Kaleidoscope 13. a Special Issue: What to Do About 622

DOCUMENT RESUME

ED 104 992 UD 014 980

AUTHOR Lydiard, Beverly W., Ed.; Miller, Natalie, Ed. TITLE Kaleidoscope 13.A Special Issue: What to Do About 622. INSTITUTION Massachusetts State Dept. of Education, Boston. Bureau of Curriculum Services. PUB DATE 75 NOTE 83p. AVAILABLE FROM Kaleidoscope, Bureau of Curriculum Services, 182 Tremont Street, Boston, Massachusetts 02111 ($3.85)

EDRS PRICE MF-$0.76 HC-$4.43 PLUS POSTAGE DESCRIPTORS Athletics; Bilingual Education; Coeducation; *Curriculum Development; *Equal Education; Ethnic Studies; Home Economics; Industrial Arts; *Minority Group Children; Physical Education; Racial Discrimination; Staff Improvement; *Womens Education IDENTIFIERS *Massachusetts

ABSTRACT This document is devoted to helping teachers and administrators develop programs that creatively interpret Chapter 622, the Massachusetts State law that prohibits discriminationin the schools on the basis of sex, race, religion, color, or natioral origin. The majority of the p-:Jgrams identified focus on ways of expanding opportunities for students in areas that were either formerly closed to them or limited for them because of their sex. School systems scattered throughout the state have responded to the demands of the equal educational opportunity law by designing new coed programs which concentrate on developing practical skillsfor working in the home as well as on the job. "Kaleidoscope 13" hasbeen distributed to superintendents and principals of all Massachusetts public and nonpublic schools (preschool through grade 12),education schools of all colleges and universities in the Commonwealth, local presidents of the Massachusetts Teachers Association and the Massachusetts Federation of Teacher, school committee chairmen, education editors of the mass media, local education chairmen of the League of Women Voters (in Massachusetts), all other state Departments of Education in the U.S. and Elementary Secondary Education Act Title III coordinators nationwide. (Author/JM) kaleidoscope 13

A Special Issue: What to Do About 622

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Edited by.

Beverly W. Lydiard

with

Natalie Miller

State Coordinator for Chapter 622

Commonwealth of Massachusetts

Department of Education

Bureau of Equal Educational Opportunity,Office of the Commissioner

and

Bureau of Curriculum Services, Division of Curriculumand Instruction

Puancation of this Document Approved by Allred C Holland, State Purchasing Apent Est, Cost S 385 15M-12.74.109321 ,AeI o7lao-utuin;Zea

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(Rosemary Trowbridge, a fifth-sixth grade teacher at the Marshall Spring School in Watertown, received a Title II Special Purpose Grant from the Department's Bureau of Library Extension which en- abled her class to study the contributions of womrm in the past and present and to explore career choices without regard to sex- based stereotypes. The class also discussed Chapter 622 and its effect on school children in Massachusetts. Gussy Rodrigues' composition was written as an outgrowth of this unit.) Introduction

We've called Kaleidoscope 13 "What To students a broad variety of career op- Do About 622" because it is devoted to tions. No longer is it acceptable to helping teachers and administrators de- channel youngsters into programs which velop programs that creatively interpret limit them to sex stereotyped career Chapter 622, the state law that prohib- choices. The days when only fei.ales its discrimination in the schools on the will be expected to choose nursing or basis of sex, race, religion, color and only males expected to choose auto national origin. mechanics are over. The majority of the programs identi- While a large number of educators gen- fied focus on ways of expanding oppor- erously responded to our request for tunities for students in areas that were programs which emphasize equalization either formerly closed to them or lim- of opportunities for boys and girls, a ited for them because of their sex. significant response was received from Under the law it is illegal to offer educators who had developed programs homemaking classes exclusively to girls geared to increasing understanding be- or to restrict shop classes toboys. tween different ethnic and racial School systems scattered throughout the groups. Certainly, learning to under- state have responded to the demands of stand and appreciate persons of diverse the equal educational opportunity law colors, beliefs and ethnic origins will by designing new coed programs which contribute significantly to the elimin- concentrate on developing practical ation of discrimination in our society. skills for working in the hone as well The addition of bilingual programs in as on the job. this issue suggests ways in which school Insthe areas of physical education and .systems can best relate to the national athletics, available activities for origin concerns raised by Chapter 622. females are generally fewer in number We hope that the programs and ideas we and variety, receive less funding, and have offered in Kaleidoscope 13 will suffer from lack of facilities, equip- help transform Chapter 622 from a legal ment and school support. However, the requirement to an educational reality. trend is changing and additional pro- In the words of Gussy Rodrigues,"I grams have been generated which provide feel that if the law says that there for more coed physical education classes should be equal opportunities then there and an increased opportunity for girls should be." to develop physical dexterity. Responding to the impetus of Chapter 622, new career programs have emerged Natalie Miller which attempt to offer male and female State Coordinator for Chapter 622 How to Use KALEIDOSCOPE

Get in touch with the Information Contact, ifyou feel a particular program has merit, or if you wish to visit a schoolor a classroom. These people are happy to share theirexperiences and welcome visitors. At the back of this magazine are a City, Town andRegion Index (page 71) and a Grade Level Index (page 72). Cross indexes may be found with each section in the Table of Contents. If you wish to submitan article for a future issue of KALET-OSCOPE, please use the Lead Report Formon page'75. (We accept articles from Massachusetts only.) You may add your name to our mailing list byfilling out the form on page 73 and returning itto us. There is no charge for this publication.

Distribution

KALEIDOSCOPE 13 has been distributed to superintendentsand principals of all Massachusetts public and non-public schools (pre-schoolthrough grade 12), education schools of all colleges and universitiesin the Commonwealth, local presidents of the Massachusetts Teachers Associationand the Massa- chusetts Federation of Teachers, school committee chairmen,education editors of the mass media, local education chairmen ofthe League of Women Voters (in Massachusetts), all other state Departments ofEducation in the United States and E.S.E.A. Title III coordinators nationwide. Total circulation is 15,000.

Acknowledgements

COVER PHOTOS: Judith Dortz, Charles Kolak and Phil Heiler. COVER DE- SIGN: Hope Heister and Sally Dolgin, Bureau of Educational InformationSer- vices. LAYOUT AND MECHANICALS: Hope Heister and Sylvia Losh. VARITYPING: Sylvia iosh. PROOFREADING: Beverly Lydiard PHOTOS AND ARTWORK (where known):Judith Dortz ii, iii, 14, 19, 27, 30, 35, 3/. Karen Shashoua, Brookline High School '74 (member of the Atti- tudes Subcommittee of the Brookline Sex-Role Stereotyping Committee)1, 2, 11, 43, 45; School for Creative Learning 4; Warren School,Ashland 5, 10; Sandra Posniak 7; Susan Jackson 8, 13, 18, 25, 32, 42, 51; Louise E. Piper 15, 16; Matthew M. Delaney III 20, 21, 23; Hope Heister 22, 34. 57, 3; Allan Leitman 24; Barry Newman, senior at Doherty High School, Worcester 28; Elizabeth Cahoon 29; Charles Blake (Greenfield Recorder-Gazette) 36; Lee Trask, senior at Whittier Regional Vocational TechnicalHigh School 39, Mel Roth 40; Boston University Photo Service 46; Mercury Studios, Hampden 49, 50; Phil Preston (The Boston Globe) 53; Ware High School 58; Charles Kolak 60, 61, 52; Yolanda Ulloa 63; Rev. Remy Dabkowski 65; Ross Simons 66, 67.

TYPING: Rosalie Crosby, Girl Friday Associates. DISTRIBUTION: Sylvia Katier.

5 Table of Contents

1. STEREOTYPES AND SEX ROLES

1. Project Person, North 2eading 1 2. Adult Role Models for Girls and Boys, Lexington 2 S. Women's Changing Role in the U.S., Boston 3 4. Exploring Human Nature, Watertown 3 5. Promoting Positive Attitudes, S;taPon 4

_zL.;_: 41, 43, 44, 45, 46, 49, 52, 58, 60, 61, 62, 63, 66, 68

11. PHYSICAL EDUCATION AND ATHLETICS

Elementary Schools

6. Action Play for All, Ashland 5 7. Physical Education and Intramurals, Braintree 5 8. Coed Skill Testing, liz)oton 6 9. After School Sports, Tewksbury 6 10. Project Adventure, South Iadlej 7 11. Intramurals, 'Iroveland 7 12. Girls' Gymnastic Team, Becket 7

Junior HighMiddle Schools

13. Foundations in Gymnastics, Framingham 9 14. Interscholastic and Intramural Sports for Girls, Revere 9 15. Team Taught Coed Physical Education, Brockton 9 16. Intramural Athletics for Girls, Natick 11 17. Interscholastic Athletic Program for Ninth Grade Girls, Needham 11

Senior High Schools

18. Expanded Opportunities for Girls in Athletics, Brookline 12 19. Gymnastics/Soccer Club, Marblehead 12 20. Girls' Sports, Rockland 12 21. 14 Interscholastic Sports for Girls, Newton 13 22. Expanded Female Coaching Staff, Foxboro 13 23. Girls' Basketball at Night, Ware 14 24. Varsity Girls' Cross Country, Lunenburg 14 25. More Athletics for Girls, Barnstable 14 62 and 63

vii III. HOME ECONOMICS - INDUSTRIAL ARTS

Elementary-Junior High-Middle Schools

26. Sloyd Program, 15 27. Mini-Courses, 51.);;;.0;, 16 28. Unified Arts Program, ::d.;ia.-% 16 29. Human Development, .a:. Ne,;ton 17 30. Coed Home Economics, L stir 18 31. Homemaking, 18 32. Industrial Arts and Home Economics for Boys and Girls, Ashland 19 33. Introduction to Home Economics and Industrial Arts, Lexington 20 34. Consumer Homemaking-Industrial Arts, Brachton 21 35. Integrated Home Economics and Industrial Arts, LztZck 22 36. Coeducational Integrated Arts, Westf:Jrd 22

Senior High Schools

37. Survival for Singles, Silver Lake 23 38. Child Development and Gourmet Cooking, ;2e2Zock R3D 24 zZo:: 5, 39, 42, 44, 50, 59, 60, 62, 95

IV. CAREER EDUCATION

Elementary-Junior High-Middle Schools

39. Career Education Through Use of Community Resources, Ashland 25 40. Career Education in Second Grade, Hanover 25 41. Career Awareness--Choices and Challenges, °sterol-11e 26 42. Resource Center Provides Career Education and Lots More, W-)rcester 27 43. Career Development for Sixth Graders, Andover 29 44. The World of Work, Attleboro 30 45. Career Education, Revere 30 46. Implementing Career Education, K-8, Lancaster 31 47. Project Outreachscott; 31 48. A Survey Course in Food Service, Peabody 32 49. Project D.I.G. (Defining Interests and Goals), Westport 32 50. Career Opportunities Program, Ashland 33 51. Geriatric Experience, West Newton 33

Senior High Schools

52. Career Education for the Ninth Grade Student, Lynn 34 53. Project Entorprise, Marshfield 34 54. Child Care and Guidance, Milton 35 55. House Carpentry Elementary Interns, Greenfield 36 56. Graphic Arts and Communication, North Middlesex RSD 36 57. Cabinetmaking-Millwork-House Carpentry, Silver Lake RSD 37 58. The Human Element, Shawsheen Valley Vocational T,chnicalRSD 38 59. Integration of Boys and Girls in Shop Programs, Whittler Re(fional Vocational Technical RSD 39 7 viii K-12 Program

60. Career Education, 40

2, 26, 32, 34, 38, 61, 62, 63, 88, 94

V. STAF1 DEVELOPMENT

61. S.O.S. (Stereotyping of the Sexes), Ar4:::t:in 62. Equal Opportunity Committee, Wor?est,'r 43 63. SexRole Stereotyping Committee, Pr_iokli.ne 44 34, 60, 64, 93

VI. COLLEGE PROGRAMS FOR TEACHERS

64. Women's Leadership and Family of Man, Boston Universitlf 46 65. Literature for Children, Oarland Junior College 47 66. images of Women and Sexism in Education, Lesleff College 47 67. Urban Arts Project, Massachusetts College of Art 48 68. Education in the American Culture, Merrimack College 49 69. Understanding the Student's SocioCultural Environment,Nichols 49 70. Ethnic and Cultural Aspects of Teaching, Springfield College 49 71. Training for Work with Minority Groups, Stonchill College 50

VII. ETHNIC STUDIES

Elementary Schools

72. Exploding the Myths of Prejudice, Wrentham 51 73. Cultural Contributions of Ethnic Groups, Newton 51 14. U.S.: A Nation of Immigrants, Osterville 52 75. Brotherhood Programs, Brookline and Boston 52 76. Human Awareness Project, Newtonville 53 77. We Too Helped Build America, Randolph 54 78. Culture and Identity, Re%)ton 54 79. Project Awareness, Abl-ngton 55

Secondary Schools

80. Our First Americans, ';act Bridgewater 56 8L. Minorities in America, Nxiurl" 57 82. American Heritage, Wire 58 83. Black Studies Program,,neat Barrington 58 84. Ethnic Group Project, Pra,-,ut 59 85. People's StrugglAs in America, Boston 59

: 4, 5, 42, 64, 65, 67, 68, 7U, 7L, 93

dr 8 VIII. BLLINGUAL PROGRAMS

86. Involved in Story Books, Springfield 61 87. Kindergarten Bilingual Education, Worcester 61 88. Career Information for Spanish-Speaking Students,Poston 62 89. Integration and the Bilingual Programs, Springfleld 63 90. Open Education in a Bilingual Classroom, Holyoke 63 91. Portuguese Bilingual Program for KindergartenStudents, Taunton 64 92. Unlocking the English Language and American Culture,Chicopee 64 93. Bilingual Program Serving Five Language Groups, Cambridge 65 94. Bilingual Vocational Programs, Boston 66 95. Consumer Education for Spanish Speaking Students,Springfield 67 See zLo.): 70

TX. RESUURCES

Books and Films 68 Filmstrips and Magazine Articles 69 Bibliographies, Publications and Other Resources 70 z!,c): 3, 5, 41, 43, 44, 45, 46, 47, 52, 63, 64, 65,66, 72, 77, 79, 81, 85, 93

City, Town and Region index 71 Grade Level Index 72 How to Get on Kaleidoscope's Mailing List 73 Kaleidoscope Lead Report Form 75

9 `We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by theirCreator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; ...' Seneca Falls Declaration 1848

.._._,.....*.....-----.___,1.r.,

III

`No child may be excluded from anyschool nor prohibited ordiscouraged from participating in any course,activity, or resourceavailable in such school on accountof race, sex, color, national origin or religion.' Chapter 622 of the Acts of 1971 Commonwealth of Massachusetts

xi Our Part and Your Part

The articles which follow are an exciting kaleidoscope ofvoluntary efforts to extend the meaning of "equal educational opportunity"in Massachusetts. Despite these hopeful signs, thousands of children, continueto be denied some benefit of publicly-supported education providedto other children in the same districts because of their race,or sex, or national origin. Denial of opportunities or benefits may take a subtle formor an obvious one. When subtle, it may yield only to a patient examination of school procedures and staff attitudes by those involved, with outside help. The major role in this process of consciousness-raising and examination of educational practices lies with the Chapter 622 Regional Advi- sory Subcommittee in each of the six regions of the Commonwealth, with support from our staff and Regional Office staff. There are more obvious forms of denial of opportunities and benefits, and these situations will remain primarily the responsibility of this Bureau, in cooperation with other Department staff. It is our goal to bring no unsubstantiated charges, to seek voluntary compliance with the requirements of the law before moving to enforcement, to keepour rhetoric under close control, but to make no compromises over the rights of children. When Chapter 622 was enacted, some predicted a plethora of frivo- lous complaints, and widespread resistance to compliance. Experience 1,as disproved these fears. The complaints which we receive each week are serious and thoughtful, motivated by a desire for justice and a determination to receive particular educational opportunities. The response of school systems and individual administrators has, in general, been equally serious, motivated by a sincere concern to comply with the law and to provide equal opportunity. The main responsibility for achieving equal educational opportunity --indeed for continuing to explore what it means--rests withyou who read this Kaleidoscope, you who are concerned with schools and with what happens to students in schools and because of schools.

Charles Glenn, Director Bureau of Equal. Educational Opportunity

For more information contact:

Statewide - Natalie Miller (617) 727-5880 Boston Region Albie Davis (617) 547-7472 Northeast Region - Pat Austin (617) 687-3351 Pittsfield Region - Don Geer (413) 499-0745 Southeast Region - Thomas Deechan (617) 947-3240 Springfield Region -DeLois Swan (413) 734-2167 Worcester Region - Pat Brown (617) 835-6267

11 Science department, and a total of 130 I.STEREOTYPES AND SEX students took the course during the ROLES first year and a half that it was offered. From this it became apparent that there was a need to offer more courses in the field of sex-linked roles and relations. Two additional courses were designed eealing with the Images of Men and Women in Literature and the other in Film. The set of three courses was entitled Project Person, and a Title II Special Purposes Library Resource Grant of $2500 was received which made it possible to offer these courses. During the summer of 1974 course guides were written and materials were ordered. We are now offering two full courses of one semester each (the Poli- tics of Male/Female Relationships and The Images of Women and Men in Litera- ture and Film) plus an extended unit on Male and Female Roles in Film ia a Media and Society course. Goals of the project are to encourage high school students to see women in history and literature not as secondary figures, but as important and often neglected contributors to cultural and 'Ys there a boy here uho knou s hou to run this thine" world history; to re-evaluate the myths and stereotypes created by and recorded in films, TV, radio and advertising;

1. Project Person and to examine the relationship between men and women, especially between ado- NORTH READING HIGH SCHOOL, Park St., lescents in our society to help them North Reading 01864 better understand, express and deal

Lurinendent:,-2, Francis X. O'Donoghue with their feelings about what it means Reporte,1 by: Betty Allen and Karen to be a man or a woman. Condon The three courses which became fully Betty Allen and Information Contacts: implemented in January 1975 utilize dis- Karen Condon, Teachers, 617-664-3156 cussion groups, lectures, films, pro- 4dminiotrati7de Contact: Arthur Kenney, jects, independent reading, simulations Principal, 617-664-3156 and directed study. Hopefully, such Program began:January 1973 courses will provide a model for the People involved: 2-3 staff, 60 students collection and use of material about per semester women for high school age students who now are educated in schools which empha- The program began with a single course size only one-half of our sc,ciety and called The Politics of Male/Female Rela- culture. tionships, a sociological and anthropo- logical study of such topics as histor- An evaluation has not yet been made of ical and biological aspects of sex the two new courses, however we do have roles, socialization, the job market, written student evaluations of the and present and future trends of male course, The Politics of Male/Female Re- and female relations. This course was lationships, which may be requested started under the auspices of the Social =fromthe Principal.

