use as a suppierwitary information source. Ethnic Group:' Greek Americans, The Passage bookletbxplains the purposes of Jewish Americans, . the project, gives an tAample of a transcribed Lithuanian Americans, tape, and specifies how the interviews could be .Ukranian Americans used in classroom settings. The teacher's guide r. Subject Area: Social Studies contains a sample lesson plan for a unit in U.S. Audience/Grade Level: Student Materials (5-8) 40-y and directions for using the tapes in Form,at: Print social studit3S, journalism, and drama classes at Year 'Funds* 1975 the secondary level-, as well as in primary, inter- Aniount of Funding: $45,000.00 -'mediate, and junior high classes.:An index to the Materials/Availability: topib tapes lprovided. Ethnic Heritage in America, Teacher's MaLal: The- Master Index contains a matrix which4 Curriculum Materials in Elementary School

cross references those interviewed 'with the Social Studies.on Greeks, Jews, Lithuanians., .therpes aboyt which they were interviewed. In- and Ukrainians (1976). Available from ERIC: -, formation -about the age, occupation, areas of ED 130 979, 40 pp, microfiche: $0.91/paper origin, and .pax of each interviewee Is also,given copy: $3.65, plus postage. ne, N 37 4 4- Greeks in America: Contributions to America, them to the narrative andlor need to be placed Relationship to Homeland, Integration into near appropriate descriptions in the narrative. AmeriCan Life, Retention of Ethnicity in One evaluator commented that "The document America (1976). Available from ERIC: ED 130 needs to provide a more in-depth presentation of 983, 130 pp, microfiche: $0.91 /piper copy: content. It presently reflects a cut-and:dry ap- $10.25, plus postage. proach. The sequence 9f topics needs to be re- evaluated, rewritten .in some Instances, and re- Lithuanians'in America., Contributions to positioned." The second evaluator added that 'America, Relationship to Homeland, Integra- .the "units depict quite well a variety of topics tion into American Life, Retention of Ethni- closely related to Greek Americans; and the city in America (1976). Available from ERIC: selection of topics is good." ED 130 982, 114 pp, microfiche: $0.91/paper The information in the teacher's manual and copy: $8.60, plus postage. the units on Lithuanians and Ukrainians is ethnically authentic without modifications although it Ukrainians in America. Contributions to America, could beimproved with a few minor changes. Ac- Relationship to Homeland, Integration into cording to one evaluator, the content of the American Life, Retention of Ethnicity in Lithuanian material should be broadened, since America (1976). Available from ERIC: ED 130 "many aspects of the Lithuanian history and cur- 983, 130 pp, microfiche: $0.91/paper copy: rent situation are glossed over or treated super- $10.25, plus postage. ficially." The evaluator also was of Ole qpinion that the maps need redrawing because "they are Materials Description: crude bpd inadequate at times." Several factsin This project developed units of study dealing Ukrainian unit need to be corrected. The in-n- with Greek Americans, Jewish Ameri6ans, Lithu- formation on page 3 should explain that 'the anian Americans, and Ukrainian Americans Ukraine is a republic of the USSR and is not one which can be infused into social studies courses of the ten most economically developed coun- in grades 5-8. The materies were developed tries in the world. On page 7 the Ruthenians around two, main themes: the contributions of should not be called Ukrainians; in the United each ethnic group to America and the relation- States these people do not consider themselves ship of the ethnic group to its homeland. For members of this ethnic group. In addition, one each unit of study, behavioral objectives are evaluator believed that the emphasis on Catholi- listed and activities and evaluation techniques cism should be modified to explain that most are provided. Ukrainians in America are orthodox although the The major teaching strategy is reading followed immigrants come from Catholic regions. This by classroom discussion. Students are also evaluator also commented that the section on engaged in such activities as conducting inter- the Ukrainian concern fOr human rights should , views with ethnic persons, putting on puppet be broadened because their involvement goes shows, writing a family history, and mock beyond their concerns for Soviet oppression. preparations to visit their ancestral homeland. The evaluator concluded that overall the Ukrain The teacher's manu4wVich accompanies the ian unit is the best unit. units containscdescriptive information and back- Technical Quality. The materials are accept. ground readings to help teachers use the units able with minor modifications. The photographs and provides background information on the are colorful and beautiful, but they cannot be re- project. The project also developed audiovisual produced. One evaluator also commented that aids to accompany the units, but the units can some of the type may not reproduce `well and be.taught without the audiovisuals. that the materials are not labeled and titled appropriately. Ali Evaluative Comments and Suggestions: Educational Soundness. The materials are ap- 39.- DRAMA AND THEATER OF BALTIC propriate for use with students in grades 5-8. AMERICAN YOUTH They are especially useful becauSe there are not many other materials that focus on these ethnic Southern Illinois University groups for students In grades 5-8. One evaluator Carbondale, Illinois 62901 concluded that "the materials are fairly well put together although the activities are not flashy Project Director: Alfred Straumanis and innovative." The second evaluator indicated Ethnic Group: Estonian Americans, the need for two minor modifications: develop- Latvian Americans, ment of specific teadhing strategies and lower- Lithuanian Americans ing of the reading level in the units, Subject Area: Drama, Language Arts, Ethnic Authenticity. The InforMation in the Social Studies teacher's manual and the unit on Greek Ameri- Audience/GradeLevel: Student Materials (10-16) cans is ethnically authentic with minor modifica- Format: Print tions. The bibliography should be expanded and Year Funded: 1974 updated. The vIsUals need-captions that connect Amount of Funding: $19,000.00 38- A t- Materials/Availability: 0 Indiana Confrontations with Tyranny: Six 'Baltic Plays, edited by Alfred Straumanis (1977). 40. ROMANIAN-AMERICANS IN LAKE COUNTY, Available-from Wave land Press, Inc. (P.O. INDIANA: AN ETHNIC CURRICULUM PROJECT Box 400, Prospect Heights, Illinois 600F0): paperbound, 620 pp, $15.00. Purdue Research Foundation, Purdue University Materials Deicription: West Lafayette: Indiana 47907 All six plays in Confrontitions with Tyranny deal with tyranny as a universal evil. The volume Project Director. Peter John Georgeoff provides an introduction to the role otstram\a-ln Ethnic Group: Romanian Americans reflecting human experience and explains that (Indiana, Lake County) of the six plays incded, three were written by Subject Area: Local History, Social Baltic dramatists Order Soviet rule and three by Studies playwrights in exile. Surveys of Estonian, Lat- Audience/Grade Level:Adult/Community vian,-and Lithuanian drama are each concluded Education with lists of 19th- and modtly 20th-century plays Student Materials (7.16) in each -language. The volume also includesa Format: Print and Nonprint bibliography of sources on the drama of each Year Funded: 1976 country in its respective language followed by a Amount of Funding: $32,000.00, list of readings on the general Baltic area, Materials/Availability: Estonia, Latvia, and Lithuania. Ethnic Heritage Study Kit: Romanian Americans The six plays in the volume are: Five Posts in a in Lake County, Indiana: An Ethnic Heritage Marketplace by AlgirdasLandsbergis;The Curriculum Project (1978). The kit contains Awakening by Antanas Skema; Mad Christopher, r the following materials: Mad by Martins Ziverts; The Blue One by Gunars Priede; CInderellagame by Paul-Eerik Rummo; 1. Resource*Guide: Romanian Americans in and Illuminations by Enn Vetemaa. Each play is Lake County Indiana: An Ethnic Heritage preceded by an introductory analysis followed Curriculum Project, by Mary Leuca (1978). by suggestions for discussion. Available from ERIC: ED 175 794, 234 pp, microfiche: $0.91/paper copy: $15.32, plus Evaluative Comments and Suggestions: postage. Educatismal Soundness. The materials are ap- prppriate with minor modifications for gifted 2. Ballads of the Rorrianian Immigrants twelftlgraders, college students, and drama (undated). Available frqrn ERIC: ED 175.795, group members. Objectives need to be written, 57 pp, microfiche: $0.91/paper copy: $5.30, and teaching strategies need to be developed, plus postage. since the volume only includes discussion questions at the end of each play. Although the intro- 3. Romanian Folk Dancing (undated). ' ductions to the plays are extensive, instructors Available from ERIC: ED 175 796, 57 pp, who are not Baltic nationalists should havea microfiche: $0.91/paper copy: $5.30, plus background in Baltic drama. In addition, evalua- postage. tion instruments must be prepared. Ethnic Authenticity. The ethnic authenticity of 4. The Story of Romanian Americans in Pictures. the three plays written under Soviet rule is ques- Filmstrip/cassette with accompanying tionable. One evaluator explained that "plays Filmstrip Guidebook for Teachers. written and produced under the Soviet Censor- ship cannot give full expression to the character 5. Ballads of the Romanian Immigrants (record). and aspirations of the Latvians, Estonlans,.and Lithuanians." For example, the purpose and the 6. Rcfmanian Folk Dancing Music. Cassetteltape. vocabulary of The Blue One are more representa- Inquiries as to the availability of the audio- ttive of communist propaganda than Latvian eth- visual materials should be directed to the nicity according to the same evaluator. Purdue Research F9undation, Copyright The other three plays ethnically, Section. C.- authentic. One evaluator is e opinion that they yreflect the par mount concern of the Materials Description: Baltic nations, which is that of survival under The Ethnic Heritage Study Kit is for use in Soviet oppression." history and social studies courses. rrimatily in- Technical Quality. The plays are cumbersome tended to teach students in grades 7.12 about to study because they are bound together in one, the history and culture of Romanian Americans, large volume. All other technical 'featuresare the materialecan also be used with college acceptable. students and community .groups. Although the emphasis is on. Romanian Americans in northwestern Indiana, the materials can also be.used F.! 4

NO. by educators and community persons interested duce Well, and the sources of the photographs in general Romanian-American history and cul- are not mentioned. The margins are not consis- ture. The kit components include a resource tent in Ballads of Me Romanian Immigrants. The guide, a filmstrip/cassette program, a record of rThotographs in Romanian Folk Dancing are diffi- balladswithan accompanying bookletof cult to reproduce well. A few of the slides in the musical scores and translations, a videotape of filmstrip component of _The Story of Romanian folk dances, and a cassette of folk dance music Americans are not clear, and at times the narra- with a booklet of dance instructions. The compo- tor's voice is not clear. The package,does not in- nents were developed from minutes and records dicate the length of the cassptte.-6ne evaluator of Romanian churches and organizations in the was of the opinion that the filmstrip/cassette Lake County area of northwestern Indiana, inter- and guide package is one of the best developed views wia:130 immigrants about their experienoe under Title IX. prior to coming to the United States and upon The record and the cassette/taperare appropri- their arrival here, and poems, diaries, letters, and ate without modifications. The record is veryiine photographs that belonged to immigrants.. a quality recording. One evaluator noted that The resource guide contains background read- the cassette/tape is a "professional component" ings for students on Romanian-American history and culture. Through information from inter- Maine views and quotes from speeches, diaries, letters, poetry, and other primary source materials, stu-' 41. THE MAINE IDEA: INSTRUCTIONAL dents learn about the causes of Romanian immi- DEVELOPMENT IN ETHNIC ACTIVITIES grationtoAmerica, examine the Romanian immigrant's life in the early days, study the marry University of Southern Maine activities of Romanian-American organizations Associate Degree Studies ' in Lake- County, Indiana, and look at the many 96 Falmouth Street changes that have occurred in Indiana's Roma- Portland, Maine 04103 niansAmerican communities. The readings are supplemented through the Project Director. George P. Connick use of media. Students view a filmstrip program Ethnic Group: French Americans fllustrated primarily with old black-and-veiite Subject Area: Foreign Langugge. 'photographs taken in the Lake County area as (French), Social Studies early as 1900. Classroom discussion questions Audience/Grade Level:feacher ResoUrces (K-12) and the filmstrip script are provided in the Film- Format: Print strip Guidebook' for Teachers. Students listen to Year Funded 1979 a recording of ballads of the Romanianimmi Amount of Funding: $59,630.00 ,grants. The record contains reriktongs which Materials/Availability: were popular in the 1900s in theake County Handbook of TeacAr Lesson Plans on Franco- area. Accompanying the record isa booklet American Culture and Language, developed which contains the musical scores, Romanian by York County Teachers (1980). I9rics, and English translations of the folksongs. Available through Inter-Library Loan from The booklet Romanian Folk Dancing contains Goodall Library (238 Maine Street, Portland, danceinstructionsfortheFlora,Invirtita, Maine 04073): paperbound, 70 pp. Hategana, Serba, and Caluserul. Students can practice the dances to the music provided on the Materials Description: cassette tape Romanian Folk Dancing Music. The handbook contains lesson plans that focus on Franco-American culture and language Evaluative Comments and Suggestions: for teachers in York County. The lessons can be Educational Soundness. Although some of the used with students in grades K-12. A few of the material is only useful as a resource for students lessons for each grade require the teacher and in the Lake County area of Indiana, most of it is students to speak and/or read French. Each appropriate without modifications for students lesson specifies objectives, teaching proce- in other parts of the country. One evaluator be- dures, evaluation methods, and assignments. lieved that the materials can be used without the The lesson plans also includes critique written resource guide. Another evaluator concluded_ by the teachers who developed the ,lessons. The that the "major portion of the guide which has to critique describes their experiences with using do with Romanian Americans is very well done." the lessons in the classrooms. Ethnic Authenticity. The materials are ethnically authentic. One evaluator noted ttrat "the re- Evaluative Comments and Suggestions: source guide and the filmstrip are excelient con- Educational Soundness. The handbook is an tributions," and "the record and the cassette/ appropriate resource without modifications for tape are also quite valuable." teachers who are bilingual in French andtitlave Technical Quality. Most of the materials are Franco-American students. Itis also a useful appropriatewithminor modifications.The model for other teachers who want to develop graphics in the resource guide may not repro- similar materials about other ethnic groups. One , 40 A7 %

evaluator commerifed that the book 'is "welt The papers delivered at the day-long seminar- done." explored the rich ethnic resources of Baltimore Ethnic Authenticity. The e thnic authenticity of and _emphasized the need for incorporating the material is acceptable with minor modifica- ethnic studies into the curriculum. Sessions tions, but-the evaluators- had differeAt beliefs covered improving ethnic studies, oral history, OW the content'. One, evaluator commented ethnic genealogy, alternative teaching strate- that informardrt abdut substantive issues that gies, and preserving cultural heritage. Ethnic are. importanttoFranco-Americancitizens studies,, books,.pamphlets,bibliographies, needs to be added, as does background informa- resource lists, and pKotographic displayswere tion apcut the ethnic group. The evaluator also on exhibit. The first part of the manualis devoted notedtfiat the handbook would be more useful if- to the _proceedings of this seminar. a bibliography were developed. The_ second The second part of the manual contains a evaluator said that "there is no ethnic authen- description of the one -day workshop program. In # ticity to evaluate," because the material deals addition to slide /tape presentations (Oral History with methods- for teaching- French instead of in a Baltimore County Senior High School, A. ethnic heritage topics. The evaluator added that Glimpse of an Indian Marriage, and History of although the lessons are designed to teach the Baltimore Finns), speakers presented histori- Frehch, most of them are written in English. The cal sketches of various ethnic groups in Mary- evaluator added that the few examples of French land, among them the French, Greeks, and Ukrain- presented (e.g., the dialogue on page 55) are badly ians. One presentation gave step-by-step direc- - mangled and full of misspellings. tions for developing an ethnic directory; another Technical Quality, The handbook is accept- described how to conduct research in community able with a minor modification; the binding is not history. durable. One evaator said that itis a "handy, neat publication. Evaluative Comments and Suggestions: Educational Soundness. The essays are very Maryland well done by top-notch people. However, objectives need to he' stated for-each section of fhe 42. A MODEL FOR INCORPORATING . publication. Only some.of .,the sections include COMMUNITY'RESOURCES INTO ETHNIC teaching strategiels. , HERITAGE STUDIES Ethnic Authenticity. The material is A'61Jrate although the coverageof the ethnic groups of Essex ComMunity College Baltimore is not comprehensive. The Polish 7201 Rossville group, for example, though mentioned sporadi- Baltimore, Maryland 21237 cally, is not dealt with at any length. It is good background .reading for those who are planning Project Director. Thomas Julian; ethnic seminars or workshops and for adminis- Ethnic Group: Multiethnic trative and teaching personnel. Subject Area: All Areas Technical Quality. The publication needs to be- Audience /Grade Level: Adult/Community bound and labeled. Education Educators at all levels 43. AN INTRODUCTION TO AMERICA'S Format: 'print ETHNIC MINORITIES a Year Funded: .1978 Amount of Funding: $15,000.00 University of Maryland Materials/Availability:. College of Education Ethnic Heritages and Horizons: An Expanding College ParRt.Maryland 20742 Awareness, by the Ethnic Affairs Committee of Baltimore County (1980). Available from Project Director. C. Raymond Anderson ERIC'. ED 196 798, 170 pp, microfiche: Ethnic Group: Eastern and Southern $0.91/paper copy: $11.90, plus postage. European Americans Subject Area: Social Studies/Social Sciences Materials Description: Audience/Grade Level: Actujt/Community This project conducted a seminar and a work- Education shop for community members and educators to Student Materials (11,16). increase the awareness of the need for social Format: Nonprint studies, to present procedures for using commu- Year Funded: 1977 nity resources, and to discuss guidelines for Amount of Funding: $48,184.00 training teachers to Incorporate ethnic studies Materials/Avallability: into their curricula. The manual Ethnic Heritages Mosaic: The American Ethnic Experience, video and Horizons disseminates the results to Com- cassette series. Individual titles.as follows: munity organizations and educational persOnnel 1. The Myth of the Melting Pot. In Maryland. 2. Communities. 41

48 ti 9

Available from project: two one-ho.ur, 314: are 'rather repetitious. Yet, for the intended,audi- video cassettes, available for cost of - ence, this would serve as review and re-enforce- 4 duplication (approximately $150.00). ment." . Technical Quality. The video cassettes are ap- Materiali`Descriplin: proprlate ,wittl. minor trodificafions. Neither has The two one-hour, color video cassettes focus a teacher's guide explaining.when and how to on Southern and Eastern European Americans. use them. Although they could be used with2ut The programs cover topics pertinent to under- such a guide, they would be more educationally standing the..,rimpact of eihnioitrin 'modern effective with'one. American culture. They ere eppropriate for use J;:ly adults in community, church, or interest study 7 Massachusetts groups and by senior high and college students. t Each programconsists, of .a feature segment 44. ARMENIAN ETHNIC HERITAGE PROGRAM shot documentary-style on Wcation, interspersed with interviews of noted scholars in .ethnicity. Armenian `Relief Society While the programs were developed as a series, - 212 StuartStreet each tape also stand's alone. Boston, Massachusetts 02116 The first program, The Myth of _the Melting Pot, serves as an Introduction to the series: It Project. irector. Robert Mirak features a series of "man on the street" inter- ) Ethnic Group: Armenian Americans Subject Area: Social Studies, , views'asking the question "Who is Ethnic?" Alsb included are a story on the Census Bureau's rAudience/Grade Level: Student Materials (5.9) plans to collect more comprehensive data on Format: Print ethnic groups in 1980; a feature on Katie Macaro Year Funded: 1975 the author of two coloring books, on Polish Amount of Funding: $38,000.00 culture; a story on Pan American Airline's Materials/Availabillty: "second heritage" commercial c paign; and Elements o7 Armenian Church Architecture, by interviews with Michael Noyak, DrWMng Levine Mossik Hacobian (1976). Available from: --of the Institute on Pluralism and Group Identity, (1) project: 3-holed paper, 17 pp, $1.50. and Larry Naftulin.of the Birch Institute. (2) ERIC:,ED 182 236, 33 pp, microfiche: The second program, Communities, focuses $0.91/paper copy: $3.65, plus postage. on "Little ItalyNn Baltimore: ethnic identity in the suburbs, the Greek Orthodox community of Khatchkars: Armenian Cross Stones, by Mossik 'Washington, D.C., and the Baltimore County Hacobian (1976). Available from: Ethnic Affairs Committee. (1) project: 3-holed paper, 11 pp, $1.50. (2) ERIC: ED 182 237, 13 pp, microfiche: Evaluative Comments and Suggestions: $0.91/paper copy: $2.00, plus postage. Educational Soundness. The video oassettes . are appropriate withoutmoth-fications for their Materials Description: V intended audience. One evaluator commented The two booklets present information on the that The Myth of the Melting Pot is "an excellent history and culture of Armenian Americans for introduction to ethnicity." use with students in grades 5-9. Instructions to Ethnic Authenticity. The video cassettes are help teachers use the materials are includectin tonicallyauthentic,butthe .evaluators each booklet. The materials can be used hid disagreed about the need for minor modifica- pendently. tions. One evaluator believed that the section in Elements of Armenian Church Architecture In- The Myth of the Melting Pot in which Pan- troduces studentstotradjtionalArtnenian American Airline ollicials discuss their ethnic church architecture. Students read a brief selec- passengers is too long and sounds like a com- 'lion,, answer questions provided'on four work- mercial. This evaluator also commented that the sheets, d construct a model of the 7th-century Section in which a girl asks people on the street, Chur of Hripsime. "Are you ethnic?" promotes the "stereotype- of ,Knatchkars: Armenian Cross Stones intro- 'ethnics' being some peculiar Tariety of people, 4uces students to a unique form of stone sculp- in con radistinction to 'Americans'." This evalu- ture made by Armenian artists, sculptors, archi- ator &that the section of Communities focus- tects, and 'stone masons for more than 12 cen- ing on the church prgcession, to the exclusion of turies. The student is asked to cast and carve a other community activities, seems ,excessive, small plaster Khatchkar of hls/her own. A read- although several statements on tlie value of ing, worksheets, and step-by-step Instructions ethnic communities are olid anct the best part of are provided in the booklet. the presentation. A second evaluator opined that .the changes ih the video cassettes are unneced- Evaluative CommentsandSuggestions: sary as long as they are used to introduce adults Educational Soundness. The bgoklets are ap-, to ethnicity In American life. The svaluetor,added propriate without modifications fnr student use. that "the tapes frequently lack depth and they Any ethnic group could also adapt them to focus 42 A9 on their church architecture or artifacts. One Ethnic Heritage Studies course are provided in evaluator noted that the booklets "provide an ex- the second chapter. Chapter 3 contains a sample cellent vehicle for parental involvement in Com- curriculum plan for the course. Chapters 4 pleting worksheet assignmerits and student through 10 corftain sample course outlines on satisfaction in completing a model to be dis- the following topics: Ethnic Studies: Theory and played at home or in the classroom." A second Practice;PracticuminHispanic and Non- evaluator commented that adding a studer5t Hispanic Intergroup Relations,Patternsin bibliography` and a statement about howthe Assimilation and Acculturation. The Hispanic learner might be affected to Khatchkars would Community of Greater Boston, The History-and be helpful and that "the booklet notonly pre- Practice of Bilingual/Bicultural Educationin sents an important aspect of Armenian culture America; The Modernist Mode in the Literature but introduces learners to the task of a sculptor." of the Caribbean, The Folk Tradition in Puerto Ethnic Authenticity. The booklets are ethnically Rico; and Curriculum Development in Puerto authentic, but the evaluators disagreed, about the Rican and Cuban Ethnic Heritage Studies. need for minor modifications. One evaluatqfwas For each course the following information is of the opinion that they must be used with other provided. educational objectives, recommenda- material. For, example, the evaluatorrecom- tions regarding class size, prerequisites, and au- mendffl-that Elements of Armenian Church Ar- dience, a bibliography of books and suppleme chileture- be used only with in-depth sack- tary readings, topics for study, and suggest grounp infolThation and as part of a series on activities. Students read and discuss books a d "Church Architecture," "World Christian Archi- journal articles and are involved in many activi- **ctui-e," or "The Arts and Culture ofthe Arme- ties -They takefieldtrips,interview family nian." The evaluator also noted that Khatchkars members, monitor the ethnic content of network does not relate to modern life in Armenia or the television, write essays, and participate in role- United States. The second evallotor thought playing situations. these changes to be unnecessary. Evaluative Comments and Suggestions: Technical Quality. The booklets are *pro: Educational Soundness. Although a few sec- priate with minor modifications. The binding is tions are site-specific--such as thelistbf not durable, and they are not labeled clearly. Boston-area resource personsmost of the guide is appropriate without modifications for 45, CURRICULUM DEVELOPMENT IN CUBAN- use by postsecondary educators in all areas of PUERTO RICAN HERITAGES the Country. The guidelines can also be used as a model by individuals- who want to develop Curry College ethnic heritage studies programs about other Division of Language and Literature ethnic groups. One evaluator noted that the book 1071 Blue Hill Avenue "contains a good variety of sample course Milton, Massachusetts 02186 outlines." Ethnic Authenticity. The guide is ethnically Project Director: Robert J. Forbes authentic with minor modifications. The -two Ethnic Group: Cuban Americans, evaluators suggested different changes. Puerto Rican Americans According to one evaluator, the bibliographies SubjekArea: Ethnic Studies (13-16) need updating and the accuracy of some of the Audience/Grade Level: Teacher Resources (13-16)- community resources needs to be checked. Format: Print Also,availabilityinformationforbooks, Year Funded: 1975 children's songs, and ottier resources needs to Amount of Funding: $35,000.00 be obtained. The point that institutions of higher Materials/Availability: education could benefit from cultivattrimeivork-. Guidelines fo'r the Development of a Program in ing relationship with state and locakidcation Puerto Rican and Cuban Ethnic Heritage" agencies should be added to the sebtion on dis- Studies at the Postsecondary bevel, by semination and diffusion of programming. This Robert J Forbes (1976). Available from ERIC. evaluator concluded that the document "provides ED 186 521, 311 pp, microfiche: $0.91/paper the pros and cons of issues as well as providing copy: $21.80, plus postage. -- a comprehensive structure of ethnic heritage studies programs." Materials Description: The second evaluator commented that foot- This project's publication describes guide- notes need to be added. TheCuse of the terms lines for the development of a college-level "Puerto Rican" and "HislAnicI:rnust be modi- ethnic heritage studies course dealing with fied because ,they are erchangeably Pima° Rican Americans and Cuban Americans. without thdught. -more -t ation about Itcontains tenchapters. The 'firstchapter Cubans is needed as most o*:`- e material cur- discuses the value, focus, format, structbre, raptly focuses on Puerto Rictns. and financial support of an ethnic studies 'jSrp/ 'Technical Quality. The volume is cumbersome gram at the college level. A rationale *id ,pro- to use because it is sti-41a/ge. Although itis. in gram description for a Puerto Rican and Cuban draft format, the otherAfetures are acceptaiple. 43 50 46. HARVARD ETHNIC ENCYCLOPEDIA qualified contributor, In addition to the.group entries and thematic essays, the encyclopedia_is Harvard tl n versity ,. heavily cross-referenced and Idexed. Fellows ofarvard College The 1974.75 grant from a Ethnic Heritage Harvard U versity Press - . Studies Program of the 0 ce of Education also 1350 Massachusetts Avenue supported the original w k upon which the Brief Cambridge, Madsachusetts 02138 Ethnic Bibliography: An Annotated Guide to the ,EthniExperiences in the United States Is based. Project Director. Ann Orlov The bibliography lists materials according to ten Ethnic Group: Multiethnic broad categories: General Works; Works About Subject Area: All Areas Specific Groups;Literature;EthnicPolitics; Audience/Grade Level:Student Materials (9-16) Journals and Newsletters;- Ethnic Press; Refer- Teacher Resources (9-16) ence Works;Bibliographies;Archivesand Format: Print Special Collections; and Statistical Sources. Year Funded: 1974 Amount of Funding: $45,000.00 Evaluative Comments and Sug estions: Materlals/Avaliability: Educational Soundness. Th encyclopedia is Harvard Encyclopedia of American Ethnic the most compreherisive sing' publication deal- Groups, edited by Stephen Thernstrom, Ann ing with ethnic groups and ethnicity in America Orlov, and Oscar Handlen (1980). that is available today. It Is an excellent basic Available from*The Harvard University Press reference. The tables, {naps, and graphs are ex- (79 Garden Street, Cambridge, Massachu- cellent. Depending on their point of view, various setts, 02138): hardbourid, 1076 pp, $60.00. scholars may quibble with the individual ethnic group entries. Brief Ethnic Bibliography: An Annotated Guide The bibliography is an excellent concise bibli- to the Ethnics Experience in the United ography. Itis a good starting point for those States, by Josef F. BOon (1976). desiring a reading list for ethnic studies. Itis Available from The Press of The Langdon very well organized, and the annotations are very Associates (41_Langdon Street, Cambridge, useful. However, it is somewhat dated. Masdachusetts 02138): paperbound, 52 pp, Ethnic Authenticity. The encyclopedia Is ethni- $2.75. Although this document was announced cally authentic. However, since a great majority in ERIC (ED 155 227), it is not available in of the writersInvolved arehistorians and either microfiche or paper copy from EDRS. scholars, the work falls to tell about most recent trends in our pluralistic society. The Brief Ethnic MaterialsDescripen: Bibliography needs to be updated. The Harvard Encyclopedia of American Ethnic Technical Quality. The encyclopediaisa Groups is a comprehensive guide to the history, superior publication in every respect. The bibli- culture, and distinctive characteristics of the ography does not need to be modified as far as ethnic groups who have livedinthe United technical quality is concerned. States. A preparatory study identified more than 100 such groups (150 if one differentiates among 47. VOICES: TEACHER TRAINING IN various branches of some major groups). The ,prifiparation' of the encyclopedia was under- PROCESSES OF ETHNIC DIVERSITY A- written by a grant from the Rockefeller Founda= Massachusetts Department of Education tion and the National Endownient for the Humani- 51 Ringe Avenue Extension ties. It was the initial feasibility study that was Cambridge, Massachusetts 02140 funded in 1974-75 by the Ethnic Heritage Studies Program of the Office of Education. Project Director. Ellen Sarkisian In the encyclopedia, each ethnic group is de- Ethnic Group: Multiethnic scribed as-objectively as possible. Each article Subject Area: Oral History discusses the origins of the group, the circum- Audience/Grade Level:Adult/Community stances of its migration, its arrival in the United Education -States, and its initial settlements. As data and Veacher Education (K-16) space permit, information Is provided about the Format: Print culture, social structure, economic institutions, Year funded: 1978 and political life of each group; the maintenance Amount of Funding: $47,000.00 of group and languagsidentity; adaptation to the Materials/Avallabiljty: United States; and relations with the mother Kaleidoscope 20: Oral History in the Classroom country oropion. The encyclopedia also con- (no date). Available from ERIC: ED 195 485; tains a series of essays Which treat such themes 63 pp, microfiche: $0.91/paper copy: $5.30, as family patterns and ethnicity, conflict and ac- plus postage. t commodation in ethnic groups, folklore, occupa-.. Ational choices and achievement, plurallsnl, re- Material's Description: gionalism, and group relations. Each article and This publication discusses oral history, its essay. is .written by. a carefully selected and potential as a teaching tdol, and its application 44 1 ina variety of different classroom situations Audience/Grade Level: Student Materials (4.12) from the elementary titough the postsecondary Format: Print levels. The purpose is to show the greet' variety Year Funded: 1976 of uses an pi possibilities for using oral history in Amount of Funding: $22,000.00 the alassreom. There are six major sections. The Materials/Availability: articles in section 1, "Focus do Frregd and Nho Lobo: Folktales of the Cape Verdean People, Family," examine different ways of using oral by Patripia Nyhan and Raymond A. Almeida history to learn more abdUt family and friends. In (1976). Available from: one article a high school foreign language (1) project: paperbound, 27 pp, $1.50. teacher describes a crass project that her stu- (2) ERIC: ED 137 152, 46 pp, microfiche: .dents were involved with entitled "Who Are You? $0.91 plus postage; paper copy,not Are p6ttectjons of Halo Americans." Excerpts .--available from EDRS. Note: ED 137 152 :,*.fromptude rit interviewsare included. Sedition 2, also contains gape Verde and Its ',56c..uss on Aging," describesthree oral history People: A Short History, listed below. projects dealing with older adults,aging, and icultufai Perceptions ofcal age. In one project, Nho Lobo: Folktales of the Cape Verdean People, '.1?eigtitelerrientary and middle school classroom Teacher's Guide, by Patricia Nyhan and ;teachers were paired with representatives of Raymond A. Almeida (1976). Available from: elderly care facilities within walking distance of (1) project: paperbound, 29 pp, $2.50. their schools. In a series of seminars, thisgroup (2) ,ERIC: ED 183 469, 32 pp, microfiche: learned about oral history techniques anti then $0.91 plus postage; paper copy not collaboratively planned the details of a variety of available from EDRS. projects bringing young and old together. Sec- tion 3, "Focus on a Community," cWscribes three Cape Verdeans in America: Our Story, by community projects. One contrasts the pastan Raymond A. Almeida (1978). Available from: present of two communities, another offers o -I (1) project: paperbound, 64 pp, $4.00. history as a balanceto the more usual histo' of (2) ED 161 773, 17 pp, microfiche: the town's famous people, while the third es a $0.91/paper copy: $1.82, plus postage. local perspective on historical events in the world. The two projects described in ction 4, Cape Verdeans in AmericaOurStory, Teacher's "Focus- on Ethnicity," used oral- hi ow to in- Guide, by Raymond A. Almeida et al. (1978). crease students' awareness of oficity-Ltheir Available from: own and others. SePtion 5, " Focus on a Time," (1) project: paperbound, 15 pp, (also con- described history projects w ch investigated (* tains the 23-page booklet Cape Verde particular times in the past. T e publicationcon- and Its People: A Short History, listed cludes with section 6, "Resiburces," which cites below), $4.00. human and print sources/1h oral history. (2) ERIC: ED 164 408, 17 pp, microfiche: $0.91/paper copy: $1.82, plus postage. Evaluative Comments, and Suggestions: Nit Educational Soundness. Excellent examples Cape Verde and Its People: A Short History, of student oral history projects are provided. adapted from an unpublished manuscript by However, the publication needs more explana- Deidre Muntel Machada by Raymond A. tion of the process of organizing and runningan Almeida and Patricia Nyhan (1976). Note: oral history project. As itis, the publication This publication is also included in the Cape should be used in conjunction with a "how to" Verdeans In America: Our Story, Teacher's guide on oralfilstory methodology. Guide, listed above. Available from: Ethnic Authenticity. Oral history is an excel- (1) project: paperbound, 25 pp, $2.00. lent way of obtaining ethnically authentic cUrri- p) ERIC: ED 137 152, 46 pp, microfiche: culUm materfals. $0.91 piuspostage; paper col* not Technical Quality. This is an excellent guide. available from EDRS. Note: ED 137 152 also Includes Nho Lobo: Folktales of 48. UNDERSTANDING CULTURE AND 'HUMAN the Cape Verdean People, listed above. RESOURCES THROUGH THE STUDY OF CAPE VERDEAN ETHNIC HERITAGE Cape Verde and Its People: A Short History, Teacher's Guide, by Patricia Nyhan and TCHUBA, Inc. Raymond A. Almeida (1976). Available frorri 14 Beacon Street project: paperbound, 26 pp, $1.50. Boston, Massachusetts 02108 IL , Materials Description: Project Director: Raymond A. Almeida Three products for students were:developed Ethnic Group: Cape Verdean by this prbject. Each product is accompanied by Americans a teacher's guide. The first, Nho Lobo: Folktales Subject Area: FolkloreoLanguage of the Cape Verdean People, was designed for Arts, Social Studies students In grades 4-6. Folktales whiph can be 45 52 used in language arts classes or in social studies all of the units together is needed.. units dealing with Africa, culture, or colonialism Some page numbers on the teacher's guide to Cape Verde and Its People are missing, and the /- have beep selected and compiled into a curriculum booklet. The teacher's guide contains appro- print is of three different types and three differ- priate discussion questions and a few activities ent colors. The print in the student booklet is too as well as background information. small for high school students to read easily. Cape Verde and Its People: A Short History Nho Lobo is technically sound without modifiz and Cape Verdeans in America: Our giotyare in- cation. tended for high school students. Both are written The teacher's guide to Cape Verde'ans in Amer- quite simply and could be used by either you-net ica contains copy of the student text Cape Verde students or slow reamers as well. As the name wand Its People: A Short History without any indi- implies, A Short History includes significant in- cation of this fact in the title or the table of con- formation about the Cape Verdeans today and tents. This problem should be corrected. traces these people;; from thlif Original home to America. Used in their entirety, the materials" Michigan would take approximately three weeks to teach. Independent lessons might be integrated into 49. AWARENESSOF PEOPLE AND PLACES courses dealing with such topics as race and THROUGH LEARNING EXPERIENCES stereotyping, ethnicity; whaling, the Atrantic trade, and island peoples, -- Detroit Public Schools The student materials from A Short Histoiy are 5057 Woodward Avenue also included inthe.teacher's guide to Cape Ver- Detroit, Michigan '48202 deans in America: Our Story. In addition to a focus on historical roots, Our-Story also deals Project Director: Karen Todorov with Cap&Verdean's American experience. The Ethnic Group: Multiethnic teacher's guide for this material is more exten- Subject Area: Art, Home Economics, sive thali the other two guides. It contains organ- Language Arts, izing quastions for integrating thQunits into sev- _Mathematics, Science, "-era' disciplines and maps which can be repro- Social Studies duced for students or made, into transparencies. Audience/Grade Level: Teacher Resources (6-8) Format: Print Evaluative Comments and Suggestions: Year Funded: 1978 Educational Soundness. Cape Verde and Its Amount,of Funding: $44,000.00 People: A Short History provides information on Materials/Availability: an ethnic group about which few resources are APPLE,Awareness of People and Places available. However, to be educationally sound it Through Learning Experiences (no date). does need some modifications. A pronunciation Not available. key for some difficult -to- pronounce words would be very helpful. Captions for visuals should be Materials Description: provided, as should student objectives. More in- To develop an awareness of the need for the depth concern for.socioecOnomic, political, and incorporation of a multicultural andmultiethnic/ social factors should be a part of the program. philosophy in The schools and to provide a cli Teaching strategies involving active student- mate for its growth, this project undertook a participation and in-depth analyses and investi- number of activities, including development of a gations are also-needed. resource guide which.contains lesson plansand Nho Lobo: Folktaies of the Cape Verdean resource materials on ethnicity andspecific People also needs some modifications. A pro- ethnic groups for middle-school teachers. The nunciation guide,and glossary should be added, ideas can be used in social studies, English, art,' and student objectives need to be stated. Action language arts, math, science, and 'home eco- learnihg activities for students need to be added nomics courses. The activities -are -many and to the teacher's guide. varied and involve spdents in reading books, Cape Verdeans in America does make some viewing films and filmstrips, classroom discus- effort to include objectives and independent siOns, constructing posters that depict some of learning activities. However, they are riot of a the characteristics of a particular ethnic group, unique or challenging nature. What are called in- making graphs that show the population growth dependent learning activities are really just dis- and decline of ethnic groups in the Detroit area, cussion questions. More dramatic, challenging and dramatizin% a folk tale, content (or perhaps way of presenting it) should be used. A pronunciation guide Would be Useful Evaluative Comments and Suggestions: fdr this component of the program also. Educational Soundness. This- book is a pot- Ethnic Authenticity.' The ethnic content of pourrLof largely unrelated, nonsequential activi- these materials is excelleht. ties that can be used selectively by-teachers. Technical Quality. A single instruction sheet The activities are good; however, not all of them listing all components of the program and tying are closely related to ethnicstudies. To success; 46

