Afro-American Curriculum Office and Resource Center. ESEA Title III
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DOCUNENT RESUME ED 086 783 UD 014 057 AUTHOR Meinke, Dean L.; Glick, I. David TITLE Afro-American Curriculum Office and nesource Center. ESEA Title III, Toledo Public Schools, Toledo, Ohio. INSTITUTION Toledo Public Schools, Ohio. PUB DATE Sep 73 NOTE 255p. EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS *African American Studies; *Curriculum Development; *Educational Resources; Elementary School Students; *Instructional Materials Centers; Parochial Schools; Private Schools; grogram Evaluation; Public Schools; Self Concept; Student Attitudes; Urban Schools . IDENTIFIERS Elementary Secondary Education Act Title III; ESEA Title III Programs; *Ohio ABSTRACT The Afro-American Curriculum Office and Resource Center, funded under Title III of the 1965 Elementary Secondary Education Act, had the general purpose of upgrading the instructional level and the material resources concerning the black American's contributions to this country's past and present life. Although the project was directly administered through the Toledo Public Schools, it was designed to service all public, private and parochial school systems in the aetropolitan area. A staff of seven people was hired to operate the project: a project director, three teachers, a certified librarian, a secretary, and a library aide. The project operated specifically in the Ninth Congressional District which includes approximately 432,619 people.'There are about 54,710 blacks within this area, most" of whom life in well-defined areas within the city limits of Toledo. The project-was designed to reach not only this core area of blacks but alSo the suburban areas of whites. A central resource center was establiAled for the Toledo area schools, with a current holding of 1640 book titles and 650 audio-visual titles. Each piece of instructional material was evaluated before purchase according to carefully prepared criteria.' Curriculum.. materials have been developed and distribUted to teachers,on all grade levels throughout-the metropolitan area. In order to provide teachers and other-interested personnel with the background to handle the instructional materials a series of inservice methods have been employed, including presentations... demonstrations, speakers, and long-ter institutes. (Author/Jr) FILMEDFROM BEST AVAILABLE COPY 4 ", CURRICULUM OFFICE AND U S OEPARTMENT OF MEALTM EOUCATION IL WELFARE RESOURCE CENTER NATIONAL INSTITUTE OF r EOL:ATION FPO DOCL,VF .eAc,PI I N D.,: F D F xtec r,v IRON .F PFRSO%C.I OPC.AN 7A" C,NOV,CoN tr NC,'PC N1,, 0, OP C,P,N,ONS Sr L 'CD 00 NO' S:A4 iv uF PPE `EN, O. NnI,ONAL ee uF 0' F DI,C A 0% ^P PC, ( ESEA TITLE III FRANK DICK SUPERINTENDENT TOLOA pugta SCWOOLS RUSSELL A .WORK:1211_, STATE AND FEDERAL PROGRAMS T OLEDO, OHIO WESLEY J. JONES, JR. PROJECT DIRECTOR PREFACE 7- 1The Final Evaluation Report for the Afro-Americas Curriculum Office and Resource Center was submitted to the Ohio Title III Office in September 1973. It represented a description and evaluation of project activities 1 for a period of'three years from June 1970 to June 1973.AlthoUgh the Report was basically organized on the'format.recammended by the Ohio Title III Office, the various parts were indicated in the Table of Contents, which should allow those individuals interested in one particular aspect to `findthat inforMation.The Appendices contain examples of-project pdblica- tions and all Interim Evaluation Reports for the three years of the project. The Reportrepresented the efforts of a number of individuals, who worked:directly in and for the project forthethree years and whose names appear in the text, Unableo be includiCiere the names of all teachers and administrators in the various school districts of the Ninth Congressional District, without whose participation the project could not have been implemented. This Report was therefore written with those individuals in mind. The changes they have wrought in the curriculum of ourschools must be recognized. It is hoped:that the-total effort of the project his met the needs of the students in making the society of the Toledo Metropolitan Area' more responsive to all its citizens. Furtherinformation on any part of this Report may be obtained by contacting Wesley J. Jones,Jr, of the Toledo Public Schools. o i TABLE OF CONTENTS Preface Table of Contents Sections Part I Description A. Summary 1 B. Context Description 4 . v C. Program Explanation e 1. Description 8 2. Activities 16 3. Cooperative Efforts 31 D. Dissemination 34 Part II Evaluation 0 A.Evaluation 1 B. Recommendations 34 C. Eric Resume 35 Appendices A. Objectives iii B. Pilot Schools iv iv C. Periodicals Subscription List D. Representative Bibliographies vi El Newsletters- P. Institute-Participants