1 2. Adult Role Models for "Misterogers' Neighborhood" television Girls and Boys program. In fact, parents are advised to watch some of his programs in order MUNROE SCHOOL, 1403 Massachusetts Ave., to gain ideas for an appropriate model. Lexington 02173 Their visits usually last 15-20 minutes, :.'veri:ntendent: Rudolph J. Fobert with a few demonstrations on use of Reporte,1 bd: Georgia Glick, Parent tools, or products made. Parents are Inforrzation Contact: Paul Lombard, urged not-to overwhelm children with

Principal, 617-862-7500, x233 or 234 , but rather to show a few P2,071,02,'?began: 1974 Agues and then to encourage both People Lnvolve(i: 8 statf, 190 students boys and girls to participate, e.g., look through a microscope, listen to a The program developed ut of recog- heartbeat, use a leather tool, etc. Of nized need for children to observe course children are encouraged to ask adults, particularly women, in non- questions. The parent also explains stereotyped roles. For instance, for- whether both men and women could (phys- merly, some teachers had developed the ically) Perform this job. The purpose plan of inviting mothers to help in is to provide an informal and comfort- class when the children did a special able experience with an adult who has cooking project. While the occasion a skill in order to demonstrate options was enjoyable, in terms of role models, available to men and wonrt. all that was being accomplished ..as to A larger evening program is also confirm what every child knows: mother planned which will allow many parents cooks. What is a young girl (or boy for to set up booths where they can demon- that matter) to think about the options strate 7.td talk informally about their for adult women? We realized tnat, in varic r-les, fact, many mothers and fathers of our school children perform many skills, both professional and non-professional. It happened that already we had in OUT school the beginnings of a resource fill listing parents who would be willing to visit school to talk about and demonstrate some skill. Therefore, it occurred to us that teachers could be encouraged by the principal to make use of this file not only as they might cormerly when they net,ded resource people, but in addition as a means to expose children to a variety of examples of adult, particularly female, role models. While no adult is discouraged from listing a stereotyped role, it is explained that a major concern is to demonstrate non-stereotyped roles. For instance, a woman might show her skill in cabinet work cr a man might show his skill in specialty cooking. The information is recorded on file cards, and filed alphabetically by interest. The file box is kept in the principal's office, where it is accessible to all teachers. The visit itself should be short, warm "I am requesting the use o/ the school playground so and informal, not unlike visits on that we can help the little boys lea some sports."

2 3.Women's Changing Me in the U. S.

MARY E. CURLEY JUNIOR HIGH SCHOOL, 493 Centre St., Jamaica Plain, Boston 02130 Superintendent:: William Leary Reported by: Marilyn Hyder Marilyn Hyde r, Information Contact: *Ma Teacher, 617-524-2020

Aainistrative Contact: I. Michael 3. Sallen, Vice-Principal, 617-524-2020 Program vegan: l974 People involved: l staff, 120 students This unit is part of a mini-course on ittS. Reform in the U.S. I precede it with a history of the labor movement, and natu- )14 Sr rally, the importance of women in it. 0 1C v Posters and readings on women are dis- ox-r played and used in class along with a 1/0 ## 1 it teaching unit on women which I feel is e excellent -- Women in Today's World by Alexandra McGhee, published by J. Weston Walch. It traces the women's movement d from labor and anti-slavery and temper- trv ance to N.O.W. and women's lib. Quotes, pro and con, on women from Pythagoras to the Pussy Cats are included plus an excellent questionnaire on attitudes on basic women's issues from equal pay to who stays home with 4.Exploring Human Nature the kids. This has engendered some lively discussions in the class. WATERTOWN HIGH SCHOOL, 51 Columbia St., The unit starts with roles, then Watertown 02172 covers women in the early reform move- Superintendent: Daniel G. O'Connor ments in the U.S. Students are sur- Reported by: William J. Doran prised to learn that many reformers came Information. Contacts: William J. Doran, out of the Quaker religion and that many Assistant Principal and Virginia Gray, women like Susan B. Anthony and Amelia Teacher, 617-924-8560 Earhart could have married. The myth of Program began: September 1973 the old maid is explored, and the suffra- People involved: 1 staff, 30 students gettes, Rosie the Riveter and women's lib are also discussed. Exploring Human Nature brings together Many other issues relating to women are the perspectives, the conceptual tools, discussed pro and con, and I feel the the methodologies and the current knowl- students are exposed to a positive, less edge of the biologic:A and social stereotyped side of women's lib, and sciences in helping students better their consciousness levels are raised. understand themselves, their relationships with others, and with their society. Throughout the course students will perceive that human behavior follows patterns that can be analyzed and understood, and students can develop a greater sensitivity to and appreciation of/for human diversity.

3 14 Through case studies, simulations, Danish, Barbara, "The Dragon" experiments and opportunities for field Ets, Marie Hall, "Play With Me" research (structured observations and Heyn, Leah Lurie, "The Doctor" interviews, etc.) and in approximately Lindgren, Astrid, "Pippi Lougstocking" three hours of films, students compare McClosky, Robert, "One Morning in and contrast their own behavior with Maine" those of individuals and animals in Perkins, Charlotte, "The Yellow Wall- other species and of people in other paper" cultures. Rich, Gibson, "Firegirl" Key issues such as the interplay of White, E. B., "Charlotte's Web" male/female differences and male/female Wilder, Laura Ingalls, "Little House roles, the individual within the family in the Big Woods" (entire series) and within the larger society, and Both boys and girls participate enthu- changes in behavior patterns throughout siastically in activities such as wood- the life cycle emerge in each of the working, cooking and embroidery. A units that are studied. favorite embroidery activity is called "Decorate Your Jeans" and involves children of both sexes. A valuable activity at the school for children between the ages of eight and eleven is called "The Magic Circle". It deals with heightening children's aware- 5.Promoting Positive Attitudes ness of their own feelings and developing an understanding of other people's SCHOOL FOR CHATIVE LEARNING, 34 East feelings, as well as examining sex roles. Foxboro St., Sharon 02067 The children sit in a circle and focus Jean Scales on a particular concept such as friend- ship, things I like, things I hate, love, Information ,:ontact: Jean Scales, Director, 617-784-5722 anger, crying, or whatever seems to be valuable to discuss at the time. Pro ;ram i,cgan: 1972 Pe:pie -Znvolz,ed: 5 staff, 45 students, Each child around the circle has a plus volunteers chance to speak, or he may pass. As the children introduce and clarify their The parents, faculty and administra- ideas, other children are usually stimu- tion of the School for Creative Learning lated to contribute, finally involving are acutely aware of the need to help the entire group. For more information children develop open, positive atti- concerning this activity, write to: tudes toward themselves and other people, Human Development Training Institute, especially in regard to diverse ethnic 7574 University Avenue, La Mesa, Cali- origins and their own gender. This fornia 92041. awareness is reflected in the literature selected for the children lnd in the projects undertaken by them. A list of children's stories which foster non-sexist attitudes has been compiled and is used as a reference for purchase, including:

Aldis, Dorothy, "Nothing is Impossi- ble: The Story of Beatrix Potter" Babbitt, Natalie, "Phoebe's Revolt" Brownmiller, Susan, "Shirley Chishclm: A Biography" Cleaver, Vera and Bill, "Where the Lilies Bloom" 15 4 dition possible with self-testing facil- II. PHYSICAL EDUCATION ities always available. Improvement in AND ATHLETICS running and timing takes place in group parachute play. Those students who wish to discipline themselves in a more competitive situation may join the sports club or the tumbling gymnastics type club.

-41111. g 11.1 MAL' 3 7.Physical Education and Intramurals

A. T. MORRISON SCHOOL, Mayflower Rd., Braintree 02184 Superintenc7ont: Julian Demeo, Jr. Reported by: Ray Willock Information Contact: Ray Willock, Physical Education Instructor, 617-843-5923 AdMinistrative Contact: Everett John- ELEMENTARY SCHOOLS son, Principal, 617-843-5923 Program began: September 1972 6.Action Play for All People involved: 1 instructor, 120- 150 students HENRY E. WARREN SCHOOL, Ashland 01721 Superintendent: Raymond Trabold An intramural program was started on Reported by: Lucile Kerins, Physical a voluntary basis for both boys and Education Teacher girls grades four and five at the inforrlat-:on Contact: James Argir, Morrison School. The instructor felt Principal 617-881-3212 that such a program would have valuable Progra-1 began : 1969 carry-over from the regular physical Peor,e invol-)ed: 1 staff, 450 students education class in the areas of sports knowledge, skills, attitudes and school Movement is the name of the game in spirit. physical education at Henry E. Warren For every activity available for boys (K-4). It doesn't make any difference there is one for girls. These include if you are girl or boy in kindergarten field hockey, gymnastics tumbling, soc- or another classroom, you can excel and cer, basketball, floor hockey, coed find enjoyment and success in exercise square dance, track and field, cross- or game. country, gymnastics apparatus and tum- A varied program with the movement bling, coed softball, and jogging club. exploration approach offers a student These programs continue throughout the the opportunity of working at his or school year for 45-60 minutes after her ability level. The choice is theirs school. (The instructor uses his free from climbing ropes, mat activities or time between his teaching and coaching perhaps the balance beam. duties for this purpose.) Bails of all sizes and shapes chal- Girls (as do the boys) make up their lenge each student. A girl can toss own teams and submit them with a team and punt a football with the boys and name and captain. A schedule is then a boy learns how to play field hockey. made and posted. Captains are respon- Students are encouraged to develop them- sible for assigning positions, equip- selves into the very best physical con- ment, and announcing games. All par-

5 16 ticipants' names are posted and team four groups and rotate to a different records are kept. At tne end of the activity each time they come to gym year, certificates are awarded for par- class. ticipation only. lk,ys and girls are The checklist consists of: (1) The reminded that the program I=; set up for Kraus Webber Test for minimal fitness the extra practice and for eun. No stu- (5 items); (2) Low parallel bars (walk dent is excluded because of aLility and forward, backward, crab walk, tilted everyone must be permitted to play walk, turn around, tipup, inchworm); equally. Participation range: Jrom 30- (3) Horizontal bars (chin up 10 counts, 60% of possible maximum i.1r girls and climb and sit, leg hang); and (4) The 40-75% for boys. It is felt that these climbing ropes (climb a plain rope, figures would be higher but there are climb a knotted rope, skin the cat). conflicts with bus schedules and other The children check themselves at the youth programs. beginning of the year and again at the Recess tournaments are also set up end of the year to see how they have for grades 3-5 (boys anl girls) and par- improved. Classes are encouraged to ticipation is close to 100%. work as a team to see which room can Fifth graders are eligible for a Phys- score highest. ical Education Leaders Club of which an equal number of boys and girls are chosen to teach first and second graders games during their recess periods on a 9.After School Sports scheduled basis. They also conduct various projects throughout the year. SHAWSHEEN, DEWING, HEATHBROOK, and FOSTER SCHOOLS, Tewksbury 01876 Superintendent: John Wynn Reported by: David Marcus 8.Coed Skill Testing Information Contact: David Marcus, Heath Brook School, Shawsheen St., Tewksbury 01876, 617-851-9112 WILLIAM M. TROTTER SCHOOL, 135 Humboldt Administrative Contact: Edward Farley, Ave., Roxbury, Boston 02128 Assistant Superintendent, Dewing Superintendent: William J. Leary School, Andover St., Tewksbury 01876, Reported by: Clara Dunn 617-851-7347 Information Contact: Clara Dunn, Physi- Program began: October 1, 1970 cal Education Teacher, 617-427-3180 People involved: 8 staff and 300 stu- Administrative Contact: Barbara Jackson, dents Principal, 617-427-3180 The "After School Sports" program is Program began: October 1974 an outgrowth of the regular physical People involved: 1 teacher, 1 student education program which started five teacher, 2 volunteer parents, 10 stu- years ago. It was originally planned dent leaders and 500 students for boys but was expanded to include Boys and girls work together in skill girls four years ago. It now runs on testing which is part of the regular gym a once a week basis for boys and girls program. The skill tests have been who can choose and compete in activities formulated to motivate children toward as they wish. These activities range better physical fitness, help students from soccer, softball and basketball to evaluate themselves and measure their gymnastics, bicycle safety and badmin- own improvement during the year, and to ton. build self-esteem in pupils--especially Any fifth or sixth grader may partici- those who do not do well academically pate, and the program is free.Competi- but excel in body strength and agility. tion is kept low-key to encourage par- The program is carried out by the gym ticipation from all ability levels. The teacher, assisted by two volunteer par- program runs all year from October 1 ents, one student teacher and ten stu- until June 1. Girls make up half of the dent leaders. The children work in participants.

6 17 11. Intramurals

BAGNALL SCHOOL, School St., Groveland 01985 Superintendent: John Jakobek 1' 11 (- lit Reported by: J. Gerald Bateman Information Contact: J. Gerald Bateman, Physical Education Instructor, 617-372-8856 Program began: 1967 People involved: 2 staff, 130-160 students

The program began because of the high interest and enthusiasm that overflowed from the physical education classes. It is run after school, and usually each season runs from six to eight weeks. Participants are fifth and sixth graders, ages 10 to 13. Activi- ties include flag football, basketball, 10. Project Adventure floor hockey, softball for boys, coed volleyball, and field hockey, floor MOSIER ELEMENTARY SCHOOL, Mosier St., hockey, basketball and softball for South Hadley 01075 girls. Superintendent: Gerald Hoar Each intramural session includes any- Reported by: Robert Symington where from 130-160 participants. Occa- Information Contact: Robert Symington, sionally, teams from other schools par- Elementary Physical Education Instruc- ticipate in the program, and faculty- tor, 413-536-2010 student games conclude each season. Administrative Contact: Richard Guerrera, Principal, 413-536-2010 Program began: September 1973 People involved: 4 staff and all fifth 12. Girls' Gymnastic Team and sixth graders BECKET SCHOOL, Maple St., Becket 01223 Project Adventure utilizes physical Superintendent: James Lewis (Central activities with an environmental educa- Berkshire Regional School District) tion program. Fifth and sixth grade Reported by: Lorence E. Moore girls and boys participate in outdoor Information Contact: Lorence E. Moore; activities involving physical education Physical Education Specialist, and environmental techniques. Past 413-623-8757 activities have been mountain climbing, Administrative Contact: Paul Pharmer, downhill skiing, snowshoeing, hiking, Principal, 413-623-8757 cycling, kite flying and cross-country Program began: November 1972 toboggan trips. People involved: 1 staff member, 15-20 Our elementary physical education pro- students gram is completely geared to coeducational activities, both on the competi- This program was started for a.two- tive and non-competitive levels. On the fold purpose. First, it was initiated competitive level, we have speedball, to fill the interest in gymnastics of volleyball and track and field. On the the girls in Becket School and second, non-competitive level, we have square to help occupy the idle hours of the

and folk dance, jump rope, gymnastics, participants sir. -:: the town is almost

parachute activities, movement education void of programs 1.-.)r the youth beyond and self-testing activities. Scouts.

7 18 In the fall of 1972, try-outs were school at an assembly and again at a held for the Becket School Girls' Gym- show for parents in May. They also per- nastic Team, approximately sixty girls form in clinics and workshops in various attended, but due to time available,. schools and towns throughout Berkshire size of area to practice and limits of County. size of group to get the desired results Every fall new try-outs are held and only 15 were chosen. The team members ' "old" members must try out again. are instructed in the areas of girls' Orig- floor exercise including dance and acro- inally started for elementary school girls from the towns of Becket and Wash- batics. They also derive benefits of poise, good grooming habits, and in- ington grades 3-6, the team has now been creased seLf-confidence. expaaded for girls in grades 1-8 with those "graduates" (7th and Stn graders) The team practices once a week for two used as aides although they still are hours, however, they are required to members of the team and have to meet all practice every day on their own. Each requirements. team member also must keep his or her grades at an acceptable level, show All members are able to do front and achievement from practice in the gym- back walkovers, with most being able to nastic areas, and keep a good attend- do splits and front and back limbres. ance record. The top members of the team can do The girls are required to compose an series of backhand springs, aerial cart- original floor exercise routine using wheels, and back somersaults. Our music of their choice, and implementing youngest member of the team last year dance and gymnastic moves they have was a second grader who was doing front learned and created on their own. The and back handsprings in her final rou- routines are displayed before their tine. 1

19 8 AMOR HIGH MIDDLE SCHOOLS 14. Interscholastic and Intramural Sports for Girls 13. Foundations in Gymnastics GARFIELD JUNIOR HIGH SCHOOL, Garfield Ave., Revere 02151 FARLEY MIDDLE SCHOOL, BROPHY ELEMENTARY William Hill SCHOOL and POTTER ROAD SCHOOL, Framing- Sulerintendent: Reported b,: William Waxman ham 01701 Information Contact: William Waxman, ::7tgeloLnten,i,:nt: Albert Benson Principal, 617-2.89-9200 PelJrted Frederick Steeves, Co- Program began: 1965 Director People involved: 2 staff, 115 students informatl.n C)nta2t: Frederick Steeves, Lincoln Elementary School, 617 -872- The intramural program for girls in- 2006 cludes field hockey, floor hockey, ,I,Lln-,otrat:oe Contact: Frederick A. basketball, softball, bowling (coed) and Janes, Director of Physical Education, soccer. An interscholastic program with Framingham Public Schools, Lawrence other cities and towns in basketball and St., 617-872-0156 softball is also open to all seventh and Prefram Lyan: April, 1974 eighth grade girls. le involved: 7 staff, 140+ students Several calls from parents of fourth and fifth grade youngsters (especially 15.Team Taught Coed Physical girls) regarding an interest in gym- Education nastics precipitated the beginning of an afternoon program on a three day per NORTH, SUUTH, EAST AND WEST JUNIOR HIGH week 3,L:sis. Initially, the Brophy S',HOOLS, Brockton 02401 School was desigaated for the program, Superintendent: Joseph E. Kiliory with two additional instructors in Reported by: Natalie Miller, State charge. However, due to the overwhelm- Department of Education ing response, two other schools were information Contact: James Lazour, added to handle the numbers and dis- Director of Physical Education, tricts were set up. Four other staff Brockton Public Schools, 50 Summer members were added. St., Brockton 02402, 617-588-7800,x343 Parents were responsible for trans- Program began: September 1973 portation to and from the schools, as People involved: 8 staff, 4000 students busing Ls abnormally expensive. The program ran from April until June 1, In the Brockton junior high schools, 1974, and it will be continued during physical education is taught on a co- the spring of 1975. educational basis that utilizes a team Activities incorporated basic gym- teaching approach. Each team pairs a nastics movement, stressing development male um teacher with a female gym teach- of joint mobility, strength, agility, er and serves to exposestudents to more courage and poise. Heavy apparatus was than one style of teaching during one used along with ropes, net, trampolines period. The program offered includes and mini-trampolines. Weekly competi- field hockey, flag football, speedball, tions were held with the students exe- gymnastics, basketball, volleyball, bad- cuting a compulsory exercise. A dif- minton, softball and track and field. ferent event was sponsored each week. The classes are divided so that there The final week, beginning Jane 3, a are approximately an equalnumber of gym meet was held, and parents were boys and girls involved. Team teachers invited to attend. Here, the students conduct their teaching exercises to the exhibited their optional routines and integrated group. awards were presented at the conclusion. The program began as a pilot study in About 25% of the participants in the 1973 at West Junior High School. The program were boys. following year, as proof of its effec-

9 20 tiveness,it was implemented in the enormously from the program. Because three other Brockton junior high schools. of the additional challenge of having Among the positive aspects of the pro- the opportunity to compete against boys, gram are that it has helped girls be- these girls are able to develop their come more assertive and aggressive; abilities to a much higher skill level while it has taught the boys more con- than they would have if their competi- trol and more discipline in their tion was restricted to other girls. learning. This seems particularly The majority of the teachers involved apparent in the field hockey classes. in the program feel that they benefit Because many of the boys come into professionally from it because it is these classes with playing habits devel- challenging and involves more teaching oped through experiences with street than a traditional program. hockey, it is necessary for them to concentrate their efforts on new skill formation and new game rules. Editor's Note: A coed physical educa- Through their shared activities, boys tion program has been operating in Wor- and girls are learning to improve com- cester high schools since September munications with each other, as well as 1971. The person most proficient (man getting to know each other in an infor- or woman) teaches each sport or acti- mal setting. Both teachers serve as vity to a mixed class. This program role models for the students, and this was written up on page 64 of Kaleido- can help break down preconceived ideas scope 6 (Fall 1972). Further informa- about activities that have traditionally tion about the program may be obtained involved only one sex. from John O'Neil, Athletic Director, Teachers seem to agree that the girls 20 Irving St., Worcester 01609, 617- who are extremely good athletes benefit 798 -2521, x 76 or 79.