A fully complete the activities, teachers must have commented that the lesson on Nikola Tesla is accesstosupplementarymaterials. Some just a biography and that the content of the eth- teacher training would be helpful. nic crafts lesson can be found in many other Ethnic Authenticity. This is a valuable, ethni- books. The evaluator also questioned the origi- cally authentic teacher's guide. Some items in nality of the lessons on family life and ethnic the bibliography may be out of date. food. Another evaluator commented that the Technical Quality. The publication is well writ- lessons on the personal exploration of ethnicity ten. The individual units should be separated and death. and funeral customs contain good into individual publications for ease in handling. suggestions and activities. Pages need to be numbered, and there are some Technical Quality. The portfolio is acceptable misspellings. with major modifications. The lessons are not bound together well, and the components are " 50. ETHNIC HERITAGE STUDIES PROGRAM not labeled clearly. The pages are not numbered. The lessons will not reproduce well because Detroit Public Schools many of the visuals are not clear and the type is Federal State Special Programs too lightnd blurred. One evaluator commented 5057 Woodward Avenue that althOlIgh the lessons must definitely be Detroit, Michigan 48202 retyped, the information is valtiable and warrants this modification. Project Director: Karen Todorov Ethnic Group: Multiethnic 51. AMERICAN AND POLISH CULTURE MINI Subject Area: All Areas GRANT INSERVICE PROGRAM , Audience/Grade Level: Teacher. Resources (K-12) Grand Rapids Public Schools Format: se Print 143 Bostwick Avenue, N.E. Year Funded: 1979 Grand Rapids, Michigan 49503. Amount of Funding:, $40,470.00 Materials/Availability: Project Director. James McClafferty Ethnic Heritage Experience Project. Teacher Ethnic Group: - Polish Americans Planning Portfolio (-1979-1980). Available from Subject Airgea: All Areas Karen Todorov (5035 Woodward Avenue, Audience/Grade Level: Teacher Resources (K-12) Room 201, Detroit, Michigan 48202): free. Format: Print Year Funded: 1977 Materials Description: , Amount of Funding: $9,777.00 The portfolio is/a-Rollection of lesson plans on Materials/Availability:, a variety of ethnic heritage themes for teachers Americans and Polish Culture. A Guide to the in grades K-12. The lessons were written by many Resource Materials Collection (11979). different teachers. Most of them -contain goals, Available from project. paperbound, 169 pp, objectives, teaching strategies, background in- - limited number available free. formation, and evaluation methods. The themes of- the lessons are the personal exploration of Materials Description: ethnicity, death and funeral _customs, ethnic This project identified, purchased, and anno- crafts, -ethnic newspapers in Detroit, family life, tated K-12 Rrint and ngppr-int materials on Polish ethnic food, the French in Detroit, traditional Americans. All of rhe materials were carefully Africa and America, the Rivera murals screened to assure that they are representative 'YinYin the Detroit Institute of Arts, mosaic basketry of Polish and Polish-American culture. The mate- and paper cutting, kola nuts, Norwegians in Mich- rials were made available to Grand Raejds igan, folk tales, Granville Sharp and his colony in teachers through their resource center. Infana- Bierra Leone, counting to ten, and the Serbian- tion about the materials is included in the publi- American inventor Nikola Tesla. cation Ameridans and Polish Culture: A Guide to the Regource Materials Collection. Evaluative Comments and Suggestions: This document is divided into three parts. Part Educational Soundness. Mosrof the lessons A contains an annotated bibliography of print in the portfolio are appropriate resources with- Materials classified according to subject area. out modifications for all teachers; the ones that The annotations are complete enough to assist are site-specific can be easily adapted for use in teachers inlocating resources in their own other areas. One evaluator said .that the "pot- libraries. Part B is,, a topical guide to the same pourri of mostly unrelated activities" is interest- collection; this part of the document could be ing and well Thought out. used to structure an entire course about Poland. Ethnic Authenticity. The ethnic authenticity of The section on political organization, for exam- the portfolio is acceptable without modifica ple, contains references to the party system, ft tions, but both evaluators indicated-that some of trade unions, the cooperative movement, youth the lessons are not as useful as others. One eval- organizations, associations, religious organiza- uator failed to see the point of some of the activi- tions, and the national unity front. Part C con- ties in' the kola nuts lessdn. Another evaluator tains descriptions of the nonprint collection. The 47 1 54 guide js useful as a model for organizing similar Sites Committee'. 20 pp. collectlpns. 4. A Tour of Detroit's "Latin Quarter," by ' Malyina Hauk-Abonyi and Mary Horvath- Evaluative Comments and Suggestions:0 Monrreal. 28 pp. EducationalSoundness.The materias ac- 5. Detroit's Eastside,Pblish Community. . ceptable beause' of the large number of re- 16 pp. sources on Polish Americans cited. AlthoUgh the 6. Touring Ethnic Delray, by M Ivina Hauk materialare located in the Grind Rapids Public Abonyi and Mary Horvath-Mo, real. Schools resource center, teachers'irPother-parts 28 pp., , of the country could order most of the materials- 7. ,A Tour of Detroit's Greektown, by from the publishe T rinotations are helpful, Constantine Karagiannis and.Ernest bUt the list nit* dated. Zactlary. 12 pp. Ethnic Authen hat is listed is useful Available:from pr6ject:,$5.00"for a set of 7 and authentic. However, the bibliography listing booklets; $0.75 each. is deficient in that the resources cited deal quite extensively with Poland itself, rather than with Ethni-City: A Guide to Ethnic Detroit, Volume II, the Polish ethnic eisment in the United States. edited **Malvina Hauk-Abonyi et al. (1976). The guide does incTild.e the 'standard reference Available frorri prbject: paperbound, 144 pp, works on the Poles in America, but places them $2.50. at times in the wrong categories. A better selection of. materials could havebeen made. An Ethnic Studies Library, compiled byPaul Technical Quality. itcgraphics are notrsharp Travalini, annotated by Gwen Steyr '75). enough for good duplication. Availablefrom project: paperbound p,. 0 $0.75. '52. ETHNIC HERITAGE STUDIES PROGRAM IN. J SOUTHEASTERN MICHIGAN (1974),and ETHNIC Studying the Local Community: A Community a CURRICULUMDEVELOPMENT PROJECT (1975) Survey and Ethnic Mapping Procedure, by, Bryan Thompson and Carol Agocs (1975). Michigan- Southeast Regional Ethnic Heritage Available from: . Studies Center (1) groject: paperbound, 32 pp, $2.00. 71 East Ferry (2) TRIO. ED 117 234, 36 pp,microfiche: Detroit, Michigan 48202, $0.91 plus postage; paper copy not available from EDRS. ,o Project Director: Otto Feinstein and Winifred DeWitt-- Ethnic Studies in Michigan (1977), Ethnic Group: Multiethnic (Michigan, Detroit) Ethnic Audio-Visual Resource and Evaluation, Subject Area: All Areas, Local History, Guide `(1977). , Social Studies Audience/Grade Level: Teacher Resources (K-12) Educational Resources for Ethnic Studies (1977). m 4e. .Format: Print Year Fun: 1974, 1975 .6! The latter 3 publications are not available for Amount ofTunding: $170,000.00 (1974) purchase. $38,000.00 (1975) MateriaislAvallebIllty; Materials Description: Economic Elitd StudyDetroit 1975, by Geral The Michigan Southeast Regional Ethnic Heri- E. Driggs (1976).. Available from prbject (n tage Studies Center received furNs in 1974 anot, ',bated at the University of Michigan 1975todevelop curriculum- -resource fcf Rockham Education Memorial,' worth at teachers, dissemLuate the materials thro h Wobdwaspetroit, Michigan 48202): paper- various resource centers in the .greater Det oit bOun d, 111tp, area and through. teachertraining ,worksh s and collaborate with ethnic organizations& the' Ethnic Detroit in Maps: 1970, by Carol AgoCs, Improvement and Institutionalization otthnic et al. (197WAvailable from project: paper: 'studies In Michigan schools. ,bdund, 29 pp, $2.00. Ebonomic Elite StudyDetroit 1975 describes theioles and numbers of Polish, Italian, Latin, Field Trip ies (1975). Individual titles as and:Slack Americans holding executive positions *follows: - In Detroit's large :corporations. Data from the 1'. French HeritageTour, by Rudolph 1970 U.S.- census were tapped to show where f Helling. 16 pp. Detroit's various ethnic groups live in the report VI. A Tour of Jewish Detroit,,by Phillip Ethnic Detroliln Maps. The authors also present Applebaum. 24 pp. some Interpr4tation of the data on ethnic resi- 3. Defroit'sBfack Heritage Tour, by Detroit dential clustering and dispersion, ethnic groups Historical Museum Black Historical In de suburbs, and the national origins of various mother tongue groups:: A series of seven book- Project Dihctor: rerald A. Teller . lets, the Field Trip Series, describes architec- Ethnic Group: Jewish Americans ture, geography, restaurants, and other pdints of (Michigan) interestinDetroit'sFrench, Jewish,Black, 4, Subject Area: Social Studies Greek, Latin, and Polish communities and in the Audience/Grade Level: Student Materials (7.16) , multiethnic Delray area. Ethni-City: .A,Guide to Format: Print and. Nonprint ,thnic Detroit is a multiethnic directory of the Year Funded: 1977 "area. For 63 ethnic groups, information is orga- Amount of Funding: t.12,259.00 .nized into,sevek major categories andover,'40 MateriaislAvallability: subcategories. Major headings include religio4 A Documentary InquitY Packet for the History of institutions, institutions, organizations, perform- the Jews of, Michigan: Parts I and II, by ing arts, recreation; media, and businesses. A Albert Karbol, Irving Katz, and Gerald A. . variety of articles on etyacity are also inclUded Teller (1977). Note: This packet is part of the in a magazine-like format. An Ethnic Studies project's final report. Available from: Librarypresents descriptiveand evaluative (1) projectAg pp, available for cost of annotations of materials housed inresource duplication. centers in southeastern Michigan. t) ERIC: ED 184 724;103 pp, microfiche: Of general interest is Studying the-Local cm- $0.91/paper copy: $8.80, plus postage. *. triunity: A Community Survey and Mapping cedure, which presents a ratio le r ce- A Multi-Media Presentation of the History of the dure for surveying and mapping thethnic com- Jews in" Michigan: Part.!, 1761.1889, and Part position and unity characteristics of a II, 1880-1926 (1977). Available from project: , given geographicarea. Detroit is used as the Part 1-68 slides and audio cassette, Part m o d OA, 11-79 slides and audio cassette, available A rprnber of document's were produced by the for cost of reproduction. project or by project staff independently and distributed to schools in southeastern Michigan. Materials Description: Ethnic Studies in Michigan provides a compre- The goald Of this project were to prepare two hensive view of the status of multiethnic educa- slide/tape programs depicting the history of, tion in Michigan. Educational Resources, for Jews.p.in Michigan, and to develop a learning Ethnic Studies is a compilation of workshop ac- packet consisting of source documents and in- tivities and teacher-training models developed quiry strategies. The twb products are correlated and used by the project. Ethnic Audio-Vlsual and can be used as the basis of a one-month, Resource and Evaluation Guide contains de- course of study. Individual lessons require about scriptive annotations of media materials and a 50 minutes of blassroorn number of evaluative instruments to be used by One slide/tape presentation deals with events personsfeviewing multiethnic materials. from 1761 to 1880, the other with events from 1880 to 1926. The historical narrative outlines Evaluative Comments and Suggestions: hoW Jews .came to America and to Michigan, Educational Soundness. Although these mate- how they integrated themselves into Michigih : rials'are site-specific, they can serve as useful history, flow Jewish institutions developed, how models for replication in other communities. Jews assimilated themselves into American cul- They are useful to educators in the southeadtern tural life, and'how they made a unique contribu- Michigarr region, particularly Detroit, tion to the American way of life. Ethnic Authenticity. A number ofernaterials fhe inquiry packet is also divided into two parts need to be updated if they are to r main useful. Which correspond to the two slide programs. The Mitt contain information and statistics about first packet contains a brief overview of the con- etlfnic groups in southeastern Miahigail. Study- Jent, daduments of the period, probe questions, ing the Local Community, is noted As a-partici,- an historical piece which provides a setting for ,larly useful model .for identifying the ethnic the consideration of the slides, maps, biogra- groups within the community. phies of prominent Jews, lists of important dates, TechnicalQuality. The materialsareof various facts and analyses, and historical inter: acceptable technical quality, but ,use of: raphics priatatiOn. This packetAISO containsa short bibli- would enhance their quality. The field trip book- ograpiiy of books for further study. The second lets on French and Greek Detroit do not have packet consists almost entirely of documents, page numbers. ea¢tt of,Which is preceded by probe questions.

Evaluative Comments And Suggestions: 53. A MULTI-MEDIA PRESENTATION OF THE educational Soundness. The materials are ac- HISTORY OF THE JEWS OF MICHIGAN ceptable 'ag resource materials orto supplement Detraltor Michigan history. Wayne State University Ethnic Authenticity. These materials Are ac- 399 Education Building ceptable; howeveranodifications are necessary. Detroit, Michigan 48202 . First; excerpt's from other sources have not been 1 9. 49 quoted or acknowledged in the'printed materials. ethnic group's count% oforigtio and examines Although the portrayal does not contain errors,, it the group's immigration patterns. Statistical is somewhat simplistic and contains trivial infor- formation,including computer -drawn maps, mation.. While the major. focus of the media about the group's national and local population materials is on Detroit, the bibliography in the trends, socioeconomic pattern's, and settlements print materials does not contain documents (with emphasis On the Detroit area) is included. related to Jews in Michigan but rather to Jews in Each grObp's life and customs' today and the the United States. Finally, the relationship of contributions lt.has made to th,e nation; as well national Jewish history and Michigan Jewisit as to Detroit, are described., hFstory should be developed in more detail. Each of th.e booklets will be accompanied by a Technical Quality. The inquiry packet accom- study guide containing a list of objectives that panying the slides was evaluated on microfiche; can be giVeh to students before. they read the therefore,__technical quality could not be judged. book*, questions that the teacher can use in Theslide§ and cassettes are acceptable, with classroom discussions, and answers to the ques some modification. Instructions are needed on tionsfTwo of the guides are still in preparayvic. when to begin the sound so it coordinates with the slideS. A script and list of slides shouj4be in: Evaluative Comments and Suggestions: cluded in the inquiry packet. Educational Soundness. The booklets are a good source of background information on each 54. PEOPLING OF MICHIGAN SERIES ethnic group. While each of the three booklets does contain some sitespecific information, a Wayne State University great deal of the information provided is of a Center for Urban Studies general nature. The study guides' for two of the 5229 Cass Avenue booklets (Mexican and Ukrainians) ware 'still In Detroit, Michigan 48202 preparation and were, therefore, not available for analysis., The Study Guide to Hungarians of Project Director: Malvina Hauk-Abonyi Detroit is weak. No clear teaching strategies are ,Ethnic Group: Hungarian Americans, developed. Mexican Americans, EthnicAuthenticity.Althoughethnically' Ukrainian Americans authentic, the HungariaA of Detroit does" need (Michigan; Detroit) some modifications., The-'bookletclaims too Subject Area: Local History, Social many .nonHungarians (e.g.,Slovaks and Jaws) Studies as Hungarians simplybecause they came froth Audience/Grade Level: Adult/Community the 19th-century kingdoM of Hungary.there is Education 'lisp much ethnocentrism and filiopietism in the Student Materials (7.16) booklet, Fortnat: s Print Mexicans of Detroit is useful, but not ex Year Funded: 1978 cellent. There' could be a stronger Mexican arid.' Amount of Funding: $26,662.00 . general Mexican-American historical context. Materials/Availability: ! The second Section` of the bodklet needs to bek Hungarians of Detroit, by Malvina Hauk-Abonyi reorganized.Itjumps from one decade to and James A. Anderson (1977), accompanied another and back. It also contains some serious by Study Guide to Hungarians of Detroit. errors in Spanish spellings. Available from project: paperbound, $4,50. While UkrainiansofDetroitisethnically authentic, its title is misleading. More than 90 Mexicans of Detroit, by Marietta Lynn Baba and percent of the book deals with the history of the MalvinaHauk-Abonyi (1979), accompanied by Ukraine. Only agimall section is devoted to the a Study guide (in preparation).Available ,from Ukrainians in Detroitl, project: paperbound, $4.50. TechnicalQuality. The Sttidy,-Guideto Hungarians of Detroit should be pound. There Ukrainians of Detroit, by Marietta Lynn Baba and are no copyright permissionstatements for Malvina Hauk-Abonyi (f979), accompanied by reproductions of pictures and photographs in a study guide (in preparation); Available from any of .the booklets.Otherwise, the technical

* project: paperbound, $5.00. quality of thb ffooklets is acceptable.

MEiteria Is Description: Minnesota Thjs project developed the three booklets in the Peopling of Michigan series in an effort to 55. MIIINEAPOLIS MULTI-ETHNIC provide concise and accurate jnformation about CURRICULUM PROJECT Detroit's ethnic population. The booklets can be used in,secondarY or college-level ethnic studies, Minneapolis"Public Schools courses,,or by the general public. TaskiForde oo Ethnic' Studies Each of the booklets discusses the geographi- 807 Northeast Broadway cal and historical background of the particular Minneapolis, Minnesota 55105 1 50 Project Director. Christian K. Skjervold s 1. Family. Ethnic Group: Multiethnic Migration. , ubject, Area: Social StuPies 3 Prejudice and Discrimination. 2 filmstrips. diencelGrade Level: Student Materials (7-12)' (Ethnicity. Format: . Print and N nprint Power. 2 filmstrips. Year Funded#- 1975 6. Acculturation. Amount.OLFUnding: $38,000.0 -,4. Materials /Availability: The Amana Colonies (1975). Fi I mstri p/cassettegi- Minneapolis Multi-Ethnic Curriculum Igo ject Filmstrip's not available. Final Report, by Christian SkjervoldTI 976). Available from ERIC: ED 171 594, 90 pp, Materials Description: microfiche: $0.91 plus postage; paper copy TheMinneapolisMulti-ethnicCurriculum not available from EDRS. Project used an inquiry approach to social studies to produce attivities organized around Minneapolis Multi-Ethnic curriculum Uhit thefollowing conceptualthemes:ethnicity, Overviews, by Bruce E. Tipple and Pernela migration, acculturation, family, prejudice/dis- Whitehead 11975). AVailable from ERIC: ED crimination, power, and enclaves. A total of 34 183 476, 44 pp: microfiche: $0.91 plus ethnic groups are Used as examples of the postage; paper copy not available from themes. A series of student reading Pboklets EDRS. containing personal case studies and a number of audiovi-gbel materials were also developed. Minneapolis Multi-Ethnic Curriculum Teacher's The materials were pilot tested in Minneapolis . , Guide,:by Bruce E. Tipple and Pamela White- schools. -head (1975). Available from'ERIC: ED 183 Theleacher's guide separates the activities by '477, 330,pp,' microfiche:10.91 plus postage; themes. Each activity contains an overview, ob- paper copy not available from EDRS.' jectives, materials needed, and a step-by-step procedure. A wide variety of strategie,sare used, series of seven pape'rbound books of student including- small-group discussions,-.ftirt sorts, readings byEruce E. Tipple and Pamela simulations,' rose plays, posters, filmWips, per- Whitehead (1975). Individual titles as follows. sonal case studies, community research, mapping exercises, and photo analysis. At the end of j. Acculturation uhit, Available frorn ERIC: each unit are the worksheets for the activities. ED183 479, 44 pp, mierofiche:10.91/paper Each unit has a skills component. Skills cov- copy: $3.65, plus postage. ered include evaluating sources of information;; reading; interpreting graphs, charts, andtables; 2Ethnicity Unit Available from ERIC. ED 183 dray/11.1-g inferences, and formulating hypotheses. 480, 46 pp, microfiche: $0.91/paper cdpy. In one activity students rank-order the size of $3.65, plus pogtage. ethflic groups in the United States and discuss the reasons for ,their perception '`These hypo .3: Family Unit Available from ERIC: ED 183 481, theses are then compared to data from the Cen. -61-pp, microfiche: $0.91/paper,copy: $5.30, sus Bureau. In another activity students ,are postage. asked to arrange photo cards in,-a sequential order representing the least acculturated lathe 4. 'Power Unit: Available from ERIC: ED 183 482, most acculturated. This activity is used as culmi-' 35 pp, microfiche: $0.91/paper-copy: $3.65, nation to the Acculturation Unit. The materials ,plus postage. also contain an extensive audiovisual component. The final report contains information abobt 5. Prejudice and Disc'rimin;tion Unit. Available the conceptual.framework for each of the units. from ERIC! ED 183 483, 56.pp, Microfiche:-. 4$0.91/paper copy: $3.65, plus postage. Evaluative Comments and Suggestions: Educational Soundness. The materiels-need-a 6. Migration Unit Available from ERKItED 183 comprehensive overview and table of contents, 484, 70 pp, microfiche: $0.91/paper copy: including a rationale, objectives, and guides to $5.30, plus postage. o the lesson plans. The individual units-are well organized, interesting, and provocative. 7. Enclaves Unit Available from ERIC: ED 183 Ethnic Authenticity, The ethnic content of 485, 32 pp, microfiche: $0.91/paper copy: these materials is authentic; however, one re- $3.65, Plus postage! viewer noted that the content is not very complex-. .Technical,Ouaiity. The student booklets were Evidence Ceti Original, by Bruce E. Tipple and eliminated because of poor packaging. More- Pamela Whitehead (1975). Not available. comple)(labeling would make the remaining materials more useful; information relating each Filmstrips to accompany units (1'975). IndividUal component to the other% 'would be particularly titles as follows: helpful. 51 58 56,,PRIMARY SOURCE MATERIALS IN ETHNIC specified for each organizing concept. Each STUDIES: A 'LRAIN1NG MODEL piece of original material, except those in the art packets, is categorized by generalization and is University of Minnesota identified to show how it relates to that generali- Immigration History Research Center zation; this enables teachers to use the materials St. Paul, Minnesota 55455 ina comparative or cross-cultural approach. Materials within all data packets (except art) are Project Director: Rudolph tP,Vecoli listed,translated* where appropriate,and Ethnic Group: Multiethnic; described. The art packets are the most open- Finnish Americans, ended and are therefore the last in the series. Italian Americans, The training model details how to begint6- Polish Americans, develop lesson plans. Examples and step-by- South Slavic step procedures are o4..tkned. The lessOii plans, Americans, which were prepared by teachers in five-day Ukrainian Americans trainingworkshops,alsoprovidecomplete Subject Area: Art, HumanitiesoSocial lessons for using primary sources in developing _Studies classroom programs. The-basic data is used, but Audience/Grade Level: Student Materials (7-12) the strategies are eclectic, as they reflect the Teadher Education (7.12) teaching styles of teachers in seven cities: Min- Teacher Resources (7-12) neapolis/St. Paul, Chigago, Cleveland, Detroit, Format: Print Pittsburgh, Milwaukee,ind New York. Strategies Year Funded: 1977 range from reading and discussing to a sophisti- Ainount of Funding:"$47,617.00 cated- simulation which includes role cards, Materials /Availability: issue sheets, and a schematic graph. The PRIMSES: Primary Sources in Ethnic Studies lessons are organized around the conceptual (1978). Series of five PRIMSES containing themes of the project: religion, family, political data packets on family, religion, work, politi- activity, work, migration, and the arts. Almost all cal activity, migration, and art. individual of the lesson plans developed by the teachers- titles as follows: are multiethnic and containinformation on at 1. Finnish PRIMSES. least iwo Southern and Eastern Eur9pean ethnic 2. Italian PRIMSES. groups. 3 polish PRIMSES. American Ethnic Profiles: Backgro-und Papers 4. outh Slavic PRIMSES. contains five papers written by leading scholars 5. Ukrainian PRIMSES. in the field of immigration history. These papers provide an overview Of the causes of migration, PRIMSES: Primary Sources in EthOric Studies. the immigration process, and the subsequent A Training Model,(1978). adjustm6nt in America for the Finns, Italians, Poles, Southern Slays, and Ukrainians7 PRIMES: Lessor) Plans, edited, by Anthony V. The project also conducted teacher-training Codianni,,(1978). workshops in seven- cities. An agenda describes the activities of the workshop. The objectivesof : PRIMSES: American Ethntc erofile. Background the Workshops were threefold: to providea-variety Papers, edited by Anthony V. Codianni of teaching strategies for ethnic studies, to pro- Eastern (1978). vide, background information about five and Southern European ethnic groups, and to PRIMSES: Workshop Agenda (1978). develop multiethnic lesson plans to be infused into the current curriculum. The agenda items None of the project materials are available. are annotated in enough detail sothat a teacher trainer could replicate the sessions. Materials Description: This project used a wide variety of original Evaluative Comments and Suggestions: resources from the collection of the Immigration Educational Soundness. The materials are ap- History Research Center.Materials onfive propriate for classroom use. They will help stu- ethnic groups were assembled in a Kit that can dents develop "skills in using original sources be used by teachers to, develop a multiethnic which can be transferred to other content areas." program fortudents in grades 7-12. The mate- A rationale explaining-the importance of primary rials are in several formatsreadings, charts, source documents to teachersand students maps, diaries, photographs, andlettersprovid- would be useful. ing a variety of ways for students with diverse Ethnic Authenticity: Because thesear)torimary learning styles to ?father information. source materials, the content of thedocuments The data packets for each ethnic group are is 100 percent authentic. However, oneevaluator keyed to six organizing concepts: religion, family, indicated -that the grouping of Slovenes, Croa- m'gr tion,art, work, and political activity.In tians, and Serbians as "South Slays" may not be lob, key concepts and generalizations are acceptable to all of these groups. 52 53 Technical Quality. The source documents side becomes the first scorer-timer. The scorer- have been reproduced using color coding for timer then picks a true-false card; a statement each of the themes,. All have been placed In file concerning Polish-American history or culture folders. Clearer print,labeling, and binding, appears on each such card. The player reads the would be useful in preventing materials from card aloud and placesit face-up so that the becoming lost or misfiled. Photo reduction of others may read it. Players then have 60 seconds the print for the lesson plans makes this docu- in which to find the correct answer in their ment "almost unreadable." almanacs. If they cannot find the answer in that time, the scorer-timer wins and places a stamp Missouri on his/her score pad. This player continues as scorer-timer untilthe other players find an 57. ST. LOUIS POLONIA: ETHNIC HERITAGE answer in the 60-second time period. The playing CURRICULUM MATERIALS DEVELOPMENT cycle then begins again, with each player turn- PROJECT ing over two eagle cards, hoping for a match. The game continues until all the true-false cards CEMREL, Inc. have been drawn or the board is cleared of all 3120 59th Street eagle cards. The player with the greatest number St. Louis, Missouri 63139 of stamps on hislher score card wins. In addition to containing the rules for playing Project Director. Ed Sweda the game, the parent/teacher's4guide also con- Ethnic Group: Polish Americans tains background readings on Polish-American Subject Area: Social Studies history and culture, an index to the student Audience/Grade Level:Adult/Comtnuhity Polish American Almanap, and a bilAiography of Education print materiars for adults -and children. Student Materials (5-8) Format: Print and Nonprint Evaluative Comments and Suggestions: Year Funded: 1977 Educational Soundness. This game is appro- Amount of Funding: $40,619.00 priate for use in classrooms. More detailed direc- Materials/Availability: tions and more true-false cards would enhance You Play (Ty Grasz) (1979). A game consisting of 4 its usability. One evaluator termed this game the following components: "exceptidnal" and "extremely innovative."- The 1. Gameboard almanac can be used either with lhe game or by 2. 48 eagle-match cards itself as a source of information on Polish 3. 33 true-false cards Americans. 4. Score pads Ethnic Authenticity. The ethnic content is Matching stamps authentic, _although one evaluator -indicates 6. 4 student almanacs entitled The Polish there are "some minor, factual errors." American Almanac (undated). Paper- Technical Quality. The materials are of good bound, 83 pp.' technical quality.for dissemination. Some sug- 7. Parent/teacher's guide entitled A Guide gestions forimprovement include better packag- for Parents and Teachers to the Polish ing and making individualpieces available American Almanac and Game, by separately (in case pieces are lost). One evaluas Margaret Solomon (1979): Stapled, for commented on the great variety of design 32 pp. and print in the-almanac, which makes it visually Available from project (ATTN. Publications interesting. The materials are "cleverly con- I, Department): $25.00. structed and beautiflly desighed."

Materials Description: 58. GERMAN/AMERICAN ETHNIC HERITAGE This project developed a game entitled You CURRICULUM MATERIALS Play (Ty Grasz) dealing with Polish-American history and culture Although ,intended for use Curators of the University of Missouri with students in' grades 5-8, the game can also Department of Curriculum and Instruction be played by high schooF students and by adults. 212 Education Building From two to four persons can play the game. Columbia, Missouri 65201 CompdPents of the game include a parent/ feacher'sguide, four student almanacs contain- Project Director. Arni Q. Dunathan ing information about Polish-American history .Ethnic Group: German Americans and culture, a felt gameboard, 48 eagle-match (Missouri) cards, 33 true-false cards, score pads, and Subjebt Area: Art, Language Arts, matching stamps. Directions for playin.g the Music, Social Studies game are provided in the parent/teacher's guide. Audience/Grade' Level: Adult/Community To begin the game, a player turns over any two Education eagle cards. The first player to turn over two Teacher Education (K-12) cards that bear the same design on their reverse Format: Print and Nonprint 53 GO Year Funded: 1977 Schroeder. Amount of Funding: $48,361.00 Part X: "Ttie Literature of the German/ Materials/Avallability:`'" American," by Adolf and Rebecca Teacher's Guide to the German/American Schroeder. Heritage Radio Series, by Peter Hasselriis Part XI: "GerThan/Arrierican Prejudice," by (1978). The Teacher's Guide consists of the Adolf and Rebecca Schroeder: following parts: Part XII: "German/American Achievement," Part I: "The Migration." 11 pp.. by Adolf and Rebecca Schroeder. Part II: "Effects of Missouri's Geography." Part XIII: "Future of the German/American T1 pp. Heritage," by Arni Dunathan and Adolf Part III: "Government Among the German/ Schroeder., Aa Americans." 7 pp. Available from University of'MissourilColum- Part IV: "Education Among the, German/ bia (ATTN: Academic Support Center): entire Americans." 15 pp. program or individual 30-minute cassettes, , Part V: "Agriculture and the German/ modest ,rental fee, can be reproduced free of Americans." 8 pp. , charge. Part VI: "German /American Arts and Archi- tecture." 7 pp. Materials Description: Part VII: "German/American Culture, Although the -13 audio cassettes and accom- Customs, and Traditions." 6 pp. panying teacher's guide dealing withthillber- Part VIII: "The German Language in man/American experienceinMissouri were America." 12 pp. developed as part of a radiobased teacher- Part IX: "German/American Music and training course, they do not require this format. Llrelce." 12 pp, Neither dothe two components need to be,used Part X: "The Literature of theGerman/ together. Individual cassettes can be used to 'American," 13 pp. provide information about particular content Part XI: "German/American Prejudice." such as migration, education, agriculture, or arts 8 pp. and architecture to both student andadultaudi- Part XII: "Future of the German /American ences, as can the separate parts of theteacher's Heritage." 11 pp. guide. The entire teacher's guide can be usedas Available from: a topical outline for a teachereducation course (1) University of Missouri/Columbia (ATTN. or as the basis of a mini-course atthe secondary Academic Support Center). entire level. In addition, the format provides a model for guide, 136 pp, or individual parts, cost developing either teacher-training or community -not-available. resource materials for other ethnic groups or (2) ERIC: ED 177 044, 53 pp, microfiche localities. The director of the project, Arni. O. $0.91/paper copy. $5.30, plus postage. Dunathan, has indicated he would be willing to assist any group that js interested in utilizing,. the model. The German/American Heritage Radio Series Each audio cassette correlates with a section (1978). Individual titles as follows: of the teacher's guide. ,These sections typically Part I: "The Migration," by Arni Dunathan include, a -summary, batkgiound information, 1 and Adolf Schroeder. German words and phrases, and other words Part II:-"Effects of Missouri's Geography," that are important for understanding _the ,cas- by Arni Dunathan and Adolf Schroeder. sette. "Post- listening activities" arekeyea to the Part "Government Among the German/ cassettes but are general enough in scope to be Americans," by Arni Dunathan and usable without them. For example, oneactivity Adolf Schroeder. r. in "Gerrnan/Arnerican Music and Dance"*sug,, Part IV: "Education Among the German/ gests having students find out what kinds *Of Americans," by Arni Dunathan and songs older people-rerriemberlearning as chil- Adolf Schroeder. dren. Whenevel possible, students are encour- Part V; "Agriculture and the German/ aged to record these songs and- preserve inter- Americans,-!',,by.Arni Dunathan and views with community persons. National Public Adolf Schroeder.. Radio hasrr recommended the audio portion of the Part VI: "German/American Arts and program and is offering to make copies of the Architecture," by Arni Dunaihan and cassettes available to its affiliates. Adolf Schroeder. Part VII: "German/American Culture, Eyaluative Comments and Suggestions: Customs, and Tradition," by Adolf and Educational Soundness. Although some of the Rebecca Schroeder.- ri-Weiiiia'focus heavily on Missouri, most are Part VIII: "The German Language in appropriate for adult and teacher education in America," by Adolf and Rebecca all parts of the country. They can also be used Schroeder. for other purposes. One evalitator suggested and Part IX: "German/American Mu4 that the teacher's guide could be used asarrciy3:- Dance," by Adolf and Rebec66 54 line for a college-level course and the tapes The Blackfeet Ni si to Kag yi so ka ki6 sa tO. p could form the -basis of a continuing education Five Viewpoints, by the Blackfeet Con- course on broadcasting. Another evaluator men- federacy. Cycle of Culture (1978), Available tioned that the materials could serve as a model from project; paperbound, 59 pp, $3.00. for developing similar materials about other ethnic groups. One evaluator noted that objec- Grass Woman. Stories, by Mary'GroUnd (1978). tives need to be added before the materials are Available from project: paperbound, 59 pp, used. $3.00. Ethnic Authenticity. ThEmaterials are ethni- cal authentic without modifications. The evalu- Roaming Days: Warn& Stories, by George eters thought that the materials are "excellent" Comes At Night (1978). Available from proj- and "deserve publicity." One evaluator explained, ect: paperbound, 67 pp,33.00. "Let me lust state thatI consider myself very well informed on this topic. Yet I found myself MaterialsDescrip tion: 'trapped' by one tape after another. I wanted to The four publications deal with the culture, listen to these tapes to find out more about the ,customs, and, heritage pf the Blackfeet Indians. interesting topics. The tapes are highly inforrna- The materials are designed for use at the ele- tiveaccurate in every aspect. Their producers mentaryand secondary levels or with adults. The are genuine experts." The material.* would be project developers believe that "schools should even better with a few changes. One evaluator be oriented toward the cultural of ell noted that the bibliographies are not outdated children and youth through programs rooted to because they list histdrical materials, but they the preservation of cultural alternatives." If this would be more useful it,recent resources were philosophy is to be implemented, "Indian cul- added. A second evaluator believed that infor- turally sensitive educational materials'"must be mation on social history and women could also devefoped and introduced into the schools. be added. The Blaclife'et Language Coloring Book is in- Techrtical Quality. Themate rials kr-accept- tended to help children in grades K-3 build their abte with miftor modifcations. Coordinating the vocabulary of Indian words. A useful resource use of the print metenals with the tapes is clan: for the bilingual classroom, the dbloring book cult because,the teacher's .guide does not al- contains sketches of animals, insects, fruits, ways indicate what, pads of a tape relate to and vegetables labeled in English and in the specific parts of the corresponding- potion of Blackfeet language. Children are expected to the teacherguide. Locating the_information on practice Writing the Blackfeet name on the how to use the tapes is also'inconvenienr reverse side of each page, which is left blank for becallse that information appears near the end that purpose. A pronurfciation guide to the Black- of the guide instead of at the beginning. The feet language is provided so that teachers can guide's binding is npt 'durable, and some of the -help the children pronounce the words correctly. maps are .not clear The individually package] The guide is well done and can easily be used by tapes are not labeled clearly. However, the audio non - native speakers. quality is excellent. Grass Woman Stories and Roaming Days are collections of stories and legends told by Black- .4 , 9 Montana feet Indians, Written"as closely as possible to the language in which the stories were -told, 59. BLACKFEET INDIAN. HERITAGE PROJECT these legends provide secondarystudents and. adults with insight into Blackfeet Keritage and Bi-owning Public Schools customs. There is no teacher's guide for these CiiiturarCbmmittee . two books. Teachers will have to.prepare any dis- Browning, Montana'59417 cussion questions. Understanding of how the writing style cif these two books reflects the cul- -* Project Director. Tom Thompson ture of the 'Blackfeet people will be helpful to Ethnic Group: :American Indians teachers in explaining this to students. lackfeetk Twelve stories told by Grass Woman to her Sitbject Area:. BiTtngual Education granddaughter are transcribed in Grass Woman .(American Indian Stories. Grass Woman talks about the medicine Blackfeet), Language lodge, White Dog's death, the spring flood, Wolf Arts, Social Studies Plume's Lover, and Frank Double Runner. In a Audience /Grady Level:Student Materials (K-12) story about marriage, Grass Woman tells stu- Format: Print dents that when a man had chosen his future Year Funded: 1977 son-in-law; "This man the father had found had Amount of Funding: $46,600.00 to pay dearly for his wives, with many gifts. The MaterlalslAvaitability: young warrior would pay the father horses, tee- Blackfeet Language Coloring Book, by Elizabeth pees, scalps,-gun§,-and all sorts of possessions. Lewis (1978). Available from project: paper- If the father accepted the gifts, that was it. They bound, 33 pp, $3.50. were married." Commenting on the custom of '55 62 fixed marriage she says "Today girls choose for suspect do not necessarily reflect Blackfeet,atti- themselves, for what you call love. That love tudes ... but at least this is aCkriowledged at the doesn't last long." end of the book." Some of the articles in The Roaming Days contains 11 warrior stories rich Blackfeet are redundant and boring accdrdingtb in Indian lore- and religion. The author, George oneLevaluator. The second evaluator noted that it Comes At Night, says that he wrote these old- is ':a well done series of essays to get informa- time stories as they were told to him "as nearly tion to teachers." aite can remember." Students read of haMia- 'Technical Quality. The .materials are aCcept- WI, the Had tLuck Warrior, "obtained the power ,able without modificatigns. They are attractive, to overcome his. back luck," and how Mik-Ka-Pi, include beautiful pictures, and are professionally seriously wounded in a raid on the Snake people, done. was rescued by a sacred grizzly bear who smears Nebraska his body with blood. In one story First Rider describes how he felt as he took his first head 60. ETHNIC STUDIES OF NATIVE AMERICANS scalp. "I was really shaking. I had to scalp him, (SIOUX) IN NEBRASKA even if I hated to do it.I accepted; cut his braids and scalp off his head. I held his scalp up by the University of Nebraska braids and really felt like a man." The stories tell Arts Department of a world where little reference is made to the 385 Holdrege Street. White man. Lincoln, Nebraska 68503 The Blackfeet Ni si to Ka yi so Ka- kio so to. p FiveViewpoints containsfiveeasy-to-read Project Dirgctor: William Wallis essays which give a general introduction to the Ethnic Group: American Indians early history of the Blackfeet. Written by young (Sioux/Nebraska) tribal members, the essays are intended for Subject' Area: Music, Social those unfamiliar with 'the tribe's history. The Studies/§ocial Sciences essays are. ''Before the Reservation", "Treaties, Audience/Grade Level:Student Materials (9-16) Executive Orders and Apts of Congress"; "Tribal Teacher Resources (9.16)i- Government"; "Education"; and "An Overview of Format: Print. the Blackfeet." Each essay is self-contained and Year Funded: 1975 gives enough background information to be Amount of Funding: $31;000.00 understood without reading the others. There are Materials/Avallability: no instructions for the teacher. A Meeting of Cultures:Educatlbpal Materials on Lakota Sioux Indian Life and History (1976). Evaluative Comments and Suggestions: This packet contains the following materials. Educational Soundness. Although the mate 1. Essay on Lakota History and Culture,, rials focus on Blackfeet Indians, they are appro- Lakota Literature and Lakota Music, by priate with minor modifications as supplemen- the University of Nebraska, Center for . tary materials for general units on Native Amer-- Great Plains Studies (1977). Stapled, can literature and culture. Teaching strategies 40 pp. need to be developed. One evaluator believed 2. A Gallery. Stapled, 21 pp. that instructors should "prepare themselves by 3. Maps: History of the Sioux Nation in becoming familiar with the materials." The eval Maps. Stapled, 3 pp.' uators commented that the materials are "well 4. Indian Games. 2 pp. done.alid "fantastically interesting and useful 5. Important Dates in Lakota'History. to students." Stapled, 4pp. Ethnic Authenticity. The materials are ethni- 6. A Meeting of Cultures: Question Set- cally aUthentic without modifications, but the - tion: Stapled, 7 pp. evaluators had very different opinions about 7. A Vision (Hanblecheya): Librett6 in TWo them. One evaluator noted that The Blackfeet Acts Based OM Lakota.Literature Song, Language Coloring Book should be used by by Richard Moore, Composer (undated). Blackfeet speakers and was distressed that the Papertpuhcf, 75 pp. pictures are sequenced in accordance with the 8. Hanblecheya (A Vision): Songs for English alphabet. The second evaluator ques Music Essay. Soundsheet, 331/3 rpm. tioned the educational value of coloring books, 9. flibliography. Stapled,.17 pp. adding that if they must be used, the Indian ver Available from: sion is acceptable. Grass Woman Stories istwell (1) University of Nebrask'a (ATTN: Curricu- done according to the evaluators. They found it lum Development Center, 32 Andrews to be the best of the materialstproviding "a good Hall, Lindol.n, Nebraska 68588): $2.00. look at culture as well as Insights into under- -(2) ERIC: ED 186 164, 181 pp, microfiche: lyingculturalassumptions." One evaluator $0.91:1paper copy: $13.55, plus postage. noted' that Roaming Days Is a good set of materials while the second evaluator commented, Materials Description: "Some of the stories were offensive to me, and I This project developed a packet of educational 56 materials dealin sure and history of Nevada the Lakot Siou fan In raska. The packet, entitled_ : of Cultures: Educational 61. PAIUTE AND AMERICAN INDIAN UNDER- Mal gioux Indian Life and His- STANDING THROUGH TEACHER TRAINING = t 41Aerials which can be used with AND EDUCATION C. t ,ra d oollege students 'aS' well as ce/resource materials for teachers. University of Nevada at Repo materials are included. Essays on Research and Educational Planning Center ory and Culture, Lakota -Literature Reno, Nevada 89507 d Lakiita Music contains three essays which ine lakol wicohan, the,Lakota nay or per- Project Director: Evalyrf Dearrrrin ective on life. The first essay traces trrepeta- Ethnic Group: American Indians 'thbrphosis of LakOta culture through the past (Paiute-Nevada) TOQ years. The second and third essays serve as irubject Area: Bilingual Education briefintroductionsto Lakbta literatureand (Paiute), Language Arts cnusic.. Anothef component of the packet, A Audience /Grade Level: Student Materials (K-4) Gallery, contains black-and-white photographs Format: Print I pf Sioux chiefs and leaders along with quotes by Year"Funded: 1975 :t'& them. A narrative on the philosophy of the Sioux Amount of Funding: $35,000.00 nation's is also incidded. A three-page pamphlet Materials/Availability: entitled Maps: History of Vile Sioux Nation in Ki No Soo Mu Wa Kwu Tu: Never to be Forgotten, Maps contains three mapt. A two-page insert en- compiled by paraprofessionalleaching staff titled Indian Games describes five American at ,McDermitt Combined School (1976). Not available. .; ti Indian games. A chronblogy of dates in Sioux history is contained in Important Dates in Lakota Materials Description: History. A series of history and culture questions Project Paiute developed a bilingual curricu- is included in A Meeting of Cultures: QueVions lum in reading for children in the primary grades SeVion. The packet also contains a two-act whose first language is Paiute. Although the stu- libretto based on Sioux story and song entitled A dent resource is applicable primarily for Nevada, Vision (Hanblecheya). A soundsheet containing the format and structure could be used else- Hanblecheya (A Vision): Songs for Music Essay where, with adaptation to another Indian group. is also included. A Bibliography is an annotated The projecit developers regard as their most listing of print materials treating Sioux Indian important achievement the definition (or formu- history and culture. lation) of an orthography which can be used by Paiute children, rendering a heretofore oral Ian- Evaluative Comments and Suggestions: guage into written form. Ki Na Soo Mu Wa Kwu Educational Soundness. Content is the strong Tu is the first book ever written especially for point of these materials. They contain unique, Paiute in their own language. Legends repeated significant, and interesting information on the by tribal elders were taped, transcribed into Sioux. However, for the materials to be educa- Paiute, and then translated, into English. The tionally sound, some modifications are needed. booklet contains five legends or examples of All ckf the components-Inine separate pieces tribal mythology given in both Paiute and English, should be organized into one book; a teacher's enhanced with drawings by Paiute children. The guide which provides a rationale, objectives, and booklet also inoludes vocabulary lists of words a structure for using the materials should be ik for the, seasons, parts of the human body, developed. Maps should be labeled more clearly. numerals, family relationship terms, colors, and Although site specific to Lakoja lands, the mate- animals rendered in both Paiute and English and rials can be used in general U.S. history courses accompanied by illustrations. The booklet should to teach students about the history and culture provide a model of what can be done for very of the Lakota Sioux. young bilingual children. Ethnic Authenticity. The materials on the whole are quite good although they present a Evaluative Comments and Suggestions: fairly glorified treatment of Sioux history, almost Educational Soundness. KI Na Soo Mu WEI tope point of reinforcing stereotypes about the Kwu Tu: Never to Be Forgotten was deVeloped Othe and men's and women's roles. The time line specifically for students who want to learn the should be updated to reflect what has happened Paiute language. Although there are no teaching to the Sioux sincethe1950s,,Some of the photo- strategies per se, the elementary teacher should graphs are old and could-also be updated. Teach, have no trouble using the book. The book is like ers might consider not using the,Ilbretto and the a workbook in that its use is Its strategy. The record, which are not very effectiVe. materlair especially the- legends, can also be Technical Quality. All components -Should be entertaining and educational for any student labeled, and a contents list and use sheet should who wishes to learn about Indian folklore. The In- be developed. The record will not last long and dividtial leacher would have to develop specific should be converted into a cassette. activities in this area.