viii G. Evaluation Report March 1971 ix H. Evaluation Proposal August 1971 I. Evaluation Report October 1971 xi J. Evaluation Report December 1971 'xii K. Evaluation Report February 1972 xiii L. Evaluation Report April 1972 xiv M. Evaluation ,Report October 1972 xv N. Evaluation Report January 1973 xvi 0. E4aluation Report April 1973 xvii fi ii 1 Afro-American Curriculum OffiCe. and Resource Center ESEA Toledo PublicSchools Toledo, Ohio CI PART I ,DESCRIPTION O 1 O demo The Afro-American Curriculum Office and Resource Center had the general purpose of upgrading the instructional level and the material resources concerning the black American's contributions to this country's past and present life.Although the project was directly administered through the Toledo Public Schools, it was designed to service All public, private and parochial school. systems in the metropolitan area., A staff of seven people was hired to operate the project:a project director, three teachers, a certified librarian, a secretary, and a library aide. The project operated specifically in the Ninth Congressional District which includes approximately 432,619 people. There are about 54,710 blacks within this area, most of whom live in well-defined areas within the city limits of Toledo. The project was designed to reach not only this,core area of blacks but also the suburban areas of whites. A central resource center waslestablished for the Toledo area schools, with a current holding of 1640 book titles and 650 audio-visual, titles.Each a 'piece of instructional. material was evaluated before purchase accordiEg to .1 carefully prepared criteria.Resources in the center are periodicals,, books, films, filmstrips, records, visuals and games to supplement art, music, language arts, social studies, human relations and physical education. Any of the instructional materials may be used by educational personnel, \including students, teachersor administrators, and by interested community people. Curriculum materials haVe been developed and distributed to teachers on all grade levels throughout the metropolitan area. A newsletter-bulletin it utilized to keep the materials current. In order to provide teachers and 1v= 2 and other. interested personnel withthe background to handle the instructional materials a series of inservice methodshave been employed, including presentations, demonstrations, speakers andlong-term institutes. Results of the program have been(1) a general awareness of the void in the curri'ulum of our schools(2) the establishment of the means to fill that void and (3) the actual attemptby many classroom teachers to fill that void both for themselves as indi/iduals and for their students. These results can be illustrated by thegrowth in circulation of instructional materials from the resource center .and bythe assistance provided by the center personnel in individual classroom demonstrationsto begin, summarize and/or highlight units on minority contributions.Although a monthly user index indicates the widespread, on -goingimplementation of instrUttion on minorities, the immense amount of planned,human relations-type activities ,reported during February 1973 has beenparticularly gratifying. Every school in the Toledo Metropolitan Area.observedin some 'fashion African American History Week. These observations took place in schoolswith all types of racial composition and with noracial conflict.. .Evaluation reports have indicated thattie students are growing in their perspective of self worth and of human value. One'teacher in a third grade setting asked her students to drawpictures of cowboys as an art- oriented pre-test. She reported that fifty-four (54) per cent of her class of all black students drew-pictures withonly white'cowboys represented. After_the instruction of a unit on "Blacksin-the West", the Post-teat- drawings showed that only nine(9) per cent ofhe;class drew only white cowboys forty-five (45) per cent shift toward increasingly accurate representations of historical antecedents as they had actuallyoccurred. c-. Another school reported that afterinstruction .on "Afro-Americans in in an all.white American Life", a unit ofseveral weeks duration presented school/at the sixth grade level, students:wrote and published articles in contributions made their school newspaper whichextolled the virtues and unit was not an activityplanned by Afro - Americans. This culminatiun of the by the teacher, but initiatedby the students. recommendation that the The relative success ofthe program justifies a Continuation activities project be continued at ashigh a level as possible. have been will seek a greater inclusionof those people who may not touched by the initial efforts. e 41Kgr,;.lr p B. CONTEXT DESCRIPTION Located in Toledo, Ohio, the Afro - American Curriculum Office' and :lesource Center is designed