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10 21 16. Intramural Athletics for Girls

KENNEDY JUNIOR HIGH SCHOOL, 165 Mill St., St., Natick 01760 ,Suil:evintenJent: Winston Wetzel Reported irg: Diane L. Caplan fnform2t7 on Cont,zet: Diane L. Caplan, Physical Education Instructor, 617-653-0550, x260 iLirTinistrative Contact: Philip Lucier, Principal, 617-653-0550, x260 Projrarl bejan: November 1970 People invoLved: 3 staff, 60 students

At Kennedy Junior High School intramurals for girls are offered throughout the school year. Starting with the fall season, there is field hockey, then gym- ..1 thought maybe to raise money for your basketball u:aforms you girls could put on a bake sale." nastics, volleyball, basketball and tennis. As an outgrowth of our intramural schools. The program resulted from a program, players are selected to repre- serious deep concern and effort by ninth sent the school in competitions with grade girls and their parents. The other local junior high schools. In the Director of Physical Education and a past, we have competed in field hockey, committee of secondary school physical basketball, softball and tennis. education teachers researched the pro- Our program is organized by the physi- gram and proposed it to the school com- cal education instructor and implemented mittee. by other teachers in the school who are Surveys taken by the physical educa- paid $3.50 per hour for their services. tion staff in their classes indicated that the four sports chosen were the most popular ones with the girls. Future plans will propose the addition of swimming, track and field, and tennis. 17.Interscholastic Athletic Program The fall program at both junior high For Ninth Grade Girls schools will consist of a soccer and a field hockey team, each to play six con- NEWMAN JUNIOR HIGH SCHOOL and POLLARD tests with schools outside of the commu- JUNIOR HIGH SCHOOL, Needham 02192 nity, with the total season being four Superintendent: William Powers weeks long. A comprehensive intramural Retorted bj: Helen V. Lewerenz and program in each sport will precede the James P. Maloney interscholastic season. Information Contact: Helen V. Lewerenz, The winter program, also of four Coach, Newman Junior High, 617 -444- weeks' duration with six contests, will 4100, x217 include girls' basketball, beginning in Administrative Contact: James P. mid-January and preceded by an intra- Maloney, Director of Physical Educa- mural program. Softball will be pre- tion and Athletics, 1330 Highland Ave., sented during a four-week period in May 617-444-4100 x286 or 294 with six games scheduled for each Program began: September 1974 school. People involved: 2 staff, 30-40 students All equipment used is physical education equipment. Coaches are physical Beginning in the fall of 1974, varsity education teachers and academic teach- sports (field hockey, soccer, basketball, ers from each school. Practice runs and softball) are available for ninth from 3:00 to 4:30 p.m. each day during grade girls in Needham's two junior high tl'e season.

11 22 SENIOR HIGH SCHOOLS In addition, the class programs in physical education for grades 10-12 are all coeducational. At the elementary 18. Expanded Opportunities for Girls grades K-3 have always been coed; this In Athletics year many of the classes for grades 4-8 have also become coeducational at no additional financial outlay. BROOKLINE PUBLIC SCHOOLS, 115 Greenough St., Brookline 02146 Robert I. Sperber J. Robert Eddy 19. Gymnastics/Soccer Club Difyonan Contact: J. Robert Eddy, Director of Physical Education, MARBLEHEAD HIGH SCHOOL, 217 Pleasant 617-734-1111 St., Marblehead 01945 Pr) gran .:egan: September 1974 Superintendent: Robert Filbin :n0 :,)t21: 22 staff, 500 students Reported by: Jack Knight Information Contacts: Robin Padden In a desire to expand opport :ides (Gymnastics) and Robert Roland (Soc- for girls in athletics, Brookline High cer), 617-631-0910 School has added the following programs AdministrativeContact: Jack Knight, for girls for the 1974-75 school year: Athletic Director, 617-631-0910 Varsity Golf, Freshman Gymnastics Team, Program began: May 1974 Freshman Basketball Team, Junior Var- People involved: 2 staff, 60 students sity Tennis, Junior Varsity Track and Junior Varsity Swimming. (Establish- The interscholastic program in gym- ment of a Girls' Cross Country Team was nastics for girls took five years to cancelled dde to lack of interest.) install and was finally approved with The total cost of adding the above the help of the Chapter 622 legislation. programs included $4,000 in coaching Our girls' soccer program is now on a salaries and $4,800 for transportation, club basis with approximately 60 girls officials, equipment, supplies and participating.We hope to go inter- materials. An enrichment program has scholastic soon. However, a real diffi- also been set up for both boys and girls culty exists because so few schools have which includes bicycling, bowling, a girls' soccer program. horseback riding, scuba diving, skiing (cross-country and downhill) and mountain climbing. A sum of $2,400 has been budgeted to help cover the cost of 20.Girls' Sports transportation and fees for facilities. Faculty supervision of these activities ROCKLAND HIGH SCHOOL, Goddard Ave., is to be voluntary. Rockland 02370 Superintendent: John W. Rogers At the upper elementary grade levels, Reported by: David Walsh to provide for increased opportunities Tnformation Contact: David Walsh, for girls, interscholastic athletic Athletic Director, 617-871-0541 leagues for the eight schools in Brook- Administrative Contact: A. Scott Mac- line have been organized in soccer, Kinlay, Principal, 617-871-0541 basketball and softball. These pro- Program began: 1972 grams augment those already in effect People involved: 8 coaches, 100 stu- for girls; namely, gymnastics and track. dents At the present time there are now more girls' programs of this type than there During the past two years a gymnas- are boys' programs. These programs were tics team and a girls' track team have added with small increased expenditures been formed with tremendous success. of funds for officiating, supervision The number of girls out for track ex- and equipment. ceeds the number of boys 2 to 1. A

12 23 separate girls' cross-country team has :1,.k:n1:otratLve Contact: Gene Newman, been started this year. The 'eam runs Principal, 617-5/.3-7721, x10 its own meets, has its own coach and 'Projram bcuan: September 1974 separate practice sessions. Also Peoplc involved: 5 new coaches, 95 started this year is a j.v. softball students program which will involve 20 girls. In the near future, we hope to expand With the large number of girls who our girls' tennis program. We also were interested in sports, we realized hope to expand our basketball program that the six female coaching positions to include a separate ninth grade pro- we had were not meeting the need, so we gram. All of these programs have been have expanded our Athletic Department implemented because of a feeling by the with the addition of five new coaches athletic department and the school ad- for girls. They are coaching junior ministration that we were not doing varsity field hockey, junior varsity enough for the girls interested in softball, spring track, cheerleading athletics. We believe that Chapter 622 and tennis (an assistant coach). has had an impact on all schools, and This brings the total number of girls' for the past two years we have been teams engaged in competition to 11. doing something about it. These are: basketball (varsity and j.v.), field hockey (varsity and two j.v. teams), softball (varsity and 14 Interscholastic Sports for Girls 21. j.v.), tennis (varsity and j.v.), spring NEWTON NORTH HIGH SCHOOL, 360 Lowell track and cheerleading (tournament com- Ave., Newton 02160 petition). We feel this is a major improvement over the six positions we Superintendent; Aaron Fink Reportedb?: James Ronayne had prior to this year. We also feel this is a very good offering for a information Contact: James Ronayne; Athletic Director, 617-964-9810 school our size (1116 students). Administrative Contact: Richard Mechem, Principal, 617-964-9810 Program began: Approximately 1932 People involved: 10 staff, 350 students

Our girls now have 14 interscholastic sports to participate in -- volleyball, field hockey, cross-country and swimming in the fall; gymnastics, basketball, dance, riflery (coed), track (coed) and skiing (coed) during the winter; and track, tennis, softball and sailing (coed) in the spring. We look forward to starting soccer and lacrosse for girls in 1975. We also have girls' intramural golf and cheerleading. Our boys have equal opportunities.

22. Expanded Female Coaching Staff

FOXBORO HIGH SCHOOL, South St., Foxboro 02035 Superz:ntendent: Troy Earhart Reported by: Stephen Foster Information Contact: Stephen Foster, Athletic Director, 617-543-7721, x31 44,-)40,-±

13 23.Girls' Basketball at Night 4

WARE HIGH SCHOOL, Ware 01082 Superintendent: Richard Hayden Ro)rtel i';!: Paul Orszulak In Contact: Paul Orszulak, Athletic Director, 413-967-6234 Aciniatratioe Contact: David Carlson, Principal, 413-9676234 Pro,:)..,e'z began: December 1974 People involved: 2 staff, 25 students

Beginning in December, 1974, four girls' basketball games are scheduled to be played at night, anc: a juniorvar- sity basketball coach for girls will be appointed for the first time. The athletic program for girls also includes cross-country and golf, and it is expected that the program will be further expanded in the future.

24.Varsity Girls' Cross Country Information Contact: Richard Norman, Coordinator of Athletics, 617-771-2211 LUNENBURG HIGH SCHOOL, Lunenburg 01462 Program began: 1973 Superintendent: William Holland People involved: Reported by: Richard F. Mulligan Information Contact: Richard F. Mulli- In the past two years we have in- gan, Athletic Director, 617-582-4543 creased the athletic team opportunities Administrative Contact: Richard Carey, for girls at the secondary level. In Principal, 617-582,9941 1973, we started gymnastics on an intra- Program began: September 1974 mural basis as a fall activity for high People involved: 1 coach, 14 students school girls. Since then, a number of additional programs have been added. Girls' Cross-Country has been intro- We now have girls participating in field duced as a fall sport for girls. We hockey, basketball, softball, winter feel it is a worthwhile program and track, tennis and spring track-- in that the program will grow. It has addition to the gymnastics. been difficult to get a schedule of Our cross-country team is now coed meets, however, since few schools in with five girls participating, and central Massachusetts have a formal there are from 12-15 girls on our coed girls' cross-country porgram asyet. winter track team. (The girls have a Daily practice and an eight meet separate team for spring track.) This schedule has been arranged for fall program, along with AAU sponsored meets, of 1974. gives the girls plenty of opportunities We are also planning to offer tennis to compete. as a fall sport for girls in the future. At the Middle School level we now have intramural soccer, tennis, basketball, softball and track for giLls. 25.More Athletics for Girls The major costs of these programs are for salaries for 16 coaching positions BARNSTABLE PUBLIC SCHOOLS, 230 South and transportation to meets. Most of St., Hyannis 02601 the supplies and equipment can be the Superintendent: Edward J. Tynan same as used for physical education Reported by: Richard Norman classes.

14 25 is an elective. Groups of twelve come III. HOME ECONOMICS- for an hour every week until their pro- INDUSTRIAL ARTS jects are completed. At the primary level, concentration on shop safety comes first. (A tool is a tool, not a toy, not a weapon.) These boys and girls quickly learn to use the coping saw and C-clamp. They cut out the shapes of small birds and animals. They learn to use sandpaper correctly. After much practice, they become quite proficient in using a hammer and nails. Girls generally do a better job of sawing, but they are very weak when it comes to driving nails with a 13 ounce hammer. Some of the items that are produced are little bookshelves, door stops, &1M,"A pencil boxes, napkin holders, and a box 64, for secrets. Scraps which previously went into the fireplace are now being turned into beautiful little sculptures with lots of glue and sandpaper. Students in the upper grades are into puzzle-making and woodcarving. At present one class is involved in cutting out the individual states of the U.S. in order to have a ELEMENTARY JUNIOR HIGH giant puzzle. MIDDLE SCHOOLS One of my former sixth grade students has sent me the patterns for several 26. Sloyd Program bird and animal puzzles which she now mass produces and sells. These are not MC CARTHY-TOWNE SCHOOL, Charter Rd., easy to saw out and are presenting quite Acton 01720 a challenge to fifth and sixth grade Superintendent: Raymond J. Grey girls. They are determined to succead Roported by: Louise Ewing Piper primarily because it was a girl who in- IniOrmation Contact: Louise Ewing vented these patterns. Piper, Teacher, 617-263-4982 The girls in the class make pretty Adzinistrative Contact: J. Parker much the same things as the boys with Damon, Principal, 617-263-4982 the exception of doll furniture. So Program began. September 1971 far, no boys have made any. At both People im.loed: 1 staff, 500 students the primary and the Intermediate levels, each student is encouraged to complete Sloyd is a Swedish word which means one personal project per month. Stu- working with wood and reading plans and dents also do grJup projects. The diagrams. This describes the unique younger students are encouraged to plan woodworking program which been in and construct items for school and operation full-time at the McCarthy- classroom use. Book shelves, cubbies, Towne School for all students (girls as hockey goals and painting racks are a well as boys) in grade:, 1-6 since 1971. few of the projects completed. It was set up and is taught--not by a Group projects for the older students man--but by a woman. center around science, social studies All the students in grades 1-3 come to and the creative arts with the construe- Sloyd for a total of 20 hours a year, tif,n of stage sets, animal environments, and the classes come to the shop on display areas, movable carts, a photo- alternate weeks. In grades 4-6, Sloyd graphic lab and playground equipment. 26 15 A wonderful group of mods -7s gathers 27.MiniCourses wood scraps from local buiLders so that we do not spend a lot of money for MOST PRECIOUS BLOOD SCHOOL, 1286 Hyde wood. The initial outlay of money was Park Ave., Hyde Park, Boston, 02136 for tools. We now have a table saw Superz:ntendent: Brother Bartholomew (used only by me), a drill press, an Reported :fy: Sister Marie Hill electric scroll saw and a generous sup- Infermation Contact: Sister Marie Hill, ply of hand tools. I have made all the Principal, 617-361-2162 work benches and storage bins out of Program began: October 1974 old, desks and scrap wood, and I recently People involved: 16 staff, 388 students completed a smaller portable workbench for first graders to have outside their Sex and role stereotypes are going out classroom. the window at Host Precious Blood School Because of their maturity, many of the with the aid of a new mini-course pro- 6- to 8-year-olds are quite limited in gram. Boys are learning to cook and .ghat they can accomplish in a given girls are learning to play street hockey period of time. Some have terrific in courses which are open to any student "stick-to-itiveness" and others find one regardless of sex. Among the other new interest after another. However, on courses which boys and girls are enjoy- many occasions I have seen a glow of ing together are gardening, decorative pride in their faces over what they have crafts and art appreciation. created. Even though I don't recognize So far, no boys have signed up for the what it may be, it seems to be very courses in crocheting, knitting and sew- meaningful to them. To my way of think- ing -- but who knows what the future ing, their thoughts and reactions are will bring! Courses meet for an our what are important, not mine. every other week for a two-month period Even though they have not achieved and are set up three times each school finished carpenter's status, or achieved year. all the listed goals, they are learning skills and disciplines. I feel this program can have long-range benefits to cur youagsters in developing awareness, 28.Unified Arts Program a sense of accomplishment, an appreciation for handcrafts, wood, forests. I POLLARD JUNIOR HIGH SCHOOL, 200 Harris already see a sense of responsibility Ave., Needham 02192 in the care of tools developing and a Superintendent: William M. Powers respect for other people's limitations, Reported by: Frederic B. Preston abilities, and projects. Information Contact: Dennis Wrenn, 7,;13, Teacher, 617-444-4100 Administrative Contact: Frederic B. Preston, Principal, 617-444-4100 Program began: 1974 People involved: 11 staff, 598 students

In 1972-73 the Pollard Junior High if4.* .4 School instituted a Fine Arts Program in grades 7 and 8 wherein twelve ten- week quarter year courses in Art and Music were scheduled by arena four times during the year. Expanded in 1974-75 to include the Departments of Home Economics and Industrial Arts, the newly entitled Unified Arts Program encompasses the following 25 elective courses which are open to both boys and girls on an equal basis:

16 27 Ceramics and Crafts, Drawing and The shorter ten-week mini-courses in Painting, Architecture, Sculpture, Home Economics and Industrial Arts have Printmaking and Commercial Design, attracted both boys and girls into all Theatre Set Design; courses in keeping with the recent new Guitar Workshop I, Guitar Workshop II, legislation, Chapter 622. In fact, in Percussion Workshop I, Percussion Work- several of the cooking classes to date shop II, Ensemble, Rock Lab, Electronic the boys have actually outnumbered the Music, Music Theater; girls by more than 2 to 1. Beginning Wood, Advanced Wood, Begin- Finally, the reality of having all ning Metal, Advanced Metal, Beginning seventh and eighth graders involved in Electronics, Advanced Electronics; constructive educational experiences Beginning Cooking, Advanced Cooking, over the full day (rather than sprin- Beginning Clothing, Advanced Clothing, kling their day with random study halls) Child Development. has provided for the school a new sense All courses are open to interested of productivity and purpose. ninth graders as electives. Seventh Study halls in the past have amounted and eighth graders are required to to little more than holding patterns clect two courses in art, two courses for the students and custodial functions Possessing little, if in music and two courses in the practi- for the faculty. any, intrinsic educational value, they cal arts. Students who are involved in have existed mostly as a scheduling con- the performing groups (band, orchestra, chorus) and are also taking a foreign venience for the administrator wherein the remaining "holes" in a student's language have only four choices each weekly schedule were filled. year. Other students have eight choices In summary, the Unified Arts concept (two each quarter) and others have twelve (three each quarter). Study Hall appears to offer for the Junior High/ is not an option for seventh and eighth Middle School a wide variety of inter- graders; everyone must select a course esting alternatives and, indeed, vir- during each of the arenas to which he tually limitless opportunities for future growth and meaningful educational is assigned. change. The arena itself utilizes standard arena scheduling techniques. Four times during the school year (September, Novem- ber, January, and April) students report 29.Human Development to the school's Lecture Hall for each of their Unified Arts periods for which WARREN JUNIOR HIGH SCHOOL, West Newton During each they have been scheduled. 02165 of those periods the student schedules Superintendent: Aaron Fink himself into a course for the next ten Repopted by: Virginia Barry weeks. Students are called forward Information Contact: Virginia Barry, according to a particular order which Home Economics Teacher, 617-244-8651 is rotated each quarter. Administrative Contact: Helen Rich, The Unified Arts Program for 1974-75, Coordinator of Practical Arts, 617- as outlined above, is bringing to the 244 -8651 Departments of Home Economics and Indus- Program began: 1966 (9th grade, 1973 trial Arts the same new levels of enthu- 8th grade) siasm, vitality and interest that the People involved: 1 staff, 34 students Fine Arts Program brought to Art and Music over the past two years. The By cooperating with three area nursery closer working relationships between the schools, an opportunity is provided for four departments should iu turn lead to :;tridents to receive experience in observ- greater collaboration among the teaching and working with young children in a ers, a wider diversity in course offer- Human De' ?ment course sponsored by ings, and more student opportunities for the Home _onomics Department and open intra-disciplinary experiences. to boys and girls in eighth and ninth

17 28 grade. The course is designed to help the students better understand the emo- tional, social, intellectual and physical growth of humans. The eighth graders visit the nursery school twice a week for a total of two hours during their elective periods. The ninth graders go daily for a two- week period. Transportation and the time it takes to go to and from the nursery schools have presented problems, and as soon as a room is available Warren Junior High hopes to be able to operate its own nursery school. At the conclusion of the course an evaluation sheet is completed by the nursery schools. The individual student discusses his/her experiences and the evaluation sheet with the teacher.