57 _61-4 ,Ethnic Authenticity. More current photographs Project DirectCir: Jacento Marrero (NCCJ) ,,could be added. Otherwise, this book is-eIhni- and Eliane C. Condbn- cally authentic, with no modifications needed. Dauby (Rutgers) Technical Quality. One evaluator commented Ethnic group: Multiethnic that it is sad to see a book on Indian culture that Subject Area Language Arts, Social uses blackand-white photographsanda.illtptre Studies - , tiorik. An important authentic element, is color Audience/Grade Level:Adult /Community and its uie. The page numbers shouid be placed Education on pages uniformly. Student Materials (5-12) Format: Nonprint 62. PAIUTE'CULTURE: DEVEOPIOENT AND Year Funded: 1975 DISSEMINATION Amount of Funding: $41,000.00 Materials/Avallability: Walker River Paiute Education Committee Lost and Found: A Search for Our Ethnic P.O. Box 190 Heritage, produced by the DickiRoberts Film Schurez, Nevada 89427 Company, Inc. (1977). Available from the Dick Roberts Film Co., Inc. (48 West 10th Street, Project Director. Norma Lessard . New York, New York 10011):`16mm film, color, Ethnic Group: American Indians 30 minutes, $350.00 per print; or 1/4" video (Paiute) 'cassette, $275.00 per print; not available for SubjectAM: Social Studies rental. Audience/Grade Level: Teacher Resources (112) Format: Print Materials Description: Year Fundod: 1978 This joint project between Rutgers University Amount of Funding: $47,000.00 '''and the National Conference of Christians and Malerials/AvallabllitY: Jews (NCCJ) developed a 16mm film, Lost and Resource Guide for Paiute and Other Native Found: A Search for Our Ethnic Heritage This American Materials (1979). 30-Minute cotor production is based on the prem- Available from project stapled, 111 pp, free. ise that many Americans feel alienated because of "sameness." One solution to this problem is Materials Description: to establish a sense of ethnic identity. The film This project adapted and beveloped curricu- attempts to create such a sense by presenting lum materials on the Paiute Indians for use in interviews with three generations of Americans. grades 1-12. A number of activities were also First-generation immigrants describe how they undertaken fo help Indian educators and parents felt on leaving their homeland and.on arriving in become, familiar With these materials and use America. Second-generation Americans describe, them in ihe classroom. Books, media, maps, and their ethnicity as something to be hiddenfrorri other resources treating American Indians and othersand forgotten by themselves. The third - Paiutes in particular are annotated in Resource generation indicates that ethnicity is important Guide for,Palute. and Other Native American because it helps one establish roots and a sense of identity. The interviews are combined with Matenal§: historic film from the thirties,-stills fromthe turn Evaluative Comments and Suggestions: of the-century, and dramatic reenactments.

.'Educational Soundness. This is a good annotated list of resources. Evaluative Comments and Suggestions: Ethnic Authenticity. On the whole this mate- E :tional Soundness. This film is excep- rial is accurate. The-listing need ,to be updated. t'ally'od. No modifidations are necessary. Tebhnical Quality. The resource.guide needs Ethnic Aut enticity. The title of the film is mis- to be bound. leading since the film deals almost exclusively with European immigrants. The major weakness New ,jersey of the film's Content is Its failure to provide historicgl background on immigration. While 63. COMMUNITY ACTION" FOR CULTURAL "ethnically authentic," the film's approach to PLURALISM ethnicity is somewhat naive and uninformeda nostalgic discovery of roots without an.under- Joint project of: standing 'of the history or culture .of one's na; National Conference of Christians and JeWs tional heritage. In-spite of these limitations, the (NCCJ) film is a good introductory film provided that the 7%) Broad Street teacher has a Working background knowledge of Newark, New, Jersey 07102 the history of ethnicity, including non-European and ethnicity.; Rutgers University ' Graduate School of Education Technical Quality. The film is of very high 100 Seminary Plac.e quality. It is one of the finest examples of all of ,New Brunswick; New Jersey 08903 the ethnic materials developed. 58 t4. New Mexico Based On this research ,the participants pro duced a 30-minute color videotape and a book. path are in English and in Spanish. The book.4nd tfie videotape contairf similar materials but have .64. THE RENAISSANCE OF AN INDIAN- a number of items which are unique. SPANISH COMMUNITY OF NORTHERN NEW MEXICO Evaluative Comments and Suggestions:. Educational Soundness. Both the videotape Chama Valley Independent Schools andthe book are very well done. No modifica- P.O. Drawer 10 tions are needed. Tierra Amarilla, New Mexico 87575 Ethnic Authenticity. The videotape El Renaci- miento de un Pueblo Indo-Hispano is excellent. 'Project Director. Manual Justiz The superb color photography and Spanish, Ethnic Group: American Indians soundtrack were cited as factors making this (Navajo, Pueblo), one of the best ethnic heritage studies products Mexican Americans developed. One evaluator did note that teachers Subject Area: Bilingual Education should read at least one book on Hispanos (Spanish), Journalism, before using the videotape in class. Language Arts, Music, Excellent, outstanding, and superb were used to Religious Studies, describe the book La Tierra Amarillo: The People Social Studies, of the Chama Valley. Sociology Technical Quality. The videotape received Audience/Grade Level: Adult/Community high points for its bilingual tracks. It is beautiful, Education colorful,andauthentic,butthenarrator's Student Materials (7.12) speech is not ideal. He speaks too quickly, has-a Format: Print and Nonprint monotonous voice, and slurs over words. Year Funded: 1977 The book La Tierra Amarilla should make Amount of Funding: $20,240.00 some reference to the videotape, perhaps in a Materials/Availability: simple insert sheet. arlIenacimiento de un Pueblo Indo-Hispano (The Rebirth of an IhdoHispanic People). New York Available from project: 30-minute, color, 3/4 " videotape, bilingual (channel 1 English, 65: DOMESTIC ETHNIC EXCHANGE AO channel 2 Spanish), available for cost of du- CURRICULUM DEVELOPMENT plication and mailing. Purchaser must supply 3/4" colorid3Dotape and specify English or American Field Service Internaticinal Spanish audi Domestic Programs L&,Tierra Amatillo: The People of he Chama 313 East 43rd Street Valley, edifed by Anselmo F. Arellano, (1978). New York, New York 10017 Available( from: (1) prop 166 pp, free. Project Director: Nancy Kelly (2) ERIN'D 184 750, 167 pp, microfiche: Ethnic Group: Multiethnic; $0. =1 paper copy: $11.90, pt.uspostage. American Indians (Choctaw), Materials/ascription: Cape Verdean This orial history project'was a cooperative ef- Americans, fort,of-the Chama Valley Schools and the local Polish Americans, Teicher Corps. The major project goal was to Scandinavian promote, a more positive self-image for the indi- . Americans vidual Mexican-American student and provide an Subject Area: Social Studies opportunityforthetotalMexican-American Audience/Grade Level:Adult/Community school community to learri more about their long Education history 'in the Southwest. Student Materials (7-12) Protect activities included training a project Format: print and Nonprint team of 'teachers, .students, administrators, and Year Funded: 1975 Tpacher Carps interns in the process of conduct- Amount of Funding: $40,000.00 ing local historical research; conducting oral`' Materials/Availability: , history interviews; and researching family-tiis- Made id USA: Project Ethnic Heritage: Activity ' A variety of topics were researched, in- and Discussion Guide, by Gary R. Smith cluding the histories of the settlements 16 the (undated). Available from: valley; focal culture including music, arts and (1) prbject: paperbound, 69 pp(included5 crafts, customs, folk medicine, and religion; and filmstrip/cassette titles below), $30.0b. local Spanish' language, literatdre, poetry, and (2) ERIC: ED 160 516, 105 pp, microfiche: folklore. $0.91/paper copy: $8.60, plus postage. 596 I \.

cans first," but alsopf Polish ancestry. The five filmstriplcassettes: presentation attempts to parallel generalAmeri- 1. Made in USA:ProjectEfhnic Heritage. i can history with thePolish-American experience .2. Scandinavian-Americans: A Rediscovery. filmstrip on the Cape 3. Being a Chectaw: Mississippi Band of in the, United States. The Ve'rdeans is the study of people who are proudof Choctaw Indians. diffused 4. Americans of Polish.Descent: The their heritage, and' at the same time, Chicago Experience. within U.S. society: In the last part of the,program"Ethnicity and 5. Cape Verdeans: Strong Ties, Strong Others"students examine their ownviews People. toward ethnicity and ethnicdifferences. Stu- ask them to Materials Description: dents are involved in activities that clarify and verbalize their values.Other activities This projeqt involved' high school students explore the from four ethnic, groups in the development of ip this section ask students to five filmstrips and learning activities which can dimensions of ethnicity as a global issue. be used by members of any group wantingto learn more about their ethnic heritage. Evaluative Comments and Suggestions: High school students from four ethnic groups Educational Soundness,. These areexcellent were selected to participate inthe project:Choc- materials. No modjfications are needed. taw Indians from the Southeast, Pol4h Ameri- Ethnic Authenticity. The teacher'sguide is cans from Chicago,Scandinavian Nnericans good andhas,wide appeal. The filmstrips are from New York, and Cape Verdean Americans- also good. The filmstripScandinavian-Ameri- from Rhode Island. Assisted by project staff and cans: A Rediscoverydeals only with Swedish Americans. Although the materialprovided in bylocaladvisorycounatstithestudents developed and. adapted activities which other the filmstrip Being. aChoctaw is good, not explanation is students could use to examine their ownethnic- enough information is given. More 4needed of what the' people inthe filmstrip are backgrounds. Each of the lour student groups significarice is of the also developeda slide presentation on its theme doing and what the cultural group. The slide presentations werelieldtested. many things.shown. Technical' Quality. This is an excellentmedia The final project publications comprise a pro- is excellent and gram which can be used withjunior and senior package. The teacher's guide hjgh school students and with community per- the filmstrips are well-done. The only thing =sons interested in investiing their ownethnic needed is a descriptive list ofcomponents. background and in learn about ethnicity in the United States and the world.Program com- 66. TASK FORCE TODEFINE CULTURAL ponents include the Made in USA: ProjectEthnic PLURALISM TO DEVELOP AND TEST TEACHING Heritage: Activity and Discussion Guide and five STRATEGIES FOR ITS EFFECTIVE filmstrip/cassette programs. The guide contains step -by -step directions for the teacher, ques- Anti-Defamation League of B'naiB'rith tions to stimulate classroom discussion,and Program Division student Worksheets. 315 Lexington Avenue In using the four-part program, studentsfirst New York, New York 10016 view and discuss the filmstrip programMade'in USA: Project Ethnic Heritage, whichIntroduces Project *Director. Walter Plotch the project and discusses America'srenewed in- Ethrlic Group: Multiethnic terest in ethnic heritage. In the secondpart of Subject Area: , U.S. History (9-12) the program, "Ethnicity and Me,"students trace- Audience/Grade Level: Teacher Education Teacher Resources (9-12) their family origins and examine theethnic component of their family histories. Format: Print Tile program's third part"Four EthnicExperi- Year Funded: 1974 ences"involves studenti in viewing and(As., Amount of funding: $65,000.00 cussing the remaining fair filmstrips. Thefilm- Materials/Availability: strips ire intended to serve as casestudies.to An Ethnic Dimension inAmerican History: A Unit help students compare and contrasttheir own on Imni,igration,Industrialitation, Urbaniza- ethnic experiences with' those ofother groups tion, anC. Imperialism,1889-1920 (undated). and to show them that ethnicity hasmany mean- Available from: ings to different people. The filmstrip onScandi- (1) protect: stapled, 85 pp,$1(50. navian Americans Illustrates howtracing one's (2) ERIC: ED 130 944, 83 pp,microfiche: ethnic tteritage can lead to a better, moreposi- $0.91 /paper copy: $6.95, plus postage. tive understanding of "who we ere."The Being a Choctaw presentation emphasizes thecontrast PlUralism in a Democratic Society, edited by between old and new ways and therelationship MelVin M. Tumin and WalterPlotch (1977). Company of Indians to the dominant Angloculture. The Available from Praeger Publishing Americans of POlish Descent filmstrip empha- (383 Madison Avenue, NewYork, New York sizes that most Polish Americans are"Ameri- 10017): paperbound, 248 pp,$17.50. Although 60 this document was announced in ERIC (ED would need to do some supplementary reading. 133 411), it is not available in microfiche or Pluralism ih a Democratic Society is usefUl as paper copy from EDRS. an historical document but does nor represent contemporary visions of pluralism. The articles Materials Description: on child development and curriculum are out of This project sponsored and published the pro- date. Many of the authors have moved beyond ceedings of a Pluralism in a Democratic Society the positions expressed in the book. Readers Conference. The project also developed a re- should therefore be forewarned not to conclude source guide containing one model unit in Amer- that the authors still subscribe to everything in ican history. This unit demonstrates herW history the articles. can be taught -from a multiethnic perspective. Technical Quality. Both books should be hard- The purpose of the Plurally in a Democratic bound for durability. In addition,' sortie pages of Society Conference, held in April 1975 in New An Ethnic Dimension in American History are York, was "to confirm that American life consists numbered front and back and some are numbered of a mosaic of different groups, each retaining on only one side.,,This problem needs to be cor- its own richness and identity and each contribu- rected. Graphics would provide visual variety. ting to the strength and diversity of its tradition." The conference proceedings are contained in the 67. ASIAN INDIANS IN AMERICA publication Pluralism in a Democotic Society. The papers included in the firsrpart of the Association of Indians in America, Inc. publication attempt to develop a clear definition 663 Fifth Avenue ofeultural pluralism. The second part of the New York, New York 10022 p ication contains papers discussing the best ays to teach ano learn about cultural pluralism Project Director: Sondra Sen in the classroom. Ethnic Group: Indian Americans The resource guide entitled An Ethnic Dimen- Subject Area: Social Studies sion in American History: A Unit on Immigration, Audience/Grade Level: Student Materials (7-12) Industrialization, Urbanization and Imperialism, Teacher Resources (7-12) 1880-1920, is designed to provide information Format: Print and Nonprint about the ethnic dimension in American history Year Funded: 1977 and to help the teacher impart this information Amount of Funding: $23,780.00 to students by highlighting (1) the role that eaoh Materials /Availability: group played in American society and (2) the sig- Introducing the Asian Indians in America, by nificant contributions they have made to our cul- Sondra Sen (1978). This audiovisual kit con- tural diversity. The unit is organized around four tains the following materials. themes that are characteristic of the period 1. The Asian-Indian Community in 1880-1920: immigration and minorities, industri- America. Slide (80)/cassette program. alization, urbanization, and imperialism and the 2. Asian-Indian Lifestyles. Slide rise of the, United States to world power. The (80)/cassette program. guide contains an outline for each theme, to- 3. The Asian Indians in America: A gether with suggested teaching activities, a Teacher's Guide for Use with the Audio- selected annotated list of media, and a bibliog- visual Kit. Paperbound, 22 pp. raphy for teachers and students. In developing Available from project: available on a rental each theme, students examine the situation that basis for $15.00. For this $15.00 charge you existed around 1920. The experiences of Black, also receive a copy of The Asian Indians in Jewish, Mexican, Puerto Rican,Italian, and America: A Cu'rriculum Resource Handbook Asian Americans and American Indians are for Teachers that you may keep. discussed. Teaching methods include reading assignments, viewing media, classroom discus- The'Asian Indian in America: A Curriculum Re- sions, ribrary research, and role playing. source Handbook for Teachers, by Sondra Sen (1978). Available from: Evaluative-Comments and Suggiastions: (1) project: paperbound, 63 pp, $2.00 ($1.75 Educational Soundness. The activities sug- per copy for orders of 10 or more). gested in An Ethnic Dimension in American (2) ERIC: ED 169 190, 67 pp, microfiche: History are tpought provoking.'It is a very good $0.91 plus postage; paper copy not resource guide. available from EDRS. The series of essays in Pluralism in a Demo- cratic Society may serve as a valuable resource Materials Description: for people who want to learn about cultural plu- The Asian Indians in America project developed ralism. Some of the essays may need to be up- stucient materials and a curriculum resource dated. handbook fbr teachers. These materials are in- Ethnic Authenticity. An "Ethnic DimenS'ion in tended to provide Americans with an awareness American History is ethnically authentic. It is a and understanding of Asian Indians. In addition, very usefuiresource guide, although the teacher the developers hope the materials will help Asian 61 68 e - , India* a,chieve a better appreciation' oftheir Subject Area: Social Studie§, U.S. own cultural heritage and facilit4tecommunica- a History tion between groups. Tpe meaning and impor- .4Autlience4rade Level: Teacher ResOurces (8) tance of cultural bocrowing and-thei similarities Formal: Print and difference& of ethnic experiences arealso' Year Funded: 1976 highlighted. Amount of Funding: $26,00Q.00 MaterliV/Avallability: Two soundltlide prewntations constitute t.be America, student' materials. They are intended primarily Teaching 'Ethnic Experiences in Urban edited by Max Nadel (1977). Availablefrom:_ for secondary-level students but could be used of with younger children and adults as well. The (1) project: 169 pp, available for cost postage and handlings Asian- Indian Community in America examines microfiche: empha- - (2) ERIC: ED 147 411, 202 pp, the Asian-Indian experience in America, $0:911papercopy: $15.20, plus p,estage. sizing the ways in which this culture group is `,establishingwots,Asian-IndianLifestyles focuses on the "challenge of adapting to life in a Materials Description: of one's This project conducted a teacher-training pro- new society" while-maintaining aspects gram through the Department ofsocial Studies cultural heritage.' Although a "hero" approach to Education at New York University. Part of the in- ethnic studies is used throughout, this section struction provided consisted of Jectures by eth- I life- also shows several families and differing nic scholars. 'During the course, participants styles. The teacher's' guide which accompanies created a teacher's manual containing models the slides contains the script narration aswell illindrecommendations for units and leaching as specific questlbns for study and 'discussion. strategies .appropriate for eighth-grade,urban The Asian Indians.in America: A Curriculum studies or'history 'programs. The units included Resource Handbook for Teachers can'be used deal with the Italian community inBensonhurst, independently of the student materials. It con- Woodside, -3 New York, the Irish-community in tains sections on the establishment of the Asian - New York, and the immigrant experience inliter- Indian community in America, Asian-Indian life- ature. Other parts of the manual providelessons styles, cultural borrowing, and contributions and .based on student compositions andInvestiga- .achievements. A fecii,gtAssroom activities and in- annotated bibli- formation about sources and resources are also tion and interpretation. A short, ography is also provided.,The major focusof the provided. manual Is on helpiog teachers developmaterials, Evaluative Comments and Suggestions: Ohich will introdgEe the concept of culturalplu- Educational Soundneis. The filmitrips and ralism into traditional eighth-gradeAmerican accompanying teacher's guide are traditional in history courses. concept but? address a new ethnic group in Amer- The program starts with an in-depthexamina- ica. The Curriculum Resource Handbook is not tion of one urban ethnic communityand then needed to use the audiovisual presentations,al- branches out to other ethniccommunities. though the information it contains enhances the Among the cultural alkiirents explored arefamily learnint experience. The handbook by itself could structure, change, Akilication,religion, recrea- provide the ,basis for developingagtivities or tion, identity, conflict, andconflict resolution. lessons orethe Asian-Indian experien&i. Historical elemenlis are reasons forimmigration, Ethnic Authenticity. No nlodifications are values, impact of ethnic populations, ethnic con- needed in this excellent program.-, tributions, and ethnic1S'opulations in wars. The' Technical Quality. This. is a beautiful set of sociological elements are economicactivity, audiovisual .materials. They are professionally class,spatialrelationships, common goals, A done, effective, and efficlen't. The publications transportationrextent of crime, and adjustment. are also very well done. The developers suggest that theoutlines of er lessons and strategies will provide a, modelthat 68. Mu'LTICULTURAL PROJECTFOR URBAN any teacher canemulate. STUDIES IN MIDDLE SCHOOLS Evaluative Comments and Suggestions: Association for Multiethnic Programs, Inc. Educational Soundness. This publicationis 114 Fifth Avenue excellent for the Intendedaudience-1eighth- New York, New York 10(111 grade students in New York. Forthe publication Max Nadel to be useful to teachersin other states, a clear Project Director. descriptloa of the concept to be taughtShould Ethnic Group: Multiethnib; objectives are needed Black Americans, be Included. More-specific objectives heed to Chinese Americans, for each unit, and the overall content prdstihted is Irish Americans, be stated moreclearly. The somewhat., uneven.SIMIlarinformation should Italian Americans, Suggested activities Jewish Americans, be presented on each-group. completely. Puerto Rican' need to be desdribed more .Ethnic Authenticity. This publication provides 4- Americans help teachers,, In other cities (NeW York) a 'good' model to '62 , 69 ,filL I ?a.. 4 .

develop.similar curricula'osing local'historY. Technical Quality. This publication needs to Technical Quality. Thc,copyright for seVerat be bound in permanent form, and paging needs articles needs to be clarified. The publication to be corrected. Graphics would help relieve the would -be improved by'retyping. -print monotony. . 69. SCANDINAVIAN-AMERICAN ETHNI 70. PROGRAM-FOR ACHIEVEMENTS IN HERITAGE CURRICULUM, STUDIES CHINESE 'ETHNIC-STUDIES 1 t. Bbard of Cooperative Educatjphal services Community School District 2-M 42 TriangleXenter 210 East 33rd Street Yorktown Heights;.New. York 10598 eb New York, New York 10016

Protect Director. George C. SiMpson Project Director: Jacob G.,Worig Ethnic Group: Scandinavian Americans; Ethnic Group: Chinese'Ameticans Danish Americans,' Subject Area: Bilingual 'Educatiga FinnishVericans, (Chinese), Socials Norwegian Americans, Studies Swedish Americans Audience/Grad° Level:Student Materials (1-9) Subjet Area: Social Studies, U.S. Format: Print History Year Funded: 1977 Audience/Grade Level:Teacher Resources (10-12) Amount of Funding: $48.142.00 Format: Print Materials/AvallabIllty: Year Funded: 1976 Chinese Cultural Activities, Volumes I and II (1977). Available from project: paperbound, Amojjnt of Funding: $38,000.00 - Materials/ ability: Volume 1-47 pp, Volurnall-41 pp, limited Scandinavi= thnic Curriculum Studies: Se,nior number available for cost of duplication. HigThScho Topics, by George C. Simpson (undated). Available fromValhalla High --Chinese New Year, by Teresa Kou and.Stella School (ATTN: Dr. Richardson, Columbus. Chou (1979). Available from project: paper Avenue, Valhalla, New York 10595): 2-hole bound, 49 pp, limited number available for punched, unnumbered pages, available for cost of duplication. cost of post ace?? Chinese Women in History and 4.egend, Volumes I anthil (undated). Availablelrom,project: Materials Description:, The purpose of this project was "to improve paperbound, Volume 1-30 pp, Volurrie 11-32 ,pp, limited number available loo cost of studentunderstanding andappreciation'of ScandinavianimmigrItion." Thepublication duplication. Sca navian Ethnid CurriCulilin Studies: Senior Hi§h school Topics contains Sik Units of study Ching-Ming Fes,tiVal-(1978). Available from which can- be integrated into established U.S. project: paperbound, 21 pp, limited number available for cost of duplication. . history courses at grade 11. Topics treated.are . , v. conditiorth in thehome country, the,crossing and . opportunities in America, where the newcomers Year of the Horse, by Teresa Kou'nd Stella settled, adjustmet}fs to a new life; immigrants' Chou 978). Available, fromproject: paper- contributions to a.new American society, and bound, 35 pp,' limited-number available for overall cbrttributions otScandinavian Americans cost of duplication.1.1' . to America. Students arainvolved in many actiyi-,- tles including reading caeeetudles,rinterviewin, g Materials Description: These clktriculurn- mattrialsorf Chinese Amen- immigrants, analyzihg, dernographic dafa, view-l- ing and discussing filmstrips; writing estaYs, cane were designed' tdr rise in elementary and and reading books. junior high schools. IO New Yorkiity's,China-, town. The booklets were field tested and riviSed. Eviluative Comments andSuggestions: Chinese Cultural Activities,' Volumes" I and II. 2- Educational Soundness. No modificationsare describe popular Chinese-American ethnic activ- necessary. ities arid provide insfructions telling teachers Ethnic Authenticity: POr the molt part this how toconductthan .the booklets alap confain work is ethnically authentiebtit one modifica- plays and ChinespArriericaurpngS forchildren tion Is needed. The generalizations made about to present in the Ilissroom.Tle illustr4tenbok other ethnic groups- are too broad;'examples Ching Ming Festival describes in-13Oth Chinese should eithet be made more specific or be elimi-, and English the various customs connected with one cif the rnosf important festivals irf Chinese nated. As they stand, they encourage the reader..t to stereotype the motivationsiond actions of Ilfe. The Year orthe Horse booklet contains Wier groups. recipes Orr English) of dishes, with which the Chi6ase traditionally celebrate New Year's. The booklet concludes with a short bibliography pro- should not be used by 'younger students." The viding further references to Chinese dishes. evaluator also noted that the subject is worth- Volumes 1 and II of Chinqse Women in His-tory while to teach because many Chinese Ameri- and riLegend contain storiesinEnglish and cans still celebrate the Ching Ming Festival. Chinese of prominent women in Chinese history Year of the Horse is ethnically authentic with- anti' legend. Chihese New Year provides an out modificatiOn's, but inclusion of information English introduction to the Chinese language,. about the moderff celebration of the Chinese both spoken and written. It also explains the New Year, in the United States would be helpful traditional Chinese artof paper cutting, to teachers. characteristics, and themes. Technical Quality. These well-done materials are acceptable with minor modifications.The Evaluative Comments and Suggestions: narrativeinChinese Cultural Activities And Educationil Soundness. TheiChinese Cultural Chinese Women in History and Legend is not Activities volumes are appropnate without modi- printed in black ink so it may not reproduce well. fications for use as teacher resources in bilingual The binding of the other materials is not very classes; mpst of the content can alsb be used in durable. such other classes as social studies. Oneevalu- etc)! commented that the 'activities ale more ap- 71. STORIES MY FAMILYTOLDME. . prbpriate for elementary students than noon- AN ETHNIC HERITAGE 'STUDIES PROJECT daDr students. A second evaluator thought t "the activities for students are highly interesring N Lierc7rf< Board of Education and sufficient background is provided to inform ivision of Educational Planning and Support the students of Chinese cultural events." The Center for Library, Media and Telecommunication volumes have been field tested and revised. 131 LivingSton Street The other books are appropriate with minor Brooklyn, New York 11201 modifications for students in bilinguAl classrooms; the stories and activities can also be used Project Oirector. Morris Freedman 'to round out ethnic heritage, social 'studies, or Ethnic Group: Multiethnic; language arts classes. Teactifng strategies need Black American's, to be developed, loth according to one evaluator, Chinese Americans, "the material is of such high interest level that Italian Americans, teachers could come up with these fairly easily." Japanese Americans, Ethnic Authenticity. The two-volume Chinese Puerto Rican Cultuflil Activities is .ethnically authentic with- Americans, out modifications for Chinese-American stu- West Indian dents. Most of the activities are also appropriate Americans for other students, but the children's plays may Subject Area: Language Art06ocial have to be explained-well in order for students to Studies participate and understand. One evaluator said Audience/Grade Level: Student Materials (9-12) that the volumes are a good collection of a variety Teacher Resources (9-12) of 'activities that reinforce Chinese culture. Format: Print and Nonprint Chinese New Year, the two volurpes of Chinese Year Funded: 1977 Women in History and Legend, and Ching Ming Amartt of Funding: $39,763.00 Festival are ethnically authentic without modifi- Materials/Availability: cations. One evaluator stated that Chinese New Stories My Family Told Me. Series of 15 cassette Year "is good for resourceurposes," and that it tapes and a student's manual. Individual contains helpful information on Paper cutting as titles as follows: a Chinese folk art as well as a good explanation 1. Born to Fly. of the written and spoken Chinese language. The 2. Escape to America. stories in Chinese Women history are well 3. Escape to Yokohama. 14. written, and the Chinese versions are very well 4. The Family. narrated. Oneevaluatorcommented that the 5. Grandfather Was a Caddy. Chinese ridings may be too difficult for Chinese 6. Last Day* in KauMin. ninth-grade studepts. The evaluator added that 7.Th'e Last Words. "A non-Chinese reader may.well gain good in- 8. Leavirfg Home. sights into the historical legendary characters g., The Lesson. and understanding about the traditional values- 10. Meinories of piarie. which made up the political and social struc- 11. Mitka. tures of China in the old days." 12. Once There Was a War in Italy., Ching Ming Festival is also well written. One 13.. The Price of Freedom. evaluatOr noted that although the English version 14. Suenos. dort, is easy to'read, "the Chinese Version is written in 015. A Year Too Late. literate style which requires higher reading skills Available from project' $25.00 fol each inChinese. Therefore,the Chinese version cassette (inclvdes teacher's manualFated below). 64 A. Stories My Farbily Told Me: A Kit to Help Students universal application..." Research and Write Radio Scripts About Technical Quality. The cassette tapes are ap- Their Ethnic Heritage, by Anne Grant (un- propriate with minor modi4cations. The box that dated). Available from: holds them is not very durable and is not labeled. (1) project: frpe with cassettes (included The tapes do not fit into the box very well and are in $25.00), difficult to use because the labels are not clear (2) ERIC: ED 180 932, 32 pp, microfiche: or,"are incorrect. On many of the tapes, the first $0.91/paper copy: $3.65, plus postage. few words of the introduction are missing. The binding of the student guide is not very Materials Description: durable. The guide is very large and inconvenient Scripts for radio programs were written by to use, and the pags are not numbered. The title high school students who interviewed parents, doeS not indicate that the book is for students. older peopleintheir neighborhoods, grand- The technical quality of the teacher's guide was parents, aunts, and uncles concerning their4eth- not evaluated. nic backgrounds and favorite childhood stories. One evaluator commented that overall the ma- The 15 stories made availablecmcassette tapes terials representan exceptionally well done and the ethnic groups represented are: Born to radio project."' Fly (Italian American);,Escape from Yokohama (JapaneseAmerican);EscapetoAmerica 72. THE CARIBBEAN-AMERICAN EXPERIENCE: (Jewish American); The Family (Black American); THE RECENT BLACK IMMIGRANT Grandfather Was a Caddy (JewiSh American); Last Day in Kau-Min (Chinese American); The New York City Board of Education Last Words (West Indian American); LeaOng Center for Humanities and Arts Home (Black American); The Lesson (Puerto 131 Livingston Street Rican American); Memories of Diane (Puerto Brooklyn, New York 11201 Rican American); Misha (Jewish American); Project Director. Judith Burgess Once There Was a War in Italy (Italian American); Ethnic Group: The Price of Freedom (Chinese American); A Caribbean Anlericdns Subject area: Social Studies Year Too Late (West Indian American); Suenos Audience/Grade Level: Adult/Community . (Puerto Rican American). *The stories from the Education series were broadcast in New York City. Four of the cassette tapes were also field Student Materials (§.12) tested with 106 students, infour 11th-grade Teachet Education (9.12) Teacher Resources (9.12) classes in two schools. Questionnaire results in- Format: dicate that a ,majority of the students learned Print and Nonprint Year Funded: 1976 new things about the group portrayed in the tape Amount of Funding: they heard in class. $33,000.00 Materials/Availability: The student's manulf contains a brief sum- Caribbean- American Experience: The Recent mary and discussion questions for each cas- 7- sette. The teacher's manual contains several ek Immigrant. Filmstrip or slide /cassette. sections. The first' section discusses how to The research family history. Hr W to conduct an inter- CaribbreiAmericanExperience: The Recent Black Immigrant (1978). 184 pp, , view and spec jiic questions to ask are coveteedd in paperbound. the second, sdotion. The third and firtalectiOp deals with hove to produce a radio programan the project materials are not available. includes a-descpption of how to write an outline 4 and howtobegirra script. A sample script is in- Materials Description: cluded. With the assistance of secondary students' Evaluative Comments and Suggestions: and teachers and community ethnic organiza- Educational Soundness. The materials areap- tions, this project developed a multimedia kit propriate without modifications. They arecom- containing a filmstrip, slides, oral interviews.; a plete and unusual in design. One evaluator noted videotape, and lesson plans dealing with Carib- that "the information in the teacher's manual bean Americans. Two components of the kit provides a novel approach to teaming about were accepted by the evaluators. ethnicityfor students." A second evaluator The color filmstrip/cassette program entitled believed that the, materials-"should create quite Caribbean-American Experience: The Recent a lot of student partiriaation and motivation. "' Black Immigrant discusses h9w the ethnic, cul- Ethnic AufhenticityNhe ethnic authenticity of tural, social, and economic history of the Carib- the materials is appropriate withbut modifica: bean.has shaped present conditions on the-tsland tions. However, one evaldlator concluded that and how those conditions have motivated many "The series is not designed ig present ethnic islanders to come to the United States. The film- group data. It is designed to reach writing in an strip also' talks about the many contributions interesting way, and it uses ethnicity as the vehi- 0 which Caribbean Americans have made to the cle. The stories are human interesj stories with American culture. 65 72 The booklet The Caribbean-American Experi- contains the statement, "Reprinted with the per- ence: The Recent BlackImmigrant contains mission of the New York State Education Depart- lesson plans for use with high school students. ment" or words to that effect. All requests for The lessons are organized by three main themes: authorizationfor reproduction should be di- (1)aribbean background; (2) why Caribbean rected to Dr. G rdoVanHooft, Director, Divi- Americans came to the United States; and(3) the sion for Curricular Svices, New York State American experienceeconomics, politics, and Education Department,-Albany, New York-12234. social structure. Each lesson contains abrief 4 reading which students are expected to read and Materials Description: discuss. Students are also involved in such other Anthropology. Focus upon Ethnic Studies is a activities as writing a play or short story, filling guide to help teachers implement a semester or in maps, telling folk stories, andconducting yearlong anthropology course for 12th-graders. research. A bibliography of additional resources Emphasis in the course is on the different ways adapted is also included in the booklet. that people have solved problems and to the world in which they lived or areliving. The Evaluative Comments and Suggestions: guide is organized by unit topics: (1) the nature Educational Soundness. A series of readings, of anthropology, (2) environment andtechnology, followed by suggested discussion questions (3) the economic system, (4) courtshipand mar- make up the, printed materials; therefore, the riage, (5) social organization: family and commu- teacher may have to develop additional teaching nity, (6) social organization: systerra_of social strategies. The topic of Black Caribbeans is an stratification, (7) governing and the social order, interesting one and adds a new dimension to the and (8) ideology study of Black Americans. For each topic, the guide provides questions Ethnic Authenticity. This collection of articles for the teachers to ask to help students reach an and excerpts is acceptable; however, it is a some- understanding of the topic. To help students what narrow picture of Caribbean Americans. answer the questions. the guidethen cites activ- hake provide a larger context ities ftir students to undertake or casestudies, The teacher will pictures, and anecdotes from anthropology texts when presenting theThaterials. Technical Quality. The filmstrip (or slides) with thapstudents can analyze. For example, in the cassette is of acceptable quality. Its use would unit on the nature of anthropology, teachers ask the question "How does the averagetourist react be.enhanced by an. accompanying user's guide. of life or un- The print materials are of highly questionable to different foods. a different place familiar customs in another culture'?" To answer technical quality. Although they have been ap- conduct proved because of the value of their content, this question students are expected to includ- interviews with people who have recently traveled they need major technical modifications Asia, or Europe ing a new layout, retyping, and securingof copy- in South America, Africa, right permissions on excerpted materials. Evaluative Comments and Suggestions: nthro- CURRICULUM STUDIES Educational Soundness. The cultural 73. ITALO-AMERICAN pology concepts are well developed and eful for senior high students. Because the exer ses New York State EducationDepartm'ent with Italian com- Bureau of Social Studies Education compare communities in Italy munities in Brooklyn, the instructor may wish to. Washington Ayenue 1 adapt the concepts for local use. Albany, New York 12224 Ethnic Authenticity. The evaluators cautioned that portraying "the Italian" isditticult because Project Director. Josephine Dana Italian AmericansNew of the vast regional differences in Italy:Since the Ethnic Group: drawn from one York, Brooklyn) case studies And examples are village of Sicily and a neighborhood inBrooklyn, Subject Area: ,Anthropologyz-Social authentic, Studies the user is cautioned that this is an but not universal, description ofItalians and Audlence/Grade Level: Teacher Resources (12) detected Print Italian Americans The evaluators also Format: Italian terminology. Year Funded: R 1974 a "careless use" of $70,000.00 Technical Quality. A hardcover binding would Amount of Funding: make the book more durable. Materials/Availability: Anthropology: Focus upon Ethnic Studies,by the University of the State of New York, State 74. MIGRANT HERITAGE STUDIESPROJECT Education Department (1979). Available from ERIC. ED 180 854, 166 pp, microfiche:$0.91/ Tile Research Foundation, of SUNY paper copy: $13.55, plus postage. New York State Migrant Center Note: Any educational institution mayreprint the P.O. Box 7126. 01 materials or any partther4of, provided written Geneseo, New York 14454 authorizationis obtained from the NewYcirk State Education Department and the reprinting Project Director: Gloria Mattera .66 Ethnic Group: Migrant Farmworkers slide/tape presentation narrated by two migrants (New York); American who describe their lifestyle and philosophy; Cop- 'Indians (Algonquin), ing With Humor, a game which shows players Black Americans, how farmers use humor to cope with daily life; Mexican Americans Belinda, a book which describes daily life and Subject Area: Social Studies family living from a migrant child's point of view; AtidienceiGrade Level: Adult/Community and Psychology of a Migrant Camp, a graphic Education description of the physical and psychological Student Materials (K-12) makeup of a particular migrant crew. Also in- Format: Print.and Nonprint choded in the Black-American component are Year Funded:. 1975 Stories by Members of Migrant Crews, which Amount of Funding: $35,000.00 contains handwritten personal vignettes and Materials /Availability: black-and-white photographs *depicting many Migrant Heritage Studies Kit, by Geneseo aspects of the Black-American worker's exis- Migrant Center (1977). Available from project. tence and showing migrant childrbn at play in kit containing 4 slide/tape presentations, their camp environment. articles, pamphlets, and other written or The slide/tape presentation in the Algonquin publi§ped material (for a more complete Indian component is narrated by a migrant who descrThtion see analysis), 10 kits available describes the daily life activities of the Algon- on a two-month loan basis, available for coins in Quebec and New York state. Background $50.00 shipping fees. iriformation on the history, geography, lifestyle, personalities, and migratory habits of the Algon- MaterialsDescription: quins is provided inthe article Twenty-Nine This project developed a kit containing print Years Experience with Algonquin Indians from and nonprint resources to help communities and Rapid Lake, Canada. A sociologist analyzes the students at all levels become more aware of mi- causes of dOking among the Algonquinsin Pat- grant farmworkers. The kit consists of four com- terns of Drinking Among the Algonquin Indians, ponents, which first provide an overall picture of and the story of a resettled Algonquin Indian the migrant farm labor scene in the United States migrant who had been an alcoholic is presented and then present a more detailed view of three in Sckwaong Di Nob. Other resources dealing ethnic migrant groups. Blacit A'rneocans, Algon- with the Algonquin Indian culture include arti- quin Indians, and Mexican Americans. The devel- facts, a folk _tale, Bow Man Got His Dog, Lan- opers believe that 4f a societ ed about guage Master Cards containing the days of the its migrant farm laborers anE di nities and week apd months of the year in the Algonquin In- inequities they suffer, it will feel orally obliged dian afid French languages, a bookletOur Life to take appropriate action to prOvide working at Rapid Lakewritten and illustrated by chil- benefits and conditions eqUal to those enjoyed dren, a collection of legends and stories told by by any other segment of the nation's workforce." the Algonquin Indians, entitled Our People Talk, The migrancy component of the kit presents two photo essaysThe Moose is Dead and It's background'information essential to the study of Catching, and black-and-white photographs. migrant farmworkers in general and the ethnic The Mexican-American component alsoin- groups presented tn the kit specifically. The concludes a slide/tape presentation describing the tents of this introductory component include a migrantlifestyle and black-and-white photo- sildeitape presentation on the problems that graphs depicting migrant life. A Time magazine have developed because of the migrant farm articleThe Grapes of Wrath, 1969" tells the labor system. A simulation gameGorn' On the story of Cesar Chavez and the farmworker union Seasonin which students experience problems movement An California. The booklet VivaA_ faced by the migrant and black-and-white photo- Look At Hrspanic-Arhericans chronicles Mext graphs of migrant life are also included. Other can-American contributions to U.S. life and his- resources include news clippings dealing with tory. Nancy Zahler's Travelogue provides per- all aspects of the migrant farm labor situation, sonal glimpses into the lives of the migrant Migrant Experience Stories" `oral histories nar- workers. Other resources in the MexicanAmeri- rated by migrant farmworkers, The Hopeless can component inclyde. Poems by Carolina Man -an origina; unedited collection of stories Mata, "El Calendario Chicano," a booklet of dictated by migrant farmworkers in the Geneseo stories, Juan Can Readand How, dealing with Migrant Center's In-Camp Learning Program, former migrants who have succeeded, a booklet and Who Am l?a book of photographs of on the history and use of herbs by Mexican migrant children in a summer migrant program. Americans, accompanied by a 16-card collection Also included are speeches, journal articles, showing real samples of the herbs and their pamphlets, and other supplementary readings common uses, an autobiography of a 22-year-old dealing with specific aspects of migrant life Mexican-American migrant entitled La Vida de such as legislation, services available, educa- Teresa Castillo, Excerpts from the Diary of Caro- tion; and health. lina Mata; and the History of La Raza, Coloring The Black-American component contains a Book. 67 / Teaching strategies for each of the compo- nents_ are clearly described in the teacher's Ethnic Education for Future and Present Public guide. No inservice teacher training is required Administrators: Director's Report, by Mary T. to use the kit. However; the project staff prefers, Hanna (1977). Available from ERIC: ED 184 to conduct an inservice training workshop for 389, 103 pp, microfiche: $0.911papei-copy: any educator who plans to use the kit, because $8.60, plus postage. evaluations have shown that teachers who have participated in thttraining workshops have been Materials Description: The purpose of this project was to teach 'col- more successful in achieving the kit's objectives. s, The concepts of culture, poverty, ruralness, lege students studying public administration migration, powerlessness, and discrimination about the cultures, values, and politics of major are taught through many and ,varied activities ethnic groups. The project was designed to pro- which help students "to.step into the shoes of vide a "response to criticism by racial, religious, the migrants." Students view slide presenta- and national origin groups that bureaucr-acies tions, read and discuss books, write- migrant ex- are insensitive to their values and needs by edu- perience stories, play games, analyze photo- cating future and actual public administrators -graphs, interview migrants, make artifacts, and and planners to under:stand their' pluralistic write scenarios for photographs. The activities fellow citizens and clientele:" described in the teacher's guide can be set up in The project undertook several activities. Grad- learning centers or used as whole group activi-, uate students at the State Uhiversity of New ties. The guide also includes directions for using York at Binghamton participated in two courses the kit with adults. specifically involved with ethnic cultures: Ameri- can Urban Ethnic Politics and Social Values and Evaluative Comments and Suggestions: Public Policy. The syllabi to these two courses Educational Soundness. This kit is an excellent are included in the appendices 9f the director's instructional tool, describing the lifestyleof report. Black, Mexican, and Native American migrant Another project activity involved integrating workers in the United States. Ample directions ethnic projects and learning into regular public on how to use the kit are provided, and it has administration courses. For example, one stu- been carefully researched and organized. A dent analyzed the impact of ethnicity on policy chart indicating the grade/age placement foe the attitudes using the NORC General Social Su y various lessons and components Woulchtre use- tapes. The paper reporting the results"Ethn ful. ,Knowing the results of the field test would city, Class, and Attitudes. The Social Correlates-- also be useful. of Policy Preference"is contained in appendix Ethnic Authenticity. The kit presents a picture 3 of the director's report. Another research paper of migrant workers in America which Is authentic developed under the project analyzes the ooliti- overall. However, one evaluator indicated that a cal organization and activities of Jews,White few of the components seem irrelevant to tOie Catholics of European descent, Blacks, and issues of migrancy. MexicanAmericans. The paper, entitled "Ethni- Technical Quality. The kit, as a whole. has cally Based Political Groups. A Comparative been accepted. However, individual components Study of Four Ethnic Groups," is included in ap- cannot be reproduced and disseminated. Techni- pendix 7. cal problems include poor quality soundtrack on Other project activities included placing stu- audio tapes, lack of containers for items such as dents in internships with an ethnic component multiple pAotographs, poor type, lack of copy- and conducting a lecture and discussion series right releares, and dated material. Before these for faculty, graduate students, and community materials could be disseminated, many of the in- ethnic leaders. and people. This series featured dividual components would need major revisions. both national andlocal ethnic leaders and scholars. In response to student jnterest in the 75. ETHNIC EDUCATION FOR FUTURE AND project, a continuing ethnic studies component_ PRESENT PUBLIC ADMINISTRATORS for public administration students has been planned. State University of Nbiv York at Binghamton Political Science Department Evaluative Comments and Suggestions: Binghamton, New York 13901 Educational Soundness. The materials should be reorganized, separating the course syllabi Project Director Mary T. Hanna and, the research papers. The syllabi could thus Ethnic Group: Multiethnic be used by instructors of public administration Subject Area: Public Administration and the research papers by students and teachers Audience/Grade Level: Teacher Resources (13-16) alike. Format: Print Ethnic Authenticity. This report, particularly Year Funded: 1976 the research papers, portrays the latest trehcis in Amount of Funding: $38,000.00 our multicultural society. The information is ac- I 68 curate and unbiased, and the en.ffie report isboth for teacher discussion, additional recommended interesting and inforMative. .readings, and a lesson plan containingresources Technical Quality. With consistent pagination, and activities which teachers can retyping, and a good binding, thisleport use in the would classroom. Whilethevariousteachingap- be of good technical qualjty. Someediting is proaches presented are applicable to teaching recommended. students with any cultural background, theex- amples are taken from Hispanic cultures of the 76. TEACHER TRAINING MODULE FOR Caribbean, Latin America, and the United States. IMPLEMENTING MULTI-ETHNIC SOCIAL STUDIES IN ELEMENTARY- SCHOOLS Evaluative- Comments and Suggestions: Educational Soundness. The modulesare use- Teachers College, Columbia University ful for trainers of teachers, They can be repli- Institute for Urban and Minority Education bated easily and are effectively presented. 525 West 120th Street, P.O. Box 75 Ethpid Authenticity. Most of the content is New York, New York 10027 methodological; however, it is authentic. Technical Quality. The materials are accept- Project Director: Charles C. Harrington able.Rebindingin Individualmodules or Ethnic Group: Multiethnic smaller, logical groupings of modules would Subject Area: Bilingual Education enhance' usability? (Spanish), Social Studies Audience/Grade Level: Teacher Education (1.6) North Carolina Format: Print 77. APPALACHIAN CULTURE ETHNIC Yeir Funded: 1976 HERITAGE Amount of Funding: $40,000.00 'Materials/Avallabillty: Appalachian State University . Modules for Teacher Trainers: Implementing College of Learning and Human Development Multicultural Social Studies in Elementary Boone, North Carolina 28608 °Schools, by Charles C. Harrington of al.(undated). Available from ERIC: ED 152 923, 434 Project Director: pp, microfiche: $0.91/paper copy: $30-.05, plus DaviO-N. Mielke postage. Ethnic Group: Appalachian Americans (North Carolina, Tennessee, Virginia) Materials Description: Subject Area: All Areas This project produced a manual thatteacher Audlenco/Grade Level: Teacher Resources (K-12) trainers can use in preparing workshops for Format: Print elementary teachers interested in implementing Year Funded: 1975 a multicultural social studies curriculumin Amount of Funding: $43,000.00 English' and/or Spanish. The content ofthe Materials/Availability: manual was field tested with 20 elementary Teaching Mountain Children: Towards a Founda- school teachers in New YALk City. Final revisions tion of Understanding, edited by David N. were made based an the teachers' input. Mielke (1978). Available from: The manual, entitled Modules for Teacher (1) Appalachian Consortium Press (407 Trainers: ImplementingMulticultural Social Howard-Street, Boone, North Carolina Studies in Elementary Schools, contains15 28607): paperbound, 232 pp, $5.95. modules which can form the basis fora series of (2) ERIC: ED 170 090, 249 pp, microfiche: 15 workshops. The first five moduleswere de- $0.91 plus postage; paper copy not. signed to. develop the concept of cultureand available from EDRS. should be taught in sequence. The remainingten modules, with a few exceptions,can be se- Materials Description: quenced according to the interestsor needs of Teaching Mountain Children contains a col- the teacher. In addition to the concept of culture, lection of articles about the history of Appala- the following topics are treated in the modules: chia oand Its culture, customs, and educational involving parents as resources, the bilingual traditions. Writtlm by persons from a variety of teacher as a culture, learning styles, integrating backgrounds, the?) readings are Intended to help language arts and social studleS, the 'cross- teachers and other educators develop an under- cultural comparative approach, inquiry discov- standing of the special needs of the Appalachian ery and problem-solving methods insocial student. Although some of the articles- deal studies, the classroom as a learning environ- specifidally with a 26-county area of Virginia; ment, participation in culture, through expressive Tennesiee; and North Carolina, many parts of arts, and objectives-based learning andassess- the book are relevant to the Appalachian region ment system. at large. Each module contains objectives, key terms The book 65nsists of five parts. Part I, "The and concepts to be taught, background reading Region and Its People," begins with an easy:to- 69 administer Appalachian Ethnic Awareness Test. _women should be read by all Americans. The In the article Who Are the Southern Mountain- book is an excellent introduction to Appalachian eers,- the roots of the Appalachian mountaineer culture. are traced and the mountaineer's historical role Ethnic Authenticity. The collection is ethni- in a regional context is described. Also included cally authentic with minor modifications. Some in part I are impressions and observations of the terms indicating sex bias need to be modified. Appalachian people and institutions based on One evaluator said, "The book subtly captivates the extensive travels of a Washington-based the reader. It's just a collection of essays by ex- writer and a demographic description of the perts on many (but wellalanced) facets of life 26-county area of Virginia, Tennessee, and North among the Appalachians. Yet, the quite unin- Carolina. formed reader is simply drawn into each one of Part II deals with "Language, Values, Family the items." Both evaluators noted that they were Life, Religion, and Music:" The British origins of anxious to order a copy of the book for their many words and phrases used today by mountain libraries. people are examined, the philosophical values TechnicaliQuallty. The collection is a nicely of Appalachian people are compared and con- done and pqofessional book without modifica- trasted with those exhibited by middle class tions. However, the copy on the covers of parts II America; sex and marriage are discussed; and and IV is crowded. the characteristics of the Appalachian family that distinguishit from 'national patterns are 78. AN APPALACHIAN ETHNIC HERITAGE analyzed. One author.-discusses the church and STUDIES PROGRAM defends mountain religion. The historical back- jr ground and contemporary beliefs of the Baptists Madison County Board of Education ° of the Cumberland Mountain's ate-presented by Marshall, North Carolina 28753 another author. The last.two articles in part II deal with country music, discussing iy source Project Director. John Hough and the.necessity of its preservation. Ethnic Group: Appalachian Americans Part Ur,-"Women, Blacks and Urban Migration," Subject Area: Language Arts, Reading discusses the problems ..that confront Appala- ,Audience/Grade Level:Student Materials (K2) chian women when they move to the city, des- Teacher Resources (K-2) cribes the life of Blacks who live in Appalachia, Format: Print and Nonprint and examines problems of discrimination faced Year Funded: 1975 by mountain people who migrate to the city. Amount of Funding: $39,000.00 The first article in part IV, "The Big Rip-off," Materials/Availability: discusses economic imperialism and how it is Mountain Echoes (1976). This packet of material threatening a way of life in Appalachia. Also dis- contains the following: cussed in part ly are injustices done to the Ap- -1. Hello; My Name Is. Paperbound, 17 pp. palachians through stereotyping fostered and 2. Grandparents. Paperbound, 17 pp. perpetuated by the mass media. 3. What Do We Need from the Grocery The last part of the book deals with "School- Store2 Paperbound, 15 pp. A cassette ing in Appalachia" and examines the quality of tape of recipes accompanies the book. education and the problems faced by the school 4. Dear Teacher, Diversity is Beautiful, by systems. Young persons are interviewed con- Jill C. Mannisto and Linda A. Pattiarca cerning their attitudes toward ,schooling. One (1975). Spiralbound, 86 pp. author looks at the school textbook censorship 5. Supplement to Dear Teacher, Diversity problem in Kanawha County, West Virginia, and is Beautiful: Appalachian Cultural discusses the implications for school districts Materials Curriculum Guide, by Pat nationwide. Eliot Wiggenton describes the stu- Stapleton. Stapled, 23 pp. dent publication Foxfire, which he began in 6. Mountain Echoes Readiness Pretest Rabun Gap, Georgia, and talks about the value (For Teachers). Stapled, 7 pp. of this kind of community study learning experi- Available from Mars 1-611 College (ATTN: Jill ence. The book concludes with apibliography of Mannisto, Mars Hill, North Carolina 28,754): books, periodicals, and films which could form packet containing all of the above Aims, the core of an Appalachian studies collection in $10.00. a school library. Materials Description: Evaluative Comments and Suggestions: The packet of student and teacher resource Educational Soundness. The collection of materials, Mountain Echoes, is for use in grades essays is appropriate without modifications for K-2. It contains three pieces of student material teacher trainees and other educators who work generated by teachers during inservice work- with orare interested in the.Appalachian people. shops. In The first book, Hello! My Name Is, chit; One evaluator commented that the book is "a dren talk about Madison County, the mountains Must for teachers who will teach inAppalachia." lnd what it is like growing up in them, what they Ahottier evaluator noted Mkt the part about do, and .what they think about. In the second 70 book, the Appalachian children talk about their teacher's guide and the supplement do not indi- Grandparents. The remarkable self-sufficiency cate that the materials arefor.teachers. Since of the mountain people becomes evident in the these two materials are printed in very different book What Do We Need from the Grocery Store?, formats, it takes time and effort to recognize that as children tell how their families plant gardens, they can be used together. The handwritten sec- keep cows and chickens, and use natural re- tions in the guide are also difficult to read. The sources to provide them with most of the food pages in the pretest are not numbered. they need. A cassette tape of recipeS accompanies this book. One side of the tape is blanicso 79. ETHNIC STUDIES GUIDE AND RESOURCE that students can add their own recipes. MANUAL FOR THE CAROLINAS The packet also,contains three pieces of material for teachers. The teacher's/guide, Dear University of North Carolina at Charlotte Teacher, Diversity is Beautiful,, contains back- Department of Sociology and Anthropology ground information about the purpose of the UNCC Station packet, Appalachia, the language experience Charlotte, North Carolina 28223 process, and the other pieces in the packet. The Supplement to Dear Teacher I3sts objectives and Project Director: Rachel Bonney teaching strategies. It also includes suggestions Ethnic Group: Multiethnic; for integrating Appalachian cultural activities American Indians, into the classroom and an annotated bibliog- Black Americans, raphy of print materials. The Mountain Echoes British Americartf, Readiness Pretest is an instrument designed to Chinese Americans, measure teacher attitud'esinorder tohelp German Ameficans, teachers decide whether they want to use the Greek Americans, packet of materials. Thematerials were field Italian Americans, tested in North Carolina and revised. Japanese Americans, Jewish Americans, Mexican Americans, Evaluative Comments and Stiggestions: - Educational Soundness. The materials in the Puerto Rican Mountain Echoes packet are all delightful, and Americans the teaching strategies are unique. Although the (North Carolina) materials focus on Appalachia, they are appro- Subject Area: All Areas priate with minor modifications as a resource for Audience/Grade Level:Teacher Resources (3-5) teachers and teacher trainees who want an intro- Format: Print . duction to the language experience approach to Year Funded: 1977 e reading. The materials need to be reorganized to Amount of Funding: $39,2 5.00 facilitatelocating: therationale,objectives, Materials/Availability: teaching strategies, etc. The evaluators offered An Ethnic Studies Guide and Resource Manual different reorganization suggestions. One evalu- for the Carolinas (1978). Available from: ator said the supplement and teacher's guide (1) project: paperbound, 379 pp, free while should be combined. The second evaluator com- supply lasts. mented that a table of contents and an introduc- (2) ERIC: ED 183 494, 382 pp, microfiche: tion describing the materials need to be added $0.91/paper copy: $26.75, plus postage. to the packet. Since the student materials contain words that are unique to Appalachia, a glos., Materials Description: The resource manual focuses on ethnic siary would be helpful. be useful to Ethnic 'AuthanticIty. The materials are ethni- groups in North Carolina but could cally authentic without modifications, but the others as a model for developing curricula on evaluators had different opinions about them. local ethnic groups. The manual begins with a One evaluator believed that they are "outstand- rationale for ethnic studies, a review of various ingly useful, cross cultural, and pluralistic." The theories of ethnicity, and definitions of social second evaluator liked the materials, finding in Science terms which are important in the study them an innovative way to teach reading. How- of ethnicity. Some general learning activities ever, this evaluator added that the materials ac- and a listing of materials, films, groups, organi- tually contain very little information about ethni- zations, and other resources follow. city, and what information on ethnicity is pre- The next section of the book is a complete sented consists of popular notions and cliches. unit on Southeastern Indians, including detailed Technical Quality. The materials are accept- history and background informationfor the able with minor modifications. The student ma- teacher, as well as learning activities, a bibliog- terials are'difficult to use because the packaging raphy, and list of resources. During the project does ,not Indicate that they should be used to- year, a number of resource materialsand arti- gether.They-are-also not labeled clearly. The facts were gathered and tested inschools as booklets will not reproduce well because they part of the unit. are not printed in black ink. The titlesof the The balance of the manual contains brief back- 71 78 grounds, lea'aing activities, and resource listings migration is followed by units of study for use in on a number oethnic groups in North Carolina language arts, art, geography, history, sociology, (see Irtting). social studies, speech, humanities, and home economics courses. These units were developed Evaluative Comments and Suggestions: and field tested by teachers in the classroom. Educational Soundness. The guide is too diffi- Each unit,nas an introduction, a description of cult for use as a teacher resource in grades 3-6, the project or activity which can last anywhere but it would be appropriate for grades 5-7 ifit, from one classroom period to a week, sample were reorganized. The teacher backgrOund infor- lesson plans, strengths and weaknesses of the mation should be moved to the beginning. The project, additional activities for teachers to use information in the section "Why Study Etti'nic with students, and a bibliography of student re- Groups?" would be more useful as part of a stu- sources. While materials for some of the activi- dent manual. - ties are contained in the guide, teachers must Ethnic Authenticity. The guide is ethnically have access to print resources cited to success- authentib without modifications. One evaluator fully implement other projects. Students are in- . mentioned that it is well written and contains a volved in many activities, including learning variety of learning activities. The histories of about Norwegian mythology, interviewing Nor- Indian tribes are thorough and factual. wegian artists; making Norwegian art forms Technical Quality. The guide is acceptable such as rosemaling and Klokkesbieng; listing without modifications. One evaluator indicated German-Russian settlements on an outline map that it is very well done; of the'state; constructing a scale model German- Russian pjoneer home; making brennmist (a North Dakota German-Russianfuel);andpreparing ethnic meals. 80. NORWEGIAN AND GERMAN-RUSSIAN The final part, of the guide contains very con- HERITAGE OF NORTH DAKOTA cise descriptions and highlights of additional units of study developed by project teachers. University of North Dakota The guide concludes with a bibliography of print University Station and human resources and a pedigree chart. Grand Forks, North Dakota 58202 Evaluative Comments and Suggestions: Project Director. Frederick E. Peterson Educational Soundness. The well-done guide Ethnic Group: German Americans, is appropriate without modifications as a re- Norwegian Americans source for teachers. The evaluators noted_that the lesson plans are well organized. (North Dakota) Ethnic Authenticity. The guide is ethnically Subject Area: Art, Geography, History, Home Economics, authentic with minor modifications for teachers Humanities, Language in North Dakot4; a few of the sectiont such at Arts, Social Studies, the one on Norhegianscan be used by teachers Sociology, Speech in other states. The spelling of terms used to Audience /Grade Level:Teacher lesources (7.12) describe the Germans from Russia needs to be Format: Print corrected. Also, some misleading and incorrect statements about the group need to be modified. Year Funded: 1977 Amount of Funding: $45,281.00 For example, according to one evaluator, the Materials/Availability: statistics on page 13 are inaccurate, and the People of the Prairies: A Norwegian and German- references to radicalism on page 16 are 'off Russian Curriculum Guide, by Jon Charles base." Tabbert and Frederick E. Peterson (17978). Technical Quality. The guide is acceptable with minor modifications. The binding is not very Available from: rt. durable and the guide is not labeled clearly. The (1) Center for Teaching and Learning irkonsis- (ATTN: Dr. Frederick E. Peterson, Uni- pages are numbered'inaccurately and versity of North Dakota, P.O. Box 8158, tently. Some of the graphics are not clean, can- University Station, Grand Forks, North not be understood, and will not reproduce clearly. Dakota 58202): 3- hole - punched, 143 pp, available for cost of duplication. (2) ERIC: ED 180 877, 193 pp, microfiche: $0.91/paper copy: $13.55, plus postage. Ohio