30.Coed Home Economics

DAVID ELLIS ANNEX, 300 Walnut Ave., boys, the first project is a reversible Roxbury, Boston 02136 bow tie; the second is a vest. If time Ez.q.erintendent: William Leary permits, they also make a dashiki and Reported by:. Carol M. Donohoe are taught its place in history and its Infornation Contact: Carol M. Donohoe, ethnic significance. Teacher, 617-427-6820 The enthusiasm the boys generate in ,ljnnistratve Contact: Edith Simons, the class leaves little doubt in my mind Principal, David A. Ellis School, that home economics for boys is not a 302 W lnut Ave., 6]7-445-0432 passing phenomenon. Projran began: September 1974 Peole involved: 1 staff, 150 students 31. Homemaking With the ever- changing roles of today's male and female, boys in a home economics GARFIELD JUNIOR HIGH SCHOOL, Garfield class may be novel, but it certainly is Ave., Revere 02151 not unique nor incongruous. The addition. Superintendent: William Hill of boys to the classes has added a new Reported by: William Wixman. challenge to my teaching skills. The Information Contact: William Waxman, creation of such classes is due in large Principal, 617-289-9200 measure to Chapter 622. Program began: September 1974 The beginning sessions are being spent People involved: 2 staff, 240 students on broad explanations of home economics and not just the "cook ald sew" aspects. This course is open to all seventh and The boys ha-,e been made aware of home eighth grade students--male and female. economics as a profession, and of its It includes the teaching of the use of concerns with the major issues of the tools used in normal home repairs. Stu- times: consumerism, nutrition, product dents are taught how to wallpaper, cook, safety, child care, and energy shortages. mend clothing, fix broken windows, clean Basic sewing skills for both hand and and wafloors, repair home applicances, machine are taught throughout the year, care for babies, plan and cook meals and and all sturlencs are required to produce many other responsibilities dealing with at least two machine projects. For the the home.

18 29 In constructing the animal, he learns 32. Industrial Arts and Home Economics the techniques of cutting, pinning, For Girls and Boys machine sewing and hand sewing. Some of MINDESS MIDDLE SCHOOL, Concord St., the popular choices in the sewing area Ashland 01721 are duffle bags, pocketbooks, pillows Superintendent: Raymond Trabold and animals. Reorte2 bd: Julian Doktor and Barbara Both.students and parents were quite Murphy, Teachers enthusiastic about the first year of the information Contacts: Charles Farrell program. The program worked out so well and Susan Conte, Teachers, 617-881-2126 in fact, that in 1974 the seventh and Adr,zinistrative ;:ontact: Gerald Linder, eighth grade classes were made coed. Principal, 617-881-2126 Both the boys and girls can choose Prograi began: 1973 between industrial arts and home econom- People involved: 4 teachers, 600 stu- ics, based on their sixth grade experi- dents (6th through 8th grade) ence. An "Essentials of Industry Program" is Since the 1973-74 school year, sixth offered to eighth grade boys and girls grade students at t.e Mindess Middle of above average ability as an alterna- School in Ashland have been scheduled tive to the usual eighth grade woodwork- for a Coeducational Practical Arts Pro- ing program in industrial arts. gram. The program is designed to intro- Modeled after Junior Achievement and duce the boys and girls to home econom- "World of Manufacturing" programs, it is ics and industrial arts. The students primarily designed to offer more chal- are scheduled for one quarter each of lenge to the above average industrial foods and clothing and two quarters of arts student. It attempts to develop shop, meeting once a week for a single interest, initiative, inventiveness and period. cooperation in the students. The students learn the basic skills in As an activity the students form their each area by completing simple projects. own corporation, designing, planning, For example, in the clothing area a stu- constructing, and marketing a product. dent may choose to make a stuffed animal They elect a board of directors, estab- r lish a corporation name, design a trade- mark, and sell shares for their newly formed corporation. After a prototype of their product has been constructed, using materials ranging from wood to plastic, an evaluation is made and production planning is begun. Hand processes used in making the prototype are refined to machine mass production techniques. A Job and Operations Chart and Product Flow Chart are developed. Mass production techniques are integrated with a line production experience. Te program develops as a hands-on experience; the majority of the planning and execution being done by the students with the teacher acting only as an advisor. Throughout the experience, an attempt is made to relate the students' mock corporation experiences with those of a genuine corporation. A basic knowledge

19 30 of the fundamental elements which com- semester. All activities are designed prise American industry is taught. The to enhance the student's cognitive, students take field trips to local in- psychomotor, and affective junior high dustries to experience firsthand actual school experiences; perhaps the great- manufacturing and all its ramifications. est emphasis is on the psychomotor As a project the students investigate skills. their home town industries to learn The seventh grade home economics pro- about their importance and relation to gram includes a .nods and nutrition unit themselves and their town. called "Why Get Up Early?" It's about When the ac:.ual manufacture of the breakfast and covers nutrition, prepar- products is completed, they are deliv- ing quiLk breads, eggs, breakfast meats ered, and the corporation is liquidated. and breakfast beverages. There is also A financial statement is filed, profit a Cooking for Fun unit (cookies, etc.). is calculated and given to the eighth A seventh grade clothing unit entitled grade class. The program begins in Sewing Machine Magic shows students how September, and runs approximately 3 1/2 to use and care for the machine. They month', terminating before Christmas undertake a simple construction project recess. using a pdttern for a chef's or a shop apron. This project includes the construction of a pocket and the use of 33.Introduction to Home Economics 3/8" or 5/8" seam allowances. Students also make a stuffed animal which teaches And Industrial Arts them careful manipulation around curved areas, sewing on buttons and invisible DIAMOND JUNIOR HIGH SCHOOL, Lexington hemming. 02173 In the eighth grade home economics and 'a'er,-:n,;-en,ient,.: Rudolph J. Fobert industrial arts are electives and ninth Phyllis Cook and Marjorie McNichals graders can choose to major or minor in these subjects. J,-,ntac;o: Phyllis Cook and Marjorie McNichals, Teachers, 617 -862- 7500 ,,.'ontact,-: Eugene Sullivan, Principal, 617-862-7500 4,3]..z: September 1973 5 staff, 280 students

In the fall of 1972 electives in home economics and industrial arts were wide open to all levels. This presented a few problems as to class size and distribution as well as basic knowledge and levels of entry at the next grade levels. The current program was initiated in the fall of 1973. At the eleventh grade level, the school year is divided into five seven-week terms to include; Clothing, Foods & Nutrition, Technical

Drawing, Metal, and Wood. Each class, 11111111 coed, has 18-22 students. In each area specific learning techniques are included giving the student a general idea of the basics. He or z she then can make an eighth grade selection to pursue in greater depth for a 31 20 in the General Laws dealing with equal opportunit!es in education, Chapter 622.

1 During the summer of 1974, workshops were held with junior high staff members and administrators, reorganizing the junior high curriculum to make it relevant co both sexes. It was recognized that this program would be the only consumer-homemaking and industrial arts study that children were required to take during their school experiences. Hence, emphasis must be placed on concepts considered essential for all students in their present and future dual '4`4/641811.1E__- roles as family members and wage earners ger"' 441411 in a career-consumer oriented society. The program is divided into two parts and developed by identifying performance objectives within units which, in the opinion of the program developers, were the most significant for students' expo- sure. Part I in the area of consumer- homemaking is divided into three concepts: (a) foods and nutrition; (b) 34.Consumer HomemakingIndustrial family relations and child development; and (c) consumer education. These Arts three concepts are identified by specific NORTH, EAST, SOUTH and WEST JUNIOR HIGH intermediate and terminal performance SCHOOLS, Brockton 02402 objectives in both the seventh and eighth Surerin,-5endent:: Joseph Killory grade levels. Rercrte-: by: Henry W. Kowalski Part II of the program is industrial Cont ac!;: Henry W. Kowalski, arts and the seventh grade program has Department Head (Grades 5-8), East been identified as materials processing Junior High School, 464 Centre St., with practical work being done using At 617- 588 -7800, x303 wood, metal, plastics and graphics. ,1-77TLnistram wont- act: Henry Hobaica, the eighth grade level a home repair Administrative Assistant, c/o Sprague program dealing with basic electricity, School, 617-588-7800, x33i small engine repair and simple repairs ProJrcri beua-rz: September 1974 within the home is given all students. People involved: 22 staff, 3600 stu- It is intended that the experience dents provided during this two-year exploratory program will promote values con- Something new and exciting is going on ducive to positive and practical family in grades 7 and 8 in Brockton's four living. junior high schools. A new program The experiences provided within this which began in September 1974 has been currciulum are naturally limited in developed in the areas of consumer- nature and are int nded as a survey homemaking and industrial arts. Both course rather than one which is skill- boys and girls are being scheduled into oriented. It is also hoped as a result a totally integratedand required proof this program that the students will gram of studies in areas thathave been become more aware of the wide choice of traditionally segregated. Formerly, career and avocational preparations girls have taken cooking and sewing and available to them at the Brockton High the boys, shop. School in the Occupational Education The reason for the new program's Department, or within the offerings of development is due in part to a change the Community School program. 32 21 35.Integrated Home Economics 36.Coeducational Integrated Arts And Industrial Arts NORTH MIDDLE SCHOOL, East Prescott St., WILSON JUNIOR HIGH SCHOOL, 24 Rutledge Westford 01886 Rd., Natick 01760 Superintendent: Lloyd G. Blanchard Superintendent: Winston Wetzel Reported bj: Linda Wilbur, Team Leader Reported b;.): Joyce Parchesky, Guidance Information Contact: Richard E. Neal, Counselor Principal, 617-692-6391 Information Contact: Herve B. Lemaire, Peogram began: September 1974 Principal, 617-653-0550, x239 People involved: 2 staff, 158 students Program began: September 1973 People invol)el: 5 staff, 500 students The theory of sexual equality has become fact in a pilot project for sixth In September, 1973, Wilson Junior High grade students at the North Middle School began a totally integrated pro- School. gram in the home economics and indus- The sixth grade was selected for this trial arts courses. Boys and girls were permitted to select without restriction project because neither boys nor girls had previous classes in homemaking and three areas of study from the following: Woodworking, Foods, Clothing, Graphic industrial arts and could be treatedas equals in basic skill development. Arts and Technical Drawing. Their first two choices would place For many years both boys and girls them in those areas for two 15-week have questioned why they could not par- periods. The third choice would be a ticipate in both areas. The stock "survival" course lasting six weeks. answers ranged from "scheduling prob- The students selected according to their lems" to "too large classes", all of interests and at the close of the year which evaded the real issue--we, as the teachers reported success with mixed teachers, had become complacent and, classes and student selection. yes, feared change. After facing this Following the recommendation of the fact, we decided to do something about teachers. semester courses were offered it at North Middle School. for 1974-75. Eighth and ninth grade stu- Instructors involved in homemaking dents were allowed to elect two of the and industrial arts worked closely with five semester courses, and more if their their principal in developing a schedule schedule permitted. The coed classes that would not overload their classes, are very popular and successful. Teach- in developing a program that could be ers find students helping each other productive within their budgetary limits, overcome the awkwardness stemming from and in developing programs that would lack of familiarity. Results are grati- motivate their students. fying and belie the argument that boys play with tools and girls with dolls. It soon became evident that very lit- A revision is being made of the curric- tle change of the programs would be ula to bring them more in line with necessary. The homemaking units of current needs and interests. Food Preparation, Grooming and Child Care remain the same. In selecting sewing projects, more masculine items are introduced along with the traditional feminine projects. The popularity of backpacks, rally tool kits, stuffed animals, and tote bags cross sexual lines stimulating the interest of all the students.

In industrial arts, students select ,redesigned projects or design their

22 33 own to fulfill their individual needs. the various topics leads to very inter- All basic training remains the same esting discussions. despite coed classes. A course in Survival Cooking is offer- Plans for these students as seventh ed to senior students who haven't had a graders presently are being formulated. chance before to take a foods class and Because of the varied interests of the for those who had no interest until students, an elective program may be faced with the thought of cooking their utilized wherein boys and girls will own meals. The choice of recipes covers elect to specialize in one area for a broad sampling of foods that are popu- their remaining two years. lar and moderately priced; from pancakes and syrup to lasagna and yeast breads, A coeducational in- as well as traditional desserts. dustrial arts program has existed since The classes have students of both September 1971 at Forest Grove Junior sexes working pleasantly together. So High School, 495 Grove St., Worcester far, we've had no identity crises over 01609. This program was written up on a boy wearing an apron and washing page 69 of Kaleidoscope 11 (Early Fall dishes or a girl sweeping the floor. 1974). Further information can be ob- All jobs are interchanged from day to tained from James Duffy, Principal, 617- day. The learning is active as the stu- 852 -5912. dents develop skills in the use of equipment and cooking techniques. Our end product is people who can better deal with tha daily event of preparing foods they enjoy. SENIOR HIGH SCHOOLS Survival for Singles Elitor's Uote: A similar program is 37. schedule.' to begin in the spring of 1975 at Milton High School, Central SILVER LAKE REGIONAL HIGH SCHOOL Ave., Milton 02186. Further informa- Pembroke St., Kingston 02364 tion may be obtained from Roger Connor, Francis M. Moran Superintendent: Principal, 617-696-1220. 2crorteo7 by: Beth Kurowski and Mariorie Little, Teachers In.rorriatEon Co%tact: Norman G. Long, Coordinator, 617-585-3844 Ajmiln-,:strat-ive Contact: Albert F. Argenziano, Principal, 617-585-6544 1.,-;Pr.77 Projrar: bejn: September 1974 /1 People !JlooL'ed: 1 staff, 21 students

Survival for Singles is a semester coed senior course offered through the Home Economics Department. The main objective of the course is to make students more aware of the rights, responsibilities, and problems that they face as young adults. We study a variety of subjects based on the students' needs andinterests. This semester the students have indicated an interest to study the following topics: apartment hunting, buying a car, personal money management,banking services, careers and jobs, alcohol- ism and drugs, and new lifestyles. Hav- " ing both male and female opinions on

23 34 at.

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38.Child Development ants discussing adoption, discipline, And Gourmet Cooking and emo* onal problems. Parti paLion in nursery school pro- MT. GREYLOCK REGIONAL HIGH SCHOOL, grams and day care centers is part of Cold Spring Rd., Williamstown 01267 the course, as well as a requirement Superintendent: Michael McGill for each student to spend an hour a 2eported by: Pauline Fredrichs week with a pre-school child, collect- Information Contact: Pauline Fredrichs, ing notes which become the basis for a Teacher, 413-458-8164 case study paper at the end of the sem- Administrative Contact: James R. Gaz- ester. zaniga, Coordinator of Career Pro- Following graduation, one male stu- grams, 413-458-8164 dent and several female students have Program began: 1974 gone on to major in child development People involved: 2 staff, 100 students in college, and a male student and a female student were hired by a day care The Child Development course at Mt. center. Greylock High School, consisting of A course called Gourmet Cooking at eleventh and twelfth grade male and fe- Mt. Greylock High School had an enroll- male students, combines the theory of ment in 1974 of 45 males and 33 females. human development with observation of Approaching the preparation of recipes actual children and their parents. One from the ethnic origins of food, stu- class day each week pre-school children dents study the cultural basis for types and their parents come to the school, of food preparation, select recipes, where the children can be observed and prepare grocery orders and create both the parents provide answers to questions provincial and haute cuisine dishes. from the class. Students are also required to cook at The first such group one fall semester home and report on the results. After included nine babies, ranging in age graduation three students have gone to from 3 weeks to :11 months. Subsequent chef school, a number are working in weeks included progressively older age restaurants, and many are sharing their groups, followed by groups of siblings, skill and knowledge with suite mates in handicapped children, and panels of par- college.

24 35 Ohe of our favorites was a mother who IV. CAREER EDUCATION helped each week in our woodworking area, showing boys and girls how to build a favorite project.When it was found that children were coming to school without a nourishing breakfast, we cooked and served a completebreak- fast, squeezing our own orange juice and making our own butter.Part cf th2 fun was watching the principal cook bacon and eggs with the help of both fathers and mothers. The children learned to evaluate their own snacks. Now, it is not unusual to hear children discussing the food value in a box of crackerjacks. In looking for career guidance programs, do not overlook grandparents. Some of our most interesting visitors were grandparents. Children never seem to tire of the "olden days" and what it was like to live and work then. One brought her own sewing machine and our favorite grandfather raised rabbits and brought baby bunnies for us to hold.

ELEMENTARYJUNIOR HIGH 40.Career Education in Second Grade MIDDLE SCHOOLS CENTER ELEMENTARY SCHOOL, 65 Silver St., Hanover 02339 39.Career Education Through Use of Superintendent: Robert P. Fox Community Resources Reported by: Darlene Grote Information Contact: Darlene Grote, HENRY E. WARREN SCHOOL, Ashland 01721 Teacher, 617-826-2631 SuLevz:ntendent: Raymond Trabold Administrative Contact: Richard J. ReorteJ E':2: Kathleen Mahoney, Teacher Erickson, Principal, 617-826-5515 Informat-,:on Contact: James Argir, Program began: September 1973 Principal, 617-881-3212 People involved: 1 teacher, 60 students Program begzn: 1968 People 1 staff, 23 students One morning during a "share and tell" time, it became obvious that many of the In our multi-aged classroom (first- boys and girls were very proud of their second grade), we invited both fathers mothers and fathers and enjoyed talking and mothers to spend a day or part of about their jobs, hobbies, and inter- one to explain their particular. occupa- ests. I asked several questions of the tions. Most parents found this possi- boys and girls and the idea was born. ble and we had as many varied occupa- The suggestion was made to the class tions as we had parents. We've had male that it might be possible for the fathers and female police officers, a railroad and mothers to be invited to the class engineer, lawyers, factory workers, a to describe their jobs, hobbies or other piz7-:. maker and many more. Mothers who projects they may be involved in around did not work outside of their home the home. The enthusiasm truly sur- shared a hobby or favorite recipe. prised me.

25 36 To carry out the plan, letters were 41. sent to each family inviting the father Career Awareness or mother to come to class and give a -- Choices and Challenges five or ten minute talk explaining their jobs or interests. Several fathers OSTERVILLE ELEMENTARY SCHOOL, Bumps called and suggested that they bring River Rd., Osterville 02655 certain items used in connection with Superintendent: Edward J. Tynan their work. At this point, it was ap- Reported by: Patricia L. Duffy, Lan- parent that the fathers and mothers guage Arts Instructor were as enthusiastic about the program Information Contadt: Margaret O'Neil, as the children. Principal, 617-428-6638 A pro football player came to class Ac?Ainistrative Contact: H. William wearing his uniform, a carpenter brought Geick, Assistant Superintendent of his tool chest, an engineer showed his Schools, Barnstable Public Schools blueprints, a locksmith showed a key Administration Building, Hyannis 02601, machine, a mechanic demonstrated a com- 617-771-2211 pany tow truck in the school yard, a Program began: October 1973 lawyer allowed the children to try out People involved: 1 staff, 50 students his notary public seal. Five or six working mothers alsocame The mini-course program at Osterville to class, including a nurse, a teacher, Elementary School has been closelyasso- and a lady beekeeper who brought in ciated with a developing career aware- hives, honey and slides on beekeeping ness program. We have attempted to have which she showed. Another mother who each new instructor include possibili- works for a gear manufacturer brought ties for careers stemming from the in some gears and demonstrated how they instructor's own interests, talents,or work. occupation. The concept of how one industry is Examples of this have been a retired dependent on another was clearly shown gentleman teaching knitting to the chil- when a visit from an importer of pro- dren, a mother of four children teaching duce was followed by a visit from a a woodworking course, a professional supermarket employee. Many occupations ballet husband and wife team teaching were represented and the children classical ballet (but only with the con- learned from and thoroughly enjoyed dition that boys as well as girls par- these presentations. ticipate in the course), a course of As a follow-up to these mini-lectures, aviation which must also include girls we held question and answer sessions because of the increasing number of with the visiting parent. Letters of women as pilots and in related fields thanks were written by the children and dealing with aviation. s:mt to the parent. Illustrations were drawn recalling the information learned. Also the mini-course program has hon- "What's My Line?" game involving occu- ored choices of the children. In sev- pations was also used as a means of eral different incidents boys have vol- review. untarily chosen what would have been There is so much to be seen, heard, exclusively "feminine" courses in past and learned about our work and children programs and such choices have been en- are so eager to hear about these inter- couraged--boys taking sewing, crewel, esting fields. What better resource crafts design, and cooking. could there be, and right at our finger Our career awareness program for fifth tips--our parents! and si::th graders encourages children to interview people from various walks of life. One child took a morning off from school to attend a court session as she wished to pursue the career of an attor- ney. Several children interested in the whole field of physical therapy inter-

26 37 viewed people at the Cape Cod Hospital 42.Resource Center Provides Career in Hyannis and talked with male nurses, Education and women doctors. A visitor from Packaging Industries in Hyannis also related his close association with the WEST BOYLSTON STREET SCHOOL, 40 West housewife and opinions of women in Boylston St., Worcester 01606 developing new products which are use- Superintendent: John Connor ful in home management. Reported Martha B. Smith, Director In the plans for this year's unit, of the Center programs and class visitations will try Information Contact: Charles P. to include both a man and a woman in- Baniukiewicz, Principal, 617-852-6397 volved in the same occupation coming PPograrl began: September 1973 together to discuss their profession People involved: 1 staff, 10 faculty with the group. Recent publications liaisons, parents, 150 to 254 students dealing with the breakdown of sex per week stereotypes as well as films obtained from the Boston Public Library will be The Resource Center began as a result used as resources to help the youngsters of trying to eliminate the usual stigma get an unbiased view. associated with remediation centers, but The purchasing of King Features its function has been expanded far be- "Career Awareness Program" has also pro- yond remediation. It now makes avail- vided us with full color booklets cover- able to all students and teaelers a ing 15 career clusters. It uses a desirable and positive atx,spnere where multi-ethnic approach showing people of they may work independently in a pre- all races, colors, and sexes in a wide ferred educational direction. range of career opportunities. This added feature of our program will serve Each child is rewarded for behavior to broaden the students' awareness of ranging from extra effort to completion the many possibilities open to them re- of an assignment to good attendance with gardless of their ethnic origins or a courtesy pass to enter the Resource family backgrounds. Center. The child may choose to get involved in audio-visual training, career education, extra academic work, industrial arts, fine arts, story hour, history, remedial work, etc. All materials (games, wood, radios, rugs, books, magazines, pillows, industrial arts supplies, crafts, posters, etc.) have been donated by children and parents of the school community. The A-V training class is taught by an older student and meets twice weekly. It includes one boy and one girl from each of the classes, beginning with grade 2. Within the Resource Center is a special area devoted to careers. It contains commercial and student posters, research reports on various occupations and an ever-growing display of actual hats, depicting various careers. These pow- are available to any student or class for use in reporting and/or role playing. 410.111%111 tiftf-' 38 27 There is also a large artist's pal pates in industrial arts and fine arts ette, ballet shoes, stethoscope, micro at the Center to the degree he or she scope and tool kit. A small roofed chooses, and sex is not regarded as a house in another area is easily and barrier to a child's interests. quickly converted from travel bureau to A course in Ethnic Studies is now grocery stu-e to bank simply by changing being offered to sixth graders in the the wooden sign over the counter opening. Center. The reason it is only being Every child in the school participates offered 'n sixth graders is thatevery in career education in the Resource Cen sixth ,ra,' r elected to participate! ter. Use of a Dictionary of Occupation The basic materials for this study have al Titles helps precipitate discussion, been provided by several neighboring study and extended investigation of less high schools, the social studies curric known occupations. At no time is any ulum committee, bilingual classes at distinction made regarding who may par another Worcester public school, the ticipate in career education. Should public library and community agencies questions arise within study groups and personnel. about "men's jobs" or "women's jobs" The course entails field trips to an these are easily resolved through rap Italian bakery, a Jewish communitycen sessions, a policewoman as guest speaker, ter, a Greek Orthodox church, Spanish a picture (with many stories) of the Re speaking classes at another school,a source Center Director when she was an French restaurant. The class also cooks officer in the Navy, a male nurse or the various types of food representative of female school crossing guard visiting specific local ethnic groups, instructed the school in his or her uniform, etc. by members of these ethnic groups who With the exception of those typical have volunteered to teach. stereotyped careers, very seldom is the Visitors are always welcome to come subject of sex stereotypes of any real to the Resource Center and enjoy reading concern to our students. a good book in our bathtub, relax on our Every bo nd girl in scnooi from hooked rug or play a favorite tune on kindergarten through grade 6 partici our electric organ.

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28 39 43. Career Development for Sixth Graders WEST ELEMENTARY SCHOOL, Beacon St., Andover 01810 i.;ti,2P:rL;on(it: Kenneth Seifert Elizabeth I. Cahoon Elizabeth I. Cahoon, Counselor, 617-4/5-9590 L,m:v,1: 1971 2:),2zZtj in90.1: 1 counselor, 600 students

In 1971 the need to establish some kind of Career Program in the elementary grades was recognized. A pilot program was introduced to sixth graders. It explored the practical aspects of students looking at themselves and at dif- tions are pre-planned to ease the feel- ferent fields of work that are all ings of awkwardness for the pupil on a around them. first interview and to save embarrass- In order that the counselor get to ment with a wrongly asked question. know the 300+ individuals involved each (These interviews sometimes lead to an year and better guide their exploration invitation for an on-the-job observa- in a constructive and beneficial direction.) The interview and impressions tion, class groups are presently made are shared with the rest of the group. up of 8 students -tt is is ideal. Appealingly appropriate filmstrips and cassette tapes put out by Guidance The groups meet twice a week for eight Associates are available on a variety weeks and begin to know themselves and of job fields. We take a few sessions each other through informal discussions and do some individual research on jobs at first. Later through self-awareness we know little about in Science Re- materials put out by Science Research search's Occupational Exploration Kit Associates and discovery of each pupil's and in the Widening Occupational Roles talents and strengths, habits, likes and Kit. dislikes a picture of each individual Occasionally some of the materials personality is developed. All students used in the program display shades of at sixth grade level (special needs, as sex or role stereotyping. When this well) are in the course. happens the students are quick to chal- Each class group includes girls and lenge it, and this has led to some inter- boys, and all of the class discussions esting discussions. A career brief on are aimed at encouraging the students to Professional Athletics was quite obvi- investigate types of jobs that interest ously geared to men, but many of the them, without regard to sex stereotypes. girls were interested and announced that Students also discuss the changing role girls could aspire to he professional of women in the world of work and the athletes, too. A brief on police and growing number of women who are return- FBI work is also popular with the girls, ing to work--some through choice and though geared to men. some through economic necessity. For our Career Day program, we managed An area of interest for inquiry in to locate a woman veterinarian, a news- depth is taken up by each student. This paper woman and a man who talked about begins with a personal interview assign- opportunities for women in the airline ment conducted by the student with a industry. In all, 13 people from the person in the community who is working community participated in the program in the field of interest that the stu- for more than 300 sixth graders last dent is exploring. The interview ques- year.

29 40 The sixth graders have enjoyed the courses over the past three years, but we are finding the more that is done in exposing the students, the more they THIS MACHINE want and need in order to make meaningful decisions about their future. We are presently building- custom-tailored Career Education Program for our community from kindergarten through gradua- tio'

44. The World of Work

PETER THATCHER MIDDLE SCHOOL, James St., Attleboro 02703 Suerintendent: Robert Coelho : ?eportcJ Ronald Elias, Social Studies Teacher infoe%vzvion Contact: Garry Billingkoff, Sr Guidance Counselor, 617-222-1922 Aininistral:ioe :on-t;act: Charles Forester, Principal, 617-222-1922 tunities for both women and men in the Pvo;pkv: :nejan; March 1974 occupations they dre discussing. PeoLLe in)o),:.:1: 2 staff, 20 students A representative from a tractor- trailer firm told about the growing The World of Work class is composed number of married couples who work as a of about 20-25 students who for a mul- team driving large tractor-trailers on titude of reasons chose a quiet study long trips. On a field trip to the Ban- activity. Each student completes an croft Tennis Racquet factory the girls Interest Survey, and the data collected in the group learned about the growing provides information for the class number of women involved in the manu- activities and determines what careers f,ature of tennis equipment and the the students would like to investigate. design of tennis clothing--an area that The teacher, counselor and students plan together a series of experiences used to be exclusively a male domain. developed around the needs indicated by the Interest Survey. These. include 45. games, films and iilm strips, magazine Career Education and newspaper articles, guest speakers and field trips. GARFIELD JUNIOR HIGH SCHOOL, Garfield Ave., Revere 02151 Both the Middle School and the High Superintendent: William Hill School are committed to offering equal Reported by: William Waxman opportunities for boys and girls in all Information Contact: William Waxman, areas of industrial arts, home econom- Principal, 617-289-9200 ics and vocational training, 'nd The Program began: September 1974 World of Work course also follows this People a.ol'cd: 1 staff, 86 students philosophy. Positive efforts are made to get rid of stereotyped ideas about All seventh grade boys and girls are occupations through use of up-to-date offered a half-year program in Career non-stereotyped curriculum materials Education. We use the Career World and through scheduling speakers..omen monthly newspaper as our primary source as well as men are invited to talk about of material. The Yellow Pages of Learn- careers in the armed forces, and all ing Resources is also used as a teaching speakers are asked tl describe oppor- tool. 41 30 Many field trips are an integral part The class has also discussed the grow- of the curriculum, and guest speakers ing role of women in today's labor force. from the community visit the classes Plans are being made for field trips and periodically. On our list of lecturers a career day to be included in the course. are the following: a female carpenter, In addition, two counselors and a a female plumber, a female doctor, a teacher are involved in reviewing career female dentist, a male secretary, a male education materials and planning a coor- nurse, a male chef, a male clothes de- dinated introduction of career education signer, a female business executive, a down to the kindergarten level for the female principal, a female roofer and a 1975-76 school year, using the 1974-75 female pilot. school year for pilot and experimenta- Hopefully, the students are given an tion. in-depth view of the many vocational choices they will have in the future.

47.Project Outreach 46.Implementing Career Edik )11 SHAW aUNIOR HIGH SCHOOL, 1 Forest Ave., LANCASTER MIDDLE SCHOOL, North Main St., Swampscott 01907 Lancaster 01523 Superintendent: Chris G. Patrinos Superintendent: Frank H. Mitchell Reported by: Boris W. Chazen and Eric Reported by: Frank Grant Warne, Guidance Counselor Information Contact: Frank Grant, Information Contact: boriS W. Chazen, Teacher-Planner, 617-365-4558 Project Director, 617-592-7540 AdMinistrative Contact: Larry J. Tata, Administrative Contact: Keith Jordan, Principal, 617-365-4558 Principal, 617-592-7540 Program began: September 1974 Program began: September 1974 People involved: 3 staff, 240 students People involved: 8 staff, 90 students The program was initiated because of Project Outr(ach was instituted at the recognition by school administrators and Shaw Junior HiE at the ninth grade gen- the community that more than fifty per- eral eexcational level to aid the stu- cent of the children would leave public dent wo hag difficulty learning in the schools with no entry level job skills traditional classroom situation. This and little awareness of the vocational program gives the students basic skills alternatives open to them. which will enable them to correlate a At the present time, each class of practical relationship between the aca- seventh and eighth graders meets once a demic subjects of English, mathematics, .,,,eek with a counselor-teacher to discuss social studies, science, and business. the strengths and weaknesses of the individual students and job clusters rep- Both boys and girls are taught their resenting the community's work force. basic subjects while they work with Houghton-Mifflin Career Education their hands to build the essential parts outlines and worksheets are used as well of a modern day home. The "World of as guest speakers from the community Construction" (McKnight Pub.) is being representing various occupations. There used as the common denominator which is no division of the class by sex, and emphasizes the laboratory approach. efforts are being made to have speakers Thus the student will obtain greater come in who do not represent the usual retention of material in a relaxed at- occupational sex and role stereotypes. nosphere. Groups of five are selected Also, the girls as well as the boys lis- so that individualized instruction may ten when a- auto mechanic or a carpenter be possible if necessary. Students comes ina speak to the class and the analyze a given problem then make an boys remai, when a nurse or a secretary appropriate decision based on the speaks to the students. learned skills of the various subjects.

31 42 48. A Survey Course 49.Project D.I.G. In Food Service (Defining interests and Goals) J. F. KENNEDY JUNIOR HIGH SCHOOL, Pine St., Peabody 01960 WESTPORT MIDDLE SCHOOL, 400 Old County Robert S. Ireland Rd., Westport 02790 Deported by: Pauline Andrews and Superintendent: James Francis Kathleen E. Latter Reported by: Virginia A. King Informat?:on Contacts: Pauline Andrews Information Contacts: Virginia King and and Kathleen E. Latter, Teachers, John Kubiski, 617-636-4071or 636-8838 617-531-1600 Acblinistrative Contact: Ronald Marino, tliin-:e'vrative Contact: Hubert F. Assistant Principal, 617-636-4071 McVann, Principal, 617-531-1600 Program began: September 1974 ProgrLzn L'egan: September 1974 People involved: 3 staff and 35 stu- Peo,;-le ->dolvc,i: 1 staff, 32 students dents at a time (group changes 4 times a year)

The Food Service program began because The project is designed toserve our of the desire among the teachers and eighth grade students, especially those administrators to best service the needs who will be leaving the school setting of our students. In a tight job market soon. Such students need to be made students must have a skill to sell if more aware of the world of work and its they are to hope to obtain part-time relationship to their personal lives and employment. their school work. The major objectives of the program Our city has built nine new schools are to provide students with experiences in the past twenty years. Because of which will help them define their goals the cost involved and the limited num- in terms of their own personalities,re- ber of students it would serve, our gardless of sex stereotypes, and also to city decided not to participate in the make them aware of the full range of new regional vocational school. We are, career options in the world of work. therefore, presented with the dilemma Activities include classroom sessions of increasing the educational base of twice per week for ten weeks directed by our students by using existing facili- a counselor and using a multi-media ties without increasing the taxpayers' approach. Some of the topics covered debt. are: Jobs and Gender, The Work Ethic, and Personalities. The students are Since most young people find their also actively involved in media center first job opportunities in food service research and the production of audio we decided to introduce it at the jun- portions for silent film loops ior high school level so that the stu- on various careers. dents could find out if the field was of interest to them.

The course is open to both boys and girls and is given five periods a week for one quarter. The ages are 14-15.

Six to eight students work with a home economics teacher observing aad eventually assisting in the school cafeteria. They have two weeks of classroom instruction and then four periods a week in the cafeteria and one period a week of classroom instruction. At the end of the year an evaluation will be made.

32 43 of the students involved. The attend- 50.Career Opportunities Program ance record of the group has improved dramatically and their relations with MINDESS MIDDLE SCHOOL, Concord St., their teachers and peers have become Ashland 01721 more positive. Ju;e1-1:ntendent: Raymond Trabold Field trips, A-V presentations, library Reported by: Gene Nogan, Guidance resources, guest speakers relating to Counselor career education are incorporated into Informati-on Contact: Charles Farrell the program, along with classroom expe- and Susan Conte, Teachers, 617-881-2126 riences. AdMinistrative :ontact:Gerald Linder, Principal, 617-881-2126 Program began: 1970 People involved: 2 staff, 30 students The Career Opportunities program for boys and girls in the eighth grade was 51. Geriatric Experience started four years ago when it was realized that a significant number of stu- WARREN JUNIOR HIGH SCHOOL, West Newton dents, with a history of school adjust- 02165 ment problems, needed an alternative to Superintendent: Aaron Fink the regular school curriculum. Students Reported by: Helen Rich whose lack of confidence in themselves Information Contact: Helen Rich, Home was inhibiting their academic progress reonomics Teacher, 617-244-8651 are placed in a special program with the Administrative Contact: Helen Rich, intention of altering their self-image Coordinator of Practical Arts, and subsequently their school achieve- 617-244-8651 ment. Program began: 1968 Using industrial arts and home eco- People involved: 1 staff, 24 students nomics as a core for their program, the students are placed in these areas for This program was initiated in 1968 and 35% of their school day. Instructors offers ninth grade students (boys and concentrate on develoling the inner re- girls) an opportunity to explore various sources of the students. Basic social career possibilities relating to geri- requirements such as respect and cooper- atrics. The program also :lives students ation are emphasized, along with improved who do not have older relatives living, work habits. nearby an opportunity to relate to older Challenging projects are assigned, and people and to become aware that an indi- once the teachers are sure the students vidual's needs do not diminish with age. are able to do the work themselves, they Students enrolled in the program visit are expected to complete their assign- the Newton Convalescent Center daily for ments independently. Problems are met a two-week period. They read to the head-on and solved even though, at times, residents, play games with them and help they cause some of the students a lot of them with craft projects. The students anguish. also run errands for the residents, take Individual and group counseling ses- walks with them and help them in any way sions, conducted by the guidance coun- they can. selor, allow the boys and girls to One year the students helped edit a express their feelings as they relate newspaper and wrote and produced an to the school, the teachers and the original Thanksgiving play for the resi- other students. This has helped then dents. to understand and resolve many of the At the conclusion of the course an personal anxieties they have felt toward evaluation sheet is completed by the the school. Center and each student discusses his/ Positive results of the program have her experience and the evaluation sheet been indicated by the improved attitudes with the teacher.

33 44 Senior High Schools 53.Project Enterprise 52.Career Education For the Ninth Grade Student MARSHFIELD HIGH SCHOOL, Furnace St., Marshfield 02050 Superintendent: Robert Peebles SAINT MARY HIGH SCHOOL, 35 Tremont St., Reported by: C. Douglas Spade Lynn 01902 Informati2n Jontact: C. Douglas Spade, S:tper!:ntendent: Brother Bartholomew Project Director, 617-837-6461 .74'ort,:d b1: Sister Mary Patricia Program began: September 1974 Information Contact: Sister Maureen People involved: 5 staff, 38 students Sullivan, Principal, 617-599-7743 Program began: September 1974 Twenty-nine boys and nine girls are Peo;:',c z:nvoLio',I: 1 staff, 200 students participating in Project Enterprise, an ESEA Title III funded project directed A recent evaluation of the guidance toward developing occupational compe- department showed a major need for a tence in general high school students. career development program. Consequent- The general objectives of the project ly, in September 1974, a programwas are: begun to encourage students in the a. To provide career guidance and freshman class to get goals and identify develop entry level skills in these interests. By means of questionnaires, areas; carpentry, masonry, plumbing, interviews and autobiographies the electricity, painting, plastering and freshmen have been made aware of the dry wall, landscaping, furniture and need for serious thought in thearea of antique restoration, public relations career planning. This questionnaire and real estate. which was prepared by one of the teach- b. To provide a relevant and perti- ers was given to both boys and girls. nent academic curriculum to supplement Through the use of a career explora- and enrich vocational activities. tion program, published by Sadler Inc., c. To prepare students with a sale- the freshmen are being exposedto a able occupational skill upon graduation wide range of career possibilitieswhich from high school. in turn will afford a clear understand- d. To improve community and school ing of interests, goals and personali- relations by employing local tradesmen ties. to instruct students in vocational en- deavors. By means of sound filmstrips anda career log, the students explore the The primary vehicle through which stu- world of work with real people engaged dents receive vital "on-the-job" voca- in jobs that studentscan expect to find tional training is the old Second Parish in the 1970's. This material illus- Church building located on Old Main trates the changes now taking place in Street in Marshfield. Students are sex and role stereotyping of occupations renovating this building, making it a by showing people suchas a man teacher cultural art center for the community. working with young children, anaa woman During the renovation process, Pro- police officer. ject Enterprise staff members and local tradesmen instruct and assist students At the end of the course, studentsare tested again to see if they have been in the various occupational areaspre- able to set up realisticcareer goals viously mentioned. Students also visit for themselves. tradesmen at their places of employment periodically to further enrich their vocational training. The Project Director has been extremely pleased with the way the girls have fit into the program and with thecontribution they have made to it. He feels this contribution has been a very

34 45 Project Enterprise concentrates on making academic subjects accountable and related to the renovation. For example, the history offering specifically examines Marshfield history with emphasis on the historic role of the oll Second Par- ish Church. The history of construction is also being explored. In mathematics, students are relating classroom information to practical "on- the-job" needs in areas of estimating, measuring and cutting. The English curriculum uses "Working" by Studs Terkel as a primary resource and explores social and individual attitudes toward various occupations. The academic curriculum is aimed at coordinating and enriching students' vocational experiences. In short, Pro- ject Enterprise is a totally new concept, and hopefully represents a more effective way of preparing the general cur- - riculum student for his/her occupational future.