Materials Description: 81. THE ETHNIC HERITAGE STUDIES This curriculum guide dealing with the German DEVELOPMENT PROJECT Americans and Scandinavian Americans in North Dakota is designed for use by teachers in grades Cleveland Public Schools 7.12. An introduction to the, jstorical back- 1380 East Sixth Street ground of the Norwegian anderman- Russian Cleveland, Ohio 44114 72 ProjeCt Director. Karl Bonutti and Gene 3. Photo Documents.. Ethnic Americans and Veronesi the Great War: 1914-1919. 28 photos. Ethnic Group Multiethnic; Kit not available for purchase. Arab Americans, Black Americans, ESEA Title IX Ethnic Heritage Studies Develop- Croatian Americans, ment Program, Fund Number 46, Final Evalu- Czech Americans, ation, by Ronald Gerboc (1975). Available German Americans, from ERIC: ED 121 638, 121 pp, microfiche: Greek Americans, $0.91 plus postage; paper-copy not available Hungarian Americans, from EDRS. Irish Americans, Italian Americans, Monograph Series (1976. 1978). Titles as follows: Jewish Americans 1, Ethnic Groups in Obio with Special Em- Lithuanian American& phasis on Cleveland, by Lubomyr R. Polish Americans, Wynar (1975). Paperbound, 254 pp, $8.00. Romanian Americans, 2. Ethnicity: A Conceptual Approach, Serbian Americans, edited by Daniel E. Weinberg (1976). Slovak Americans, Paperbound, 206 pp, $7.00. Slovenian Americans, 3. Early Settlers of Cleveland, by William Ukrainian Americans Donohue Ellis (1976). Paperbound, 156 (Ohio, Cleveland) pp, $6.00. Subject-Area: _ Arc, Humanities, 4. Arab Americans and Their Communities Langihige Arts, Local of Cleveland, by Mary Macron. Paper- -,..History, Music, Social bound, 266 pp, $8.00 StycjieS" 5. Irish Americans and Their Communities Audience/Grade Level: Student Materials (K-12) of Cleveland, by Nelson J.-Callahan and Teachej Resources (K-12) William F. Hickey (1978). Paperbound, Format: Print an11Nonprint 254 pp, $8.00. Year Funded: 1974 6. Italian Americans and Their Communi- Amount of Funding: $170,000.00 ties of Cleveland, by Gene P. Veronesi Materials/Availability: (1977). Paperbound, 358 pp, $10.00. Ethnic HeritageStudies (1975). This.kit contains 7. Lithuanian Americans and Their Commu-- the following materials: -0 nities of Cleveland, by John F. Cadzow 1. Two filmstrip/cassette progams, titles as (1976). Paperbound, 187 pp,'$8.00. follows: 8. Polish Americans and Their Communi- a. What Is An Ethnic Group? ties of Clevelevd, by J.J. Grabowski et . b. Ethnid Neighborhoods in Transition. al. (1976). PapeIbgund, 256 pp, $8.00. 2. Thirteen paperbound instructional units. 9. Romanian Americans and.Their Commu! Individual titles as follows: nities of Cleveland, by Theodore Andrica a.Ethnic Americans and the Great War, (1976). Paperbound, 216 pp, $8.00. by Gene.P. Veronesi, 22 pp. 10. Serbian Americans and Their Communi- b.Why They Came, by Walt Conte, 42 pp. ties of Cleveland, Volume I, by Dragoslav c. What They Encountered, by Walt Conte, Georgevich, Nikolaj Maric, and Nicholas 53 pp. Moravcevich (1977). Paperbound, 202 pp, d.Folk Music: The American Mosaic, by $8.00. . Elizabeth Szabo, 75 pp. 11. Slovak Americans and Their Corrimuni- e.Ethnic Foods, by Ellen Gambrill, 47 pp. ties of Cleveland, by Susi Megles, Mark

= f. America Celebrates Spring, by Walt Stolarik, and Martina Tybor.(1978). Paper- Conte, 41 pp. bound, 217 pp, $9.00. g.America Celebrates Fill, by Walt Conte, Monographs available from Dr..ISarl Bonutti, 19 pp. Ethnic Heritage Studies (UT 1756, Cleveland h. America Celebrates Winter, by Walt State University, ClevelanO, Ohio 44115). . Conte, 75 pp. i. Folklore: Heroes of Epic Literature: Materials Description: Secondary, by Ellen Gambrill, 67 pp. The Ethnic Heritage Studies DeVelopment Pro- A Unit of Ethnic Literature: Middle gram was a joint effort of the Cleveland Public School, by Ellen Gambrill, 67 pp. Schools and the Greater Cleveland Intercollegiate k.Folklore: Heroes bf Epic Literature: Academic Council on Ethnic Studies. The proj- Elementary, by Ellen Gambrill, 59 pp. ect developed curriculum materials' for integra- I.,Ethnic Neighborhoods in Transition and tion Into existing social science, language arts, What is an Ethnic Group?, by Gene P. art, and music courses at the elemeAtary and Veronest79 pp. seoondary levels with tolls on ethnic groups m. Activities for Ethnic Understanding, by both in Greater Cleveland and the United States. Walt Conte, 82 pp. The curriculum materials are contained in a kit 73 Ethnic Heritage Studieswhich contains 13 The Early Settlers of Cleveland is an excellent brief (not to exceed 4 weeks) units. The five units historical overview of the early settlers for high for elementary scrlool focus on the ethnic ori- school students. The introduction could give a gins of American celebrations, the relationship more definitive explanation as to why theauthor between ethnic folk music and immigration, and starts when he does, and a chapter on early In- ethnic folklore. The kit-contains junior high units dian settlement or pre-Colombian development on comparative experienceof various immi- could be added. grqnt groups and ethnic literature and senior On the whole Arab Americans and Their Com- high units on ethnic folk heroes and the forces munities of Cleveland is well written and very in- whichprompted immigrants to come to America. formative. The background sections on the pre- units adaptable to grades 7-12 explain the great Columbian contact are vague and may be mis- variety in ethnic cuisine, the role of propaganda leading. What is needed are activities so that aLld stereotyping in ethnicity, and the immigrant teachers can use this excellent information in experience. The final twd units employ filmstrip/ their classes. cassette programs, one discussing ethnic mobil- Even though the Irish Americans and Their ity and the other defining the term "ethnic Communities of Cleveland is site-specific, the group." The kit also contains photo documents. information provided makes it extremely worth % The research component of the project funded while. There are some weaknesses, however. the development of monographs focusing on the Sometimes the chronology is unclear, which Various ethnic groups of Cleveland. Research could be confusing to both teachers and stu- and writing of the monographs was funded by dents. When the authors discuss founders of Title IX. The monographs were written by mem- Irish-American institutions in Cleveland, only men are discussed. No women, not eventhose bers of the ethnic community represented. They were produced with a grantfrom We Gund Foun- who founded the hospitals and Catholic schools dation. Each monograph includes a brief back- of Cleveland, are mentioned. Recent research on ground of the group in their native land, followed the Celts, which Would broaden the perspective by discussion of their settlement and life in of their culture, should be included. The Irish Cleveland. All aspects of community life are in- should be defined as one Celtic group, and some cludedreligion, sociallife,political inrolve- effort should be made to relate them to the ment, work and econkrnic status, contributions Welsh, Scots, Bretons, and Manx. More information should be included on 1690, rise ofOrange to the arts, and so fOrih." Order, and the Penal laws of the18th century that led to Ireland today. Bibliographic citations Evaluative Comments and'Suggeitions: on Irish history, theCelts, and Irish-American Educational Soundness. The materials in the history should be added. Ethnic Heritage Studies Kit are very well done,. of They arewell organized and contain significant Italian Americans and Their Communities Cleveland is suitable for the general reader with content. Although intended for use in Cleveland, Italian orItalian- the kit, with minor adaptations, can ba used in littleor no knowledgeof American history. The historical background, any classroom. The Although parts of alt the monographs are site - while sketchy, is accurate and informative. author displays-a welcome sensitivity to Italian specific, the vast amount of information is names, book titles, etc.what is all too often usable or could be adapted for general use in missing from works of this nature. grades 7.12 or by teachers for background information. Throughout LithuanianAmericani and Their Ethnic Authenticity. The kitisethnically Communities of Cleveland is a tendency to claim authentic. No modifications are needed. as Lithuaniansprominent figures generally con- _Ethnic Groups in Ohio with Special Emphasis sidere'dPolish, including even the Revolutionary on Cleveland is well annotated. The bibliography, War heroes Kosciuszko and Pulaski.Since however, needs to be updated. The appendices Poland and Lithuania were united in one feder- are of particular ated state for several centuries, Mich confusion on the various archival holdings The'Personal value. may be viewed as understandable. Ethnicity: A Conceptuai Approach is a well- ities involved were, for the most part,born in written and -edited compilation of scholarly re- Lithupnia, but of Polish descent and culture. Few if any of them-spoke Lithuanian. This slight search in the field or,ethnicity. The bibliog- other- raphies for the individual articles- are well done, ,bias does not detract from the value of an wise well-researched and comprehensivestudy. and the book is well documented.However' it and contains does need updating. More minority writers could However, the book is poorly written hafe been used. The title Ethnicity: A Concep- a bit too much filiopietism. tual Approach indicates a unifying theme, and Polish Americans and Their Communities of there isethnicitybut the approaches taken Cleveland repres-ents a superb accomplishment. by the various authors differ markedly in prsen- One evaluator rioted, however, that the book tation and even in conclusion. A guide showing makes no reference to Victor Greene'sFor God how to use the riblication With students is and Country: The Rise of Polish andLithuanian America (Madison, needed. Ethnic Consciousness in, 74 Wisconsin: State Historical Society of Wiscon- Format: Print sin, 1975). Also, when the authors talk about Year Funded: 1977 Polish Americans on the national scene, they Amount of Funding: $37,761.00 totally ignore Chicago. These are somewhatkur- Materials /Availability: prising omissions in an otherwise goodd book. Guide to Ethnic Museums, Libraries, and Archives Romanian Americans and Their Communities in the United States; by Lubomyr R. Wynar of Cleveland is a good collection of legends and and Lois Butt lar (1978). Avai)able from Kent reminiscences. However, the author is not an State University (School ofotibrary Science, historian and knows very little about Romanian Center for Ethnic Studies Publications, Kent, history. Therefore the book in some respects is Ohio 44242): paperbound, 378 pp, $9.50. of little merit. Serbian Americans and Their Communities of Materials Description: Cleveland is a supesjg, book. No modifications This project developed a reference directory to are needed. The Sffak Americans and Their major ethnic museums, libraries, and archives in Communities of Cleveland is very well done. the United States. The guide was prepared "with However, more information on the ordinary citi the hope that it will contribute to better under- zen could have been included. standing and comprehension of the cultural heri- Technical Quality. Overall, the Ethnic Heritage tage of the ethnic group.pkin this country." The Studies Kit is quite good. However, there are comprehensive listing will be useful to the his- some shortcomings. The kit should contain a list torian, the sociologist, the political scientist, or of parts and a description of the components. any other person involved in researching Ameil- There should be a guide to all items in the series can ethnicity.Itwill also serve as a valuable explaining their objectives and use. The use of reference tool for the reference librarian, archiv- one narrator for each filmstrip makes the presen- ist, museum curator, and information specialist. tations monotonous. The slides repeat too fee- A questionnaire was sent.to 2,475 ethnic cul- quently. Also, slides on one filmstrip are almost tural instituons. A response of 1,407 question- identical to the slides on the other, meaning that naires was received and analyzed. Of these, 828 viewers of one tape will be bored with the second institutions were selected for inclusion in the tape. The 13 instruCtional units lack uniformity guide. in content, layout, and style.It appears that For the purpose of the `study, "ethnic museum," there was no coordinator for the printing of the 'ethnic library," and "ethnic archives" were de- entire series."The table of contents to the printed fined as cultural institutions established and unit Ethnic Neighborhoods in Transition and supported by an ethnic community or ethic or- What Is An Ethnic Group? is not complete. There Ianization. In addition to these ethnic-group- is nothing in the set explaining that the photos sponsored institutions, the guide also lists some are an integral part of the units. The photos are university and public libraries with major ethnic not numbered and, to be really effective, they collections and some associations that have col- should be larger. lected ethnic resources pertaining to smaller . Even though the technical quality oPthe mono- ethnic groups. Not included in the guide are pri- graphs varies "tom document to document, they. vately owned ethnic collections, ethnic news- all are in the acceptable ran4e and need no major paper and periodical libraries and archives; ar- modifications. The following shortcomings are chival and library collections of local and some noted. In many of the monographs copyright ac- regional ethnic organizations which have limited knowledgementsor the illustrations are lacking. resources, small collections oflocal ethnic In the publication on Irish Americarts the table of churches,synagogues, andotherreligious illustrations is presented twice. In the mono- bodies historic .buildings or sites (with the ex- graph on the Romanian Americans the articles ceptiot ofseveralAmerican- Indiansites); reproduced from magazines will not reproduce Appalachian-American resources, ethnic busi- well and should be retyped. Some typographical ness archives and libraries (banks, credit unions, errors are found throughout. andthers); folklife museums; and groups that of return the questionnaire and for which 82. PRESERVING THE CULTURAL HERITAGE. additional information could not be found in ETHNIC MUSEUMS, ART GALLERIES, AND secondary sources. LIBRARIES IN THE UNITED STATES In the guide, institutions are arranged in alpha- betical order under 62 individual ethnic groups. Kent State University There is also a section on multiethnic resources. Research Office Entries include the following information: name Kent, Ohio 44242 , ofculturalinstitution;typeofinstitution (museum, litgary,, archives, art gal lery);address; Project Director Lubomyr R. Wynar telephone; sponsoring organization; *sonnet; Ethnic Group: . Multlethhic date founded; scope; number of staff; avarlabil- Subject Area: . All Areas ity (open to.public, not open to public, open by Audience/Grade Level;, Librarians, Museum Cur- special permission), admission (free, by fee, ators and ResearChers donation); publications; description of the tcol- 82 lection, comments (PUrpOe arld objectives of, obtaining multiculturalmaterials. Part V provides the collection). There are two indexes. The first ak chronology of factual data concerning five is arranged alphabetically by Institution, the . groups: Black Americans, Mexican Americans, second indeAby geographical location. Asian Americans, American iiidians,-and Jewish e* Ame_ricaLst.Teacherare ected to-integrate EvaluativekComments and Suggestions: -4 tae information into teir lesson plans.' Educatiogal Soundness. This document is,an . acceptable research document for use by stu- EvaluatIvi Comrhents and Suggestions: dents and educators. It is a valuable resource for EgucafTonal Soundness. These materials are the profession. apptppriate for use by teachers who are evaltlat- Ethnic Authenticity. The guide is "a very im- ink) curriculum materials; however, the evalua-c portant resource for serious students of our , tors recommended that if the materials are to be multicultural society." It is the only publication disseminated, part V should be eliminated. They of its kind and lends a new dimension to the believed that more complete and accurate chron- study of ethnicity! ologies than tta one contained inthismanual Technical Quality. This book has been com- are available./-7-4. mercially published and is of excellent quality. Ethnic Authenticity. The to of the materials 'is didactio-and should be cha )iged. In addition, 83. SPRINGFIELD PROGRAM IN CULTURAL the document is mistitled, since it fpcuses on ENRICHMENT ethnic minorities rather than all eth?iic groups. It is particularly misleading inits treatment of Metro Ministry European ethnic groups, characterizing all.these 22 East Grand Avenue groups as "White Americans.", Springfield, Oho 45506 «et Technical Quality. The manual is(T3c.ceptable technical quality Project Director: Ida Williams Ethnic Group; Multiethnic; Oklahoma American Indians, Asian Americans, 84, AMERICAN INDIAN HERITAGE Btack.Americans, STUDIES PROGRAM Jewish Americans, Mexican Americahs Unhkersity of Oklahoma I Subject Area: Social Studies -. Southwest Center for HumanRelations Studies' Audience/Grade Level: Teacher Resources (K12) 55 Con,stitution Avenue . Format: . Print orman, Oklahoma 73069 . Year Funded: 1975 . 446 Amount of Funding: $38,006.qp Project Director: Ira M. Ey r Matigials/Avallability: \ Ethnic Group: Americ,In dian,,s( A Mirni-Cultural Curriculum Manual, by Ida L. (ADacher Arapaho, Williams, et &I. (1976). Available.from project: Cheyenne-Oklahoma) spiralbound, 106 pp, $5.00. Subject Area: Language Arts, Mathemolics, Reading, Materials Description: Science, Social Studies The major objectives of this project were to AudiencelGraV Level: Teacher Resources (K-12) enhance school and community awareness of Format: Print, ethnicity anti to promote the concept of ethnicity Year Funded: 1976% 1 in the school curriculum: Prior to:the funding of Amount of Fivnding: $40,000.00 this project, a Metro Ministry task force analyzed r allof.the social studies textbooks used in lhe Culture Through Contepts,. by Ira M. Eyster et al. Springfield, Ohio. public 'school system. The '(undated). Available from: study revealed that Springfield's textbooks were (1) project: 3-hoktounched paper, 234 pp; filled with distortions and myths and were lack: (the project qv produced 1500 copies,-e ing in factual data concerning BlacK, Asian, Mex- most of which will be distributed to- ican, and Americusand _American In schools- in Oklahoma. A limited number dialis. To help K-12 teaches deal witthis situa- wIll be avallable to those from out of tion until new textbooks are adopted, fhe project state at a tost of11.50 each for developed A Multi-Cultbral Curriculum Manual. handling. The first part of the manual acquaints teachers (2) ERICI. ED 176 9287 237 Pp, Microfiche: with stereotypes, myths, and omissions found in $0.91/paper copy: $16.85, plus postage. teitbooks. Part .11 of the maduar provides a Checkligt. of criteria for the review 'and analysis Materials Description: of curriculum materials for racist content. Do's This project developed Culture Through Con- and tbn'ts for teachers in multicultuA settings cepts, a teacher'S guide containing cultural in- are included in part III. Part IV is a so rice list for formation and teaching suggestions for use in 76

3:3A 4 grades K-12. The materials deal with the Apache 85. THE AMERICAN INQIAN ANb NATURE Tribe of Oklahoma, the Arapaho Indian Tribe, the SERIES Cheyenne Indian Tribe, and the Fort Sill Apache Indian Tribe. A collaborative effort of the Univer- University of Oklahoma sity. of Oklahomatiotjrludian_thbe.s;.and six -Sou-thwes4 -Center for Human RetationbStud public schools, the guide is intended to help Center for Continuing Education teachers teach about the Plains Indians by inte- .1% 555 Constitution Avenue grating lessons and activities into language arts, Norman, Oklahoma 73037 , math, reading,socialstudies,and science courses. Project Director: Ira M. Eyster The guide is comprised of five sections. The Ethnic Group: American Indians first section contains an overview of the guide (Caddo, Comanche,' and instructions for using the information pro- Creek, Kiowa, Yuchi- vided. Section 2 provides general background in- Oklahoma) formation about property, sovereignty, doctrine Subject Area: Langua6e Arts, Social of discovery, treaties, tribal agencies, and the Studies Bureau of Indian Affairs, with an emphasis on Audience/Grade Level: Teacher Resources (K-12) the conflicts that arose as a result of differing Format: Print f property concepts. In the third section-"of the Year Funded: 1977 guide, four areas of conflict between the Plains *mount of Funding: $43,260.00 - Indians and the non-Indianwork, savings, time, Materials /Availability: and competitionare examined from the stand- The Oklahoma Indian and Nature Guide (1977). 4 point of their cultural beginnings and their impli- Available froni: cations for teaching; The fourth and major sec (1) project. paperbound, 72 pp, $1.00. tion of the guide is divided into lour parts, each (2) ERIC: ED 148 525, 78 pp, microfiche: focusing on a specific Indian tribe. Each part $0 91/paper copy. $6.95, plus postage. contains background information on the tribe, biographical sketches of current and deceased Materials Description: Indian leaders, and lesson plans. The guide con- This project developed a K-12 guide containing cludes in section 5 with a general bibliography. resource and lesson plans for teaching about Each leS#on plan providdd in the fourth sec- American Indian§. The resource guide, The Okla- tion of the guide consiset 041a concept, a con- homa Indian and Nature, Guide, was written by cise readingselection, classroom- activities, curriculum..teams from each of the three schools evaluation'method, and supplementary resources. that participated in the project. Sapulpa Public °Each plan is self-containeykl all background in- Schools, Muskogee Public Schools, And Ana-, . formation needed for the class discussion or ac- darko Public Schools. The teams consisted of tivity isprovidedinthereading selection. teachers,' Indian adults, and Indian and non- Students are involved in many activities. They Indian students, Each team assessed the cul- write family histories, tell stories, participate in tural needs of its school inrms of what domi- debates and role plays, take field trips, listen to nant tribes to include in- thguide. Each team speakers, and conduct interviews. No grade then conducted local re ch, interviewed local leyels are indicated for the.iesson plans. Most of Indian resource persons, wrote lesson plans, the plans Can be adapted for use at the eremen-- ,and field tested all materials in the classroom. In tary or secondary level. addition! the materials included in the guide were evaluated bY tribal officials wad members `Evaluative Comments and Sliggestions: for authenticity. Educational Soundness. Although the mate- The guide&is comprised of three major sec- rials are specific to Oklahoma, they would make tions, eachof which treats a particular tribe of an excellent supplement to American hitory as interest to the three school districts, (1) Yuchil usually taught in grades 5 and 8. Movietailed Creek (Sapulpa Public Schools), (2) Creek (Mus-

teacher instructions would be useful: %. .1

t e. A Christmas in Croatia, by Walter W. dances, songs, instruments, crafts, and ceremo- Kolar (1975)r 24 pp. nial occasions are found in ArtsCraftsCus- f.Croatians: Costumes They Wear, by toms. My Croatian Heritage is a sound filmstrip Wtef CIF. 14efa {9Th 24 pp: fee ding-a-yourtg-CrOatian-American boy who g. Croatians: ArtsCraftsCustoms, by tells something about himself and how he, as an Walter W. Kolar (1975). 27 pp. individual' with pride in his heritage, getsoalong 5.`'`Croatians Ethnic Heritage Studies Kit: in American society. Teacher's Manual, (1975). 19 pp. Available from: Evaluative Comments and Suggestions: (1) project.all.materials listed above, Educational Soundness. The thaterials are ex- $39.95. cellent, with good graphics. Specific lesson (2) ERIC: ED 139 718, microfiche: $0.91 plans in the teacher's .guide would be helpful. plus postage, paper copy not available Some of the descriptions of musical instruments from EDRS. Note: Only the student may be too detailed for students in grades 4-6 to booklets and the teacher's manual are assimilate. The dances are particularly good for available through ERIC. students, as they allow them to learn psycho- motor skills. Materials Description: Ethnic Authenticity. These materials are done This kit was designed to trace the threads of with extreme competence. They treat the sub- Croatian folklore to modern lifestyles through jects of Croatian art, music, and customs in intertwining motifs in art, music, and customs. enough depth that students will get an excellent Unitsdealing with separate and specific areas of understanding of this ethnic group. Croatian folk. arts contain booklets and audio Technical Quality. Modifications to the mate- ands` ual components, accpmpanied by a rials would make them more useful: Additional teac manual. The materials are written pri- graphics, labeling of component parts, and new marilor an audience in grades 4-6, though they packaging would add to their quality. are 'also adaptable for higher grades. The te- nal wa's tested in elementary class s and 88. DEVELOP NT OF BULGARIAN CURRI- was enthusiastically received. CULUM MATERIALS THROUGH A BULGARIAN The teacher's manual descries the kit's com- ETHNIC HERITAGE STUDIES KIT ponerfts and specifies how to use the booklets though no lesson plans are included. A pronuncP Duquesne University ation guide for the Croatian language and a list 1801 Boulevard of the Allies of Croatian establishments in the United States Pittsburgh, Pennsylvanra 15219 are included. A list of famous Croatian Americans and their fields or contributions is provided, as is Project Director: Walter Kolar a bibliography of sources on Croatian immigrants Ethnic Group: Bulgarian Americans and culture. Subject Area' Art, Music, Social All the booklets are illustrated with photo- Studies graphs ,and drawings. Who They Are identifies Audience/Grade Level:. Student Materials(4.6) the Croatian people and discusses their immi-' Format: Print and Nonprint gration to America. A map of Yugoslavia and an Yogi% Folded: 1978 explanation of Croatian surnames are included. Amount of Funding: $44,000.00 Songs They Sing contains folk songg and tradi- Materlek/AvallablfIty: tional ballads with words and scores. The phono- BulgariankEthnic Heritage Studies Kit (197 graph record to accompany, the unit provideS 15 Available frprn project (ATTN: Tamburflza songs sung by a soloist and/or a chorus in both Institute of Folk Arts): $50.95. IndiyidOal com- English and Croatian. The choreography, nvilpical ponents are available separately as noted notation, backgrouhd, and formation for eaTh of below. 12 Croatiandancesare found in the booklet on Teacher's Manual. Available from: dances. The accompanying phonograph record (1) project: ringbourid, 23 pp, $3.00. has 12 selections. Instruments They Play intro- (2) ERIC: ED 198 033, 28 pp, microqche: duces 11 Croatian homegade musical instru- $0.91 /paper copy: $3.65, plus postage. . ments and features -an ex ation of the tam- Bulgarian; Arts and Crafts, by Walter W. Kolar. buritza, a lute-like Stringed instrument which, Available from: with nine variations, comprises-the tamburitza (1) project: paperbound, 26 pp, $3.00. family. Recorded examples and two -filmstrips (2) ERIC: ED 198 040, 27 pp, microfiche: 6 accompany this material. . $0.911paper copy: $3.65, plus postage. A Christmas In Croatia is a children's story which illustrates many of the traditions and cus- Bulgarians. Costumes, by Walter Kolar, toms which take place at that time of the year. Available from: Costumes They Wear deplete the regional v4ria- 11) project. paperbound, 26 pp,i3.00. tions in the hationiloostume. A tilmsfrtn is part (2) ERIC. ED 198 (138, 25 pp, microfiche. of this unit. Pictorial and written descriptions of $0.91/paper copy: $2.00, plus postage,_ 79 Cr' Bulgarians. Dances, by Nicholas Jordanoff. tales which offer some insight into the make-up Accompanied by a record, Croatians, Dances of the Bulgarian people are found in Bulgarians: They Dance. Available from: Four Folk Tales, and students learn about heroes (1) project: paperbound, 18 pp, $3.00-. in Bulgarian history in Bulgarians: Heroes.The (2) ERIC: ED 198 036, 23 pp, microfiche: final unit, Bulgarians: Songs is a collection of $0.91/paper copy. $2.00, plus postage. folk songs and traditional ballads sung by early immigrants. Bulgarians. Fp lk Instruments, by Paul G. Stafura In addition to the filmstrt Folk Instruments of and Thomas Ronceic. Available from prof. Bulgaria, which accompanies the songs booklet, ect: paperbound, 22 pp; $3.00. the project developed one other filmstrip/cassette program,'My Bulgarian Heritage. In this filmstrip, Bulgarians. Four Folk Tales, by Lubomira Parpu- two Bulgarian-American teenagers talk about lova. Available from: their Bulgarian ancestry and 'the pride titat they (1) project: paperbound, 22 pp, $3.00. take in their cultural heritage. (2)- ERIC: ED 198-039, 23 pp, microfiche: $0.91/paper copy: $2.00, plus postage. Evaluative Comments and Suggestions: Educational Soundness. The approach to learn- Bulgarians. Heroes, by Walter W. Kolar. ing about cultures through the arts iS valid and Available from: educationally sound. The kit is very well done (1) project: paperbound, 26 pp: $3.00. visually; the graphic and design level is high. Teaching strategies are not erticulited but can .(2) ERIC: ED 198 037, 27 pp, microfiche. $0.91/paper copy. $3.65, plus postage. be inferred. More attention to outlining activities g. would strengthen the unit, but the necessary in- Bulgarians Songs, by Walter W. Kolar:Accom- formation is all there. panied by a record, troatians: Songs They Ethnic Authenticity. The ethnic depictions are Sing. Available from: accurate although the kit is rather limited in (1) project: paperbound, 26 pp, $3.00. scope and in reference to the Bulgarian experi- (2) ERIC: ED 198 034, 27 p icrofiche. ence in the United States. Moreinformation $0 91/paper copy: $3.6 us postage. about Bulgarians in America is needed. Technical Quality. The contents of the kit Bulgarians. Who They Are. by James 15. Clarke. should be packaged, with all items labeled. Available from: (1) project paperbound, 14 pp, $3.00. 89. HERITAGE OF LEARNINGPROJEgT (2) ERIC: 198 035, 19 pp, microfiche: $0.91/paper copy. $2.00, plus postage. King's College 133 North River Street Filmstrip/cassettes. Folk lhstruments of Bulge 7ia Wilkes-Barre, Pennsylvania 18711 ($6.00) and My Bulgarian Heritage ($6.00): Project D3p: ctor: Clement L. Valletta -dr , Materials Description: Ethnic Gr Multiethnic; This project developed the BOlgarian Ethnic Black Americans, Heritage Studies Kit for use, with students ip German Americans, grades 4-6. The kit focuses on various -folk art Irish Americans: *forms. Thedevelopers believe that "one of the Italian Americans, ways in which a g of people can, be known is Lebanese Americans, to understand the culture and the cultural achy'. Lithuanian Americans, ties around which their lives revolve." Polish Americans, The kit consists of a teacher's manualfight Russian Americans, booklets .or units, and two filmstrip/cessetes: Slovak Americans, Well illustrated with photographs, each booklet Ukrainian Americans,.-, inothe kit ,deals with a specific folk art form. Welsh Americans Bulgarians: Arts and Crafts provides a general (Pennsylvania, survey of Bulgarian folk arts including a discus- .-ndrlheastern) si'on of mas4, pottery, metalware', woodcarving, Subject Area:. Literature, Social embroidery, rugs, and icons. The hand'woven na- Studies/Social tional costumes of the Bulgarian people are th.e Sciences, State-History topicofthe Bulgarians. COstumes booklet, AudiencelGrIrde Level! ,Student-Materials (Z6) Bulgarians: Dances i§ a collection of popular = Format: Print, and Nonprint ' Bulgarian folk dances containing step-by-step 7.Year Funded: 1975 " directions and accompanied by a phonogreph Amount of Funding: $28,0O0.00 record. Pictures and descriptions of Bultjaran ; /401, folk musical iristruments are included in But, nio Drama: Video-Texts and Study Guide, by garians: Folk Instruments; recorded exxnples Clement L. Valletta et al. (undated). and a filmstrip accompany this bookleFFairy- - 80 Available from: 96. ONE LANDMANY VOICES (1) project: 84 pp, spiralbound, $7.50. (4) ERIC. ED 182 224, 89 pp, microfiche: Metropolitan Pittsburgh Public Broadcasting, $0.4paper copy:, $6.95, plus postage.* Inc. EducationalServices A Glass Rose. Available from project: color videb 4802 Fifth Avenue cassette, 30 minutes, rental, $20.00. Pittsburgh: Pennsylvania 15213

First Person Dreams. Available from project: Project Director. John J. Sommers color video cassette, 30 minutes, rental, Ethnic Group: Multiethnic $20.00. Subject Area: Music Audience/Grade Level: Student Materials (13-16) Materials Description: Teacher Resobrces (13-16) The Heritage of Learning Project had as its. Format: Print aad Nonprint major goal the development of drama materials Year Funded: 1976 which would reflect the affective dimensions of Amount of Funding: $38,000.00 ethnicity. Following completion of multimedia Materials/Availability: materials, a three-week seminar was held focus- America's Ethnic Music, by Theodore C. Grame ' ing on the history, experiences. and cultural heri- (1976). Available from Cultural Maintenance tage of the ethnic groups of northeastern Penn- Associates (P.O. Box 802, Tarpon Springs, sylvania. Florida 33589): paperbound, 232 pp, $10.00 A novel, A"Glass Rose, by Richard Bankowsky (less for bulk orders). was scripted into a oneact play. Still photographs were videotaped to accompany the dra- One Land, Many Voice-S. Ethnic Heritage Thrpugh_ matic reading of the play The play concerns the Musis (1976). Available from-project paper- decline of a,Polish immigrant family who resides bouhEl, 47 pp, $6 95: in an ethnic neighborhood near the industrial section of an American city. Their hopes and Audiotapes of 15 one-hour radio broadcasts. One dreams for their life in America and the problen41111 LandMany Voices (1976). Individual titles they encounter are depicted. as follows: First Person Dreams is a spoken collage of 1. Music in an Industrial City. several excerpts from stories, poems, p%,,s,-let- 2. An Emigrant Sings. terse; and diaries, illustrated withstillphoto- 3. Songs of Emigration. graphs on videotape. All the exerpts express par- 4. Songs of Derision. ticular views of self, family, and American life, 5. Religious Music I. each from a different ethnic viewpoint. The ma- 6. Religious Music II. terials also emphaize the distinctive culture of 7. Music for LIfe's Rituals. particular regions 8. The Festival. ArThe project also produced a planted document, 9. Secular Song. Ethnic Drama- Video-Texts and Study Guides, 10. Instrumental Music I. ,which contains the scripts, study guides, and 11. InStrumental Music II. discussion questions for First Person Dreams' 12. Seventy-Five Years of Ethnic Recordings. and A Glass Rose. It also contains a synopsis,. 13. Ethnic Heritage Radio. study quegtions, and a rehearsal log for the play, 14. Ethnicity in Popular Music "Philadelphia, Here I Cornerby Brian Friel. This , 15. Ethnicity in Popular Music II. play is the story of Gareth O'Donnell and his last These audiotapes are not available. night in Ireland before he comes to America to live in Philaderphia. This play also looks at self, IMaterials Description: family, and Others from a cultural (Irish) point-of- Believing that the essenpe Of cultural history view. . , is retained in music and that ipdividuals can become better acquainted with their past through Evaluative Comments and Suggestions: the medium of music; the project created 15 one- Educational Soundness. The materials are hour radio programs dealing with ethnic music. useful in providing a humanities/values view of The programs comprised a college credit course -the immigrant and immigrant child.4 that examined the significance of music as a Authenticity. Although the content is powerful and flourishing cultural expression and rEthnicauthentic, it lacks depth, The collages in First' explored music's relation to the life of an individ- Person Dreams are somewhat superficial as emigration .experience, religion, rites of illustrationi of self, family, and American life. ual, t passe, work, and genres of song.TwO docu- Technical Quality. The materials are accept- ments were prepared for use by students or for able for. Use by a small audience. The audio dourse.administrators.'- quality of the videotapes is not strong or clear America's Ethnic MuSic corfsists of 12 chap- enough-for use fn a large room. 6 scripts and, tens which4examine the role of music in the cate- study guidestor the two vid should be bound gories given above, as well as its relationship to separately. 81 cckriflict sitLiatilins and festivals. Addition-al chap- dians 'of New England, in particular the Narra- ters concern musical instruments and musi- gansett Tribe of Algonquin. trhe curriculurrilwas clans, ethnic recordings and radio programs, published in Narragansett lddians, a hardback .and popular ethnic music. Each chapter con- book, which provides curricula, tests, and bibli- tains an annotated list of further readings. The ographi for teaching the history and culture of book concludes with a bib1lOgraphy of sources arragansett. Tribal representatives served on general music and a compilation of sources as advisors to the project and made final revi- related to specific nationalities. sions of the material. One Land, Many Voices is a support package The Narragansett Indiansisa curriculum for faculty,and administrators. It is intended to guide that includes outcome objectives, daily assist those planning a correspondence course lesson plans, and references to teaching tech- which will have a limited number of on- campus niques and aids. Historical topics coffered in- meetings. Included are'directions for promoting clude.prehistory;arrivaloftheMayflower; the course, conducting a class, establishing an government and sachems, King Phillip's War; evaluation system and a communication net- and states' attempt to disSolve tribes. Topics work for student participation, teaching stu- dealing with culture include. housing and the dents to maximize their participationin the seasons, weapons and_hunting, clothing; foods; course, teaching the course on the basis of weaving, pottery, songs, legends, and dance; three, six. or nine classroom sessions, and, finally, and religious ceremontes and ritual's A ow/post- studying effectively test is provided for the curriculum. The guide concludes with an annotated list for site visits Evaluative Comments and Suggestions: and a 17-entry bibliography, Educational Soundness. These materials are The curricula was pilot tested in two school of acceptable quality-lot-use by college students districts. and adults. Ethnic Authenticity. A variety of musical tradi- Evaluative Comments and Suggestions: tions are shown. The tapes illustrate music of Educational Soundness. These materials are groups. some of whom have maintained their most useful-within the Rhode Island area; how- ethnic identity, in part, through their music. ever, because the Narragansett were part of the Technical Quality. These materials have been Eastern Algonquins ancare an important part of professionally produceb and are of excellent American history. these materials should be technical quality made available. The teacher will need.to supplement the teaching -strategies. The discussion questions should.be more detailed. Rhode,Island Ethnic Authenticity. The materials are authentic, however, the tone is somewhat patronizing. 91 NARRAGANSETT TRIBAL ETHNIC Technical Quality. Narragansett Indians is of HERITAGE PROJECT acceptable techpicalquality,professionally printed and bound. Narragansett Tribal Education Project, Inc Indian Education Department South /Dakota P 0 Box 429 Charleston, Rhode Island 02813 92 INDIAN ETHNIC H ITAGE CURRICULUM iiEVELO ENT PROJECT Project Director. Rachel Greener Ethnic Grodp: American Indians South Dakota Department of Education and (NarragahsettsNew Cultural Affairs England and Rhode Sidte Capitol Building Island) Pierre, South Dakota 57501 Subject Area: History, Social StudieS* Audience/Grade Level: Teacher Resources (11-12) . Project Director. Josie White Eagle Format: Print thnlcGroup: American Indians Year Funded: 1977 4 (Lakota-Dakota-South Amount of Funding: $35,397.00 Dakota.) Materials/Availability: Subject Area: All Areas, Bilingual Narragansett Irtdians, by the NarragansetVndian Eduoetion (Sioux and =-Tribe (1978). Available from ERIC: ED 184 Lakotp-Dakota),. 980, 83 pp, microfiche: $0.91/paper copy: Language Arts, Science, $8.95, plus postage. Social Studies Audience/Grade Level:Student Materials (4-6) MaterialsDescrijigon:' Teachei Re'sources (1-16). The project's activities included the develop? Format: Print and Nonprint ment of cyriiculum materials for a six-week Year Funded: ,974 semor high scho4 minizdourse On American In- Amount of Funding: $45,000.06 82 S:) \11P Materials/Availability: (2) ERIC: ED 118 471, 95 pp, microfiche: Indian Studies Curriculum Material Annotated $0.911paper copy. $6.95, plus postage, Bibliography (1975). Available from: (1) project: 3-hole-punched, 41 pp, available Materials Description: for cost of printing and mailing'. The seven booklets focus on the Lakot (2) ERIC: ED 182 096, 47 pp, microfiche: Dakota Plains Indians of South Dakota, and $0.911paper copy: $3.65, plus postage. annotated bibliography identifies existing Amer- ican Indian ethnic studies materials. The prod- Government of the Indian People, by Sister ucts were developed to "help school children of Charles Palm (1975). Available from: South Dakota understand the role and contribu- (1) project: 3-hole-punched, 48 pp, available tions of the Indian people by providing teachers, for cost of printing and mailing. with authentic materials which reflect an accu- (2) ERIC: ED 118 470, 54 pp, microfiche: rate and positive image of Indian people and In- $0.91/paper copy: $5.30, plus postage. dian life." The booklets were designed for use with middle Indian Memories, by Mona Bub litz (1975). school students, but they can also be adapted Accompanied by cassette tape. for use with junior and senior high schdol students. The materials were field *tested in the Available from: - (1) project: 3-hole"-punched. 96 pp, with schools. The booklets, which are three-hole- cassette tape, available for cost of punched in a looseleaf format for easy reproduc- printing, tape duplication. and mailing. tion, can be used in social studies, science, or (2) ERIC. ED 116 998, 96 pp, microfiche: language arts courses. A variety of topics are $0 91/paper copy. $6 95, plus postage covered Government of the Indian People is an histori- The Indlatrs Speak fO-r Theifiselves- Literature cal- review of -the government of the Lakota- Bboklet, by Alan J Allery {1975). Dak,otapeople.Indianstoriestoldbythe Available from: -elderlies" are included in the booklet Indian Memories Both the Inpan and English versions (1) project: 3-hole-punched. available for cost of prihting - rn3ilin! of the Indian stories are included on the cassette {2) ERIC: ED 116 996, 96 pp, icr fiche: tape that accompanies the booklet. In The In- $0.91 plus polgage. paper copy hot_ dians Speak for Themselves, students are ex- available from EDRS. posed to thoughts of the Lakota-Dakota people through poetry, narratives, and -statements by Learning of the Indian People, by Sister Charles famous Indian- personalities. Learning of the_ln- Pairn(1975). Accompanied by cassette tape. dian People begins by describing how an Indian Available from: :boy and girl of long ago learned and then goes `{1) project; 3-hole-punched, 56 pp', with on to describe present-day Indian schools. On cassette tape, available for cost of the cassette tape which accoMpanies the unit, printing, tape duplication, and mailing. Elijah Blackthunder relates personal 'experiences (2) ERIC: ED 116 997, 62 pp, microfiche: and elaborates on the importance of Indian edu- $0.91/paper copy. $5.30, prus postage,' .cation today. In the bOOklet Quiet, photographs tell the story of children in quiet activities, alone Quiet, by Mona Bub litz (1975). kailable from:. and at play .vtrith others. In Science: An Indian Of-project: 3-hole-p'unehed779 pp, available Perspective the philosophy of the'Lakota people for cost of_printing ana mailing. "necessary to life in order fo remain in har- (2) `ERIC: ED 482 095, 61 pp, microfiche: mony with The universe and the balance of $0.91 plus postage; paper copy not nature"is interwoven-into a variety-of scienie available from EDRS, activities and experiences that develop tRe powers of observation. The Contributions to Science: An Indian.Perspective: Ten Modules fbr science by the Lakota-Dakota people are dis- 'earning, by Allen J. Allery (1975). cussed. Students will learn about customs of the Lakota-Dakota pebple through the booklet Social Available from: ,- . (1) project: 3-hole-punched, unnumbered Life of the Indian People and the accompanying pages, available for cost of printing ca sette tape.4' an0 mailing. 'Fach booklet contains a series of lessons. (2) ER O: ED 116 995, 64 pp,,microfiche: . Each lesson consists of a narrative student read- $0.911paper copy: $5.30, plus postage. ing, activIty,,sheets, and, teaching methods with .additional recommended resourcesStudents Social Life of the Indian People, by Sister Charles are expected to read and/or listen to tie narrative' and, then answer questions. Students are Palm (1975). Accompanied by cassette tape. Available from: , also involved in many activities, including values oclarification, role playing, Creative writing, draw- Proct: 3-Whole-punched, 89 pp; with ing cartoons, making-collages, studying Indian casTette tape, available for colt of 'printing, tape duplication, and mailing. symbols, taking field trips, and building Indian basjc designs. 83 The project also developed a selective anno- _culum Materials is "beautifully done," profes- tated bibliography entitled Indian Studies Curry sionally printed and laid out, theyadded that the culum Materials. Only those materials recom- binding is not very durable and the labeling is mended4 by a committee of American Indian- not clear. The student Jmaterials are poorlypack- ,readers are. cited. Included among these -arp_!,,- aged so they are difficult to ttse. The bindings books,. units of study, teacher resource m.ete-t,", -are not durable. The binding and the lateling do°. rials,timstrips, and motion pictures treating the -,,not indicate that the booklets are part of a set history and culfure of the American Indian tribes - The organizational format and the numbering are of South Dakota. Some of the resources listed also inconsistent. Except for Learning of the In- are appropriate for use with adults, others for dian People, the booklets will not reproduce well use with elementary, secondary, or college_stU- because they are not printed in black ink 'dents. The bibliography also contains a listing of radio stations-in South Dakota, Minnesota, and Texas Nebraskathatbroadcast AmericanIndian

programs:* -N> 93. MULTI ETHNIC HERITAGE DISSEMINATION PROJECT Evaluative Comments and Suggestions: Educational, Soundness. These well-done ma- Dallas Independent School District terials are appropriate without modifications. lvtulti Ethnic Education,Program One evaluator noted that they include "a wealth 3700 Ross Avenue of information on Native American culture by sDallas. Texas 75204 Native Americans.:' EthnicAuthenticity. Althoughtheethnic Project Director: W4Iliam Marks authenticity_s acceptable, one evaluator said, "I Ethnic Group: American Indians, Asian do not feel really good about the set," and the Americans, Black sedondevaluator commented, `'it does not repre- Americans, Mexican sent the best of what I.have seen..." Americans Government of the Indian People and Indians Subject Area: All Areas, Speak for Themselves need major content rev' EduCation (Spanish), sions. One evaluator noted that since most of Language Arts, Social the information is about the past, the booklets Studies reinforce the stereotype that Indians lived in the Audience/Grade LEWStudent Materials (7-12) past. One evaluator stated that the term "Indian" Teacher Resources (7-12) does not need to be followed by the term Format: t Print "people" and that some of the information in Year Funded: 1975 Goverpment is inaccurate (e.g., the 1840 land Arhount of Funding: $40,000 00 cession map). The second evaluator commented Materials/Availability: that much of the information seems irrelevant Multiethnic Heritage Kit-This kit contains the and not put together." According to one evalua- following materials. tor, Indians Speak sounds like a press release 1 Bil3liography (1976) Mimeographed, for the Sioux nation and stereotypes men as 34 pp. warriors. 2Posters on Black Cowboys and Black Theevaimatorsdisagreed 'aboutwhether Rodeos (1976). 8 posters. Science, Social Life, apd Indian Studies Curricu- Available from project. the complete kit or lum Materials need modifications. One evaluator 'Individual items from the kit can be obtained noted that the content of Science is too elemen- on a loan basis by writing to the project. tary and condescending while the second evalu- They are not Tor sale,' ator believed thatt is good. According to on evaluator, Social L e contains soiree of the be Materials Description: and worst inform tion' inthe s ties; but The materials are for teaching secondary-level second evaluator indicated that it iost students about four ethnic groups. Asian Ameri- authentic booklet. One evaluator also opined cans, Black Americans, Mexiban Arnpricans, and that some of the ,items in the bibliography are Native Americans. The bibliography contaks the questionable. "best" bibliographies, curriculum guides, news- Indian Memories and Quiet are acceptable letters, and audiovisual materials pertaining to without modifications. One evaluator noted that the study of the four ethnic groups. Each item is the oral history section of Inthan'Memories isof annotated Rosters on Black Cowboyscontain, some interest. One evaluator believed thatQuiet vet); brief background information abput Black is the best booklet in the series, andthe second_ cowboys and rodeos. It alsO has five drawings of evalutor noted that it captains interesting ac famous male and female cowboys/cowgirls and _ twines. 10 rodeo stars. Technical Quality. The materials' are acceptable with Minor modifications. Althoughthe Evaluative Comments and Suggestions: evatuators commented that Indian Studies Cum- Educational Soundness. The materials are ap- 84 propriate with minor modifications. An overview, the development of Texas made by these three a rationale, objectives, and learning activities groups. need to be developed. The materials would be Fdr each ethnic group, three components more useful if a curriculum guide that includes were developed. teacher's guide, student text, all of the necessary information were developed. and resource glide. The format for the three Ethnic Authenticity. The bibliography is ethni- teacher's guides is the same. The guides contain cally authentic with minor modifications. The in- attitudinal and informational objectives, a list Of formation about the entries needs to be updated, program compone ts, generai procedures and and more recent materials need to be added. The recommended timallocation, introductory ac- posters are ethnically authentic without modifi- tivities, discussionuestions, cultural activities, cations. and g ac ivities. Answer keys, copies Technical Qualiti. The bibliography is accept- of astudent a tiv'ty handouts, and a brief bibli- able without modifications. The posters are ac- ography_eomple.the teacher's guides. ceptable with minor modifications. The packag. The three student texts contain chapters de- ing is not durable, and the labeling is not clear. scribing the three groups' immigration to Texas They are also too small. and their development through the early 1900s. Final chapters focus on various cultural aspects 94 ETHNIC HERITAGE STUDIES PROGRAM. of the three ethnic groups, suctt as music, holi- CZECHS. POLES, SAND GERMANS IN TEXAS ,days, and religion. The resource guides, for use by teachers, contain detailed histories and back- Southwest Educational Development Laboratory ground of the Germans, Czechs, and Poles. 211 East Seventh Street The project was able to design .test only the Austin. Texas 78701 unit on Germans in Tex*. Since the products have not completed the final stages of develop- Project Director:, Preston Kronkosky mentpllot test, revision, and field_ testthey Ethnic Group: Czech Americans, Ger- are available only in the developmental editions man Americans, Polish and are not being distrkuted. The developers Americans suggest the use of a number of audiovisual prod- Subject Area: State History ucts from other sources in conjunction with the Audience/Grade Level:, Student Materials (4-6). materials. Format: Year Funded: evaluative 'Comments Ind Suggestions: ount of Funding: $- .0.00 Educational Soundness. ,The materials, while Materials/Availability: site-specific, do offer information and lesions of Ethnic Heritage Studies Program Geechs, Ger- general use. They are well done, ' mans, and Poles in Texas, Annual Perfor- Ethnic Authenticity. While the materials on mance Report (1975). - the Czechs in Texas are ethnically authentic,, Czechs in Texas Teacher's Guide, develop- they do have s8me shortcomings. There are spell- mental edition (1975). 4 ing errors and a Southern bias in the chapter on Czechs in Texas Student Text, developmentalr the causes of the Civil War. Famous Czechs edition (1975). noted are all males. Women are portrayed in Czechs in Texas Resource Guide, develop- photos as older women selling baked goods or mental edition (1975). as young women doing gymnastics. The presen. Germans in Texas Teacher's Guide, develop- tenon lacks balance somewhat in that it concen- mental edition (1975). trates on customs and political events but omits Germans in Texas Student Text, developmental social changes in the family, women's roles, and at edition (1975). change in the Czech community. Germans in Texas. Resource Guide, develop- Although not comprehensive, the materials on mental edition (1975). the Poles in Texas present an accurate picture of Poles in TeXas. Teacher's Guide, developmental the Polish settlements in Texas. The phonetic edition (1975). transcriptions of .46,01ish words are inaccurate. Poles in Texas' Student Text, developmental The efforts at using simple language do not con- edition (1975). tribute significantly to clarity, 'but do result in Poles In ,Texas Resource Guide, developmental? clumsiness. Despite these relatively minor-short- edition (1975). , comings, the mateonah has'educational value. None of the project materials are available. The materials on the Gercnans in-Texas are ac: cep.table and authentic. However, one wonders Materials DetcrIpthin: why the many published articles and ;in particu- The major objective-of thiS program wets to de- lar the book German Seed in Texas Soi /,(Austin, velop materials to teach upper elementary,, std- Texas. University of Texas, 1966) are not men- dents (grades .1-6) about thrge of the' ethnic tioned in/the bibliography. These materyals are groups which settled TexasCzechs:Germans, nbt as Well done as those on *the Czdchs and and Poles. The Materials developed focus on the Poles. 'background, experiences, and contributions tb Techraal Quality. While the technical quality

- 85 D2 of the materials is acceptable, there are some evaluator felt that it would be more interesting shortcomings. Typographical epors and unclear with additional graphics. All other technical fea- typing--r-xections necessitate some retyping. tures are acceptable. Some of he photos are not clear, and some editing is needed. Virginia

95. ARCHIVES AND TEXTBOOKS, A NEW-LEASE 96. TEACHING FOR CROSS CULTURAL ON LIFE: THE IDENTIFICATION, ACQUISITION, UNDEBSTANDING AND PRESERVATION OF MEXICAN AMERICAN PRIMARY SOURCE MATERIAL Arlington Public Schools 1426 North Quinc5 Street University of Texas Arlington, Virginia 22207 The General Libraries Austin, Texas 78712 Project Director. Todd Endo Ethnic Group: Multiethnic; Project-Director Harold W. Billings Black Americans, Ethnic Group: Mexican Americans Korean Americans, Subject Area: Ail Areas Mexican Americans, Aucience/Grade Level: Adult/Community Vietnamese Americans. Education Subject Area: . pocial Studies , Format: Print Audlence/Grade Level: Teacher Resources (K-12) Year Funded: 1979 Format: Print Amount of Funding: ,$60,000.00 Year Funded: 1977 *-ali Materials /Availability: Amount of Funding: $38,097.00' %Mexican American Archives at the Benson Materials/Availability: A Guide for Users, compiled by Teaching for-Cross Cultural Understanding Maria G. Flores, edited by Laura Gutierrez (June 1978). Available from: Witt (1981) Available from project: paper- (1) project: paperbound, 275 pigimited bound, 74 pp, free. number available'free. (2) ERIC: ED 182 228, 287 pri; microfiche: Materials Description: .$0.91/paper copy: $20.15, plus pOstage. The annotated bibliography Mexican Ameri- 4 can Archives at the Benson Collections:- A Guide Materials Description: . for Users describes a variety of resources avail- The project's goals were to search out ways to able at the Benton Collection of the University of foster better relations and understanding among Texas at Austin. The resources range,from print and within ethnic groups in the Arlington Schools and nonprint matepals to merboratmlia and realia and to identify ways for teachers to bring multi- such as campeofn buttonsnd banners. The . cultural concepts into their already multicultural descriptions are organized three sections. classes. kThe first section contains "Literary Manuscripts," Inservice teachers were involved in the prdject the second' "Org.anizational.Archives," and the by taking a course at the University. of, Virginia, final section "Personal Papers.", Eactr de,scrip- attending Workshops, participatingina task. 4tron discusses the pqsical_conThits, the hjstofi-, force, assessing school needs, and making spe- cal background information, ancrthecntelleotual cific re ommendatiorts',forthe annual school content. An inventory listing each piece of the plans.hese teachers issisted in compilation resource is appended when available. and pnti rt of the handbook Teaching foi Cross Evaluative comments and Suggestions: Cultural Understanding. Educational Soundness. The bibliography is _-- .This` handbook it divided into six major sec- appropriate without modifications as a resource tions, which are color-coded for easy reference,. ,for people who have access to the University of 'Section,` I,"Concept -Materialsfor Teaching ,Texas ,Library at Austin. Cross:C4Itural Understandirtg,". presents key Ethnic Authenticity. All of the resources are sk concepts, emerging axioms, and suggestions for frorn Mexican Americans/Chicanos so the bibli- activities= Section Ih-qummarizes partitipants' ography is ethnically authentic without modifi- activities and workshop presentationS. The third cations. One evaluator noted that if is "a fine section, entitled "Ingights and Information for guide for persons- interested in conducting re-. Group Understanding," mcludes..facts, inights, search on ChiCano history and liteaature in the and hints for teaching to and about Black, Mexi- University of Texas Library at Austin.'} Another can: Korean, and Vietnamese Americans. A bibli- evaluator commented that it is a 'super work" ography of Afro-Ainerican literature is ihcluded because it contains resources from Mexicanos, for junior and senior high students. Section IV Spanish Americans, Latin Americans, LatinoS, presents strategies for teaching cross-cultural Mexican Americans, ancChicanos. understanding throughfamilyhistory, mass Technical Quality, The-bibliography does not media, and consultants and counseling and have i hard cover so -it is not very durable. One easing the transition of foreign-born students. A 86 "n ,,. \ V- guide for evaluatirig books for racism and sexism ment and (2) to facilitate access to These re- A is provided Section V suggests ways touse ex- sources. Two guides were designed for use in hibits, dramai sports, music, graphics, myths, ethnic studies courses: Ethnic Statistics: A 4 legends, ballads, oral traditions, and television Compendium of Reference Sources and Ethnic for teaching cross Cultural understapding. The Statistics: Using National Data Resources for final section is entitled "Abstracts and Annota- --120 Ethnic Studies. . tions," Ethnic Statistics: A-Compendium of Reference Sources describes sources of ethnic statistics Evaluative Comments and Suggestions: itiubliShed by 11 United States departments and Educational Soundness. This is' an excellent agencies, including U.S. Departments of Agricul- resource for, teachers new to the field of multi- ture; Commerce; Interior; Health, Education, and - cultural educationIt contains good definitions Welfare, Housing and Urban Development; Jus- and well-done essays on how to deal with cul- tice; Labor; Transportation; and the U.S. Civil . turally different students in the classroom. In Service Commission; U.S. Equal Employment some instancesitcould, however, 4, more Opportunity Commission, and the National En- specific. dowment for the Arts. Organized by sponsoring Ethnic Authenticity. This guide is excellent for agency, each entry contains a concise descrip- fostering cross-cultural understanding andap- tion of the data source, a summary of the ethnic pears to be ethnically authentic. More Hispanic data coverage, (often tables are listed), and ac- Mips could be added to the bibliography. quisition information, including cost. Three in- Technioal Quality. These materials havesome dexes will assist the user: racial/ethnic _index, s,hortcomings. The material needs to tre rebound, subject index, and title/survey index. and the page numbers should be made consis- The publication Ethnic Statistics. Using Na- tent If the material is going to be reproduced, it tional Data Resources for Ethnic Studies was de- needs to be retyped. signed as an introductory-level classroom guide to teach senior high school and college students 97. NATIONAL ETHNIC STATISTICAL DATA how to use ethnic statistical data. The guide is CURRICULUM MATERIALS GUIDANCE SERVICE written in an easy-to-read and informal style and is intended for individuals who have little or no Data Use and Access Laboratories, Inc. background in statistical or data analysis. In the 1601 North Kent Street, Suite 900 first section of the guide, the authors explain Arlington, Virginia 22209. how to formulate research- questions, how to read and interpretdata table's, how to use graph- Project Director: John C. Biresford As ics (pre charts, bar charts, graphs), the advan- Ethnic Group: Multiethnic tages and disadvantages of printed data versus Subject Area: Social.Studies/aocial computerized data, and how to retrieve compu- Sciences, 'Statistics, tetized ethnic data In a step-by-step presenta- Audience/Grade Level: Adult/Community , tion, section 2 of the guide shows studeikts how Educpon ethnic statistics can be used to answer specific Student Materialg (16-16) research questions. Format: Print Year Funded: . 1977 Evaluative Comments and Suggestions: .Amount of Funding: $48,056.00 Educational Soundness. Ethnic Statistics: A Materials/Avallability: Compbndiurn of Reference Sources is very well Ethnic Statistics: A Cornpenrfiumof Reference done and is a good resource for teachers. Ethnic Sourees.(1978). Available from National 0 ,Statistic4: Using National Data Resources for ' Technical Information Service (U.S.Depart- Ethnic Studies is also a very useful publication. ment of Commerce, 5285 Port Royal Road, It.can be used by profess,ors in teacher-training Springfield, Virginia 22161): paperbound, 448 courses, by high school students,,and by adults pp, order no. PB.283 378, $7.25 (15 percent or community persons who are interested in discount on orders of 20 or mare). learning"hoW to use and interpret statistical data Ethnic Statistics. Using National Data Resources about ethnic° groupsIt has an especially clear for Ethnic Stbdies (1978), Available from and good introduction to a topicstatistical National Technical Informakon Service: datathat can be very confusing._ paperbound, 73 pp, order no. P8 -283 379 Ethnic Authenticity. Ethnic Statistics: A Corn- $525 (15 percent discount on orders of 20or pendiurn of Reference Sources really has no more). ethnic content to evaluate. It is a useful guide to using ethnic statistical data but could be a bit Materials Description: more critical about U.S. ethnic data collection The primary objectives of this' projectwere techniques throughout histoly. Ethnic Statistics (1) to create an awareness on the part of college Using National Data Resources for Ethnic Studies instructors, students, curriculum planners, and has no ethnic content to evaluate. titherstof the usefu ness of ethnic statistical Technical Quality. Bdth publications need to data resources produ ed by the federalgovern- be rebound. 87

4 98. THE FOLKLORE OF BLACK AMERICA: A paratory activities, suggestions forviewing the TELEVISION-BASED CURRICULUM FOR films, and related learning activities. Abibliog- ETHNIC HERITAGE STUDIES raphy is given for units 2, 3, anct4. The guide Um- cludes with fOur general test items. If all of the, Greater Washington ETA Association, Inc. related learning activities are 'used, students 3620 27th Street, South woulddevelopindividual skills such as reading, Ar)ington, Virginia 22206 writing, and dramatizatton and 'become much more aware of the contributionsof folklore to Project Director. Samuel JOhnson Black American life. Ethnic Group: Black Americans ° Subject Area: Folklore, Social Studies Evaluative Comments and Suggestions: . Audience/Grade Level:Student Materials (3-8) Educational Soundness. The materials are ap- suifdents to ---\Format: Print and Nonprint propriate without modifications for Year Funded: 1976 use. One evaluator saidthathey are "good ma- Amount. of Funding: $38,500.00 terials on Black folklore, traditions, and history" Materials/Availability: and are "very professional" Juk (1977). Available from Children's TV Inter - Ethnic Authenticity. The materialsare ethril-, national (1 Skyline Place, Suite 1207, 5205 cally authentic withoutmodifications'. One eval- Leesburg Pike, Arlington, Virginia 22041): uator commented that they are excellent. 60-minute color videotape, available in vary- Technical Ottality. The videotape is accept- I ing sizes, for broadcast. $200.00 pertrans- able without modifications. Theteacher's guide mitter for rights, plus $550.00 for tape/tape is acceptable with minor modifications. Thetype only: $550.00. is not very sharp, and the title page is not numbered approalately. Jubp, Classroom Teacher's Guide, by -Kathryn Elmes Parker and Bettye-W. Topps (1977). Virgin Islands Available from: (1) Children's TV INernational: paperbound, 99. PROJECT CATALYST: AN INSQLAR 47 pp, 14000 co s: $450 each/1000 + RESPONSE TO ETHNIC DIVERSITY copies: $1:35 each. (2) ERIC: ED 185 198, 56 pp, microfiche:, Island Resources Foundation $0.91/paper copy. $5.30, plus postage. P.O. Box 4187 - Materials Descr(ption: St. Thomas, Virgin Islands 008p1 The products consist of four15-minute televi- Sion programs and an accompanyingteacher's Project Director: James Olsen guide: The four programs are: "Juba and How Ethnic Group: Caribbean Americans Stories Came to Be"; "The Fat Baby Story and (Virgin Islands) Brer Rabbit's Prank"; "The 'Why' Stories: Why 'Subject Area: Language Arts, Social the Turtle's Shell is Cracked and Whythe Snake Studies Has Rattles"; "The Legend of HarrietTubman." Audience/Grade Level: Teacher Resources (K-6) All of these programs are based okthe folklore Format: Print of Black America and aredesigned to link Afro- Year Funded: 1977 'American children directly with theircultUral Amount of Punding: $44,756.00 heritage. Itis believed that, by developing an Materials /Availability: understanding of their heritage, children will be Caribbean Roots: A Learning Experience for prepared to become "active cultural transmit- Students in the Virgin Islands, byMaty Anne ters," thus strengthening the ties between to- and James T. Olsen (1978). Available from: 36 day's heritage and yesterday's customs. - (1) project: spiralbound; 50 pp, with The four programs, center on aBlack, spirit duplicatiegmasterS., free., 11-year-old boy, John, who finds out from mem- (2) ERIC: ED 174 532; 108 pp, microfiche: bers of his family about different elementsof $0.91/paper copy: $8.60; plus postage. Black folklore. The four segments, feature his father teaching him the "Juba" chant and telling Materials Descrtlon: The basic purpose of Caribbean Robtsis to him how folk stories started; hisgrandmother . telling him the African and Afro-American ver- ). provide classroom activities, lessons, and appro- sions of two "Brer Rabbit" stories;his aunt, priate student materials that teachersin the recently returned from Africa, telling him"why" Virgin Islands can use in elementaryclassrooms ..stories,and a dramatic presentation by his aunt to increase studentawareness and understand- of the exploits of Harriet Tubman and theUnder- ing of their own ethnic heritage andthat of ground Railroad. Students ,learn the contribu- others who live within this diversecommunity. tions of humout, magic, fantasy, and :habits of To develop the concept ofmultiethnicitp, 36 everyday life to folklore. ready-to-use and reusable spirit masters_proVide For each unit, the teacher's guide contains fill-in activities,inany maps, time lines,sketches behavioral objectives, concepts, vocabulary, pre- of island landmarks, flags which haveflown over 88 the island (there have been seven), vocabulary West 4000 Randolph Roaa lists, short storieso recipes and food descrip- Spokane, Washington 99204 liong, and cutouts of clothing, transportation, and houses. 1.Project Director: Anis A. Quidwai For each activity sheet, the teacher's guide Ethnic Group: American Indiin details the purpose of the lesson, the behavioral (Yakima) V' 6bjectives sought, and suggestions for' imple- Subject Area: , All Areas , menting the activity. Additional background in- Audience/Grade Level: Teacher Resources formation is included fk the teacher in 'the (Preschool) guide, as are a selective, anhatated bibliography Format Print related to each lesson, a listing of further read- Year Funded: 1977 ings, statistics on the Virgin Islands (1960-76), Atodunt-di Funding: $14,515.00 and an answer key.. faterials/Avallabikity: Evaluative data by the project directors Multicultural Egrly ChildhOod Curriculum for the cate that student reaction to the materials devel- Yakima Iriclian.NaYloh (1978). Available from. oped was favorable and that teachers found both (1) Kamiakin Research Institute.(136x°509, the materials and guide very useful. Although Toppenish, Washiagton 98984): 'spiral- i °- thelessons were intended to be completed within bound, 78 pp, $4,00. . , one, dlassi period, teachers reported that that (2) ERIC. ED 176 930, 128 pp, microfiche: amodrit of timb*Wasofteninsufficient iii schools ,$0.91 plus postage; paper copy riot With kdepartmiacitaliziX structure. availablefrom EDRS.