54.Child Care and Guidance

'=*frt MILTON HIGH SCHOOL, Central Ave., Milton 02186 _ 7.4 Superintendent: Harry B. McCormick Mgeig6i4440Y46011 .1/140 Reported by: Nancy Richardson Information Contact: Nancy Richardson and Gene Hagan, Teachers, 617-696-7220 s Administrative Contact: Roger Connor, positive one, and that the girls have Principal, 617-696-7220 added an intangible quality to the pro- Program began: September 1970 gram which it would not have had if only Pecnle involved: 1 staff, 65 students boys had participated. Initially, no girls had signed up for The Child Care and Guidance program the program, and it turned out that the began out of a need for programs that boys already enrol lea not only took it were vocationally oriented. It is open upon themselves to recruit the girls but to juniors and seniors, boys as well as proved better at it than the guidance girls. The students help operate a nur- department. sery school program in our high school Each participant is free to choose his two mornings per week. or her own area of specialization, and In addition, these boys and girls have there is no difference in the work or work experience as teacher aides in one training given the boys and the girls. or more of the following: kindergarten, In fact, when boys have volunteered to first and second grade, parochial school help girls with some of the heavy work, rooms, or work with the retarded.Many the girls have refused the help, pre- of my students have chosen careers in ferring to do ,he job entirely them- this field because of their experience selves, in the program.

35 46 55.House Carpentry Elementary Interns

GREENFIELD HIGH SCHOOL, Lenox Ave., Greenfield 01301 William R. Wright .:2,yrteJ James J. O'Neil, Jr. rr:ation u'dnt,act: James J. O'Neil, Jr., Director of Occupational Educa- tion, 413-773-3650 ficin:otratz:oe .'.:, :tact,: Edward W. Jones, Principal, 413-773-3639 i.',AiJn; November 1973 PcJT:e in)oL'ed: 1 staff, 15 students One purpose of schools is to prepare Within the past two years a number of youngsters for earning a living in and girls have registered for a pre- around their own communities. It was vocational course in construction and in keeping with this idea that the carpentry. Last year, a request was Graphic Arts Program was started at made by our elementary teachers for North Middlesex Regional High School. assistance with manual arts -- especially There are numerous printing firms in carpentry skills. the area whose growth demands the hiring The house carpentry instructor re- of new people each year. As the result sponded by forming teaching teams of of a grant from the State of Massachu- boys and girls and sending them out into setts a program in Graphic_ Arts and Com- the elementary schools on a weekly basis munication has been instituted. to serve as teaching interns in grades The program gives students occupation- 1-6 and in the special class. Projects al skills as well as technical knowledge were used as hands-on training experi- of the graphic communication inelstry, e. s. These sophomore, junior and thus giving them a saleable skill upon senior students used their regular class graduation. A particularly unusual time to build portable workbenches and aspect of the program is that it is sup- to mill simple wood projects for their ported by a reading and math course for young students. those students who are deficient in the success of this carpentry program these areas. Each student entering the has initiated a request for similar program is screened in these two areas activity in most of the town's elemen- and with the results of this screening tary schools. Before long more than is either placed in one, both or nei- 2000 elementary students could be shar- ther of the supporting classes. ing in a peer training program empha-: The fifty students in the program sizing career awareness. (including eight girls), have the opportunity, after learning the basics of each area, to research any area to 56.Graphic Arts and Communication greater depth. The areas available to the students are silkscreening, linole- NORTH MIDDLESEX REGIONAL HIGH SCHOOL, um block printing, offset printing, P. O. Box 482, Townsend 01469 letterpress printing, process photogra-

1' I. 7 4- phy and photography. oat,e1 7 1.eraenl... Foster Shibles Pep'lrted John I. Elegant Some of the activities in these areas fnforration Contact: John I. Elegant, are silkscreening on T-shirts; printing Project Director, 617-597-8196 school forms, tickets, etc.; designing, (ontact: Robert S. Har- cutting and printing a linoleum cut; graves, Principal, 617-597-8721 exposing, developing and printing pic- Proirari i.'egan: September 1974 tures; designing, planning, composing, People involved: 3 staff, 50 students and running a letterpress job; and fol-

36 47 lowing the plo,t4),)1 fset process through which includes kitchen cabinets, along all of its stages. with the operation or all uptodate woodworking machines needed for the The program, which is open to all stu trade. dents in grades nine through twelve, has In the field of house carpentry, stu been accepted as an integral part of the dents are involved each year in the con school community and has received great struction of a complete house project. popularity thus far, throughout both the This takes place in the four town area student body and faculty. which comprises the district. Evaluation of the program is accom Both subjects have the students in plished through weekly staff meetings volved in the figuring of stock, cost consisting of the graphic arts teacher, of materials, blueprint reading and mate teacher, reading teacher, program drawing. The program strives to achieve director and program counselors. There good workmanship and quality from all are additional monthly meetings with a the students involved in the program. team of two outside evaluators and the staff and input from students and teach ers at monthly meetings of the Graphic Arts Advisory Council which consists of student representatives, parents, staff and administrators. A The grant provides money for equip ment as well as the instructor of graph ic arts and the supportive services of the math teacher, reading teacher, and a counselor.

51.CabinetmakingMillworkHouse Carpentry

SILVER LAKE REGIONAL HIGH SCHOOL, Pembroke St., Kingston 02364 s::t;P!)::r-.2:1et: Francis I,:. Moran It ,:rteJ Donald Siereveld, Teacher :_-)n.;.23L:f Norman G. Long, 617-585-3844 r:1,"0.710).2 Albert F. Argenziano, Principal, 617-585-6544 September 1974 2 staff, 75 students

Recognizing the need for today's stu dents to be actively involved in the creative process, a pro;ram in cabinet T Ai making/millwork and house carpentry is offered to all boys and girls interested *`V . ,v Li, -',. I,,t, Os in this type of vocational endeavor. winjw,;,..." 'tt '''..4 The students in the group are between 14 IM.44..--.,., ..,;.:,' 4: .'>.\ and )8 years of age. 7' 0..;7/1114-- In the field of cabinetmaking and mill 4 work, students are involved in the making of all types of furniture, such as hutches, tables, desks, hifi or stereo 4.1 cabinets, bookcases, and builtin units j'e1V1h141):3,41911116.

37 48 VOCATIONALTECHANICAL SCHOOLS Clad in a "keep truckin" T shirt and jeans she looks more like a carpenter than the carpenters themselves. Dis- carding a mouth full of nails into her 58.The Human Element nail apron, Denise Fortier's smile indi- cates her happiness with working in the SHAWSHEEN VALLEY TECHNICAL HIGH SCHOOL, casual learning environment that Shaw- 100 Cook St., Billerica 01866 sheen Tech administrators create during ,JP:;;;;?%:,ient-:)1.-Pt;.:i tor: Benjamin Wolk summer months. Estelle Shan ley, Public Her companion Peggie Dompier, a full Relations Director time secretarial science student at the Donald Ayer, Sum- vocational school is eager to learn car- mer School Coordinator, 617-67-2111 pentry and looks forward to utilizing .e.jan: 1973 techniques to enhance her family's Bil- I staff, 22 students lerica home. While some of her friends and even Within the past sev- neighbors think she's weird enrolling in eral years girls have begun participat- a carpentry course, Peggie is keenly ing in the shop programs at Shawsheen interested in learning to make furni- V,illey Tech. The article below, ori- ture, install panelling and use differ- ginally published as a newspaper fea- ent kinds of tools. "I swim, play ten- ture story in August, 1974, deals with nis, sew, cook, horseback ride and like the human element as wc11 as the course to do carpentry" explained Peggie, add- content of one of Shawsheen's summer ing "I don't think that's weird." programs.) While such involvement for girls may They're not weird, way-out, or biz- be relatively new, it is now encouraged zare, nor are they radical women libbers by the State Department of Education for or well versed in feminist philosophy, with the passage of Chapter 622, no stu- but they are good at installing strap- dent can be discouraged from participat- ping, hammering, renovating and carrying ing in any course, school activity or out the fundamentals of carpentry. resource available on account of race, sex, cclor, national origin or religion. FifLeen-year-old Peggie Dompier and Tewksbury tenth grader Denise Fortier Translated, this means that female students will now have access to all courses are learning the trade at Shawsheen traditionally closed to them including Tech's summer session and are willing to pit their brains and brawn against automotive, auto-body and carpentry in vocational schools and industrial arts 20 male students if necessary to prove in academic high school facilities: they can do the job. Carpenter Instructor Leo Gaughan, "I don't see why girls shouldn't have obviously not threatened by the emer- the same chance to learn carpentry" con- gence of fcmales into his hitherto all firmed Carpeu*:ry Instructor Leo Gaughan male shop confided in a recent inter- recently. lie spoke of the tremendous view that tha girls are doing as well challenges the shop program offers for as boys. "They're not looking for both boys and girls and said "It has to favors and I can tell you they're not be a personal decision." getting any" he said firmly. Denise Fortier, the fourth child in a Denise Fortier pauses reflectively family of seven, is enrolled in a shop from her task of installing strapping program at Tewksbury High School and at Burlington's Center School which is definitely plans to pursue a career in under renovation by voc-ed students and construction. Recently she assisted her reveals that she wants to work in con- father, a maintenance man at General struction. "T want to build homes, to Foods in Woburn, in roofing their Tewks- see something emr_rge from my hands that bury home. She found the experience will suand as a monument that is last- exhilarating and relishes peer approval, ing" she said. especially from her boyfriend "who be-

38 49 lieves you should do what turns you on." girls are now found together in shops Peggie Dompier is currently construct- which were regarded previously as the ing a wooden folding chair at Shawsheen exclusive domain of one sex. Custom- Tech and looks forward to attending arily, food and nutrition programs are junior college upon graduation from the the exclusive preserve of the young voc-ed facility. Her future plans in- ladies. This ancient shibboleth against clude becoming a medical secretary and the male presence has been laid to rest developing a wide range of hobbies that successfully at Whittier. include carpentry, cooking, sewing and Girls are enrolled in such tradition- cake-making. ally masculine areas as automotive, Both girls agree they had no diffi- carpentry, culinary arts, and painting culty adjusting to an all male shop and and decorating. At the ninth grade were especially grateful for the oppor- level, Whittier has young women in the tunity to "keep themselves occupied" introductory electrical and electronics during summer months. "We weren't programs. Young men are integrated with treated like girls, we were treated like their counterparts in most programs and people" both girls revealed. everyone is enjoying it. The Foods and Nutrition program at the ninth grade level is a five-week pro- 59.Integration of Boys and Girls gram. In the morning portion of the In Shop Programs class, students are taught theory for future application in shops and for more effective total homL management after WHITTIER REGIONAL VOCATIONAL TECHNICAL the school experience is over. Such HIGH SCHOOL, 115 Amesbury Line Rd,, topics as comparative shopping, food Haverhill 01830 preparation, home and kitchen sanitation Donald MacDonald Superintendent: are covered in the classroom. Reported bj: Brian Sullivan In the afternoon the student moves to Margaret Fragala Infomation Contacts: the kitchen of the modern apart:aent por- and Norman Campana, 617-375-0101 tion of the foods and nutrition labora- Administrative Contact: Florence tory. Here the student learns to apply Muldoon, Assistant to the Director, basic cooking skills to the eventual 617-375-0101 production of an entire meal. At the Program began: September 1974 end of the five-week session, students People involved: 6 staff, 95 stc4ents are able to prepare and to serve a very Roles of men and women are rapidly tasty meal in a home setting. changing in the society of today and the people of Whittier Regional Vo-Tech High School are helping their students adjust to these new developments. Ninth grade students upon matriculation choose four shops for their vocational experience. Each trade is chosen for its inherent value as a vocational option and as a potential feeder into other upperclass trades not offered during the freshman year. A student may learn basic electricity during ninth grade but in that course he or she also learn; some basic electronics. In this way, a student is exposed to a number of trades so that he or she might make a more intelligent ---- choice of an upper class shop. New exploratory shops have been developed and the concepts of old shops have !- 1.41E.4 .;.1, \\) been expanded and updated. Boys and

39 . 50 After having been exposed to the Foods The Milford School System began its and Nutrition program, a student can deep involvement with career education elect to continue the program in an ad- several years ago. Teachers, students, vanced form as a dietary aide. Whether parents and community are actively in- or not an advanced program is selected, volved in this program and more than both boys and girls have learned to be $235,000 in federal funds has been re- better partners in the home, or if any ceived to develop occupational education choose the single life, to better care programs at the secondary level. for themselves. From kindergarten through high school all aspects of this program are open to Pt.7 In September, 1972, Technical High School in Springfield boys and girls on an equal basis. became one of the first high schools Neither boys nor girls are ever excluded in the country to accept girls in its from field trips, classroom presentations or any other part of the program Aerospace Education (ROTC) program. A write-up of the program appeared on because of a teacher's assumption that page 75 of Kaleidoscope 11 (Early Fall they probably wouldn't be interested. Sex stereotyping is also avoided by 1974). Further information may be obtained from Charles W. Powers, Prin- staff assessment and evaluation of cipal, Technical High School, 53 Elliot career education material. St., Springfield 01105, 41?-737-1193. The program is divided administratively into four levels: elementary, middle, K-12 PROGRAM secondary, and the handicapped. The elementary level is headed by a Teacher 60.Career Education Advisory Committee composed of elementary teaching staff from grades K-5, the Director of Career Education/Occupation- MILFORD PUBLIC SCHOOLS, Milford 01757 al Education and an Occupational Educa- ,7:q,22-.-,:;endct;: James J. Buckley, Jr. tion Counselor acting as resource spe- 2"t<: -1 Paul B. Scagnelli cialists and curriculum developers. :.);it ac.:- Paul B. Scagnelli, Director, Career Information/Occupa- An Advisory Committee composed of tional Education, Milford High School, leading citizens in the 15 occupational West Fountain St., 617-473-0018 clusters as outlined by the U.S.O.E. helps with efforts to tap community re- P"°)JrC,T1 1970 sources, assess curriculum, and keep Pc,r:Le '..)L)ed: 50 staff (directly involved), 4400 students abreast of the rapid changes in industry. The Committee also assists in the job placement of students on the secondary level. Released time on a weekly basis is given to all teachers at all levels to develop the career education concept. At the elementary level parents are invited to take ideo tape equipment to work sites and later come to class to explain the specific duties of the filmed occupation. When possible we also videotape individuals who visit classrooms to give a live presentation of their skills. An Elementary Career Education Newsletter is used as a vehicle for dissemination of innovative ideas, curriculum assessment, and new materials, as well as colleague experi- mentation. 51 40 A Career Information Center has been roles. All students have the opportun- developed at the Middle School where ity to register for courses tradition- literature, cassette tapes, microfiche ally assigned to one sex group. materials, films, and filmstrips are To assist the high school students in available to students describing hun- assessment of aptitudes, interests, and dreds of occu ions, levels of entry, abilities the Ohio Vocational Interest wages, educatiL. ,1 requirements and Survey has been recommended by a test other pertinent information. A teacher committee and was administerei for the and industry advisory committee function first time in Milford in January 1975 to on this level as well. all sophomores. Students in the Middle School partici- To emphas_ze the importance of career pate in field trips to local businesses education a "Career of the Week" program and career conferences. This explora- was begun in October of 1974 and will tory phase at the Middle School is pre- run through May 1975. The objective is sently in the process of being developed to spotlight a cluster of careers bi- by the Middle School Career Education weekly. Through the use of school, com- Advisory Committee which also meets on a munity, business and industry resources, monthly basis with the Director of "The Career of the Week" highlights per- Career Education and the Occupational tinent career information such as par- Counselor. Released school time is made ticular skills, levels of entry, educa- for developing career exploration ideas. tional requirements, occupational The Career Information Center is pre- outlook, wages, etc. Guest speakers, sently manned by a paraprofessional who displays, films, slide presentations, asists the students during this explora- student participation are but a few of tory phase. the approaches used for career informa- In addition to a Career Information Cen- tion dissemination. ter, at the secondary level students have A career education survey of the 1973- the opportunity to gain "hands on" expe- 1974 program reveals that 74% of the rience by participation in non-sequential students participated in the occupation- exploratory occupational education. al education program. Projections for Here, first year students (both boys and the 1974-1975 school year indicate that girls) explore seven areas in Trade and as many as 85% of the high school popu- Industry, three areas in Home Economics- lation will be involved with occupation- Child Care, and several areas in the al education programs. Business Department. A period of 5 to 6 The Comprehensive High School here in weeks is spent in each area and related Milford is not in competition with the carers from semi-skilled to profession- regional vocational high school. Rather, al levels are investigated. Currently, its underlying philosophy is one of we have girls exploring areas such as allowing the students to develop as many cabinetmaking, graphic arts, and draft- options as possible.Many of the voca- ing. The food service area enrollment tional high schools track their students is about fifty percent boys and fifty through a four-year program.Milford's percent girls. Boys are also enrolled in occupational program allows a student to the child care program. enter and exit at various levels in the Second year, secondary students have program. It is non-sequential in nature. the opportunity to explore two specific The main objective is to provide stu- areas that they would like to develop dents with'low level entry marketable for a period of a semester each. The skills. This applies to all students, junior yean is a year of decision when whether or not they are college-oriented. the student can choose to specialize in By giving students at all levels an a specific area, and for the ensuing opportunity to relate their school work year, further develop that marketable to potential careers, the program en- skill. deavors to develop self-awareness and The Occupational Education staff (com- self-direction in students and to expand posed of 26 members) encourages boys and student awareness of the career options girls to participate in non-traditional available.