; . Evaluative Comments and SuggestionS: Materials Description) Educational Soundness. The guide Is'ah ap- 'I. The curriculum bookisdesignefito be used by

propriate resource for teachers in the Virgin 3, teachers working with 3- to 5-year-old Yakima Islandt and can be adapted fortteachers inottfer children: who attend early childhood programs areas,bur The evaluatorsdisagreed about arid, who will subsequently enter a public school whether it needs minor modificationS. One eval- -system where most of they teachers7administra- uator believed that the guide should be indexed . tors, and classmates will be non-Inbian.To lessen and that a glossary and a more adequate bibliog- - the negative effects of possible culture t onflkt, raphy must be developed. The second, evaluator t,to help tne children acqUire the skills needed to thought these changes to be unnecessary. One participate in the dominant,culture, and to pro- evaluator noted that when the guide is used out- mote reterrtt9n of the value system of the Iricliah

, 'side the Virgin Islands, lessons 4, 26, and 27 culture are the goals to which the curriculum should be deleted: design is addressed. Put another way,, the pro- Ethnic Authenticity. The guide is ethnically gram was created to strengthen the children's authentic, but the evaluators disagreed about self-image by giving them competence in using what minor modifications are necessary. One dominant-culture classroom skills while simulta- evaluator noted that the content is "too brief for neously obtaining a broader appreciation of their comprehensiveness" and "does not provide sig- identity as 'Yakima Indians. nificant background.to explain why many things The curriculum book provides a philosophy of occurred." The evaluator concluded that the cultural/ethn4 pluralism and essentials of multi- guide should be used with supplementary read- ethnic/multicultural education, among which are ings. The second evaluator commented Nat the (1)incorpora.ing each child's cultural. back- visuals in, lessons 17 through 36 are not varied ground in an educational program which in- enough, creating stereotypes instead of convey- creases the chance 'of develdping the maximum ing a repres'entative picture of the topic. There- potential of all the children, (2) helping children fore, the evaluator would not use any of these to understand various culiures in their commu- °lessons at all. The evaluator noted that lessons 1 nity without iMplyiN that any one culture is a through 16 are good for awareness, self-concept, model for others, and (3) assisting the child in vocabulary, etc. building inner personal strength through recog- TectMiclkl Quality. The guide is acceptable nitiory-of his/her cultural uniqueness and rich: with minor Modifications. The print is crowded, nest". The project analyzed the social, physical, and the dittojn3sters may not reproduce well. emotional, intellectual, and cultural needs of One evaluator concluded.that the format is gor3c1 Yakima preschoolers and noted the importance for a teacher's guide. of individual interests, learning aiharacteristics, and the background which the children's homes provided. The ;Curriculum was produced by pro- Washington jecting estimates about the world the children will enter, defining the componehts of the learn- 100. ETHNIC HERITAGE StUDIES PRO$RAti1 ing process, and determining the criteria for evaluating a-successful multiethnic/multicultural Fort. Wright College program. nter for Teacher Education

89 Four competency areas were identified as rel- Format: , Print evant to teachers and students: (1) establishing Year Funded: 1975 and maintaining a safe and healthy learning en- Amount of Funding: $30,000.00 vironment, (2) developing physical and intellec- Materials /Availability: tual competenee, (3) building a positive self- Cuhiculum Designs and Methods in Black concept and individual strength, and (4) fostering Studies (1976). Note: This is also the positive functioning of children and adults in a project's final report. Available from: group. Additionally, teachers weregiven direc- (1) project: paperbound, 182 pp, $3.00. tives for bringing about optimal coordingtion of (2) ERIC: ED 125 509, 200 pp, microfiche: home and center child-rearing practices and ex- $0.91/paper copy:.$13.55, plus postage. pectations and ways to carry out supplementary responsibilities related to children's programs. Materials Description: Curriculum print resources' have been listed Curriculum Designs and Methods in Black for teacher reference. Many are professional Studies contains all of the products-which were reading, some are stories and books to be read developed as a result of this teacher-training aloud to children. Not all are related exclusively project. Agenda, major addresses, assignments, to Indians, for there are many sources dealing and evaluation tools which were used in a three- 'with ethnicity and Cultural diversity. Other print week teacher-training workshop for college-level resources are listed by headings such as "Safe professors are included in the report. In addition, Healthy Environment," "Language," "Perceptual course outlines and bibliographies areincluded, "Multicultural /Multiethnic as are write-ups of student projectsAmong the Develppment," or college Education." course outlines which are suitable for Three curriculum mckiules are provided, these courses are: American History andCulture (1815 corrcern 'rocks, chilq.en's fears, and ahealthy to Independence), Black History Before the Civil War, Black History Atter the Civil War, The Poli- concept of death. tics of Black America, The Economics df Black Evaluative'Comments and Suggestions: America, The Sociology of Black America, Intro- Educational Soundness. Although some of the ,"sduction to African. Literature, Introduction to material is only appropriate without modifica- Afro-American Literature (1760. 1865), Music of tions for teachers of Yakima children, mostof it Black America (1916-present), Introduction to can be used by other teachers. Theevaluators Black Drama, Black Visual Arts, and Afro-Ameri- commented' that the guide includes an "excel- cans and the Mass Media. lent values statement, and framework for multicultural education" and "deals with ethnicity Evaluative Comments and Suggestions: and multiculturalism in creative' and positive Educational Soundness. This guide is appropriate for college instructors of Black studies -ways:" Ethnic Authenticity. The guide is ethnically with mirior modifications. Some of the teaching authentic without modifications for teachers in strategies and lesson plans need to be devel- the Northwest. One evaluator commented that oped. Instructors must either have background teachers in other areas could find in- knowledge to use the course outlines or use the percepti bibliographies to obtain this information. formation to replace the material that is site that specific. One evaluator saief"This-is a fine book Ethnic Authenticity. One evaluator note the guide needs minor modifications to me it that I have used-myself ..." The second evalua- lack tor concluded that "the activities are good, as consistent' with the current model of studies in higher education. It contains negative far as they go." Technical Quality. The guide is appropriate references to the relationships between Blacks and other ethnic groups and should be modified With minor modificalibris. The binding is not to explore these relationships in a neutral way. durable, and the pages with lighter print may not Technical Quality. According to one evaluator, reproduce well. One evaluator noted that "the art the guide's binding is not durable and the pages work is very nice." that are photographic copies may not reproduce 101. PACIFIC NORTHWEST BLACK STUDIES as wall as other pages.All othei technical fea,_ SUMMER WORKSHOP tures are acceptable. Washington State University Wyoming\ Black Studies Program Pullman; Washington 99163 102 W ING'SEUROPEA4ERITA'GE Project Director: Talmadge Anderson Ethnic Group: Black Americans Univers..t Y of WyoMing, L5epartment of History Subject Area: Art, History,.Language 4 Arts, Music, Social Box 3334, University Station Sciences, Sociology Laramie, Wyoming 82071, Audience/Grade Level: Teacher Education (K-12) Teacher Resources (13-16) Project Director: Robert W. Righter 90 Ethnic Group: Multiethnic; iseventh essay, "Immigration and Assimilation in Basque Americans, Wyoming," presents a general picture of all eth- British Americans, nic groups whibh have populated Wyoming--:their Eastern European expibits, occupational patterns, demography, Americans, and community development. An index to the German Americans, contents is appended. Greek Americans, The teacher's guide contains 25 lessons written Italian Americans by Wyoming teachers, useful. for K-12 class- (Wyoming) rooms. The activities are accompanied by lists Subject Area: Dance, Drama, Htme of objectives materials needed, and backgroUnd Economics, Language inforrrlation. Some of these activitiesare cut- Arts, Social Studies outs, costume design, ethnic food preparatioh, Audience/Grade Level:Student Materials (9-12) map-making; ethnic dances, personal geneal- Teacher Resources (K -12) ogy, filmstrip production, and research activities Format: Print in relevant topics. Throughout, the multiethnic Year Funded: 1076 heritage of WyoMing's settlers is stresnd. e Amount of Funding: $38,000.00 Evaluative Comments and Suggestions: Materials/Avallabiltty: Educational Soundness. The text and guide Peopling the,High Plains: Wyoming's European are appropriate with major modifications for stu- Heritage, edited by Gordon 0. Hendrickson dents and teachers in Wyoming. One evaluator (1977). Available from Historical Research believed that information about groups other and Publications Division (State" Archives than European immigrants must be added'before and Historical Department, Barrett Building, the materials are used to teach ethnic studies. ,Cheyenne, Wyoming 8002): hardbound, 190 The evaluator also noted information that rein- pp, $7.95. forces stereotypes must be eliminated. The second evaluator commented that the essays in the Peopling the High Plains. Curriculum Ideas and text are primarily straightforward chronological Guides for Teachers, edited by Arnold L. expositions of the histories of the ethnic groups Willems (1977). Available from. and their Wyoming experiences Since most of (1) Center for Research, Service, and Pub- the lessons in the guide are vague and unspecific, lications (College of Education, Room objectives, teaching strategies, and evaluation 304, Graduate Hall, University of instruments must be developed The learning ma- Wyoming, Laramie, Wyoming 82071), terials used in each lesson need to be obtained. paperbound, 50 pp, $3.00. Ethnic Authenticity. The matenaLs are ethni- (2) ERIC: ED 171 653, 50 pp, microfiche. cally authentic without modifications. One eval- $0.91/paper copy. $3.65, plus postage. uator noted that the text cannot be used without the activities in the guide Materials Description: ' Technical Quality. The materials are accept- Peopling the High Plains contains a collection able with minor modifiCations, One evaluator of six essays on British, Basque, Eastern Euro- said that the packaging of the two products does pean, German-speaking, Greek, and Italian immi- not indicate that they are part,of a,set The se- grants in Wyoming, chronicling the activities of cond evaluator said that the binding of the guide each group from arrival in Wyoming to the pres- is not durable The evaluator also indicated that ent. Material for each essay was obtained by his- the pages are numbered inconsistently ,and the torians utilizing 4ape-recorded interviews and ar- 'guide would be more appealing with better. graphics. On the other hand, one evaluator con- chival research. Each essay is fully documented cluded that the information in the text "ts pre- and accompanied by photographs. The last and s,ented interestingly with many pictures

I INDEXES Portuguese Americans, 7, 35 ETHNIC GROUP Puerto Rican.AmerIcans, 23, 29, 35, 45, 68, 71, 79

Romanian Americans, 40, 81 Afro Americans See Black Americans' Russian Americans, 89 American Indians,3, 4, 7, 29, 59, 60, 61, 62, 64, 65, 74, 79, 83, 84, 85, 91, 92, 93,000 Samoan Americans, 16, 35 Appalachian Americans, 77, 78 Scandinavian Americans, 65, 69 Arab Americans, 21, 81 Serbian Americans, 36, 81 Armenian Americans, 44 s Slovak Americans,131, 89 See also Czech American's Asian Americans, 7, 16, 34, 83, 93 See also Chinese Slovenian Americans, 81 Americans, Filipino Americans, Indian American's, Southern Agrarians, 33 Japanese Americans, Korean Americans. and South Slavic Americans, 56 Vietnamese Americans Spanish Americans, 7 Swedish Americans,69 Basque Americans, 102 Black Americans, 1, 2, 7: 21, 24, 29, 33, 35, 36, 68, 71, 74, Ukrainian Americans, 38, 54, 56, 81, 89 79, 81, 83, 89, 93, 96, 98, 101 British Americans, 79, 102 Vietnamese Americans, 96 See also Asian Americans Bulgaryuf Americans, 88 Welsh Americans, 89 ape Verdean Americans, 48, 65 West Indian Americ0ts, 71 Catibbean Americans, 72, 99 Chicano Americans See Mexican Americans GEOGRAPHIC AREA Chinese Americans, 6, 9, 16, 35, 68, 70, 71, 79 See also Asian Americans Alabama, 2 Croatian Americans, 81, 87 Alaska/ 3 Cuban Americans, 45 Alaska, t outhAstern, 4 Czech Americans, 81, 94 --See also Slovak Americans Arizona, 14 Arkansas, 5 Danish Americans, 69 California, 6, 14 Estonian Americans, 22, 39 California, Los Angeles, 12 European Americans, 43, 102 See also the names of California, San Francisco, 13 individual countries Colorado, 14 Connecticut, 23 FilipinO Americans, 15, 16, 35 See also Asian Americans Finnish Americans, 58, 69 Delaware,-Wilmington, 24 French Americans, 41 Ftonda. 32 German Americans, 36, 58, 79, 80, 81, 80, 94, 102 - 'Greek Amdhcans, 12, 31, 36, 38, 79, 81, 102 Hawaii, 35

Hawaiian Americans, 35 Illinois, Chicago, 36, 37 Hungarian Americans, 54, 81 Indiana, Lake County, 40

Indian Americans, 67. See also Asian Americans Michigan, 53 Irish Americans, 21:68, 81, 89 Michigan, Detroit, 52, 54 Italian Americans; 29, 36, 56, 68, 71, 73, 79, 81, 89, 102 Missouri, 58

Japanese Americans, 11, 16, 29, 32, 35, 71, 79 See also Nebraska, Kt Asian Americans Nevada, 81 Jewish Americans, 7, 29, 38, 53, 68, 79, 81, 83 New England, 91 New Mexico, 14 Kbrean Americans, 16, 35796. See also 'Asian Americans New York, 68, 74 New York, Brooklyn, 73 Latin Americans, 7 North Carolina, 77, 79 Latvian Americans, 39 North Dakota, 80 Lebanese Americans, 89 +.4 Lithuanian Americans, 36, 38, 39, 81, 89 'Ohio, Cleveland, 81 Oklahoma, 84, 85 Mexican, Americans, 8, 14, 21,29, 36, 54, 84, 74, 79, 83, 93, 95, 96 Pennsylvania, AlleghenySounty, 86 Migrant Farmworkers, 74 Pennsylvania, northeastgrn, 89 Multiethnic, 73 10, 13, 17, 18, 19, 20, 21, 25, 26, 27, 28, 30, 42, 48, 47, 49, 50, 52, 55, 56, 83, 65, 66, 68, 71, 75, 76, 79, Rhode Island, 91 , 81,12, 83, 86, 89, 90, 96, 97, 102 SOuth Qakota, ,_tslative Americans See American Indians Noriiegian Americans, 69, 80 Tennessee, 77_ Texas, 14 Ozark Americans, 5 Virginia, 77

.Polish Americans, 23, 29, 36, 37, 51, 56, 57, 65, 81, 89, 94 Virgin Islands, 99, Note Numbers refer to catalog entry numbers not page numbers 93 SUBJECT AREA Acculturation Unit; 55 Activities for Ethnic Understanding, 81 African-School Society, The, 24 All Areas, 10, 18, 19, 20, 25, 27, 30, 42, 46, 50, 51, 52; 77, 79, Afro-American Linkages with Africa in Transnational 82, 92,93, 95, 100 Perspective, 21 --, Anthropology, 73 Agriculture and the GermanfArrierican, 58 Art, 4, 7, 49, 56, 68, 80, 81, 88, 101 Ah Dal Comes to Hawaii The Story of a Chinese Immigrant -, Woman, 35 . Bilingual Education (American Indian, Black feet), 59 Alaska Natiiie Land Claims, 3 (American Indian, Paiute), 61- i', Amana Colonies, The, 55 (American Indian, Sioux and _Lakota- America Celebrates Fall, 81 Dakota), 92 America Celebrates Spring, 81 (Chinese), 35, 70 r America Gelebrates Winter. 81 Resource (Korean), 35 Amenca,ns and Polish Culture A Guide to the \... (Spanish), 64, 76, 93- Materials Collection, al, , Americans of PO liSh Descent. The Chicago Experience, 65 .. Career Education, 33 America's Ethnic Music, 90 Annotated Bibliography of Chicano Folklore from the Dance, 102 Southwestern United Slii(es,_41, 14 Drama, 4, 37, 39, 102 Anthropoilogy Focus upon Ethniettudies, 73 APPLE Awareness of People and Placesihhrough Learning Ethnic Studies, 45 - Experiences, 54 Appreciation of Ethnic-Pluralism in Education for Social . Folklore, 5, 14 48, 98 Work, 26 Foreign Language (French), 41 Arab Americans and Thee Communities of Cleveland, 81 (Greek), 12 Asian Amgrican Literature of Hawaii An Annotated Bibliography, 34 Geography, 80 Asian American Literature Resources and Training for 'Multi-Cultural Education, Final Report, 34 History, 8, 80 91, 101 Asian Indians irAmerica, The A Curriculum Resource Home Ecenornics,,9 49 80, 102 Handbook for' Teachers. 67 Humanities 2 16, 31, 5680, 81 Asian Indians in America A Teachers Guide for Use with the Audio.Visual WE 67 . 9 Journalism, 37, 64 AsiamIndian Community in America, The, 67 Asian-Indian Lifestyles, 67 - Language Arts, 4 5, 7 17. 33. 35, 36, 37, 39,.48, 49, 58. 59, 61, 63, 64, 71, 78. 80, 81, 84, 85, 92, 93, 99, 101, 102 8 . Literature, 8, 34, 89 Loal History, 5, 12, 24, 40 52, 54, 81 Ballads of the Romanian Immigrants, 40 Mathematics, 49, 84 . .. Being a Choctaw Mississippi Band alt Choctaw Indians. 65 Music, 7,e9, 34ii 35. 36, 58, 60, 64 81, $7, 88, 90. 101 Best Loved Estonian Songs, 22 Bibliography, 60, 93 Oral History, 37, 47 _Bibliography on Multicultural Education, 30 Black American Heritage Contributions to the American . ,' ,,,,,;/ of 1..i' Philosophy, 8 Culture, 1 Physical Education. 9 Blackfeet Language Colojng Book, 59, Public Administration. 75 Black feet Ni si to Ka yi so kakio so t cep Five Viewpoints, The, 59 - , * Reading, 16-, 84 Born to Fly: 71 Religious Stijdies, 64 Brief Ethnic Bibliography An Annotated Guide to the Ethnic Experience in the United States, 46 Science, 49, 84, 92 _Bulgarian Ethnic Heritage Studies Kit, 88 Social Sciences, 27, 43, 60, 89, 97, 101 1Bulgarians Arts and Crafts, 88 , Social Stbdies, 1, 2, 3, 4, 5, 6, 7, 8, 9, 1,1, 12, 15, 16, 17, 21, Bulgarians Costumes, 88 22, 23, 24, 28, 29, 32, 33, 35, 36, 37,38, 39, 40, 41, 43,414, Bulgarians-. Dances, 88 48, 49, 52, 53. 54, 55, 56, 57, 58, 59, 60, 62, 63, 64, 85, 67, 5 Bulgarians: Folk Instruments, 88 68, 69, 70, 71, 72. 73, 74, 76, 80, 81, 83, -84, 85, 86, 87. 88, Bulgarians Four Folk Tales, 88 Bulgarians Heroes, 88 89, 91,92, 93, 96, 97, 98, 99, 102 , -. Social Work, 26 Bulgarians- songs, 88 Sociology, 64, 80..101 BUlgarians: Who They Are, 88 Speech, 80 . i. State History, 2, 89, 94 Statistics, 97 C . Teache? Education, 13 Cape Verdeansin America. Our Story, 48 Cape Verdeans in America Out Story, Teacher's Guide, 48 - U S History, 31, 66, 68, 69 Cape Verdeans Strong Ties, StrVngaPepple, 65 Cape Verde and Its People. A ShoRt History, 48 World History, 31 Cape Verde and Its People A Short History, Teacher's . Guide, 48 . Caribbean-American Experience The Recent Black MATERIALS TITLES Immigrant, 72 . Caribbean-American Expetlence, The The Recent, Black Immigrant, 72 5 - ., A Caribbean Roots,A Learning Experience fqr Students in ' Abolitionism, 24 , the Virgin islands, 99 ; Acculturation, 55 4 .%. 94 ,. r

Chicano, The His History, Culture, and Heritage, A Ethnic Audio-Visual Resource and Evaluation Guide, 52 Bibliography of Materials at Bakersfield College L1brpy Ethnic Conflict and Ethnicity and Global Issues Two and Chicano Cultural Center,'8 Experimental Units, 21 Chinese Americans Past and Present. Chronology and Ethnic Detroit in Maps 1970, 52 Activity Sheets for Thermal-Faxing, 6 Ethnic Dimension in American History, An A Unit on Chinese Americans Past and Present A Collection of Immigration, Industrialization, Urbanization, and Chinese American Readings and-Learning Activities, 6 Imperialism, 18891920, 66 'Chinese Cultural Activities, Volumeg I and II, 70 Ethnic Drama. Video-Texts and Study Guides, 89 Chinese Foods. Teacher's Handbook, 9 Ethnic Education for Future and Present Public Chinese New Year, 70 Adininistrators Director's Report, 75 Chinese Songs We Can Sing and Chpese Instrumental Ethnic 'Foods, 81 Music, 35 Ethnic Groups in Ohio with Special Emphasis on Chinese Women in History and Legend, Volumes I and II, 70 Cleveland, 81 Ching Ming Festival. 70 Ethnic Heritage in America, Teacher's Manual Curriculum Christmas in Croatia, A, 87 Materials in Elernentary School Social Studies on Communities, 43 Greeks, Jews, Luthuanians, and Ukrainians, 38 Confrontations with Tyranny Six Baltic Plays, 39 Ethnic Heritage Experience Project Teacher Planning 4/ Country Folks A Handbook for Student Folklore A Portfolio, 50 - Collectors, 5 Ethnic Heritage Information Notebook. 33 Croatian Ethnic Heritage Studies Kit, 87 Ethnic Heritage Radio, 90 Croatian Ethnic Heritage Studies Kit, Teacher's Manual, 87 Ethnic Heritage Studies, 81 Croatians ArtsCraftsCostumes, 87 Ethnic Heritage Studies Program Catalog 1974 1979, 19 Croatians Costumes They Wear, 87 Ethnic Heritage Studies Program Catalog 1978.1980 Croatians Dances Tk ley Dance, 87 Supplement. 20 Croatians Instruments They Play, 87 Ethnic Heritage Studies Program Czechs, Germans, and Croatians Songs They Sing, 87 Poles in Texas, Annual Performance Report, 94 Croatians Who They Are, 87 Ethnic Heritage Study Kit, Romarpan\ Americans in Lake Cultural Diversity in Early Childhood Education Teacher County, Indiana An Ethnic Heritage Curriculum Project, 4 Training Manual A Project of St Patrick s Day Care Ethnic Heritage Supplemental Readings. 33 Center, San Francisco. California, 13I Ethnic Heritages and Horizons An Expanding Awareness. 42 Culture Through Concepts, 84 Ethnicity. 55 Curriculum Designs and Methods in Black Studies, 101 Ethnicity A Conceptual Approach, 81 Curriculum Guidelines for Multiethnic iducation Position Ethni City, A Guide to Ethnic Detroit, 52 Statement. 28 Ethnicity and Me: An Experimental Unit: 21 Curriculum Materials Selected Bibliography A Sample of Ethnicity in My Community and the World An ExperiMental Curriculum Materials Reviewed to Test Analysisa Unit; 21 Instruments in the California Ethnic Heritage PrO4c.a.W. Ethnicity in Popular Music. I and II. 90 19741975, 7 Ethnicity .Unit, 55 Czechs% Texas Resource Guide. 94 Ethnic Neighborhoods in TraAsition, 81 Czechs in Texas Student Text, 94 Ethnic Neighborhoods in Transition and What is an Ethnic Czechs in Texas Teache's Guide. 94 Group. 81 Ethnic Statistics A Compendium of Reference Sources, 97 Ethnic Statistics Using National Data Resources for Ethnic Studies, 97 Ethnic Studies Guide and Resource Manual for the Dear Teacher, Diversity is Beautiful, 78 Carolinas, An, 79 Detroit's Black Heritage Tour, Ethnic Studies Handbook for School Librarians 18 Detroit's Eastside Polish Community, 52 Ethnic Studies Library, An, 52 Different Newer. A Chinese Nevi Year, Teacher s Ethnic Studies Materials Analysis Instrument, 17 Handbook, 9 Ethnic Studies Sampler The Best of the Documentary Inquiry Packet for the History orthe Jews in Title4X Project Materials, 19 Michigan, A, 53 Ethnic Studies Teacher Resource Kit, 17 Evaluation Unit A1-1 Experimental Unit, 21 Evidence Card Originals, 55 E Experience of Japanese Americans in thetrnitedStates, The A Teacher Resource Manual, 11," Early Days Ago, 3 Early Settlers of Cleveland, 81 Early Weeks in America, 37 F \- Economic Elite StudyDetroit 1975, 52 Educational Resources for Ethnib Studies, 52 Family, 55 Education Among the GermantAmericans, 58 Family, The, 71 Effects of Missouri's Geography, 58 Family Life, 37 Elements of Armenian Church Architecture, 44 Family and Neighborhoods, 24 Emigrant Sings, An, 90 Family Unit, 55 Enclaves Unit, M Festival, The, 90 Entry into the United States, 36 Festivals and Customs, 37 Escape to America, 7i Field Trip Series, 52 "Escape from Yokohama, 71 Filipino Culture Education Project Package. 15 ESEA Title IX Ethnic Heritage Studies Development Filipino Family Teacher's Guide, The, 15 Program, Fund Number 46, Final Evaluation, 81 Finnish PRIMSES, 56 Essay on Lakota History and Culture, Lakota Literature First Person Dreams, 89 or% and Lakota Music, 60 Folk Instruments of Bulgaria, 88 Estonian Handicrafts, Art and Architecture, 22 Folk Instruments of Croatia, 87 EstoniaWestern Civilization'sOutperSt with the Baltic Folklore Heroes of Epic Literature. Elementary, 81 Sea, 22 Folklore: Heroes of Epic Literature. Secondary, 81 Ethnic Americans and the Great War, 81 Folk Music The American Mosaic,81. Ethnic Americans and the Great War 19141919, 81 Freedom or Slavery, 24 95 101 Free Negro Community, The A Mapping-Project, 24 K Free Negro in Wilmington, The, 24 French Heritage Tour, 52 Kaleidoscope 20 Oral History in the Classroom, 47 From Madeira to the Sandwich Islands, The Story of a Khatchkars. Armenian Cross Stones,(44 Portuguese Family in Hawaii, 35 Ki No Soo Mu Wa Kwu Tu Never to Be Forgotten, 61 Future of the German/American Heritage, 58 Korean Legend, AHungbu and Nolbu and Korean Songs We Can Sing, 35

L Gallery, A, 1.0 German/Amencan Achievement, 58 Last Day in Kau-Min, 71 German/American Arts and Architecture, 58 Last Words, The, 71 German/American Culture, Customs, and Traditions, 58 Learning of the Indian People:\ 92 German/American Heritage Radio Series, The, 58 Leaving Home, 71 German/Ameocan Music and Dance, 58 Legacy of Diversity, A Contributions of the Hawaiians, German/American Prejudice, 58 Chinese, Japanese, Puerto Ricans, Koreans, Filipinos, Germatns in Texas Resource Guide. 94 and Samoans in Hawaii. 35 Germans in Texas Student Text, 94 Lesson, The, 71 Germans in Texas Teacher's Guide, 94 Life in the Old Country, 37 Glass Rose, A, 89 Literature of the German/American, The, 58 Government Among the German/Americans, 58 Lithuanian Americans and Their Communities of Cleveland, 81 Government of tie Indian People, 92 Lituanians in America- Contributions to America. Grandfather Was'a Caddy, 71 Relationship to Homeland, Integration into American Grandparents, 78 Life, Retention of Ethnicity in America, 38 Grass Woman Stories, 59 1 Lost ancf Found A Search for Our Ethnic Heritage. 63 Greeks in America Contributions to America, Relationship to Homeland. Integration in. American Life, Retention o' Ethnicity in,Amenca, 38 M Guidi to Ethnic Heritage Curriculum Analysis, 7 Guide-to Ethnic Museums, Libraries, and-Archives in the Made is USA Project Ethnic Heritage 65 United States, 82 Made in USA Project Ethnic Heritage Activity and Guide forMulticuttural Edudation Content and ,Context, 7 Discussion Guide 65 Guide fortParents and Teachers to the Polish American: Many Faces of Hawaii, 35 Almanat and Game, A. 57 Maps History of the Sioux Nation in Maps 60 Guidelines for the Development &Ye Prbgram ih Puerto Master Index for the Oral History Archives of Chicago , Rican and Cuban Ethnic Heritage Studies at the Polonia 37 Postsecondary Level, 45 Materials and Human Resources for Teaching Ethnic -* Studies An Annotat Bibliography, 17 Meeting of Cultures, d Education Materials on Lakota H Sioux Indian Life and History. 60 Meeting of Cultures. A Question Section 60 Heide Story Telling Time, 4 Memories of Diane, 71 Haida-Story Telling Time.ictivity Foldefvl Mexican Amencan.Archives at the Benson Collection A Haadblecheya +Li Vision): Songs for MusikEssay, 60 Guide for Users, 95 Handbook of Teacheflesson Plans on Franco-American Mexican and Chicano Thought and Philosophy An Culture and Language, 41 Anthology, Volume IPre-Columbian and Mexican Harvard Encyclopedia of American Ethnic Groups. 46 Philosophy. 8 Hello, My Name Is, 78 Mexican and Chicano Thought and Philosophy An Hungarians of Detroit, 54 Anthology, Volume II Pre-Columbian and Chicano ft,o- 4 Philosophy,a Mexicans of Detroit, 54 - Mexico in the Study of Mexican Americans An Analysis of Transnatronal Linkages. 21 ' Important Oates 01 Lakota History, 60 Vs Indiah Games, 60 Migrant Heritage Studies Kit, 74 Indian Memories, 92 Migration, 55 Indians Speak for themselves, The: literature Booklet, 92 Migration, The, 58 Indian Studies Curriculkm Meterlat- Annotated Migration Unit, 55 Minneapolis Multi-Ethnic Curriculum Developm4nt - Bibliography, 92' In Moyement: A Picto-nal Picture of Asian America, 16 Teacher's Guide, 55 InstrumenfarMusic rand lit 90 Minneapolls,Multi-Ethnic Curriculum Project FinaLRePort, 55 Integrating Black Materials into the High School Minneapolis Multi- Ethnic Curriculum Unit Overviews, 55 Curriculum: Report on the Alabama Ceoter for Higher Mlska, 71 Education's 104 Summer Ethnic Heritage Studies Modules (pr Teacher Trainers Implemcfnting Multicultural' Institute for High School Teachers of Social Studies and Social Studies io Elementary Schools, 76 Humanities, Morikami Museum, The, 32 Inter-Ethnic Celebration, 38 Mosaic The AmericikEthnic Experience. 43 Inter-Ethnic Music; RhythmThe Pulse of Humanity, 36 Mountain 'Echoes, 78 Infrbducing the Asian Indians in America, 67 Mountain Echoes Readiness Pretest for Teachers, 78 -trial) Americans and Their communities of Cleveland, 81 MultiCultural Curriculum Manual, A, 80 Italren Americans and Their Communities of Cleveland, 81 Multiculturil Early Childhood Curriculum for the Yakima PRIMSES456 Indian Nation, 100 Multicultural Educ:,ation and Ethnic Studies in the United States. An Analysis and Annotated Bibliography of Selected Documents in ERIC, 25 Multiethnic Heritage Kit, 93 Juba. 98 a Multi-Media Presentation of the History of the JeWs in Juba, Classroom TeaCher's Guide, 98 Michigan, A, 53 I 96

1i -Pc (../ 4.0 ; Music in an Industrial City, 80 Renacimiento de un Pueblo Indo-Hispano, El, 64 Musib for Life's Rituals, 90 Resource Guide for Paiute and Other Native American My Bulgarian Heritage, 88 Materials, 62 My Croatian Hentage,87 Rasource Guide Romanian Americans in lake County, My Name is Stephen Kekaulike and I Live in Papkolea, 35 Indiana An Ethnic Hentkge Curriculum Project, 40 . - Myth of thesMelting Pot, The, 43 Riot of 1880, The. A Newipaper Unit, Instructional Guide, 24 ..-- Roarning,,DayS: Warrior Stories, 59 Romanian Americans and TheiCommunities of Cleveland; 81. N Romaniart_Folk Dancing, 40 Romanian Folk Dancing Music, 40 Narragansett Indians, 91 Roots of America- A Multiculture Curridulurn- Resource Nativism- The Election of 1854, 24 Guide for 7th, 8th, and 9th Grade Teachers. 29 Neglected Dimension, The Ethnicity in American Life, 27 Nho Lobo Folktales of the Cape Verdean People, 48 Nho Lobo. Folktales of the Cape-Verdean People, S Teacher's Guide, 48 Scaidinavian-Americans A Rediscovery, 65 Scandinavian Ethnic Currici5iiim Studies Senior High 0 School Topics, 69 Science An Indian Perspective Ten Modules for Learning, 92 Oklahoma Indian and Nature Guide, The, 85 Secular Song, 90.. Once There Was aWar in Italy, 71 y Selecting dhildren's Books with a Multic4Atural One Land, Many Voices Ethnic Heritage Through Milsic. 90 Perspective, 10 On Our Own, 3 Serbian Americans and Their Communities of Cleveland, 81 Oral History Archives of Chicago Polonia Cassette Topic Seventy-five,-Years of Ethnic Recordings, 90 Tapes, '37.. Sighs andSongs of Aztlan New Anthology'of Chicano Literature, 8 . Slovak-Americans and Their Communities of Cleveland, 81 Social Life of the lndian People, 92 Songs-of Derision, 90 Passage and firrival, 37 Songs of Emigration, 90 Passage Oral Archives of..Chicago Polonia, 37 Sound of Silk and Bamboo. The hinese Mupic, Teacher s People of the Prairies A Norwegian and German-Russian Handbook, 9 . Curriculum Guide 80 Southern AgrananNtleritage Learning Package, 33 People and Resources of Southeast Alaska, 4 South Slavyc PRIMSES, 56 Peopling the High Plains Curriculum Ideaf and Guides for Stories My Family Told Me, 71, Teacher, 102 Stories My Pamily-Told Me A Kit to Help StudeAts Peoplingithe High Plains Wyoming's European Heritage. 1.02 Research and Write Radio Scripts About Their Ethnic Peter Spencer and the African Church, 24 Heritage, 71 Pluralism and the American Teacher Issues and Case Stop,/ of Romanian Americart,s in Pictures The, 40 Studies. 25 Student Activities Kit, 33 Pluralism in a Democratic Society, 66 Study. Guide to Hungarians of Detroit, 54 Poles, The In Their Homeland, in America, in Connecificut, 23 Studying the Local Community A Community Survey and - Poles in Texas Resource Guide, 94 Ethnic Mapping Procedure, 52' Poles in Texas Student Text, 94 Suerlos, 71 \ Poles in Texas Teacher's Guide, 94 Supplement to Dear Teacher, Diversity is Beautiful, Polish American Almanac, The, 57 Appalachian Cultural Materials CurriculUm Guide. 78 Polish Americans and Their Communities of Cleveland, 81 Polish PRIMSES, 56 Posters on Black Cowboys and Black Rodeos, 93 T Power Unit, 55 Prejudice and Discrimination, 55 - TaiChl Chuan Teacher's Handbook, 9 Prejudice and Discrimination Unit, 55 Teacher's Guide to Accompany kfaska Native Land Claims Prejudice and Ethnocentrism, 36 . Textbook,a _ 4 Price of Freedom, The, 71 Teacher's Guide, Chinese Americans Past and Present. A PRIMSES, American Ethnic Profile Background Papers, 56 It Collection of,Chinese American Rekdings and Learning PRIMSES Le4son Plans, 56 Activities, 6 . .. PRIMSES Primary Sources in Ethnic Studies, 56 Teather's Guide to the German /American Heritage Radio PRIMSES: Primary Sources in Ethnic Studies. A Training Series, 58 , 1 Model, 56 Teacher's Guide,to the Neglepted Dimension. Ethnjcjty in , , . PRIMSES: Workshop Agenda, 56 American Life, 27 . Project in Multicultural Learning, A Greek American Teacher's Guide for Using Oral History Materials on the' Contributions to American Society, 31 Immigrant Experience, 37 Puerto Ridans. On the Island, on the Mainland, in Teacher's Manual, 33, 88 " ° Connecticut, 23 Teachert Manual and Curriculum Guide tilt-Activities and Resoureps, A, 12 Teaching f6r Cross Cultural Undergtanding, 96 0 Teaching About Ethnic Conflict Global Issues, 21 Teaching Ethnic Experiences in Urban, America, 68 ,Quiet, 92 ,Teaching About Ethnic Heritage,21 Teaching Mountain Children. Towards a Foundation of Understanding, 77 R Teenagers in the Phillipilies acid the Filipino Teenager USA Teacher'p Guide, 15 Reasons for Deciding to Leave, 37 Tierra Amarilla, ta, The People of the C,hama Valley,-64 Recreation, 37 Tour of,Detroit's GreektOwn,. A, 52 Religion, 37 4 Tout of Detroit's "Latin ()darter," A, 52 Religious Music I and II, 90 Toering Ethnic Deiray;52. 97 103 APPENDIX A: EVALUATION INSTRUMENTS APPROPRIATENESS FOR USE IN LEARNING SITUATIONS: g include components such as STUDENT MATERIALS table of contents, index, glossary, and bibliographies, if appropriate Name of Project

includedAppropriate Quality / Yes No Yes No Poor Avg Good _ Table of Contents

_TitleOfMaterials Index

Glossary

Bibliographies

Project Year Other (specify) Sponsoring Organization 1

h provide all needed resources as pert of the materials reqtere the user' O gather or Name of Panelist Otherwise prepare necessary , resources

This evaluation instrument is designed to evaluate only I cither _ the educational soundness of materials All aspects of the (please specify) materials related to ethnic aythentictty will be evaluated by another panel Therefore, question% related to issues of ethnicity are not included

1.0 Quality of Physical Characteristics 1 1 2 Overall, thp,organization of, the materials is (che-ck This, section evaluates the physical presentation of the only one answer; ' materials how they are structured or organized and how they are presented both verbally and visually (0) not appropriate for use in teaming situations 1.1 organization of the Materials -"N (1) appropriate for use in learning situations 1 1 1Overall, the materials (check as many items as With major adaptations or modifications appropriate) _(2) appropriate for use in learning situations Yes No with minor adaptations or modifications a. are organized in a way that lends to ease of use (3) appropriate for use in learomg situations without adaptations or modifications b are logically organized (i e content progresses in an obvious 1 1 3 Comments (pleasespecifyany recommended manner from lesson to lesson 'or modifications). unit to unit) '

c< contain lessons or units which can be used individually

d contain lessons or units which must be used sequentially and as a whole 1.2 Presentationof.the Materials, 1,2 1 Overall, in the presentation of thr materials (check as e Will still achieve major objectives, many items as appropriate) if lessons or units are used selectively Yes No a all parts are clearly labeled f provide transitions when necessary between lessons, b the sentence structure is units, etc grammatically correct -

c the language is free of sex bias where appropriate

d technical terms are defined when appropriate Note. Four instruments for evaluating materials' appropriate- 4 _macs for- -use in teaming- situations were developed The e visuals (photos, drawings) are instruments contained minor variatiodepending on the related to the,%content of the ''...6 Olen for whom the materials to be evaluated were in- materials tend students, teachers, teacher educators, or adult/ f visuals are free of 'Sex bias where c munity educators. Ooly the instrument for evaluating appropriate student materials is included here; those few questions which relate d rectly to student learnerS can easily be 0 captions for visuals are related adapted to applto other groups to the content 99 APPENDIX A: EVALUATION INSTRUMENTS APPROPRIATENESS FOR USE IN LEARNING SITUATIONS: g include components such as STUDENT MATERIALS table of contents, index, glossary, and bibliographies, if appropriate Name of Project

pcluded Appropriate Quality / Yes No Yes No Poor Avg Good Table of Contents Tttte-51Matertals Index

Glossary

Bibliographies

Project Year Other Sponsoring Organization (specify) A h provide all needed resources as part of the materials requge the userto gather or Name of Panelist Otherwise prepare necessary. , resources This evaluation instrument is designed to evaluate only sal ether she educational soundness of materials All aspects of the (please specify) materials related to ethnic authenticity will be evaluated by another panel Therefore. question's related to issues of eth nicety are not included \ to Quality of Physical Characteristics 1 1 2 Overall, theprganization of.the materials is (check This section evaluates the physical presentation of the only one answer; - materials hOw they are structured or organized and how they are presented both verbally and visually (0) not appropriate for use in learning situations 1.1 crgapization of the Materials ( 1 ) appropriate for use in learning situations 1 11 Overall, the materials (check as many items as With major adaptations or modifications appropriate) -4__(2) appropriate for use in learning situations Yes No with minor adaptations or modifications a. are organized in a way that lends to ease of use (3) appropriate for use in learning situations without adaptations or modifications b are logically organized (1 e . content progresses in an obvious 113 Comments (pleasespecifyany recommended manner from lesson to lesson or modifications). unit to unit) '

c contain lessons or units which can be used individually S. d contain lessons or units which must be used sequentially and as a whole 1.2 Presentatlorrof.the Materials 1 2 1 Overall, in the presentation of thr materials (check as e Will still achieve major objectives', many items as appropriate) if lessons or units are used selectively Yes No nor a all parts are clearly labeled f provide transitions when necessary between lessons, b the sentence structure is units, etc grammatically correct -

c the language is free of sex bias where appropriate

d technical terms are defined when . appropriate Note Four instruments for evaluating materials' appropriate- --nese for use in teaming Situations were developed The e -*visuals (photos, drawings) are instruments contained minor variation \ depending on the related to the content of the ' -"..6udien for whom the materials to be evaluated were in- materials tend students, teachers, teacher educators, or adult/ f visuals are free of "sex bias where c munity educators Only the instrument for evaluating appropriate student materials is included here; those few questions which relate d ectly to student learners can easily be g captions for visuals are related adapted to appl to other groups to the content 1039 h the presentation is interesting to 2.2. Objectives the intended user Objectives for curriculum materials are statements that indicate ways in which learners are expected-to change their -other (please specify) thinking, values, and actions as a result of using the maten- algi Cognitive objectives indicate the fahe, concepts, gener- 12.2 Overall, the presentation QJ-the materials is (check alizations, structure(s), and theoty(ies) presented in the -mate- oniK)ne answer). rials. Affective objectives are the values, attitudes, and com- mitments to, beliefs or actions promoted by the materials. (0): not appropriate for use in learning Skill objectives indicate ptocedures students will be able to situations perform, such as 'thinking,writing, decision making, OP interpreting data (1) approjtri,ate for use in learning situations with major adaptations or modifications 2.2 1 In general, the objectives for the mateals (checkas (2) appropriate for use in learning situations many items as appropriate) with minor adaptations or modifications Yes No (3) appropriate for use in learning situations a are stated for the materials without adaptations or modifications overall b. are stated for individual 123 Comments (pleasespecify any recommended segnfents of the materials e , Modifications) lessoqs, units; chapters) c although net stated, caMbe early inferred

d are stated for cognitive outcomes affective outcomes 2.0 Rationale and Objectives skill outcomes

2.1Rationale) e indicate the level of performance A rationale is a philosophic position on 'education and. expected ethnic heritage studies held by the ,author(s). It consists of can be accomplished by the the assumptions and goals used by the author(s) when intended learrier selecting. and ordering objectives, content, strategies. and evaluation processes in the curriculum g are suppolve of thg rationale, content, and teaching strategies 211 In general, the rational for the materials (check as manyAtems as appropriate) h are clearly written Yes Na other (please specify) a is stated

b is Wear

%lb c is easy to infers

d rs.logicai in terms of the materials developed justifies the materials developed e 222 In general, the objectives for these materials are f other _ (check only one answer) (prase specify) (0) not appropriate for use in learning 4 situations (1) appropriate-for usein learning situations with major adaptations or modifications 212 In general, the rationale is (check only one answer) (2) appropriate for use in learning-eituatioAs (0) not 'appropriate for use'm learning with minor adaptationsor modifications situations (3) appropriate foi use in learning situations (1) appropriate for use in learning sitipations without adaptations or modifications with major adaptatioA or modifications X (2) appropriate for use in learning situations 22,3 Comments (please specify anyrecommended with minor adaptations ounodifications modificatiOns). (3) 'appropriate for use IA learning situations without adaptations or modifications

A 2143 Comments (pleasespecify any recommended modifications)

eg 3.0 Content This section evaluates theoverallcontent of the materials, 1 without regard to information on ethnic groups and ethnicity The accuracy of ethnic content will be evaluated Separately 100 3 0 1 In general, the content of the materials (checkas d. describe the allotted time many items as appropriate) sequence for each step A Yes No e describe any necessary changes free of factu'al errors in the normal physical or b is baSed on research which is emotional environment of the recognized as valid in the field classroom c. cites dati sources where f, are complete enough to ensure necessary and appropriate that the icistructor will be able to use thern.effe'ctively d dan tie easily updated g are consistent with the rationale, . e is free of sex and age bias, as adequate to achieve the appropriate to the ethnT group objectives, and supportive ofthe , , portrayed content

1- presents new information on the h other, subject' (please specify) g presents a new dimension to the subject h effectively teaches difficult concepts or ideas 1 4 0°2 Overall, the teaching strategies in these materials are (check only one answer) I does not oversimplify political, ' social, or economic issues (0) not appropriate for use in learning j is appropriate for the intended situations - learner (1) appropriate for use in learning situations k is related to the rationale, with major adaptations or modifications - objectives, and teaching (2) atipropriate for use in learning situations strategies with-minor adaptations or modifications

I - other 14(3) approprialia for use in learningsituations _ (please specify) without adaptations or modifications

4 0 3 Comments (pleasespecify, any recommended modifications)

3 0 2 Overall. the content of the materials is (check only one answer) 1 1(6) not appropriate foruse in learning 5 0 Conditions' f Use situations Thissectionevaluatestheappropriatenessofthe (1) appropriate for use in learning situations materials for use under a variety of conditions Questions with major adaptations or modifications .focus on learners' backgrounds, teacherg' qualifications, and the settings in which the Materials are to be used (2) appropriate for use in learning situations Criteria related to the setting focus on gedgrapoic site as with minor adaptations or modifications well as type and location of institution .

(3) appropriate for use in learning situations 5.1 Learner Characteristics without adaptatiorifs or modificatiOns 51 1In general. the materials (check as manyItems as 3 0 3 Comments (pleasespecify ..any recommended appropriate). modifications) ' I Yes No a are at the appropriate reading levet for the intended users

b contain activities which are appropriate for the intended users 4.0 Teaching Stratets 4". This section evaluates suggested or implied spategies for c can be adapted for use With audiences other than the implementing the materials with the learnersTeaching , strategies are the specific patterns of action aimed at intended users accomplishing instructional goals (role playing, question- d are designed for use only try answer, etc ) 4" (circle one) average/gifted/slow learners 4 0 1 In general, the teaching strategieg\(clieck as many items as appropriate) e are for use only by learners of a particular ethnic or language Yes No group a are presented clearly in the materials f other (please specify) b are easy for th user to infer 1 c_ describe the to ching steps in appropriate order

101 1- 0 " 512 Overall, the learner characteristics are (check only c can be adapted for use in a variety of settings one answer). not appropriate for use in learning d. can be used only at the grade situations level for which they .were written (1) appropriate for uselt? learning situations e may require major changes in ,with major adaptations or modifications 7:traditional classroom settings or ,group configurations (2) appropriate for use j.n learning situations with minor adaptations pr modifications other ' (please specify) (3) appropriate for use in learning situations withott adaptations or modifications e 532 Overall, the setting required for,use of the materials 513 Comments (pleasespecify any recommended (check only one answer) A modifications) (0) not appropriate for use in learning situations 47

a (1) appropriate for use in learning situations with majdr adaptations or modifications (2) appropriate for use in learning situations 5.2 Instructor Characteristics with minor adaptations or modifications 521 In general, the materials (check as many itemsas (3) appropriate for use in learning situations 'appropriate) without adaptations or modifications Yes' No 5.33 Comments (pleasespecify any' fec6mmended a require the instructor to have special-qualifications in order to modifications) use the proposed teaching strategies

b require t,Ae instructor tohave specialized kriowtedge of the general content in order to teach 7 6.0 Evaluation the materials This section evaluates any instruments in the matititiais require the instructor td have which measure learning outcomes and anyformal evalua specialized Knowledge of the tions of the materials done by or for thedevelopercF, during . ethnic groupsrepresented in the development stage order to teach the materials 6 1r Evaluation Instrurftents d other (please sp6cify) 61 1 The evaluation instrument's (check as many items as awIrliFaTe) Yes No are included in the mateals' 6 2 2 Overall the instructor characteristics ace (check only a one answer) b arvp_propriate for the intended (Ok not,appropriate for use in learning I. users - situations is c are consistent with the (1) appropriate for use in learning situations objeetlyes,,content ant teaching with major adaptations or modifications strategies .12) appropriate for use in learning situatiops have been held testa for with minor adaptations or modifications reliability and validity and revised accordingly (3) appropriate for use in leargrng sttu4ions witholit adaptations or modifications .e have not been tested. but appear to be valid and reliable specifyany recommended 523 Comments, (please f other j modifications) (please.specify)

61 2 The evaluation instruments (check only one answer) Setting (0) not appropriate for use in learning 531 In general. the materials(ch4ck as Many items as slitiations appropriate) (1) appropriate for use inlet/ming situations Yes No'- with rnej5jt adaptations or modifications are specific to a single a (2) appropriate for use in learning situations' geographic site with minor adaptatrons or Modifications b are specific to learnersin a particular setting (e g . urban, (3) appropriate for use in learntng situations without adaptatidns or modifications ,rural, suburban) . 102 . 4 .- r ... * .613 CdmmentS(please Apecifyany recommended 7 03 If you recommended thMhe paterials be refected, modifications) brieflys_ummarizbyour rMons.-for makingthat recommendation ,:. es.; --, ... 141F

6.2TAaterials Evaluation Materials evaluations are tests of the materials poor to publication hy a sample of users, using systematic procedures keyjsion of materials, based on the results of these evaluations, is desirable before final hublicatitin.

6 2 1`The materials (check as many'itemsas appropriate) Yes No a were field 'tested prior to publication (if yes, briefly describe any available information ah'out users. evaluation procedure, and results)

b were revisecron the basis of field-test data

c other (pkase specify) I 622 On the basis of the formal evaluation resugs, the materials are (check only one answer) (0) not apprdpnate far use in learning situations _(1) appropriate for use in learning situations with major adaptations or modifications (2) appropriate for use ine,learning situaticaNs with minor adaptations or modifications- {3) appropriate for use in learning ,situations without adaptations or modifications

623 Comments (ease specifyany recommended modifications)

7.0 Evaluator's Rating in this section. please indicate a final rating of ,the materials on the -basis of your previous evaluative comment and decisions°

70-1 Please add any-evaluative comments you have not had an opportunity to make

7042 On the basis of your evalualopn, please indicate whether the materials should be (check one) _10) rejected as not appropriate for use in learning situations

_ (14 accepted as appropriate for use in

learning situations 12 Signature of Panelist 103 10 -11i2 Overall, the accuracy ofethnic contentin the ETHNIC 4A-UTHENTICITy preientation and appearance of the materials is (check only 'one answer) Name of Prdject (0) not etrinically'authentic _(1) ethnically authentic withmajor" m9dificatiens (2) ethnically authentic with minor modifications Title of Materials (3) ethnically authentic without modiMcations 113 Comments (please specify any recommended modifications) Project Year

Spoqs,oring 0;ganization 1.2 Content Content comprises the facts, theories. andideas about 'which the materials are written I 21 Overall, the materials (check as manyitems as Nametf Panelist. appropriate) Yes No a present historically asctirat L charactenzat:ons orindividuals 1.0 Accur,acy of Ethnic Content b present individuals with dignity This section evaluates the accuracy of Content as if 0 e , as having self-worth, self- relates to the ethnic groups Presented in the materials awareness) 1) 1.1 Presentation and Appearance c present valid reasons otherthan ethnicity when individuals are Presentation and appearance are the physical qualities portrayed in a negative way that can contribute to Of take away from ethnic accuracy These include language use, visuals. and comprehensiveness d portray families accurately in accordance with their ethnicity 111 Overall, the materials (checka; many items as appropriate) e present groups in terms of their own value systems Yes No a are not so out of date that the f present accurate information value of the content is , about ethnic value systems significantly reduced g accuraWly explain reasons for b include bibliogriphies and specififflvalues resource lists which are ethnically authentic and useful h accurately explain philosophies and values that undergird ethnic c provide enough information customs about the ethnic group so that any instructor can accurately treat cultural customs with , present the materials respect refrain from using majority d contain accurate word translations to English norms to judge ethnic group behto traditions, or values e present correct terminology when . non - English terms are used k present% sufficiently A comprehensive view of topics so f *resent dialect(s) accurately that accuracy is not distorted (if not, briefly describe tt)e content g do not portray ethnic people who that should be added) use dialects, foreign languages,

or nonstandard English as I accurately present historical and inferior environmental influences which have shaped group behavior h. present nonmajority speech with .respect m when eeppropriate, present accurate,background preserit major translations which experiences and events prior to are faithful to the original version the U S experience

1- use regional names accurately n accurately portray the ethnic group's role in and contribution k picture ethnic group members accurately in photographs or to U S history, politics. illustrations economics, and culture contain photbgraphs or o contribute to increased illustrations which are not understanding of the ethnic patronizing group(s) portrayed 104 r 0 I

122 Overall, the content of the materials is (checkonly 2.42 Overall, the ba'ance and perspective in presentation one answer) and appearance of the materials is (check only one answer) (0) not ethnically authentic (0) nOt ethnically authentit -7 4". (1) ethnically authentic with major (1) ethnically authentic with major modifications modifications (2) ethnically authentic with minor? (2) ethnically authentic with minor modifications modifications (3) ethnically authentic without modificatiOns (3) ethnically authentic without modifications

123 Comments (pleasespecify anyrecommended 213 Comments (pleasespecifyany recom;-nended, modifi(ations) modifications)

.. 4

2.2 Content 2.0 Balance and Perspective O 2 2 1Overallthe materials (check as many items as fichis section evaluates the balance and perUective of the appropriate) materials The relationships of ethnic groups to one another and to the majority- society are evaluated, as 'well as the Yes- No general tone in which the materials are writtenBoth a portray ethnics as indiviSuars'as well as representatives of ethnic presentation and appearance and content are evaluated for _ balance and perspective groups b present average individuals as 2.1 Presentation ):Id Appearance well as those of superior 211 Overall, the, materials (check as many items as attainment appropriate) c present average individuals from Yes No each ethnic group, with different a are written by (an) author(s) .4 personality traits, physical qualified in background and abilities, mental talents, and- experience to write about the interests ethnic group d portray individuals in a way likely b are wrt 'en by (an) author(s), to illustrate diversity qualiti d by education to write portray people of clearly defined about the ethnic groom ethnicity engaged m positive c use nbiased language interpersonal relationships avo language which may imply f, attribute behavior solely to the ne alive value judgments individual, not to his or her ethnicity a here to a logical and consistent style in capitalization rt portray a full range of human othnic group names `emotions. both positive and negative. regardless of ethnicity con14descriptions which promotpositive or neutral h present a variety of family images an entire group and its, patterns -V members present ethnic group experiences are written i anlutraltone (i e as dynamic and continually they avoid bei g patronizing at,. changing One extreme.a d adulattory at the depict similarities and other) differenceos between ethnic h refer tcrindividtrals in a groups without suggesting the consistent wayi(e,g , not 'black superiority or inferiority of any .people" and"vjhite citizens" or group "Mr, Jones" and "Mary Jones") k. present ethnic groups from consistentlyre4ain from making perspectives other than as misleading, vague. or ambiguous victims or causes of "problems" statements -recognize the universality of are free of degrading terminology human concerns t present a variety of types and deal with unresolved ethnic ages of people of each ethnic issues, particularly prejudice and group-- discrimination

I. present a variety of ethnic n. contribute to increased groups when aplpropriate in . understandingof ethnic groups photographs or visuals other than one's own 105 111 tt

303 If you recommended that the materials be rejected, o. contribute togicreased that understanVing of intergroup brieflysummarize yourreasons ,formaking relations recommendation fie 0 p. portray the United States as a nation developed by,diverse - groups in a pluralisti8 way

q portray U S. tticlefyw having been developed by diverse .'group in a pluralisticeWay

222 Overall, the balance angl perspective in the content of the materials is (check MY one answer). (0) ngt ethnically authentic (1) ethlkically,outhentic with major modifications (2) ethnically authentic with minor modificatens (3rethnica(AA authentic without modifications 223 comments., (please spectryany recommended modifications) .

A Evaluator's Rating. In this section, please iridicate a finalrating of them materials on the basis of your previous evaluative comments and decisions 304 Please add any evioatnie comments you have not had an opporturlity t6 mike

302 On the basIs of your evaluation, please indicate vhether the materials should be (check one): (0) rejected as not ethnically authentic I (1) a.cdepted.as ethnically autMIntic Signature of Panelist

106 .1

TECHNICALQUALITY: P UNT MATERrALS 1 03 Comments. (pleasespecifyany recommended ,modifications Name of Project:, f 2.0 'Content Title of Materials__ Educatotinal soundness and'ethnic authenticity of content, have been evaluated previously Technical quJity of content evaluates only those content items which relate to format of ; the materials 2 0 1 Overall, in the materials (check as many itemsas Project Year appropriate) Yes No Sponsonhg Organization a pages are consecutively numbered

b page numbers are clearly visible 2 and close enough to text so they will not be lost if materials are Name of Panelist copied

c ,pagination is in a consistent format (t e does not switch from one system to another) 1.0 Packaging d there are no copyrighted This section evaluates- the quality of the packagingits materials for which releases have durability, ease of use, and appropriateness for the intended not been secured userOnly printed materials will be consideredIfprint materials are accompanied by audio. visual, or artifact copyright releases are properly materials the evaluation criteria for both print 4pd nonorint acknowledged technical quality must be used graphics and charts are clear 0 1 Overall, the materials package"(check asmany items and understandable as apprppriatel% g graphics and charts are properly Yes No placed and labeled a is dtirable 202 Overallthe content formal is(cheek only one b is flexible enough for complete answer) and easy use (0) not of acceptable technical quality c 1$ a reasonable size not so large and cumbersome as Fo (1) of acceptable technical quality with major discourage use modifications

d is appropriately labeled and , (2) of acceptable, technical quality with minor titled for all users modifications

e contains a list of component (3) of acceptable teChnical quality without parts. in a highly visible location modifications 'and-permanently attached to thq materials, which describes the 203 Commeilts (pleasespecifyany recommended contents of the package modifications)

4 provides appropriate labeling for all component parts (e.g , teacher's guide. student workbooks)

g provides component replacemept information, 3.0 Print Quality , h is appropriate for the type of This section evaluates the technical quality of the printing material 301 Overall, the materials (check as many items as 1 d 2 Overall, the materials package is (check only one appropriate) answer): Yes No (01 not of acceptable 'technical quality a. are printed in clear, sharp type (1) of acceptable technical quality with major b are printed in type of an modifications appropriate size for the intended user .... (2)'of acceptable technical quality with minor c modifications c are easily reproducible (3) of acceptable technical qublity without d contain clear, sharp, and modifications , reproduciblegraphics

107 113 provide visual variation through 403 if you-,recommended that the materials beracte?/. the use of any of the following brieflysummarizeyourreatonsformakingttial devices variation in type size recommendation. and fine spacing, boxed and bordered sections, use of graphics, contrasting type. or m underlining of headings . f are laid out in a logical manner (e gall headings -centpfed or consistently placed.,argins .consistent) 302 Overall, the print quality is (checkonly one answer)/ (0) not acceptable (1) acceptable with major modifications (2) acceptable with minor modifications (3) acceptable without modifications 303 Comments (pleasespecifyany recommended modifications)

I 4.0 Evaluator's Rating Inthissection, please indicate affnal rating of the materials on the basis of your previous evaluative comments and decisions -

by 401 Please add any evaluative comments you have not had as opportunity to make

A 4 0 2 On the basis of your evaluation, please indicate whether the materials should be (check one) (0) rejected as not being of acceptable I 'technical quality (1) accepted as being of acceptable technical quality Signature of Parielist 1 1 4 108 TECHNICAL QUALITY: NONPRINT MATERIALS b are clearly and prominently labeled or numbered in sequence of use Name of Protect c fit easily within the outside container

d are labeled with media format , where appropriate (e gsize of, videotapes) Title of Materials

4P. 103 Ov'erall, the packaging is (check only one answer) (0) not of acceptable technical quality (1) of acceptable technical quality with major modifications Project Year f _(2) of acceptable technical quality with minor Wnsoring Organization modifications "Jt3) oivacceptable technical quality without modifications

104. Comments (pleasespecifyany recommended Name of Panelist modifications)

1.0 Packaging This section evaluates the quality of the packagingits 2.0 Audio-duality durability ease of use and appropriateness for the intended This section evaluates the quality of sound on audio user Quality of the outside container and materials within materialscassette QiCreel to reel tapes. videotapes and thecontainerare evaluated separatelyOnly nonprint films materialswillbe consideredIf__ nonprint -materials are 201 Overall, the audio materials are characterized by accompanied by wilt materials the evaluation criteria for (check as many items as appropriate) bopvprint and nonprint technical quality must be used Yes No 1 0 1 Overall the materials package (check as many items a clarity of sound - as appropriate) b phrasing, rhYthri voice quality Yes No and timing which permit the a is of standard size for storage on dialogue to, be heard and library shelves understood

b is durable enough for both c synchronitation of wordsmusic mailing and continued handling and special effects by the user d butbut effective c is easy to open. close, and background music otherwise handle e constant fidelity in terms of d is appropriately and prominently voices, music, and special labeled with a permanent label effects e has a permanently attached list absence of extraneous of component parts with ordering background noise information for replacements g audible pulsing which does not f is easy-to rgassemble when interfere with the sound track components have been removed h inaudible pulsing g contains a durable, well fitting insert to hold compopent parts (if audibility at standard volume necessary) capability to be amplified.° h. is appropriate for the type of without special equipment or material it contains loss of clarity, for large audiences . is appropriate for the intended user k, sufficient durability to be used many times and on different 102 Overall, the materials containedithin the package equipment without loss of quality (check as many items St appropriate)- 2020yerall, the audio quality is (check only one answer) Yes No a are packaged individually. (0) not acceptable especially if they are small or easily lost or damaged (e.g., (1) acceptable with major modificatior4 filmstrips or cassettes in a (2) acceptable with minor modifications container, slides in a box or carousel) (3) acceptable withoqt modifications

109 1 1 5 eY !,

° 7 A 203 Comments (pleasespecifyany recommended 4.0 Gpneral Quality modifications), This section evaluates the relationships between all the various component parts and their combined technical .quality 1 0 1Overallin the rinaterials (check as many items as appropriate) Yes No 3M Visual Quality a the visual and audio This section 'evaluates the qualityof visualsinthe.., presentations are cohesive filmstrips,films and materialsSltdes , videotapes, b" the sound and picture combined .photographs vitlich are packaged separately, lend to understanding of the 1.0verall the visual material-(check as many items as topic appropriated the relationship of audiovisuals Yes No to text and other materials is a are clear, sharp and in proper clearly explained register (if color) Picture descriptions and a contain legible easily printed text of the audio understood graphics narrative are included

c hold graphics on screen long e the presentation moves in a enough to be read logical progression to a- conclusion d are irrproper format (3-4 for 16mm and video 2 3 for slides) f the length- is appropriate for the audience e caw be copied from copies without loss of clarity g required equipment is available to the average user (if black and white) are di acceptable contrasl- and intensity h the appropriate mediumfor both the audience and the c (if color) are vivid. lifelike and messageis used consistent in tint and hue 4 0 2 Comments (pleasespecjfyanyrecommended h (if slides) are properly mounted for the required projector (Kodak modifications) 80 trayglass/plastic/cardboard Kodak 440 traycardboard) 5 0 Ev luator's Rating . hold the attention and focus the in this sectionpi ase indicate alima? rating of the thinking of the viewer materials on the basisf your previous evaluative comments are visually pleasing and decisions

k are interesting not dull or 501 Please add y evaluative comments you have not repetitive had an opportunity to make

I employ a variety of camera techniques appropriately and r effectively gcloseups. composition shots, sequences. etc ) 5 0 2 On the basis of your evaluation please indicate m use animation flashbacks and whether the materials should be (check one) other special techniques f_____(0) rejected as riot being oracceptable appropriately and of technical quality

n depict appropriate costumes and (1) acceptedas being of acceptable technical settings' quality

3 0 2 Overall. the visual quality is (check only one answer) 5 0 3 It you recommended that the materials be rejected, reasonsformakingthat (0) not acceptable brieflysummarize yOur at, recommendation (1) acceptable with major modificgiOns (2) acceptable wittl minor modAa ions (3) acceptable without modificatiOns 303 Comments (please specifyany recommended modifications)

Signature of Panelist 110 APPENDIX 8: LIST OF PROJECTS: 19741981 a

t974 ETHNIC HERITAGE STUDIES PROJECT Project in Multi-Cultural Learning Greek American ` Contributions to the American Society Black Studies Research and Demgnstration Project Florida State University Alabama Center for Higher Education Science and Human Affairs Division 2121 Eighth Avenue North, Suite 1520- 302 Education Building Birmingham, Alabama 35203 Tallahassee, Florida 32306 $30,000 00 $40,000 00

Ethnic Studies Materials for Alaskan Native Cbligren and . Ethnic Resources Center for the.Pacific Teachers of Indian Children University of Hawaii Vlaska State-Operated Schools t College of Education 50 International Airport Road _Department of Educational Foundations Anchorage, Alaska 99502 1776 University Avenue $60.000 00 Honolutm, Hawaii 96821 . .S55,00,0'00* California Ethnic Heritage Program California State Department of Education Illinois/Chicago Project for Intp..r-Ethnic Dimensions in Bureau of Intergroup Relations' Education- 721 Capitol Mall, Room 634 Joint project of Sacramento. California 95814 Illinois State Department of _ducation (IDE) $70,000 00 188 West Randolph Street Chicago. Illinois 60601 Project MECIICA Materials Development in Chicano and Studies University of Illinois at Chicago Circle ((ACC) Chicano CL oral Center P 0 Box 4348 1 Bakersfield 3ollege Room 3030-ECB 1801 Panorama Drive Chicago.lilinois 60680 Bakersfield, California 93301 $170,000 00 $70.000 00 Drama & Theater of Baltic American Youth Contributions of Japanese Americans to American Life Southern Illinois University at Carbondale Cdrribulum Development Program Carbondale. Illinoie62901 Japanese American Citizens League $19,C 00 22 Peace Plaza, Suite 203 San Francisco. Califtrnia 94115 $60,000 00 Ethnic tie/Rage Study Frogram Indiana University Foundation University at South Bend Analysis and Dissemination of Ethnic- Heritage Studies P.0 Box F Curriculum Materials Bloomington, Indiana 47401 Social Science Education Consortium. Inc $40,000 00 855 Broadway Boulder, Colorado 80302 $45,000 00 General Ethnic Heritage and Sperfic Czech Heritage Curriculum Model Developmen Kirkwood Community_Oollege Intergroup Relations and Ethnicity The Peoples of Arts and Science Division Connecticut 6301 Kirkwood Boulevard, S W University of Connecticut Cedar Rapids, Iowa 52406 Department of Sociology $25,000 00 Storrs, Connecticut 06268 $100,000.00 Ethnic Discovery Project Bostir Children's Museum Ethnic Heritage Studies Program with an Emphasis on Jamaicaway . . AfttoAmericans Boston, Massachusetts 02130 Frederick Douglas% Museum of African Art 0 $40,000.00 316-318 A Street, N E Washington, D.0 20002 Center for Contemporary Jewish Studies Program for $60,000.00 Jewish Ethnic Heritage Studies 4 az3 Brandeis University Thte NEA/NJEA Multi Ethnic /Racial Curriculum Philip W Lown Graduate Center for Contemporary Jewish Development Program Studies Joint project of Waltham, Massachusetts 02154 Notional Education Association $80,000,0 Civil and Human Rights 1201 16th Street, N W Harvard Ethnic En, edia Stage I Washington, DC 20036 Harvard University and Fellows of Harvard College New Jersey Education Association Harvard University Press Instruction Division 1350 Massachusetts Avenue Trenton, New Jersey 08608 Cambridge, Massachusetts 02138 $90,000.00 $45,000 00 Ethnic HeritageStudies Program in Southeastern Michigan Increasing the Understanding of Multi Ethnic Heritage Michigan Southeast Regional Ethnic, Heritage Studies Project Center PortlarACenter for Urban Education 71 East Ferrx 0245-Southwest Bancroft Street Detroit, Michigan 48226 Portland, Oregon 97201 S170,006 00 $45,000.00 Scandinavian Ethrutertt-agiCdies Protect Gustavus Adolphus Coilege Development Of Ethnic Heritage Studies Kit Scandinavian Studies Dequesne University St Peter, Minnesota 56082 Tamburitzans Institute of Folk Art $25,000 00 1801 Boulevard of the Allies Pittsburgh, Pennsylvania 15219 A Model Program in Multi-Ethnic Heritage Studies $65,000.01) Mankato State University Minorities Groups Studies Center The Study of Ethnic Minorities in Northeastern Mankato, Minnesota 56001 Pennsylvania. Lackawanna County/Luzerne County, $60,000 00 King's College Joint protect of Ethnic Heritage Studies in Urban Neighborhoods King's College Washington University 133 North River Street Lindell & Skinker Boulevards Wilkes-Barre, Pennsylvania St Lows, Missouri 06130 and $50,000 00 University of Scranton Ethnic Studies Program The Institute of Ethnic and Inter-cultural Education Scranton, Pennsylvania 18510 Rutgers University $60,000 00 State'University of New Jersey 10 Seminary Place New Brunswick, New Jersey 08903 The Ethnic Heritage Studies Programof-Rhdde Island $60,000 00 Rhode Island Department of Education 199 Promenade Street Cuba Schools Ethnic Heritage Project Providence, Rhode Island 02908 Cuba Independent Schools $50;000 00 P 0 Box 68 Cuba, New Mexico 87013 $11,000 00 The Ethnic History of South CarolinaProgram Charleston County School District Task Force to Define Cultural Pluralism'to Develop and Test Strategies for Its Effective Teaching Division of Instruction Anti-Defamation League of B'nai B'rith 3 Chisholm Street Charleston, South Carolina 29401 Program Division $30,000 00 315 Lexington Avenue New York, New York 10016 $65,000 00 Indian Ethnic Heritage Curriculum DevelopmentProject South Dakota Department of Education andCultural Ethnic Heritage Curriculum Development Project Joint project of Affairs r Buffalo City Schools System State Capitol Building Pierre, South Dakota 57501 712 City Hall Buffalo, New York 14202 $45,000 00 and --New York State University College at Buffalo V Ethnic Heritage Studies Program Czechs, Poles, and Research and Development Cotnpiex °Germans in Texas 1300 Elmwood Avenue Southwest Educationti Developme,nt Laboratory Buffalo, New York 14222 211 East Seventh Street $75.000 00 Austin, Texas 78701' CurriCulum Development Program in Comparative Ethnicity $50,000 00 City University of New York CUNY Flesearch Foundation Ethnic Heritage Studies Program fo( FiveSchool Divisio Convent Avenue at 138th Street New York, New York 10831 in Appalachia DilenoWisco Educational Cooperative $60,000 00 Wise County School Board Italo-American Curriculum Studies Media Services 1032 Virginia Avenue New York State Education Department Norton, Virginia 24273 Bureau of Social Studies Education $50,000 00 Washington Avenue Albany. New York 12224 $70,000 00 Ethnic Heritage Studies. Old World Wisconsin andEthnic America The Ethnic Heritage Studies Development Program State Historical Society of Wisconsin Cleveland Public Schools 816 State Street 1380 East Sixth Street Madison, Wisconsin 53706 Ctoveland, Ohio 44114 $45,000.00 $10,000.00

el 112 1975 ETHNIC IIERITAGE STUDIES PROJECTS Ethnic Studies Curriculum Guidelines National 'Council lot the Social Studies 3a15 Wjstonsin Avenue, N W Washington, D C 20016 Chinese American Heritage Studies Program it$44,000 00 Chinese Culture Foundation 750 Kearny Street. Task Force on Assessment of Ethnic Heritage Studies San Francisco, California 94100 Program $40,000 00 National Education Association ' Civil and Human Rights East Los Angeles Multicultural Oral History Program It-1201 16th Street, N W East Los Angeles College Foundation 'I', Washington, D C 20036 ,,w7 East Brook In Avenue $50,000.00 Los Angeles, California 90022 $12,000.00, in cooperation withAdministration on Aging (HEW). amount $8,000 00 Staff Devilopment and Resources for Ethnic Heritage Studies A Curriculum Development Program in Suburban Ethnicity Atlanta Public Schools A Case Study of the Greek American Experience in 224 Central Avenue, S W Southern California Atlanta, Georgia 30303 @tilos Verdes High School 437,000 00 Cloyden Road Palos Verdes Estates, California 90274 $25,000 00" InterCultural Training Workshop Institute of Behavioral Sciences The Traditional Arts and Oral History of 'Chicanos of 250 Ward Avenue, Suite 226 Greater Los Angeles 1 Honolulu, Hawaii 96814 University of California - $30.000 00 Center for the-Study of Comparative Folklore and Mythology 405 Filigard Avenue Multicultural Ethnic Studies An Inservice Program Los Angeles. California 90024 Idaho State University '$39,000 00 Pocatello, Idaho 83209 $37,000 00

Continuing Ethnic Heritage- A Curriculum Projkt on the Transnational Linkage of American Ethnic Groups Chicago Consortium for Inter Ethnic Curriculum University of Denver Development Center for Teaching International Relations Self relience University Park 2351 West Chicago Avenue Denver, Colorado 80210 Chicago, Illinois 60622 $38.000 00 $45,000 00

Our RootsEthnic Heritage Studies Project A Prototype of a Multi-Ethnicteultural Curriculum Hartford Public Schools Burlington Community Schools 249 High Street 1429 West Avenue Hartford, Connecticut 06108 Burlington, Iowa 52601 $33,000 00 $39,000.00

Ethnic Delaware and Willmgtown Village Heritage of the Plains Indians Historical Society of Delaware Library Mid America All Indian Center 505 Market Street 650 North Seneca Wilmington, Delaware 19801 Wichita, Kansas 67203 $40,000 00 $45,000 00

Dissemination of Ethnic Heritage Studies in American Louisiana Ethnic Studies Program La Culture Acadienne - Teacher Education En Louisiana. White Acadians, Black Creoles, and Latinos American Association of Colleges for Teacher Education Louisiana State Department of Education One Dupont Circle, 14 W., Suite 610 TCommunity Service6 Washington, D.0 20036 P.O. Box 44064, Capitol Station S45,000.00 Baton Rouge, Louisiana 70804 $42,000.00 Intercultural Bilingual Currrculum Plan for Chicano Ethnic ',Studies at Community and Junior Colleges El Congreso Nacional de Asuntos Colegiales (CONAC) The university-Ethnic Community Project One Dupont Circle, N W , Suite 410 Neighborhoods Uniting Project, Inc Washington, D C 20036 3706 Rhode Island Avenue 540,000 00 Mt. Rainier, Maryland 20622 $30,000 00 -,/ Dissemination of Critically Selected Ethnic Heritage Curriculum Materials National Center for Urban Ethnic Affairs Armenian Ethnic Heritage Program 1523.0 Street, N W. ktmenian Relief Society Washington, D.0 20005 212 Stuart Street $49,090 00 Boston, Massachusetts 02116 $38,000.00 113113 Contributions of the French tv America Dissemination of The Estonian America,Ethnic Heritage Studies Program Materials - "' Estonian Learned Society Assumption College Estonian Houie Undergraduate Schools 243 East 34th Street 500 Salisbury Street New York, New York 10016 Worcester, Massachusetts 01609 $35,000 00 $20,000, in cooperation with Administration on Aging (HEW), amount, $6,700.00 , STRIDE. SpecificTeaching Resources for the Introduction k and Development of Ethnic Studies Curriculum Development in Cuban-Puerto Rican Heritages Freeport Public Schools Curry College 135 North Ocean Avenue 'Division of Lanc-iage and Literature P 0 Box 50 1071 Blue Hill Avenue Freeport, New York 11520 Milton, Massachusetts 02186 $35,000 00 $35.000 00 'Migrant Heritage Studies Project p , The ReseltchFoundation of SUNY Ethnic Curriculum Development Project. New York State Migrant Center Michigan Southeast Regional Ethnic Heritage Studies P 0 Box 7126 Center Albany, New York 14454 71 East Ferry $35,000 00 Detroit, Michigan 48202 $38.000 00 Appalachian Culture Eth;nc Heritage Appalachian'State University Minneapolis Multi-Ettihic Curriculum Project College of Learning and Human Development Minneapolis Public Schools Bdone, North Carolina 28608 Task Force on Ethnic Studies $43,000 00 807 Broadway, N E Minneapolis, Minnesota 55105 An Appalachian Ethnic Heritage Studies Rrogram $38,000 00 Madison County Board of Education Marshall, North Carolina 28753 Ethnic Heritage Studies Program Television Program on $39,000 00 Cultur.e and Tradition of 'Montana Indians College of Great Falls Springfield Program in Cultural Enrichment Department of Education Metro Ministry 1301 20th Street, South. 22 East Grand Avenue Great Falls, Montana 59405 Springfield, Ohio 45506 $26,000 00 $38,000 00 4 Ethnic Studies of Native Americans (Sioux) in Nebraska Project BUILD Building Usefutinvolvement for Local University of Nebraska Dissemination Portlanb Center for Urban Educatidn Arts Department 3835 Holdrege Street 245 Southwest Bancroft Lincoln, Nebraska 68503 Portland, Oregon 97201 $31.000 00 $24,000 00 The Pennsylvania Ethnic Heritage Studies Dissemination Paiute and American Indian Understanding Through Project Teacher Training and Education Bloomsburg State College University of Nevada at Reno Main and Penn Streets Research and Educational Planning Center Bloomsburg, Pennsylvania 17815 Reno. Nevada 89507 $38,000 00 $35,1300 00 Heritage of Learning Project Community Action for Cultural Pluralism King's College Joint project of 133 North River Street National CoMerence of Christiahs and Jews Wilkes-Barre, Pennsylvania 18711 790 Broad Street $28,000 00 Newark, New Jersey 07102 and Rutgers University Ethnic Heritage Studies Project Graduate School of Education Rhode Island College 10 Seminaralace 600 Mt Pleaant Avenue New Brunswick, New Jersey 08903, Providence, Rhode Island 02908 $41,000 ob $41,000 00

Menaul School Ethnic Heritage Program Ethnic Heritage Studies Program Menaul School Crystal City Independent School District 301 Menaul Blvd., N E 805 East Crockett Albuquerque. New Mexico 87107 Crystal City, Texas 78839 $30,000 00 $40,090 00 Multi Ethnic Heritage Dissemination Protect Domestic Ethnic Exchange and Curriculum Development Dallas Independent School District American Field Service.International Multi Ethnic Education Program Domestic Programs 3700 R4ss Avenue 313 East 43rd Street Dallas, Texas 75294 New York, New York 10017 $40,600.00 $40,000 00 114 UnderVanding Native Americans Their Heritage, Skills, COunselor Ethnic Awareness Project Contributtons, and Future , Southern Connedticut State Colle6 University of_Utah Health Education Department School of So Cial Work 501 Crescent Street Social Work Building New Haven, Connecticut 06515 Salt Lake City, Utah 84112 $25,000,00 $38.000 00 Multi-Ethnic Heritage Studies Program /Thomaston Public Library Multi Ethnic Staff Training Model Project 248 Main Street Arlington Public Schools Thomaston, Connecticut 06787, 1426 North Quincy Street $37,500 00 Arlington, Virginia 22207 $43,000 00 am, A Teacher/PrAncipal TrainingProgtam in Ethnic Heritage Education Pacific Northwest Black Studies Summer Workshop Catholic Office of Education Washington State University 717 Fifth Street, N W Black Studies Program Washington, D C 20005 'Pullman, Washington 99163, $38,000 00 /- $30.000 00 O Appreciation of Ethnic Plupalism in Education for Social Work Multi-Ethnic Heritage West Virginia Catholic University West Virginia State College School of Social Service Department of Teacher Education Washington, D.0 20064 Instilute, West Virginia 25112 $40,000 00 $45.000 00 The ,Arab American Ethnic Heritage Film Project Middle East Educational Trust, Inc Institute for Minority Studies Training Project in Ethnic and P 0 Box 57254. West End Station ..Racial Minority Studies Washington, D C 20037 University of Wisconsin $38,000 00 §tate Street La CrOsse, Wisconsin 54601 Cuban-American Ethnic Heritage Program $35.000 00 Air Community Action and Research, Inc ' 3737 S W Eighth Street Miami,' Florida 33134 1976 ETHNIC HERITAGE STUDIES PROJECTS $38,00000 Project Search and Discover Greene Count)/ Boaid of Education Instruction Departmen't Multi-Ethnic Southern Agrarian HeritageA Model Oral P 0 Box 569 , History Curriculum Unit Eutaw, Alabama 35462 Metropolit4n Cooperative Educational Service Agency $40,000 00 2268 Adams Drive, N W Atlanta, Gio'rgia 30318 $39,000 00 Ethnic Heritage Study Program Curriculum Information Center Heritage of a Plantation Community,. Mesa Public Schools Leeward Community College 14 West Second Avenue University of Hawaii Mesa, Arizona 85201 96.045 Ala Ike Street $38,000.00 Pearl City, Hawaii 96782 $40,000 00 TACTChinese Ameriban Heritage Project Association of Chinese Teachers 1.15 Waverly Place Illinois Project for Cooperative Roles in Multi-Cultural San Francisco, California 94108 Education $39,000 00 Illinois Office of Education Urban and Ethnic Education Section, Bay Area Filipino Culture Education Project (BAFCEP) 188 West Randolph Street University of San Francisco Chicago, Illinois 60601 School of Education $39,000 00 2130 Fulton Street San Francisco, California 94117 -Oral,History Archives4of Chicago Polonia $38,000 00 Polish American Congress Community Relations Committee Asian American Heritage Archival Project Loyola University Visual Communications, Inc 820 North Michigan Avenue 1601 Griffith Park Blvd ChicagoIllinois 60611 Los Angeles, California 90026 $38,000 00 $39,000 00 Romanian - Americans in Lake County, Indiana An Ethnic American Ethnic/Folk Music Curriculum Project Denver School District #1 Purdue Research Foundation 2320 West Fourth Avenue Purdue University Denver, Colorado 80223 West Lafayette, Indiana 47907 $35,000 00 $32,000.00 115 1A,,1 4

The Black t xperience in Iowa Native American and - Spanish- American Culture Curriculum Price Laborator'y School Development UniverSity of Northern Iowa College of Santa Fe 19th and Campus Streets Department of Humanities Cedar Falls, Iowa 50613 Department of Social Science $38,000.00 St Michael's Drive Santa Fe, New Mexico 87501 A b 0, ° $39,000 00 Louisville Area Ethnid Heritage Studies Teacher Training and Curriculum Development Project Pueblo Contribution to the American Heritage University of Louisville Indian Pueblo Cultural Center, Inc. School of Education P 0 Box 6807,'Station B 2301 South Third Street Albuquerque, New Mexico 87107 Louisville, Kentucky 40208 $38,000 00 $39,000db Multicultural Project for Urban Studies in Middle S )hools PATHWAY (Promoting America's Total Heritage With All Association for Multiethnic Programs, Inc Youth) 114 Fifth Avenue, Baltimore City Public Schools New York, Ne*,York 10011 Region III $26,000 00 160 North Chester Street Baltimore, Maryland 21231 Scandinavian-American Ethnic Heritage Curriculum Studies $40,000 00 Board of Cooperative Educational Services 42 Triangle Center Frederick County Ethnic Heritage Studies_ Program Yorktown Heights, New York 10598 Board of Education of Frederick County $38,000 00 115 East Church Street Ethnic Theater Springboard for a Multiethnic Curriculum Frederick, Maryland 21701 Bronx Community College $40.000 00 Center for Continuing Education and Community Services University Avenue & West 181st Street Bronx, New York 10453 Understanding Culture and Human Resources Throbgh the $42,000 00 Study of Cape Verdean Ethnic Heritage Program Development for Public Seirvice Ethnic Affiliate ' TCHUBA, Inc * J4 Beacon Street Associations - Boston Massachusetts 02108 John Jay College of Criminal Justice $22,000 00 Office of Special Programs 444 West 56th Street New York. New York 10019 Ethnic Heritage Studies Program of the Detroit Public, $33,000 00 Schools Detroit Public Schools The Caribbean-American Experience The RecentBlak 5057 Woodward Avenue Immigrant ;- Detroit, Michigan 48202 New York City Board of Education $43,000 0O _Center for Humanities and ekrts 131 Livingston-Street A Module( instructional Approach to Finnish Culture and Brooklyn, New York 1101 Its Contributions to American Life $33.00040 Suomi College 601 Quincy Street Ethnic Education for;Future and Present Public Hancock, Michigan 49930 Administrators $23,000 00 State University of New York at Binghamton Political Science Department , * Binghamton, New York 13901 interchanging Resources to Activate Cultural Ties Project r $38.000 00 Trust Territory of the Pacific islands Department of Education Teach* Training Module for Implementing Multi-Ethnic Capitol Hill Social Studies.ia Elementary Schools Saipan, Mariana Islands 96950 Teachers College. Columbia University $39,000,00 / institute for Urban and Minority Education 525 West 120th Street. P 0 Box 75 New York, New York 10027 FiveState Multi-Ethnic Training Project Minneapolis Public Schools Ethnic Cultural Center Ethnic Heritage Studies Training PrOject 1201 University Avenue, N E United Tribes of North Dakota Minneapolis, Minnesota 55413 3315 South Airport Road $42,000 00 Bismarck,-North Dakota 58501 $38,000 00