41 52 particular academic fields and to devel- V. STAFF DEVELOPMENT op plans for changes in personal attitudes and in teaching methods. A growing awareness among group members that classroom activities and counseling practices perpetuate sex-role stereotypes encouraged participants to design projects that would help in the identi- fication and elimination of sexist practices in schools. The second phase of the workshop, six half-day meetings, is continuing during this school year. Group members are meeting together to continue curriculum development, to share classroom innova- tions and to organize and implement individual projects. The projects that members have designed have three purposes: (1) to present facts about sex-role 61. S.O.S. (Stereotyping of the Sexes) stereotyping, in employment to the students; (2) to help students become more ARLINGTON PUBLIC SCHOOLS, 23 Maple St., aware of their own limiting attitudes Arlington 02174 about stereotyping, and (3) to provide William T. Gibbs resources for students and teachers who 2t2,21!;Cci Joanne E. Coakley wish to implement change because of In:Pmzt:Zun Cc,nact-: Joanne E. Coakley, their increased awareness. Guidance Counselor and Project Coor- Specific classroom projects include: dinator, 617-646-1000 - In a senior science class students Ajiv:rHot.-rae CJnctact: Walter A. are examining current scientific Devine, Jr., Director of Guidance, thoughts on biological differences 617-646-1000 between men and women. icjan: Summer 1974 - In a media elective, students are 7n)e:vi2,1: 20 staff developing a unit of women's roles as presented by television and advertising. Twenty teachers and counselors are In American history, students are participating in an in-service training doing research on the roles of women in project funded by ESEA Title III named America's development. They are focus- S.O.S. (Stereotvoin of the Sees) de- ing on women's contributions and social signed to provide wider career and life roles. choices for students. Group members - In an English elective (Literature represent Arlington High School, St. of Fantasy) the students are creating a Anne's Episcopal School and Arlington unit on sexism in children's literature. Catholic High School. The group is com- They are also conducting a survey among posed of an equal number of men and elementary and junior high students to women who vary in age, marital status, determine the parallel between the read- and opinions. Participants represent ing children do and their attitudes the academic areas of science, English, about stereotyping. social studies, business, home econom- Other projects center on students who ics, work-study, special and alternative follow the general curriculum and who education. will seek entry-level jobs without spe- For two weeks during the summer of cific skill training. Most high school 1974, the twenty teachers and counselors graduates think of themselves in tradi- met in a workshop to re-examine their tional male-female roles in regard to attitudes and practices in regard to employment. These projects attempt to sexism in the classroom. They tried to change this limited self-image by show- identify some aspects of sexism in their ing students the legislative and soci-

42 etal changes affecting the roles of men ane women in the world of work. Several guidance counselors from all of Arlington's secondary schools are planning a community career day to acquaint students with non-stereotyped career opportunities. Members of the career and occupational education departments are also hoping to introduce an exploratory comp) vent in career education in the elementary school. Teachers and students will publish a directory listing non-traditional work opportunities for high school women graduating from the general curriculum course. As part of a course "Taking on the World" students will visit, interview, and describe prospective employ- ""Sally, bcing a doctor is so hard and so demanding for ment situations. a tioraan don't you think nursing is more suited to Several teachers are working on a you'" cooperative project to inform all senior students about equal job opportunities. ferent than those of their teachers? Does the school reinforce role stereo- Some students will participate in an attitudinal survey to explore occupa- types by establishing barriers prohibit- ing admission to courses or discouraging tional awareness.All senior students will be given an information booklet choices of its students? written by workshop members about Massa- Is every child availed of all the pos- chusetts laws regarding sux discrimina- sible alternatives open or does the tion in employment, school help maintain class and social A resource center has been established barriers? by members of the project so they can r,es the school curriculum further share their ideas and materials with reinforce stereotypes and restrict other schools within Arlington. alternatives? Do the Worcester Public Schools dis- criminate in any way when hiring or pro- 62.Equal Opportunity Committee moting staff members? Do teachers prepare better for some classes than others? WORCESTER PUBLIC SCHOOLS, 20 Irving St., These are some of the questions which Worcester 01609 the Ad Hoc C^mmittee for Chapter 622 Superintendent: John Connor (the Equal Opportunity Committee) was Peported bzi: Mary Batchelder Koch, established to help answer. Members Committee-Co-Chairperson were recruited from a wide range of Infomation Contacts: Joseph A. Keefe, schools and also from community groups. Deputy Superintendent of Schools, In addition to examining the policies 617-798-2521, x25; and Mary Batchelder and programs of the Worcester Public Koch, Providence Junior High School, Schools, the Committee is providing 211 Providence St., 617-791-8751 information and alternative strategies Pro,jrcrl he3an: June 1974 for aiding the complete implementation People involved: 38 staff of the principles of equality cited in Chapter 622. Do some categories of students receive Subcommittees have been set up to a greater proportion of the school bud- examine the areas of staff development, get and its facilities than others? extracurricular and athletic activities, Are there subtle "put downs" to stu- admission to courses, course content and dents whose values and efforts are dif- curriculum, procedural methods of devel-

43 54 opment, cost an,i budget (for implementing equal opportunity), student guidance, 63.Sex-RolebtereotypingCommittee career education, community and school relations. By early fall 1974 the Committee had BROOKLINE PUBLIC SCHOOLS, 115 Greenough mad.: pceiiminary recommendations to the St., Brookline 02146 school administration, including input iaLorintenaent: Robert I. Sperber in connection with the 1975-76 school RepoilteLi Ethel Sadowsky budget. As a result of these recommen- Infornat:.on Contact: Ethel Sadowsky, dations, boys and girls were admitted to Committee Co-Chairperson, Brookline classes previously segregated by sex. High School, 617-734-1111 x276 Opporrunit _- r girls in athletics Projr :4777iie;jan: June 1973 were increase( mentary age girls PeoLe in)oi:oed: 100 staff, parents were offered a v.iriety of intramural and students ames and activities and were encouraged to try out for ti flag football team. The Committee on Sex-Role StereotypiJg Nov several teams are coed.Additional was organized after several parents ex- coed physical edt' ,LG1 classes were pressed their interest and concern to ls,1 made avai' the senior high the School Committee in June 1973. The school level. superintendent appointed two co-chair- A staff development course entitled, persons, and the committee hel(; s "Sexism: A Case for Change in the hiblic first meeting in October 1973 ,ch more Schools (K-12)" was offered during the than 50 parents, students, teac,,ers and fall of L974 with the goal of eluainat- administrators in attendance. ing discriminatory sexist pcnctices in Four subcommittees were set up to as- the classroom. fnoluded in the course sume responsibility for curriculum and were: Focus on chapter 622, Sex Role materials; physical education; teacher Steeotype,; History of Education of counselor and adr.inistrator attitudes; Women in America; Curriculum and Text- and career aspirations. Each subcommit- books; the "Hidden Curriculum"; Athlet- tee met frequently throughout the school ics and Extra-Curricular /':tivities; year. At the request of parents, most Developing Feminist Studies; Guidance, of these meetings were held at night or Counseling and Career Education, in late afternoon. In late October 1974 the Committee The Attitudes Subcommittee was com- made a major presentation o'the imple- posed of a group of hard-working high mentation of its recommendations to the school students (mostly girls, but with faculties i2 elementary, 2 junior a few boys) and teachers. The group highs and a senior high. Workshops are wrote, performed and placed on videotape being organized for teachers in the a play dealing with the effects of ster- areas of industrial arts, home economics eotyping in the home and in scho,21 on and physical education to be held in boys and girls. It is aimed at elemen- January and February 1975. tary school audiences. Questions and In-service programs for guidance coun- concepts to think about are distributed selors be offered starting in Janu- to the audiences before the program, and ary 1975 using both in-system and out- the play is followed by a discussion. Feeling that tne play did not touch ncrilleersrsoquironess'm l!'reiT)=517i17111%isleclill upon all the dimensions of attitude feature v.esetationsa by the Committee's change they wanted to include, the mem- building liaison people to the individ- hers of the subcommittee also produced ual school staffs. An all-day workshop a booklet focusing on the ways stereo- for these liaison people has also been typig is perpetuated and addressed to scheduled. parent, teacher and administrator atti- fh, Committee will then utilize the tudc,s. The booklet consists of brief month of June 1975 to chart its future examples of stereotyping illustrated by direction in light of its interaction a student artist and concludes with a with the Worcester School Committee.mm short student-written essay.

44 The Curriculum Subcommittee estab- who have careers which are typically lished evaluation guidelines for print, reserved for the opposite sex. The non-print and manipulative materials. seminar featured four women from the These guidelines were accepted by the fields of science and engineering and School Committee in May, l974. Book drew more than 200 students, parents and publishers have been informed that faculty members. Individual members of Brookline Schools will make every effort the subcommittee also invited speakers to adhere to these guidelines in placing to their classes representing non- future orders. The Committee also stereotyped careers and roles. planned programs for presentation to As a result of the work of the Sex- elementary faculties. A set of guide Role Stereotyping Committee the level of questions for use in evaluating both awareness of most staff members of the current materials and possible new implications of sex-role stereotyping acquisitions was pilot tested and sub- has greatly increased. Many teachers, mitted to the Directors of Instruction. librarians, counselors and administra- the Subcommittee also made a slide tape tors have noted the increased conscious- for presentation as a C,parture fol. dis- ness in tneir schools. cussion at faculty meetings. In addition, the library at the High School has built a section on women's The Physical_ Education Subcommittee issues and sex-role stereotyping, and surveyed the girls in grades 7-12 to has created a comprehensive bibliography Learn what interscholastic sports would in this area. The library has purchased As a re- be of most interest to them. the slide tape, "Dick and Jane as Vic- sult of the Subcommittee's recommenda- tims," an enlightening presentation on tions a number of new sports for girls sex-role stereotyping in readers. The were added. (Full information about library also owns "Sugar and Spice," a this may be found in article number 18 new film on stereotyping. These visual Other in this issue of Kaleidoscope.) productions, along with other materials recommendations were that girls be given (some of it produced by Brookline's Sex- ec'ual time and equal use of facilities Role Stereotyping Committee) will b.; in after-school programs in the elemen- used in in-service training of the edu- tary school gyms and that physical Brookline staff and will also be used cation classes be made coeducational in with student groups. grades 5-8. A high school art teacher also created The Career Aspirations Subcommittee a poster on sex stereotyping which was sponsored a seminar for students, par- distributed to the schools and the ad- ents and faculty featuring individuals ministrative offices.

13111. And it's good to ,(01411 (thous 1.1)Ur (plait UCatumS, tfrs. Ca /,tart!, "Vice to have you or. the learn, hut air!) a husAand and tuo kids, do you really think hear you have a ulte and tio kids.We like family you can handle a fa:1.1one 01,2" men. 45 56 istrative skills, the students are en- VI. COLLEGE PROGRAMS couraged to broaden their career outlook FOR TEACHERS and realize their full potential as professional educators. In connection with this program, a resource center has been established which offers information on educational and job opportunities for women. It is located in Room 1611 in the School of Education and is open from 1 until 4 on Monday, Tuesday and Wednesday and from ,,r.www.0 "Mtellrertte..1,7 9 until 12 on Friday. Further informa- 11.14.41VPSA.M.0 tion may be obtained from Diane Joyce, 617-353-3209. Family of Man Forty Massachusetts educators learned w the philosophy and teaching strategies Inglipir''j, of "Family of Man" at Boston University's School of Education this summer. The ) 15-day course was sponsored by a $20,000 National Science Foundation grant.

, The Family of Man curriculum is made t" tt up of kits containing artifacts, film 64. Women's Leadership strips, photos, games and other infor- And Family of Man mation on family life in various cultures. A kit dealing with kibbutz life, BOSTON UNIVERSITY SCHOOL OF EDUCATION, for example, contains a dreidel which is 765 Commonwealth Ave., Boston 02215 used to play a familiar Jewish game. ,:ontact: Ruth Richards, There are others on Japanese life, the 617-353-3198 or 353-3213 (Women's Ashanti of Ghana and early New England. Leadership); Anton Lahnston, 617- The educators who attended learned how 353 -3185 (Family of Man) to develop a heightened sense of inquiry IP in the students they teach. By using Women's Leadership certain quectious, students are encour- Boston University recently began a aged to generalize from the data pre- federally sponsored program designed to sented in the "Family of Man." Rather prepare women for leadership roles in than being dismissed, faulty generali- adult education. Funds for the $79,000 zations are used to develop hypotheses graduate-level program were distributes to be tested with additional information, through the Massachusetts Department of One goal of the course is to create a Education's Bureau of Adult Services. sense of world mindedness in young chil- The grant provides tuition and living dren. Also included in the NSF-sponsored allo.gances for ten Massachusetts women program are techniques designed to help studying at the University. children create their own kits on other Each student partici.pating in the one- cultures. year program selects courses meeting her "Family of Man" was developed at the individual professional goals. The cur- University of Minnesota. The kits are riculum includes seminars in problems published by Selective Education Equip- and issues in urban education, educa- ment (S.E.E.) of Newton. tional management and organizational Assistance is now available through analysis. Boston University to teachers and admin- The students will also serve intern- istrators who wish to start using the ships in adult educational institutions Family of Man program. For further throughout the Commonwealh. In addi- information contact Anton Lahnston, 617- tion to learning management and admin- 353 -3185.

46 57 on works from history, literature, psy- 65.Literature for Children chology, law, education and media. There is an emphasis on affective, as well as cognitive learnings in this GARLAND JUNIOR COLLEGE, 409 Commonwealth course, in the hope of creating condi- Ave., Boston 02215 tions for personal and social growth, In;Jr:on ,:ontact-:Marian Blum, 617- thus enhancing the competence of women 266 -7585, x54 teachers. Teachers-in-training are helped to The Associate degree program at Gar- differentiate between role, function and land in Early Childhood Education pre- personhood and to examine attitudes and pares students to work in nursery aspirations, By becoming aware of bias- schools and day care centers. The lit- es and myths, the students can develop erature course deals primarily with more accurate views of themselves. books and language arts for pre-school Three general areas are analyzed: children. 1. The Female Role which examines Some of the assigned readings are: societal myths, stereotypes, patterns of MacCann, "The Black American in Books work and economics, legal rights and re- for Children," especially Parts I and V sponsibilities, the structure of oppres- (Scarecrow Press, 1972); "Dick and Jane sion and alternative life-styles. as Victims" (N.O.W., 1.972); and Weitz- 2. Nature of Women which examines man, "ex role Socialization in Picture biological factors, psychological deter- Books" (unpublished manuscript). minants, effects of minority status and Sex,eral weeks of class time and home- the changing attitudes toward the nature work are devoted to critically examining of women. specific picture books that deal with 3. Toward Freedom which examines the the portrayal of female characters, of history of the human liberation movement blacks, and of other minority groups. from the perspective of white and black women. Students in this course meet weekly for a three -hour seminar. There are 66.Images of Women weekly assignments and critical issue And Sexism in Education cards which the student prepares based on the readings. Guest resources are invited to the seminar and the students LESLEY COLLEGE, 29 Everett St., do the appropriate readings to prepare Cambridge 02138 for the specialty of the guest. (:ontact: Miriam M. Ritvo, Students prepare an on-going media Dean of Students, 617-868-9600 portfolio in addition to giving a class presentation individually or in teams. Lesley College is a four-year women's In addition a student does a project or college for the training of teachers for activity which must include research early childhood and elementary teaching. and/or field work such as a critique of Two courses are offered at Lesley which five curriculum packages currently used provide teachers-in-training an oppor- in public school, or visitations to two tunity to examine the role and gender women's health clinics. socialization process, stereotypes which Required texts: "The Feminine Mys- they may hold for themselves and others, tique" by Betty Friedan; "Masculine/ and to study the sexism which is perva- Feminine" by Betty and Theodore Roszak; sive in society. The focus is in the "Sexism in School and Society" by Nancy pre-school, primary and elementary Frazier; and "The Black Woman" by Toni classrooms, Lesley's specialties. Cade. There is also an ever-growing "Images of Women" is a seminar course file of clippings, articles, pictures, which examines the traditional assump- monographs, etc. in the Women's Resource tions and the differences between actual Center. Evaluation is clone by a written and mythical roles of women, by focusing personal statement.

47 Sexism in Education is a seminar which 67. focuses on the study of sexism in pre- Urban Arts Project school, primary and elementary classrooms. Students examine how sex-role MASSACHUSETTS COLLEGE OF ART, 365 Brook- stereotyping develops in young children; line Ave., Boston 02215 how such stereotyping affects the child's In;ormaon Contact: Elaine Wong, 617- self-concept and view of heL/his life as 731 -2340, x40 an adult, particularly with respect to job and career aspirations and life The course, Urban Arts Project, is de- style; how teachers can deal with ster- signed for the Art Education major at eotyped sex roles in children's liter- the Massachusetts College of Art. ature and textbooks; how teachers can It allows students to extend their teaching become sensitized to his/her own role experiences into an urban, non-public conditioning which may produce such school setting. behaviors as differing expectations of boys/girls arl unconscious discrimina- Working in such situations provides tion. Sex-role stereotyping is also college students with another aspect of explored in the context of child devel- the city pupils' environment not usually opment and child rearing practices in available in the public school setting. the United States. Here the pupil is seen in relation to Students in this course meet weekly the family neighborhood and community. for 1 1/2 hours for two semesters. The college student sees how these have There are four major areas which are an impact on the pupils' development. covered: Recreational centers, hospitals, health 1. An examination of how children centers, nursing homes, day care centers acquire sex-role stereotyping by look- allow the whole spectrum of age, race ing at the family, media, social insti- and gender. tutions, especially the schools. Supportive reading in current urban 2. A study of the laws to determine the legal aspects of discrimination and sociological studies, monographs on the provisions for equal opportunity creative projects and processes feasi- ble in an urban setting are part of the and affirmative action. theoretical component of the course. 3. Analysis of teacher behavior - Weekly seminars explore the history, their values and unconscious discrimin- resources, and life-styles of minority atory practices. Students are given a groups which students encounter. bibliography which helps examine oex bias materials. Supplementary films and slides and 4. A content analysis of texts, tech- forums with community participants help nologies, and curriculum. Students are to define attitudes and stereotypes in encouraged to develop nell non-sexist the societal framework in which minori- materials and methods for C:e classroom ties work and live. The creative pro- to counteract existing sex biases. ducts in the history of the original There is an opportunity for direct trans- civilizations of city minorities are fer of learnings since these students studied to clarify their cultural make- try new approaches and ( riculum changes up and investigate their potential role through their student teaLhing which is in assimilation in the American urban concurrent with the seminar. scene.

JI A,,A.' _Y'-)\-1-J'i

59 48 68.Education 69.Understanding the Students' In the American Culture Socio-Cultural Environment

MERRIMACK COLLEGE, North Andover 01845 William Russell, NICHOLS COLLEGE, Dudley 01570 617-683-7111, x368 InYormation Contact: Bruce S. Baker, Workshops for undergraduates on multi- 617-943-1560 cultural education, teacher education During 1974-75, the courses in Educa- and human rights and on sexual and racial tion at Nichols College have included stereotypes in textbooks are givenin an considerable emphasis upon the necessity education seminar. Each of these areas of understanding the socio-cultural en- is considered for approximately two vironment of the student as it impinges weeks. upon the professional work of the teach- In a course entitled Problems of Urban All phases of exceptionality rang- Education, a considerable amount of time er. ing from the gifted child to the dis- is spent on curriculum for minority advantaged child are studied; the older groups, methodology, culturalpluralism, stress on the "average" or the"middle" bias in testing, the IQ controversy, segments in the teacher's class has myths concerning cultural deprivation been considerably altered and extended and financial inequities. in our approach to teacher-training. A course entitled Education in the We have attempted to implement this American Culture treats topics such as understanding of the diversity of our class bias and racism in education. It school population through readings, traces the court decisions affecting films, speakers, and visits by individ- equal educational opportunity both from ual students and committees to public the viewpoint of race and finances. schools and other facilities which are Also the topics of sexism and civil activating the Equal Educational Oppor- rights, especially first amendment We try to give our teacher- rights of students and teachers, are tunity law. trainees a realistic understanding of considered in depth. what teaching "all the children of all the people" truly means!

70.Ethnic and Cultural Aspects of Teaching

SPRINGFIELD COLLEGE, Alden St., Spring- fielc, 01109 Information Contact: Thomas L. Bernard, 413-787-2325

Several courses for undergraduates at Springfield College deal with various aspects of teaching students ofdiffer- ent ethnic and cultural backgrounds. "Intergroup Education" considers the challenges and problems arising in education when children of various racial, ethnic, religious and socio-economic backgrounds interact. GO 49 "Teaching the Educationally Unreached" not represented sufficiently in the deals with the problems of reaching the class, the instructor invites members educationally unreached in city and of these other groups to the cla after suburban schools. Relevant educational informing them of the intent of the purposes and process, class bias, racism course. and educates' attitudes are typical sub- "Education for the Culturally Differ- jects. ent" is designed to increase understand- "Dynamics of Teaching Minority Groups" ing of the special needs of children explores the educational problems of from minority cultures, and provides an minority groups, examines myths and understanding of the theories of educa- facrs related to the educability of cul- tion (past and present) for such chil- turally disadvantaged children, and in- dren with emphasis on current experi- vestigates non-traditional approaches to ments and current research. ter -ping. "Foundations of Education: Social and Cultural" covers the problems of urban communities with special attention to the education of minority group members. Concepts such as compensatory education, bilingual-bicultural studies, street 71.Training for Work academies and community schools are dis- With Minority Groups cussed. "Multicultural Foundations of Educa- tion" is designed to help students be- STONEHILL COLLEGE, North Easton 02356 come aware of their own cultures as well Infornation Contact: Albert Ciri, as the similarities and differences in 617-238-2052, x216 other cultural patterns. Special emphasis is placed on the problems of bilin- The Child Development Department gual and bicultural students. In the offers undergraduate programs for future event that some segments of society are teachers in cooperation with a suburban all Black school (K-12) in Clarksdale, Mississippi and a school servingan v.....11/ American Indian population in Mission, South Dakota. In addition to their professional training for elementary education, Child Development majors who wish to work with lift mm. minority groups in the programs listed es, above are encouraged or required to select electives from courses offered by 111 the History Department such as: "Women in America" surveys the history of American women from the 17th Century to the present. -.0111111.- "A History of Values in 20th Century America" - using the familyas a reference point, looks at the transmission of values that form attitudes toward: sex-roles, work, play, education, religion, sex, money and success. "Ethnic Minorities in the United States" - a study of the role played by immigration from Europe and Latin Amer- ica in the movement of the United States from an Anglo-Saxon nation intoa pluralistic nation.