New Hampshire FrancoAmerican Ethnic Heritage 0 Curriculum Development Program Proposal for Curriculum ImprOvement and Teacher Training New Hampshire College and University Consortium for Commu,nity Ethnic Language and Culture Schools -.."`".-.,.._ 2321 Elm Street Cleveland State University Marichester, New Hampshire 03104 Ethnic Heritage and Language Schools, Inc .00 Cleveland, Ohio 44115 $43,000.00 , 116 1 r),) 4Navajo Language and Culture'Center Chinle, Arizona 86503 $48,81900 York County Multiethnic Cultural Heritage Project Winthrop Con-be 'Rock Hill, South. Carolina 29733 Ozark Ethnic. Heritage Studies Project $38,000 00 Arkansas College P 0 Box 2317 Batesville, Arkansas 72501 Ethnic Studies in the OneRace Classroom $22,217 00 Human System's, Inc 3300 West Mockingbird Lane, Suite 530 , Dallas, Texas 75235 Chinese-American ;raveling Exhibit $38,000 00 Chinese Historical Society of America 17 Adler Street Welsh Revival Project San Francisco, California 94133, Green Mountain College $26,446 00 Pouting, Vermont 05764 $0,000 00 Ethnic H eritage StudiesTraining in Multi-Cultural Education Project Far West laboratory for Educational Research and The Folklore of Black America A Television-Based Developmerit . Curriculum for Ethnic Heritage Studies 1855 Folsom Street Greater Washington ETA Association, Inc, San Francisco, California 94103 3620 27th Street, South $48,013,00 .. Arlington, Virginia 22206 $38,500 00 The. Multi-Ethnic Heritage of Oakland Oakland Unified School District ti Rainbow Approach to Classroom Education 1025 Second Avenue Seattle School District No, 1 Oakland, California 94606 Curriculum and Special Services $45,950.00 3928 South Graham Stre4t Seattle, Washington 981f8. The MultiEthnic Heritage of Oakland $40,000 00 St. Patrick's Day Care Center 366 Clementine Street f I San Francisco, Californialea A MultiEthnic Curriculum Planning and Design Model for MilWaukee, Wiscdnsin The San Juan Unified Schdoi District Ethnic Heritage Greater Milwaukee Conference on Religion and Urban Program Affairs San Juan Unified School District 1442 North Farwell'Avenue, Suite j03V 3738 Walnut Avenue Milwaukee, WisconSin 53202 Carmichael, California 95008 ,-$39,788.0b $38,000 00

Wyoining European Heritage Recognition of MultiCultural Heritage in the State of University of Wyoming Colorado Department of History Coloratio'State department of Ecrc,ation Box 3334, University Statiop 201 East Colfax Avenue' Laramie, Wyoming 82071 Denver, Colorado 80203 $38;000.00' $45,833.00 vit Intercultural Understanding ifhrough Art Ethnic Heritage Studies Project to Help Teachers Denver Art Museum Maryland State DepartmentojEducation 100 West 14th Avenue Parkway Division of CUSP- Denver, Colorado 80204 P.0 Box 8717, BWI Airport $20,245.00 Baltimore, Maryland 21240 $36,168 00 Ethnic Studies Project for School Librarians 4.4 \ Social Science Education Consortium, Inc An Introduction to America's Ethnic-Minorities ° 855 Broadway University of ,Maryland Boulder, Colorado 80302 College of Education $42,901 00 College Park, Maryland 20742 $48,184 00 0

Bread. The Staff of Ethnic Life Metro Ethnic Heritage Resource Centers Mayor's AO American Council Metropolitan Planning Project 550 Main Street .55 Chapel Street Hartford, Connecticut 06103 Newton, Massachusetts 02160 - $45,000.00 $42,732.00

Preserving Ethnic Traditions (Project PET) Puerto Rican EmphasisPuerto RicanjAwareness# ,Delaware Department of Public Instruction tpringfield Technical Community College State Education AgenC'y Special Student Services Project* Townsend Building 1 Armory Square Dover, Delaware 19901 Springfield, Massachusetts 01105 $13,824 00 $33,774 00 American and Polish Culture Mini Grad inservice Program Radio Course on Dimensions ih American Thought and Grand Rapids Public Scbools Culture The Latinos 143 Bostwick Avenue, N E The Arrierican Univelty Grand Rapids. Michigan 49503 Latino Institute W777 OQ Massachusetts and Nebraska Avenues Washington, D C 20016 Ethnic Heritage Studies Curriculum $40,969 00 Livonia Public Schools Department of Community Education Services Training of Library Specialists in Multi-Ethnic Heritage 15125 Farmington Road Livonia, Michigan 48154 Program Atlanta University $45,510 00 School of;413:10erv.ices A MultiMedia Presentation of the History of the Jews in 233 Chestnut Street, S W Atlanta, Georgia 30314 Michigan Wayne State University $25,21300 . 399 Education Building Detroit, Michigan 48202 Ethnic Community Resource Bank $12,259 00 4 Education Resource Canter 735 West Sheridan Roa'cf., Scandinavian Heritage Project Chicago, Illinois 60657' \ Moorhead State University $14,982 00 110 Seventh Avenue, South Moorhead, Minnesota 56560 A Cross-Ethnic Publishing, Training and Dissemination $17,148 00 Project Institute on Pluralism and Group Identity " Primary Source Materials in Ethnic Studies A Training 55 East Jackson Boulevard, Suite 1880 - Model 'Chicago, Illinois 813604 University of Minnesota '$45,180.00 Immigration History Research Center Minneapolis, Minnesota 55455 Six Generations of Black Families in Ftural Kansas $47,617 00 Kansas State Historical Society Tenth and Jackson Streets j k MultiEthnic Folklore and Oral History Curriculum Model Topeka, Kansas 66$12 Alcorn State University $44,118.00 Lorman, Mississippi 39096 $47,031.00 Inservice Teacher Trer(ging in Indo-Chinese Culture Our Lady of Holy Cro s College St Louis Polonia: Ethnic Heritage Curriculum erials Division of Education Development Project 4123 Woodland Drive CEMREL', Inc. New Orleans, Louisiana 70114 3120 59th Street $35,730.00 St, Louis, Missouri 63139 . . $40,619.00 The Drama of Black Cultural Diversity in New Orleans. A Program of Ethnic Studies Schools and Community German/American Ethnic Her tags Curriculum Materials Groups Curators of the University ofissouri St. Mark's Community Center, Inc. Department of Curriculum anInstruction 1133 Korth Rampart Street 212 Education-Buildog NeOrleans, Louisiana 70116 Columbia, Missouri 65201 $45,000.00 _..-4 $48,36100 118 Norwegian and German-Russian Heritage of North Dakota Blackfeet Indian Heritage Project University of North Dakota Browning,Public Schools University Station Cultural Committee Grand Forks, North Dakota 58202 Browning, Montana 59417 $45,281 00 $46,600 00

Preserving the Cultural Heritage Ethnic Museums. Art The Renaissance of an Indian-Spanish Community of Galleries and Libraries in the 'United States NOrttfern New Mexico Kent State University Chama Valley Independent Schools Research Offige P 0 Drawer 10 . Kent, Ohio 44242 Tierra Amanita, New Mexico 87575 $37,761 00 $20.240.00 Summer Institute on Folklore and Traditions of Mexican Taos Ethnic Heritage Program Americans, Black and Appalachian People Taos Municipal Schools Ohio State University dBox 677 Research Foundation Taos. New Mexico487571 1314 Kinnear Road $42.373 00 Columbus. Ohio 43212 .,$39,197 00

Judaiscope Greater Cincinnati Ethnic Heritage Studies Program Agudath Israel of America Cherish Our Differences '5 Beekman Street Xavier University NeW York, New York 10038 BPE/Division of International Edu;ation $37 840 00 Victory ParkviaY0 Cincinnati, Ohio 45207 Asian Indians in America' $21,830 00 Association'of Indians in America. Inc Council on Indian Studies 663 Fifth Avenue Cherokee Nation Ethnic Heritage Studies Program- New York. New York 10022 1Tribal Education $23,780 00 Cherokee Nation of Oklahoma Tribal Government . Program for Achieyements in Chinese Ethnic Studies P 0 Box 119 Comenunity Schoot District 2-M Tahlequah, Oklahoma 74464 210 East 33rd Street $48,500 00 New York, New Ydrk 10016 $48,142 00 The Am man Indian and Nature Series Universe of Oklahoma The Ethnic P?ess ik Westchester Untapped Resources for SouthweCenter for Human Relations Studies a Substantive Multi-Cultural Curriculum Center for Continuing Education Council for the Arts in Westchester 555 Constitution White Plains Railroad Station Norman, Oklahoma 73037 White Plains. Newf York 10606 $43.260 00 $45,237 00 41-

Stories My Family Told Me An Ethnic Heritage Studies Multi'gthnic Renewal and Resurgence in the Delaware Project Valley Teacher Training in Ethnic Heritage Studies New York Board of Education Balch Institute Division of Educational PIVrining and Support Education Departm'ent , Center for Library, Media and Telecommunication 18 South Seventh Street 131 Livingston Street Philadelphia, Pennsylvania 19106 Brooklyn, New York 11201 $45;490 00 $39,763 00 Ethnic Studies and Multicultural Teacher Education in the Training Older Adults as Peer Teachers in Ethnic Studies Wilted States New York City Community College Bloomsburg Stare College Division of Continuing Education _Multicultural Education Center 300 Jay Street Bloomsburg, PennsyWania 17815 Brooklyn, New York 11201 $14,796 00 $43,139.00 Jewish Ethnicity Kit Project Ethnic Performing Arts Research and Training Program Philadelphia Lubavitcher Center Youth Theatre Interactions, Inc 7622 Castor Avenue 53 South Broadway Philadelphia, Ptnnsylvania 19152 Yonkers, New York 10701 33,800.00 $15,000.00

An Ethnic Heritage Program for Neoicans, Cubans and EthnicStudies Guide and Resource Manual for the Continental Americans in Puerto Rico and the United Carolinas States University of North Carolina at Charlotte Intec American University of Puerto Rico Departmentiof Sociology and Anthropology 11. Department of Education

UNCC Station I G.O.P Box 3255 Charlotte, North Carolina 28223 San Juan, Puerto Rico 00936 $39,295.00 $38,106.00 Narragansett Tribal Ethnic Heritage Project Southeast Alaska Native Materials Development Project Narragansett Tribal Education Project, Inc Ketchikan rndian Corporation Indian Education Department P 0. Box 6855 Box 429 .- Ketchikan, Alaska 99901 Charleston, Rhode Island 02813 $44,000 00 $35,397.00

An Ethra BoUillabaisse Samoan Cross Cultural Ovntation Vermont Department of Education American Samoa Community College Division of Federal Programs Board of Higher Education 120 State Street° Mapusaga Campus Montpelier, Vermont 05602 P O. Box 2609 Pago Pago, American Samoa 96799 $43.900 00 $41,728 00

Project Catalygt An Intiilar REkponse to Ethnic Diversity Island Resources Foundation Multicultural Curriculum Development PO Box 4187 California State University, Fresno Foundation St Thqmas,Virgin Islands 00801' Shaw and Cedar Avenues $44,756 00 ,Frrsno, California 93740 $44,988 00

Teaching for Cross Cultural Undetstanding The Ethnic Heritage Studies Program of Children's Arlington Public Schools Collective 1426 North OUincy Street The Children's Collective. Inc Arlington, Virginia 22207 12819 Sputh Jarvis Place $38.097.00. Los Angeles, California 94118 $45,000 00 Nglional Ethnic Statistidal Data Curriculum Materials Guidance Service San Francisco Bay Area Ethnic Heritage Project Data Use and Access taboratorieS, Inc Korean Community Service Center 1601 North Kent Street, Suite 900 3136 Fulton Street Arlington, Virginia 22209 San Francisco, California 94118 $48,056 00 $46,000 00

The Metropolitan Richmond MultiEthnic Heritage Studies Virginia ilhiooltUniversity Ethnic Heritage Studies Clearinghouse 1500 North Lombardy Street Social Science Education Consortium, Inc Richmond. Virginia 23220 855 Broadway $38.367,00 Boulder, Colorado 80302 $97,966 00

Advocates Children's,,Theater Affiliated Tribes, of Northwest Indians -Using Estonian-American Based Culture Models for Multi-., Advocates for Indian Education Cultural Studies in the Secondary Schools East 905 Third Avenue The Connecticut Estonian Society, Inc Virginia City OfficeBuilding %NO Maple Street Spokane, Washington 99202 Manchester, Connecticut 06040 $42,554 00' $39,000.00

Ethnic Heritage,Studies Program The 'Hungarian Ithmigrants of Bridgeport and Fairfield An Fort Wright College Education Film Center for TeacheEducation Sacred Heart University West 4000 Randolph Road 5229 Park Avenue Spokane, Washington 99204 Bridgeport, Connecticut 06606 $14,51500 $46,000 00

Oral and Archilectural.Ethnic Heritage Preservation in Leadership Training Institutes in Multiethnt Studies for Western Lake Superior Region Teacher Education National Institute of Ethnic Folk Arts Room 610 University of WisconsinSuperior OneSupont Circle Grand Avenue Waftington, D.C. 20036 Sup or, Vittbonkip 540.1394 $44,09.00, $37,10 Ethnic Heritage School Board Training Project National School Boards Association 1055 Thomas Jefferson Street, N W. 1978EDCHNIC HERITAGE STUDIES PROJECTS Washington, D C, 2000 $46,000 00

Chinese Americans Old Roots, New Soil, and Changing Project Etch: Ethnic Training in Our Cultural Heritage Wind Pike County Board of Education Organization of Chinese Americans Church Street 1443 Rhode Island Avenue, N.W. Troy, Alabama 36081 Washington, D,C '20005 ,$43,944.00 $45,000.00 120 126 t

Ethnic Heritage Protect Monk mi Museum of Japanese Ethnic Heritage Studies Through the Church for Boston Culture Youth Palm Beach County Board of County Commissioners Education Development Center, Inc Parks and Recreation Department 55 Chapel Street 2700 Sixth Avenue Newton, Massachusetts 02160 Palm Beach, Florida 33461 $45,000'00 $13,851 00 Chinese Heritage in Multicultural Education Project Heinen Greater Boston Chinese Cultural Association School Board of,Dede County, Florida P.O Box 142 1410 N E Second Avenue, Newton Center, Massachusetts 02159 Miami,-Ftorld a 33132 $45,971 00 $47,757 00 Focus ortFamily Hudson Public Schools Asian Americab LiteratureResources and Training for 1555 Apsley Street Multicultural Education Hudson, Massachusetts 01749 Japanese American Research Center $29,000 00 .1454 South Beretania Street Honolulu, Hawaii 96814 VOICES Teac er Training in Processes of Ethnic,Diversity $41,600.00 Massachusetts Department of Education 51 Rindge Avenue Aloha for the Land Cambridge, Massachusetts 02140 University of Hawaii at Manoa $47,000 00 Department,of Psychology 2430 Campus Road We Live Here Too Manoa, Hawaii 96822 The New England Chapter of KosciuszkoFoundation $45,000 00 43 Linnaean Street, Apt 35 Cambridge, Massachusetts 02138 $46,500 00 4' Model Building with Two Ethnic Groups Chicago State University 95th Street at King Drive Awareness of People and Places Through Learning Chicago, Illinois 60628 ,P Experience $45,000 00 Detroit Public Schools 5057 Woodward Drive Ethnic Henta'be Studies Project Detroit, Michigan 48202 West Harvey School District 147, $44,000 00 155th Place and Hoyne Axenue Harvey, Illinois 60426 Ethnic Heritage Studies Project $43,000 00 Grand Rapids Junior College 143 Bostwick,,N E Grand RapidVMichigan 49503 Teacher_ Training in Ethnic Literacy / $47.000 00 Indiana Department of Public Instruction 229"Statehouse Peopling of Michigan Series ;Indianapolis, Indiana 46204 Wayne State University ,$45.000 00 Center for Urban Studies Ethnic Studies Division 5229 CaJss Avenue Curriculum Materials and Methods Development lor,Cajun Detroit, Michigan 48202 French in Louisiana $26,662 00 University of Southwestern Louisiana Department of Foreign Languages P.O. Box 4-3331. USL The Minnesota Chippewa Tribal Government Curriculum Lafayette, Louisiana 70504 Course $40,00Q.00 Minnesota Chippewa Tribe P O. Box 217 Cass Lake, Minnesota 56633 A Model for Incorporating Community Resources into the $47,000 00 Development of an Ethnic Heritage Studies Curriculum --4 Baltimore County Ethnic Affairs Committee A Project to Develop Instructional Materials Concerning Mail Stop 1004 W Chesapeake Avenue Immigrant Contributions to the Multiethnic Culture of Towsdn, Maryland 21204 Northeast Minnesota $15,000 00 University of Minnesota 240 Bohannon Ethnic Heritage Studies Program of A legany County Duluth, Minnesota 55182 Board of Education, Allegany Cou ty $42,000 00 108 Washington Street CumberIandMaryland 21502 $43,964.00 Ft. Belknap Ethnic Heritage Retrieval Project Ft. Belknap Community Council, Harlem, Montana 59526 Identity, Ethnicity, and Work $30,000.00 American Jewish Committee 72 Franklin Street Boston, Massachusetts 02110 545,000.00 ar 121 Nebraska Native American Curriculum Teacher Training Appalachian Studies. A Comparative Cultures Approach Institute Warren Wilson College University of NebraskaLincoln Swannanoa, North Carolina 287.78 Center for Great Plains Studies $43,000.00 1214 Oldfather Hall Lincoln, Nebraska 68 $47,000 00 The Black Ethnic Heritage and Its Dissemination'Through the Media American Forum for International StUdy Paiute Culture Development and Dissemination 1001 Leader Building Walker River Paiute Education Committee Cleveland, Ohio 44114 P 0 Box %so- $46,000..00 Schurz, Nevada 89427 $47,000 00 The Ethnic Heri4age Cluster Prograin for Northwest Ohio Bowling Green State University Bowling_areen, Ohio 43401 Chinese-American Ethnic Heritage $37,000.00 Association of Chinese Schools 11 Bel Air Road Teacber Preparation for Hungarian, Greek, and Polish Marlboro, New Jersey 07746 Studies $14,500 00 University of Toledo College of Education 2801 Bancroft Street Southwestern.Multicultural Journal and Supplements Toledo, Ohio 43606 4.La Confluencia $44,961 00 . Southwestern Multicultural Journal and Supplements PO Box 409 Albuquerqu New Mexico 87103 Development of Native American Studies at Bacone $28.590 00 College, An American Institution Bacone College Muskogee. Oklahoma 74401 Multiethnic Heritage Learning Directions (Protect $14,000 00 MEHLD.) Board of Education New York City Community School District #22 Exploring the Cultural Heritage of Oregon Office of District Superintendent Portland State University 2525 Haring ECHO Brooklyn, New York 11235 P 0 Box 751 $45.000 00 Portland, Oregon 97207 $42,000 00 Multi Ethnic Resources Center Board of Education #29 Queens 221-10 Jamaica Avenue Tracing Individual Ethnic Sources Queens Village, New York 11428 Allegheny Intermediate Unit $15,000 00 Suite 1300, Two Allegheny Center Pittsburgh, Pennsylvania 15212 I Am Somebody $46,365 00 Greensburg Central School D_ istrict 475 West Hartsdale Avenue Development of Bulgarian Curriculum Materials Through a Hartsdale, New York 10530 Bulgarian Ethnic Heritage Studies Kit $39,000 00 Duquesne University 1801 Boulevard of the Allies Ethnic Women as Community Leaders Pittsburgh, Pennsylvania 15219 National Congress of Neighborhood Women $44,000 00 1129 Catherine Street Brooklyn, New York 11211 $47,996 00 Increasing Understanding of the Multicultural Heritage of Eastern South Wkota Through Teacher Education The Multi-Ethnic Impact Through Filmstrips Showing University of South Dakota Different Aspects of Greek Culture School of Education National Greek T V Educational Corporation Vermillion, South Dakota 57069 $40,000.00 7002 Avenue U 601 Brooklyn, New York 11234 $47,000.00 Development of Teaching Strategies Through a Training Polish and Polish American Ethnic Study Program Program in Oriental-American Culture for Elementary Polish Community Center of Buffalo, Inc. School Teachers 1081 Broadway University of Houston/Clear Lake City Buffalo, New York 14212 . 2700 Bay Area Boulevard $44,922.00 A' Houston, Texas 77058 $44,000.00 Folpore and Popular Culture of EthniqGroups Western New York in Public School Education State University Co'nege at Fredonia " Getting to Know You and Me Department of English Highline School District #401 Fredonia, New York 14063 15675 AmbaumPoulevard, S.W. '$46,970,00 Seattle, Washington 98166 $14,965 00

122 1979 ETHNIC HERITAGE STUDIES PROJECTS Ethnic Heritage Studies ClearinghOuse Social Scid'nce Education Consortium, Inc 855 Broadway Boulder, Colorado 80302 $41,794 00 141. Curriculum Project on the Cultural Heritage of jhe CoPlitg with Ethnic Diversity in the Elementary and Middle Tennessee-Tombigbee Waterway Corridor school Classroom A Teacher Training Program Miles College Focusing on Immigrant Populations P.0 Box 31 University of Denver s Eutaw, Alabama 35462 Center for Teaching Internationail Relations $55,234 00 University Park Denver, Colorado 80208 $41,7e9 00 Cultural/Historic Collectionpocess in a Culture of Transition. An Ethnic Hepttge Studies Program North Slope Borough Schbc11 District Community Based Ethnic Hefitage Studies Program P.0 Box 169 Bristol Board of Education Barrow, Alaska 99723 Office of State and Federal Programs $59,042 00 985 Farmington Avenue P 0 Box 450 Bristol, Connecticut 06010 Samoan( Cross Cultural Orientation $48,500 00 Amerman Samoa Community Coll Board of Higher Education Migrations Mapusaga Campus The Teacher Center, Inc PO Box 2609 425 College Street Pago Pago. American Samoa 96799 New Haven, Connecticut 06511 .$41,728 00 $40,775 00

Understanding and Documenting the Expenences of Four Pilot Ethnic Research Training Project Ethnic Groups of Major Importance in the Mid -. California State University Connecticut Region Dominguez Hills Foundation Wesleyan University .1000 East Victoria Street Graduate Liberal Studies Program Carson, California 90747 Wesleyan Station $34,008 00 Middletown, Connectitut 06457 $59,676 00 Teaching Ethnic Awareness and Cultural History Project (TEACH) Califormi State UQiversity, 'Fresno RAICES Roots in Hispanic American Heritage Maple and Shaw Books for the People Fund Fresno, California 93740 Project LEER $43,229 00 636Massachusetts'Aaenue.N W Washington, D C 2 2 Indochinese Refugee An Ethnic Heritage Training and $43.800 00 Dissemination Project. Minority Affairs Institute, 2695 Steeplechase Lane Fillno Ethnic Heritage Studies Guam Elementary Diamond Bar, California 91765 Cuiliculum Classroom Instructional Kits $40,293,00 z University of Guam College of Education Biographies of Notable Chinese Americans P 0 Btu EK Organization of Chinese Americans Agana, Guam 96910 2191 Mowry Avenue, Suite 500-A $60,000 QO Fremont, California 94538..7 $37,500 00 Cultural Pluralism Through Ethnic Values Clarification A Reciprocal Jewish/Black Studies in Upper Elementary Training Model Classrooms ). Lithuanian Educational Council of U S A , Inc The University of Judaism 912 Plainfield Road 15600 Mulholland Drive Downers Grove, Illinois 60515 Los Angeles, California 90024 $49,800.00 $55,053.00

Ethnic Heritage in the Florida Parishes of Louisiana Seminar in Multi-Ethnic Relations Southeastern Louisiana,University Colorado State University Department of Education College of Professi(nal Studies 100 West Dakota Street Guggenheim Hall Hammond, Louisiana 70402 Fort Collins, Colorado 80523 $14,712 00 $59,587.00

North Conejos School DistrictEthnic Studies Project Ethnic Heritage Studies Program Dissemination of North Conejos School District RE-1J Materials Centauri Junior/Senior High Schoof Hyde School P.O. Box 72 , 616 High Street La Jara, Colorado 81140 Bath, Maine 04530 $34,81)0,gfr $44,703.00 \1ti 'J123. We're Still Here How to Produce Ethnic Heritage Films and Slide/Tapes Tribal Governors, Ina Usittg Historical Photographs and Oral Histories 93 Main Street .University of New Hampshire Orono, Maine 04473 Department of Media Services $59,976.00 Diamond Library Durham, New Hampshire 03824 The Maine Idea' Instructional Development in Ethnic $47,692 00 Activities ' University of Southern Maine Associate Degree Studies Let's Meet Our Neighbors 96 Falmouth Street Jersey City State College Portland, Maine 04103 Multicultural Center $59,630 00 2039 Kennedy Boulevard Jersey City, New Jersey 07305 ?dr $58.000 00 Recovering the Afro-American Historic Heritage of Boston and Philadelphia New Jersey Multi-Ethnic Oral History Protect Education Development Center, Inc New Jersey Historical Commission 55 Chapel Street New Jersey Department of Education Newton, Massachusetts 02160 113 West State Street $51,543 00 Trenton, New Jersey/08625 ' $46,321 00 Teachers and Community Members Training Program Greater Boston C hese Cultural Associattin Chinese Ethnic He Cage Studies Committee Dine Bibee Haz Aanii (The Law of the People) P 0 Box 142 Native American Materials Development Center Newton Centek Massachusetts 02159 467 Rio Grande Boulevard, N W $59,430 00 Albuquerque, New Mexico 87104 $43,030 00

Ethnic Heritage Studies Program Detroit Public Schools Illustrating the History of Puerto Rican Migration to the Federal State Special Programs USA 5057 Woodward Avenue Aspire of America. Inc ti Detroit Michigan 48202 Communications Unit $40,470 00 205 Lexington Avenue New York, New York 10016 Nah Tah Wahsh (Soaring Eagle) $47.648 00 Hannahville Tribal Council Hannahville Indian School Chinese Ethnic Heritage Study Guide Route #1 China Institute in America Wilson, Michigan 49896 125 East 65th Street $40,000 00 New York, New York 10021 $53,800 00 Ethnic Studies Methods and Materials for Teacher Training A Model for Schools of Education Project Same Sensitivity Approach to Multi-Ethnic University of Michigan Education School of Education Community School District #18 Ann Arbor, Michigan 48109 755 East 100th Street $60,000 00 Brooklyn, New York 11236 $52,720 00 Latinos in Michigan and the Midwest- A Resource of Historical Materials for Teaching about Ethnic Groups Ethnic Heritage Curri6lum Development The Individual Wayne State University and Ethnic Identity Center for ChIcano-Boricua Studies Junior College of Albany 631 Merrick Russell Sage College Detroit, Michigan 48202 140 New Scotland Avenue $44,260 00 Albany, New York 12208 $25,338 00

Contemporary Issues, Scandinavia and Americt. A Proposal fbrfan Ethnic Heritage Studies Videotape Series Augsburg College The Researc Foundation of the State University of New Scandinavian Studies York at Albany 731 21st Avenue South P O. Box 9 Minneapolis, Minnesota 55454 Albany, New York 12201 $59,886 00 $46,837,00

Ethnic Heritage Studies Developing a Programmed An Appalachian Ethnic Heritage Studies Program A Model Literature Unit for Solidifying Self-Idenlity of Minority College Students Washington University Mars Hill College " as Black Studies Program Mars Hill, North Carolina 28754 Box 1109 $45,000.00 St Louis, Missouri 63130 $60,000.00

124 Northwest Office for Cultural Heritage Re Source (NOCH) Hotevilla-Bacavi Community School Hopi Cultural Video Portland State University Res5urcee1Development Project Office of Vital-national Education HotevillaBacavi Community School Board of Education, P.O Box 751 Inc. Portland, Oregon 97207 P.O Box 48 00 Hotevilla, Arizona 86030 $60,230 00

Expressions of Ethnicity Cultural heritage Awareness for New Goals.,m Education Historical Society of Berks County (CNA-N.GE). 940 Central Avenue Phoenix Union High School District #210 Readrfig, Pennsylvania 19601 2526 West Osborn Road $49,300 00 Phoenix, Arizona 85017 . $47,075 00 Contemporary Ukrainian Culture in Phiftdelphia An Educational Film LaSalle College Armenian Heritage and Acculturation Films 20th Street and Olney Avenue Armenian Film Foundation Philadelphia, Pennsylvania 19141 4250 Wilshire Boulevard $52,11000 Los Angeles, California 90010 l',$54,978 00

AIM Aiding the Infusion of Multiculturalism Manongs Film Project Education Service Center. Inc Asian-American Media Center, Inc Region 20 275 15th Avenue 1550 fJt Loop 410 San Francisco, California 94118 San Antbmon Texas 78209 $57.506 00 $60,000 00 A Curucular Induction for Raza Students Mainstreaming the Mexican American Contra Costa Community College District Hidalgo County Library System Los Medanos College 100 North Closner 2700 East Leland Drive Edinburg, Texas 78539 Pittsburg, California 94565 $32,466 00 $25,064 00

Archives and Textbooks, A New Lease on Life The Responsive Multicultural Basic Skills Project Identification, Acquisition and Preservation of Mexican Far West Laboratory for Educational Research and American Primary Source Material Development University of Texas 1855 Folsom Street The General Libraries San Francisco California 94103 Austin, Texas 78712 $60,967 00 $60.000 00 /The Acculturation of the Boat Peoplein America Multicultural Media Associates Instruction Training Curriculum Development Model for 1252 La Granada Drive Cultural Awareness Thousand Oaki, California 91360 George Mason University $52,271 00 College of Arts and Science 4400 University Drive Comprehensive Program to Reduce Culture Conflict and Fairfax, Virginia 22030 Promote Cultural Awareness in Schools with a High $53.774 00 Density of Pacific Island Students National Office of Samoan Affairs 1855 Folsom Street Muckleshoot Language and History San Francisco, California 94103 Auburn School District #408 $75,319 00 915 Fourth Street, N E Auburn, Washington 98002 Our Ethnic Heritage A Cross Cultural Contract $38.775.00 Oakland Unified School District Division of Learning Teaching Bend the Color LinesEthnic Studies 1025 Second Avenue Skagit Valley College Oakland, California 94606 Ethnic Studies Department $46,145.00 2405 East College Way 4f# Mount Vernon. Washington 98273 Transcultural Education. A Learning Process $14,94100 Systems for Integrated Society, Inc 26430 Via Marquette Lomita, California 90717 $52,100 00

1980 ETHNIC HERITAGE STUDIES PROJECTS Textbook Accuracy for All Americans Education Commission of the States 1860 Lincoln Street, Suite 300 Aleut Ethnic Heritage Project Denver, Colorado 802.5 Aleutian/Pribilof Islands Association $81,344 00 1689 C Street Anchorage. Alaska 99501 $60,496 00 1 3 1 125 Education Division Iblernships in Multicultural Education in the West 7441 Second Street Western'Interstate Commission for Higher Education Detroit, Michigan 48202 (WICHE) $55,900 00 P 0. Box P Boulder, Colorado 80306 Ethnic Heritage Studies Program 1980.81 $54,550 00. Detroit Public Schools Social Studies Department 5057 Woodward-Avenue, Room 832 Understatiding and Documenting the Flistogy and culture Detroit, Michigan 48202 of Five Major Ethnic Groups in the Greater Middletown $45,659 00 Area Wesleyan University Redesigning the Teacher Education Program for Effective Graduate Liberal Studies Program Implementation of Multicultural Education Wesleyan Station Madonna College Midifiletown.-Connecticut 06457 36600 Schoolcraft Road $43,191 00 Livonia, Michigan 48150 $46,67100 Introduction to Ethnic Music Multicultural Awareness and Sensitivit7Teacher Training Spelman College Prograrp with Emphasis on Students ofPreviously 350 Spell-pan Lane, Southwest "Neglected" Ethnic Groups Box 109 Wayne State University Atlanta, Georgia 30314 Center for Urban Studies 146,990 00 5229 Cass Avenue Detroit, Michigan 48202 $59,/67 00 Illinois Project for the Multicultural Ethnic Training Program on AsianAmerican Heritage Chicago Consortium of Colleges and Universities Ethnic Heritage Studies Learning Center,Materials 2235 North Sheffield Street Development and Implementation Chicago, Illinois 60614 Mississippi State University $53,838 00 Bureau of Educational Research and Evaluation P 0 Box 5365 Replicative Cultural Experiences in Native American Mississippi State, Mississippi 39762 Studies $50,000 00 Foundation for Illinois Archaeology Special Field Schools Native American Studies Program Ethnic Heritage Studies P.0 Box 1499 Cumberland County College Evanston, Illinois 60204 PO Box 517- $57,500 00 Vineland, 'New Jesey.,08360 548,345 00 Ethnic Survival A Multi-Media Model for Preservationof Ethnic Heritage in an Alternative Educational System Ethnic Heritage and Cross Cultural InstructionalMaterials Lithuanian Institute of Education, Inc An Inquiry-Oriented Approach in the Use of Italian-Based Office of the Rector Print/Slide Lessons 5620 South Claretnont Avenue Fairleigh-Dickinson University Chicago, Illinois 60636 College orEduCation $50.000 00 rospect Place utherford, New Jersey 07Q70 A Community.Based Model for Development of Ethnic $38,389 00 Heritage Studies Programs Project CUEH Cultural Understanding of Ethnic ,Heritage Indiana University Foundation Perth Amboy Board of Education P O Box 1847 178 Barracks Street Broomington, Indiana 47402 Perth Amboy. NewJerkey 08625 $57,627 00 $63,194 00

Cherchez Las FemmesThe Role of Women in Preserving Development of a Multi-Mediacurriculum Roots of Ethnic Identity. Training the Teacher Hispanic Music and Culture University of Southwestern Louisiana Boys Harbor, Inc Department of History 1 East 104th Street East University Avenue NewYork, New York 10029 Lafayette, Louisiana 70504 $58,792.00 $43,308 00 Chinese Ethnic Heritage Curriculum Materials China Institute in America, Inc Irish-American Studies Program 125 East 65th Street Westfield State College New York, New York 10021 Department of History $51,537.00 Westfield, Massachusetts 01085 $54,000 00 Project CCC' Caribbean Cultures Curricula Fordham University Graduate School of Education Ethnic Studies Telecourse, AudioVisual Library, and Public Learning Center /Community School Broadcast Series f13 West 60th Street Detroit Educational Television Foundation 4 126 New York, New York 10023 Documentation and Curriculum Kits of Hungarian $59,885 00 Resources in the Pittsburgh Metropolitan Region American Hungarian, Educators' Association A Village in Baltimore 5600 Forbes Avenue Hellenic American Neighborhood Pittsburgh, Pennsylvania 15217 ACtion Committee, Inc $37,000 00 15 Park Row New York, New Y'ork 10038 Ethnic Heritage Studies Program Grade 8 U S History $50,600 00 `1, Pittsburgh School District 341 South Benefield Avenue The Lower East Side Development ofDram.LLiterature* Prttsburgh, Pennsylvania 15213 for Elementary Schools $35,000 00 4, Henry Street Settlement Urban Life Center Project to Prorn6te Children's Ethnic Understanding and , 265 Henry Street Pride New York, New York 10002 Research for Better Schools. Inc $58,868.00 Development Division 444 NOrth Third Street Houdenosaunee Heritage Studies Institute Philadelphia, Pennsylvania 19123 Native American Center for the Living Arts, Inc $55.357 00 466 Third Street Niagara Falls. New York 14301 $51.537 00 La Raza Por Medio De La Familia Austin Community College CARIB Caribbean Americans Reside in Brooklyn P 0 Box 2165 St Mark's Day School Austin Texas 78768 1346 President Street $54 257 00 Brooklyn New York 11213 $51 516 00 Ethnic Heritage Studyes Program Education Service Center Buffalo Ethnrc Heritage Studies Program Region 20 State University College at Buffalo 1550 Northeast-Loop 41p SUNY/Research Foundation San Antonio. Texas 78209 Department of History $50,000 00 1300 Elmwood Avenue Buffalo, New York 14222 Eltinic Heritage Studies Lab ratory $59,234 00 Education Service Center Region 2 The Invisible Ones Indian Children in Suburbia 209 North Water Street State University Cortege at Geneseo Corpus Ctnsti, Texas 78413 SUNY/Research Foundation $52 125 00 Geneseo New York 14454 .$35 651 00 Development. Evaluation, and Publication of a Black Ethnic Arts and Artists A Production. Dissemination. and Folklore Fun/Workbook Exhibition Grant Children's Television International Kent State University Skyline Center, Suite 1207 Television Services 5205 Leesburg Pike Kent, Ohio 44242 Falls Church, Virginia 22041 $47,993.00 $59.957 00, A Multiethnic Curriculum for Elementary Age Educable Slovenian Heritage Studies Kit Slovenian Research Center of America Inc Mentally'Retarded Children Council for Exceptional Children 29227 Eddy Road Willoughby Hills, Ohio 44092 1920 Association Drive Reston, Virginia 22091 $38,000 00 $60.548 00

Crossroads Oklahoma Oklahoma State University Chicano and Indian Education Curriculum Development Department of Sociology Eastern Washington University 006 Classroom Building Chicano Education and Indian Education Programs Stillwater. Oklahoma 74078 Monroe Hall 198 1$45.982 00 Cheney Washington99004 $58 724 00 Project AWARE Untyersity of Oklahoma Our Living Ethnic Heritage Guide Southwest Center for Human Relations Studies Seattle Public Library 555 Constitution . 1000 Fourth Avenue Norman, Oklahoma A3069 Seattle, Washington 98104, $60 780 00 $50,830 00

Ethnic Heritage Studies Pitnect, Cultural Heritage Studies Program * United Indians of 411 Tribes Foundation Portland State University Community Educational Services Northwest Protect Office for Educational Services 1515 Dexter HOrtOi Building 6 Box 751 Seattle, Washington 98104 Portland. Oregon 97207 $55,544.Q0 $51.485.00 133 127 Ehnic Heritage Program Ethnic.Hentage Project for Bibb County and Middle Palau Modekngei Learning Center Georgia Area P O. Box 130 Bibb County Board of Education rt Palau, Western Caroline Islands 96940 2064 \Pineville Averate ir $43.935 00 P 0 Box 6157 lb Macon, Georgia 31213 $47,648 00 Ethnic HJritage A Training Program for Area Schools in Northern Wisconsin and Northern Michigan

Northland College 4 Multi-Ethnic Training. Assistance, and Dissemination 1411 Ellis Avenue \" Project (METAD) Ashland. Wisconsin 54806 Chicago Consortium of Colleges and Universities $45,190 00 Suite 204, 95th and King Drive Chicago, Illinois 60628 Development of Curricular Materits fdr Studying History $129 778 00 and Functions of Ojibwa Dress Compared to White American Dress University of Wisconsin The Migrant Experience School of Family Research and Consumer Sciences Indiana University Foundation 1300 Linden Drive P 0 Box 1847 Madison, Wisconsin 53706 Bloomington, Indiana 47402 $34,035 00 ." $50,470 00

Cultural Training Center University of Wisconsin/Oshkosh Developing Multicultural Instructional Materials and- Multicultural Education Center Activities in the Area of Arts for Teacher Trainers 800 Algoma Boulevard University of Kansas Oshkosh Wisconsin 54901 Department of Curriculum and In,struction $41 980 00 Arts and Music Education 215 Bailey Hall Lawrence, Kansas 66045 $62,260 00 1981 ETHNIC HERITAGE STUDIES PROJECTS Teaching Ethnic Heritage in Harford County Public Schools Harford County Public Schools .._ The Legacy of Jackson County Alabama Cherokees Jackson County Board of Education 45 East Gordon Street Bel Air, Maryland 21014 Indian Education Program Suite 20. Courthouse $36-.273 00 Scottsboro. Alabama 35768 7 $66,818 00 Wabanaki Ethnic Heritage Curriculum Development Project Boston Indian Council 105 South Huntington Avenue Culture of Southwest Borderlands Boston. Massachusetts 02130 University of Arizona $71 717 00 Arizona Materials Development Center Tucson, Arizona 85721 $131,596 00 Ethnic Heritage Studies Program Wayne State University -I 4 Center for Urban Studies The Americans An Ethnic Heritage Materials Qevelopment, 5229 Cass Avenue Training, and Dissemination Project Detroit. Michigan 48202 Minority Affairs Institute, Inc $133.789 00 2695 Steeplechase Lane Diamond Bar, California 91765 $89,050 00 Chicano Art and Music A Television Instructional Package University of Minnesota The New Americans Institutional Development and Economic Affairs Services, 540 Rang Center 1339121st Avenue South Inc f- c. Minneapdlis, Minnesota 55455 Magnoba Star Route $47,604 00 Nederland, Colorado 80466 $54,320 00 Multi-Ethnic Heritage Studies Program Mississippi Band Choctaw Indians Ethnic Heritage Studies Program Route 7, Box 210 New Castle County School District Philadelphia.. M,Sbriiisippi 39350 Federal and Special Grants t 73 409 00 , 3606 Concord Pike f2 Wilmmgton, Delaware 19803 $62.003 00 AmeOcan Ethnic Heritage Studies Teacher Training PrOgram Montana State University ,. A Village Restaurant Ethnic Heritage Studies Program Center for Bilingual/Multicultural Education International Women's Film Project Bozeman, Montana 59717 3518 35th Street, N.W $125,140 00 Washington, [IC 20016 $64,000 00 I 128 t 41 134 Ethnic Heritage Teacher Training Institute in Low Cost Ukrainian Christmas Story Media Production LaSalle College University of New Hampshire 20th Street and Olney Avenue Department of Media Service Philadelphia, Pennsylvania 19141 Diamond Library $10,604 00 Du 'Mem, New Hampshire 03824 $60,886 00 ...Lox and Grits The Jewish Heritage of the Mid-South Center for Southern Folklore Teaching Multiethnic Heritage A Step Towards Universality P 0 Box 40105 Edt.lcational Improvement Center/NE emphis, Tennessee 38104 2 Babcock Place 00 West Orange New Jersey 07052 $58 582 00 Ethnic Heritage Studies Program Region 20Education Service Center Las Palomas de Taos Statewide Ethnic Heritage Teacher 1550 N E Loop, 410 Training Program San Antonio, Texas 78209 Les Palomas de Taos $147 634 00 Box 3194 Taos. New Mexico 87571 $138 300 00 Emancipation Textbook Project Department of Conservation and Cultural Affairs Bureau of Library Museums and Archaeology WYNE Holocaust Experience A Radio Series P 0 Box 390 New York City Board of Education St Thomas Virgin Islands 00801 Office of Library Media and Telecommunications $61 259 00 131 Livingston Street Brooklyn, New York 11201 $60,889 00 The Ethnic Heritage Programs That Work A Model for Implementing Successful Ethnic Heritage Programs in Public Schools Through a Mutimedia Training Package Ethnic Americans of Middle Eastern Descent National Film Institute Cleveland Public Schools 225 North Washington Street Department of Curriculum and instruction Alexandria Virginia 22314 Cleveland, Ohio 44114 $61 507 00 $59,380 00

Project REACH (Rural Education and Cultural Heritage) Cheyney Ethnic ,Hert,tage Studies Protect Training and Dissemination Cheyney State qolfege Arlington School District Cheyney Road 135 South French Avenue Cheyney, Pennsylvania 19319 Arlington Washington 98223 $59.780 00 $60 336 00

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