50 61 - Discuss the term"melting pot". On VII.ETHNIC STUDIES a map of the U.S.point out where pe-Tle of various nationalities havesettled. - Constructcharts of what various racial, religious, and cultural groups have contributed to our society interms 7 of food, clothing, music, dance, art, literature, etc. - Report on aSemitic nation--its his- 111 tory from ancient times to presentwith V a stress on itscultural background. The objectives of the program areto help students realize that moresimilar- ities than differences existbetween people, to correct common errorsrelated to ethnic groups, todevelop an understanding of people's ability to adapt to their environment--thus the reasonfor many differences in appearance, to explain the differences in racial types, and to understand the culture ofvarious races and religions.

73.Cultural Contributions Of Ethnic Groups

ELEMENTARY SCHOOLS OAK HILL SCHOOL, 130 Wheeler Rd., Newton 02159 72.Exploding the Myths of Prejudice Superintendent: Aaron Fink Reported by: William S. MacDonald Information Contact: William S. Mac- CHARLES RODERICK ELEMENTARY SCHOOL, Donald, Teacher, 617-527-5564 Taunton St., Wrentham 02093 Program began: 1973 .5uEc2.2.,12:tencien!;: Robert B. O'Connell People involved: 6 staff, 133 students Rei_orte(i Jeanne Roche and Shelley Bag lino, Teachers As a result of a race awareness work- Contactf Albert Gibbons, shop conducted in the fall of 1973, the Principal, 617-384-2160 decision was made to stress the contri- Pro;; -un began: September 1972 butions of various ethnic groups to the People f-n-)o.;)e,1:. 4 staff, 100 students culture in which we live. This was done in grade four by searching out special Exploding the Myths of Preji is a materials of a visual or simulation multi-media instructional kit involving nature in geography. When studying the use of records and filmstrips deal- exploration - the origins of slavery in ing with the study of racial, religious the Westerr World were stressed. What and cultural prejudices. Its use in heritage did the people who had been the classroom involves much discussion made slaves bring with them to the West centered around questions and specific from Africa?What happened to the Jews vocabulary which accompany the kit. in Spain in 1492 and why? A teacher's guide includesseveral As we proceed through the year such suggested activities as follow-up such filmstrips as Black and White Rabbit as: followed up by simulations are used. - Using newspaper wantads, discuss Constant reference is made to contribu- the meaning and implicationsof the term tions of differing ethnic groups which When racial or "equal opportunity employer". appear in the news.

51 62 ethnic problems are encouncered we deal answers to such questions as: Where with them on a real basis. Current did these people come from? Why did events is focused in the same way. they migrate to the United States? Why In grade five, the focus is on what did they settle in the particular region race is all about through the study of of the United States?Another sub group human and animal characteristics and researches outstanding people in the why we have them. The work on the Eski- ethnic group and the contributions made mos brings out feelings of difference by these people. in culture, and the students go through The program culminates with audio- minor cultural shock. This offers the visual reports, given by students; pre- opportunity to discuss why other peoples sentations by resource people from the oractices may din-or from ours. community and an international festival. In grade six, the People and Technol- The objectives of the program are to ogy program provides a very excellent enable students to gain an appreciation opportunity for the students to learn of other ethnic groups and cultures and about the contributions of people of an understanding of the types of people various ethnic backgrounds to the devel- who settled the United States and their opment of the world's technology. contributions to our present day society.

74.U.S.:A Nation of Immigrants 75.Brotherhood Programs OSTERVILLE ELEMENTARY SCHOOL, Bumps River Rd., Osterville 02655 JuzeP:nicn~: Edward Tynan WILLIAM M. TROTTER SCHOOL, 135 Humboldt Ave., Roxbury, Boston 02119 .:-!ti-TOP;;C,1 Judith A. Alberico, Teacher Superintendent: William J. Leary :)ntac,t; Margaret O'Neil, Reported by: Principal, 617-428-6638 Barbara Sherman and Adam Artis :ontact: William Geick, Infer-ration Contacts: Assistant Superintendent, School Barbara Sherman and Adam Artis, Teachers, 617-427-3180 Administration Building, Main St., Administrative Contact: Hyannis 02601, 617-771-2211 Barbara L. Jack- son, Assistant Director, 617-427-3180 Pv)grx- i;egan: October 1973 Program began: 1969 Pao : - :e ZnooLA?i: 1 staff, 25 students People involved: 2 staff, 50 students The progrzlm originated as an enrichment project for a fifth grade acceler- The Annual Brotherhood Feast isa ated group. It is now used as a part joint cooperative venture involving two of the entire fifth grade social studies teachers and their fourth and fifth grade students. program. The objectives are to The class is divided into groups to bring about a feeling of mutualcooper- ation and sharing between the students research different ethnic groups, e.g., in the two rooms. American Indian, icalian, Negro, Irish. This is accomplished The research includes developing the by inviting the students and theirpar- ents to bring in different culinary treats that they enjoy and would like to share with others. Over the years we have sampled dishes from the Philippines, Israel, Greece, China and Japan, not to mention dishes associated with New England and with the South. A cookbook of the recipes is published by students, and thereare ;,1IF. . also discussions of the ideas of brotherhood, sharing and appreciating the individual differences of people.

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Brotherhood Programs (continued) 76.Human Awareness Project

ST. DOMINIC'S INSTITUTE, 200 Ivy St., CARR SCHOOL, 225 Nevada St., Newtonville Brookline 02146 02160 Afrika H. Lambe 6"uperintendent: Aaron Fink Afrika H. Lambe, Reported bp: Sally Webber Music Teacher, 617-232-5100 Inforwation Contact: Sally Webber, Pro- :")fl7,12.%: Sister Jacque- ject Co-Director, 617-527-5390 line, Principal, 617-232-5100 Adr,inistratIve Contact: W. Bruce Mac- September 1974 Donald, Principal, 617-527-5390 all staff and students Program began' Fall 1974 People involved: 21 staff, 310 students We are a school that is predominately non-white. In order to understand one The Carr School population is a very another, we have instituted an Interna- diverse group, which includes children tional Buffet in the spring, a Black from a wide variety of ethnic back- History Week during which the entire grounds. There is a need to ,:each chil- school tudies the contributions made dren to better understand themselves and by the Black people of America, and a the richness that comes from cultural unity service week when different reli- diversity. Emphasis has currently been gions are brought to the attention of focused on "race awareness', but this the students and faculty. concept seemed even too confining, so a 64 53 program, focusing on "human awareness" and Civil War to present day struggles; was developed. The program is co- records and filmstrips - Folktales of directed by the school librarian and a Africa (Culture); biographies and stor- sixth grade teacher who were successful ies of Black Americans and their achieve- in obtaining ESEA Title II funds for ments; games (Black Experience, Freedom materials. Journey, Afro American Puzzles, card In the primary grades, the focus is on games); magazines (Ebony Jr., Golden self-awareness, broadening throughout Legacy Illustrated History Magazine) the grades into an awareness of all peo- and the Black History Calendar. ple. Multi-media materials were pur- For one activity, each student assumes chased so that a wide variety of activi- thy_ role of a Black American. He/she ties can be conducted at various researches the history of the person and instructional levels. Classroom teach- writes a report of his/her life. At the ers, specialists and parents are end of the month, the students present involved. a mini "This is My Life" for other Activities include creative dramatics, classes. filming, book-making, project construc- Through informal evaluation, I have tion, writing, taking surveys, and mak- found that the attitudes of the children ing studies of ethnic and racial groups. have improved, and several each year The year's activities will conclude with have continued reading ab at their Black a human awareness program which will be "brothers and sisters." held one night in May. Music, art, physical education will be integrated in the program, and parents will participate as well as students and teachers. 78.Culture and Identity

NEWTON COUNTRY DAY SCHOOL OF THE SACRED 77. We Too Helped Build America HEART, 785 Centre St., Newton 02158 Principal: Sister Ann Morgan Perorted b:!: Ardis Cameron, Project MC NEILL ELEMENTARY SCHOOL, Fencourt Director and Sister Anne Higgins, Ave., Randolph 02368 Project Developers .:.ureri:nt;enien: Thomas Warren fnf2mation Contact: Sister Wolfington, Peportei Olga G. Lyken 617-244-4246 Olga G. Lyken, fichinistrative Contact: Sister Sessions, Teacher and Project Developer, 617 Librarian, 617-244-4246 963-7811 Projram bejan: September 1974 contact: Claire Lucey, People involved: 3 staff, 35 students Principal, 617-963-7811 Projnoi ,ejan: February 1972 The American Studies Program entitled 11(..42 'n:,01.,7ed: 1 staff, 25 students "Culture and Identity" was introduced at Newton Country Day School of the Sacred As a Black teacher, I observed nega- Heart in 1970. It was designed as an tive remarks and attitudes among some interdisciplinary study of the American students toward non-whites. I felt experience for eleventh graders. The there was a need to acquaint the stu- students were introduced to a "humanis- dents with the suffering and accom- tic approach" to the American tradition. plishments of the Black Americans. The school's expectation was that once The month of February was chosen for students had experienced the underlying the mini-course inasmuch as this month unity of a nation's cultural development includes Valentine's Day (LOVE), Brotl,r- through the interaction of historical, hood Week and Black History Week. Among literary, sociological, philosophical the materials we use are filmstrips and artistic studies, they would have a covering life in Africa through slavery perspective through which to view their

54 presented with a similar questionnaire own culture and understand the cultures and again asked to respond. Data de- of other nations. While successful, it became apparent rived from these two sets of responses that students at that age are formulat- will be compared and evaluated by the ing their own personal identity and need students. help in discovering the cultural dimensions of that identity. Secondly, within our own country need exists to re- examine our national goals, beliefs, 79.Project Awareness priorities, prejudices, etc., in the light of renewed awareness of our culturally pluralistic society. It was CHARLES M. FROLIO SCHOOL, 1071 Washing- felt the course would be more responsive ton St., Abington 02351 to these issues by use of more visual Superintendent: William Casey aids, greater contact with national ori- Reported by: Julie McDevitt Julie McDevitt, gins, utilization of the resources of Information Contact: the multi-ethnic Boston community and Teacher, 617-871-0558 Joseph K. Sergi, student sharing of experiences through Administrative Contact: Principal, 617-871-0558 film-making and multi-media projects. ogram began: February 1974 With a grant from ESEA Title II, books, People involved: 2 staff, 60 students slides, maps, transparencies, filmstrips, movies, microfilm have been added to the As teachers we recognize the urgent school media library center. need to promote a greater understanding This year the students will be involved of the cultures and contributionsof all in the following types of activities: ethnic groups in our country and inthe - Researching their ownethnic back- world. This is particularly true in our ground by investigating their family school because most of the students are heritage. from similar ethnic backgrounds. - Using numerous primaryresources, Using the MATCH kits and other mate- the student will develop and express in rials, which the principal purchased autobiographical form the lir_t situation, with ESEA Title III funds, each class attitudes and alues of a fictitious prepares an in-depth study of onecul- immigrant experience. These projects ture each semester. Using artifacts will be presented in visual or written from the kits, students then give adem- form. onstration for the other classes on the - Research thedevelopment of any one culture studied. of the ethnic communities in metropoli- So far we have studied the Jewish culture with a kit about Israel, theBlack tan Boston. culture with a kit on Africa, the Greek - Students willselect one major met- We are ropolitan area in the U.S. and examine culture and the Russian culture. currently studying the Japanese culture. the growth and economic expansionof the immigrant population in order to These cultures were chosen because of test the validity of the"melting pot the great influence the people of these ethnic backgrounds have had on the cul- theory". - Small groupinvestigation of the ture of the United States. acculturation process of specific ethnic We are also having classroom discus- groups. sions on the changing role of women in Although cultural awareness is not as our society and thecontribution women easily measurable as are content and have made to the history of our country. skills, the following method has been These discussions have resulted from a using on our devised as an experiment. At the begin- new reading series we are ning of the course, each student will be Controlled Reader with stories about asked to fill out a questionnaire con- women such as Susan B. Anthony,Shirley cerning her cultural awareness. At the Chisholm, Dr. Helen Taussig and Anne end of the program, students will be Bailey.

55 66 SECONDARY SCHOOLS class, we generalized. With our gener- alizations came understandings that people are affected by where they live, 80.Our First Americans their friends and enemies, beliefs, and their customs. Letters were written to state chambers INTERMEDIATE SCHOOL, 4 North Bedford St., of commerce, information gathered from East Bridgewater 02333 materials provided by the teacher and we Stanley Goldman even had parent :applied materials. Annette Raphel Cooperation surfaced and ideas were Annette Raphel, shared. How gratifying it was when Teacher, 617-378-7272 children rushed in with bits and pieces `;r:::Jct: Raymond Cabana, of what they considered to be incredible Principal, 617-378-7272 information. Wounded Knee dominated the PP '.1!' ej z: 1973 conversations on days set aside for cur- 'L'i: 4 staff, 100 students rent events. Indian games were played and compared to our own. The standard beginning for the fifth We had a speaker from a local red grade social studies program in our man's association who, with headdress school was the introduction of the and full regalia, enlightened us about exploration of the Americas. It became tae customs of the local tribe - the Wam- immediately obvious, when beset by stu- ponoags created magic and dispelled dents' queries, that although tie expo- myths. The allotted 50 minutes for the sure to explorers was there, the expo- assembly stretched into an hour and a sure to those the explorers met the half of enchantment. Indians - was not. After discussions We sampled foods, and discussed the with teachers in our team, with students, variety of diets depending on availabil- and with administration, we decided to ity of certain plants and animals- it add a new unit to fifth grade social was amazing that our own eating habits studies. depended on the same set of circra- stances! We discussed the advantages of Although the reason for initiating an barter over money - and vice versa. Indian unit was simply to add a new We were introduced to Indians of national broader perspective to the study of importance. We danced to their music, America, we found many important secon- told our own tales by constructing totem dary results - seeing the "other guy's" poles, and wi about life in long- side of a story, empathy for people, houses or tepees. comparisons of similarities and observa- Special projects relating to the tribe tions of differences between another that a group was working on daily, culture and ourselves. filled the room - and we appreciated We found that suddenly things taken seed drawings, colorful tepees, and even for granted in an all white middle class discovered the marvels of the Pueblos' culture were carefully examined. News means of defense. We listened to Indian was carefully reviewed, heated letters stories...we carefully studied where the written, research became important and Indians came from, and why they moved. purposeful. But most of all - we man- We studied sign language and learned to aged to take the cliches out and still communicate in a limited way with one retain a strong teaching method dealing another. with prejudices, preconceptions, and At the end of our two month unit- propaganda. there were groans in the class. An in- The teachers engaged in teaching the tense enrichment msperience was ending. Indian unit worked feverishly collecting We had discovered so much that bulletin hooks, charts, filmstrips, and other in- boards were crammed with projects, dis- formation. Each group of children chose coveries, and information. Each child a tribe that they would like to study - had come to identify with his certain and from their specific research - as a tribe. We had learned about another

56 67 culture and come to acceptanother view- these roots in an objective manner. This year we are studying three groups point of our heritage. Blacks, and These children will approachAmerica: --the American Indians, the of their con- history with a specialenlightenment. women from the standpoint U.S and They w:11 never be passivewhile reading tribution to the history of the the problems they haveencountered. an article aboutIndian inequality. Among the materials used in theunit Some of them Ire stillcollecting infor- record, "Now that the mation and artifacts -especially on on Indians are the Visits to nearby Plimouth Buffalo is Gone" by Buffy St. Marie vacations. about_ Plantation assume a new perspective. (along with biographical material arti- And, the teachers are working onim- her from magazine and newspaper "Ameri- proving th- unit this year. We have cles) and two sound filmstrips, purchased new books and a special map can Indians I andII" by Warren Schloat delineating major tribes in cur state. Productions. people, We have seen that through the studyof During the unit on the Black Ghetto Game by the another people, children begin tounder- we will be using the Western Publishing Company (NewYork stand certain fundamentalsabout all City). Through class discussions about peoples. They internally know, now, current newspaper storiesdealing with that there are twoviewpoints to all :ntegration and other related topics, major issues. how What better way of teaching these students will also be considering racism. important concepts than byletting chil- one personally deals with Another activity which will be carried dren discover these thingsfor them- out this year is a student survey tode- A study of Indians allowed selves. termine the ethnic roots of the school enough freedom, enough roomfor gener- population and the neighborhoods where alizations, and details, enough momentum the students live. The students will for class motivation...to carrythese work out the wording of the questions children through a trulyenlightening themselves. They also will try to de- experience. termine how many generations of afamily have lived in this country. Each year the course is given, itis 81. Minorities in America changed somewhat, based on the success of the material used the previous )-ar INTERMEDIATE SCHOOL, St. Gorge St., and student reaction to it. Duxbury 02332 Lawrence Anderson Bruce Maranda, Teacher Cart W. Meier, Department Head, 617-934-6521 Lawrence F. Hojlo, Principal, 617-934-6521 i,:jzn: 1971

'.-,;-)L,L1(Ji: 2 staff, 50 students

Minorities in America is a 10 or 20- week social science unitoffered to seventh or eighth grade students. It is based on the textbook"Minorities: U.S.A.", published by the GlobeBook Company, and a variety ofA/V materials. The purpose of the unit is tooffer a view of minorities not normally con- tained in American history surveycourses at this level. We also attempt to discover the roots ofprejudice and analyze

57 68 82.American Heritage 83.Black Studies Program

WARE HIGH SCHOOL, Palmer Rd., Ware 01082 SIMON'S ROCK EARLY COLLEGE, Great Bar- Richard M. Hayden rington 01230 b:f: Frances Shea Rcportc,d by: Cecelia A. Gross Tn.:1)p-hz,7L)n :Jntact: Frances Shea, Information Contact; 'acelia A. Gross, leacher, 413-967-6234 Project Chairman, 4 -528-0771 4..inidtratioc David W. Carl- P'ojrcci,be2an: September 1971 son, Principal, 413-967-6234 F,:opLe -:noolvcd: 1 staff, 50 students bet z-. September 1974 I staff, 14 students The black people and the history of their ' ivilization have been systemati- A humanities program concerning the cally ignored and omitted from the study relationship of man to his cu..ture is of world civilization. Li continue to t'ught as an elective to juniors and ignore and omit black civilization would seniors. Our continent is studied as be to deny the basic truth that within a microcosm from which various general all peoples there is the capacity for statements about culture and its effect self-determination, growth, development )n man's humanity can be studied. an4 for making major contributions to The first quarter includes a study world civilization. of the first Americans- the Indians - The strength of any society lies in from prehistory to present times. the opportunities available to all its Students work on a contract system and people. The weakness of society lies do projects, outside reading, andart in its failure to develop the capabili- work. Some projects during this time ties of every person it that society. were a review of children's books on Black and white must learn from one an- Indians to determine any existing other. And black Americans must be free stereotypes, and a demonstration of to do what all people everywhere must do Indian costume and dance. if they are to develop fully; findan identity; a sense of worth; relate to others; love; work; and create. In )rder for us at Simon's Rock Col- .et lege to reckon with the major problem, of the 20th century, the following goals e have been established: to graduate ,.*'1. -4',4 <. 1. black students on a regular basis; to A ___..iM * % 4' educate the community abo'tc the problems '7', N, A f vhigpr, racism breeds; and to evaluate the success or failure of the endeavor. A black person on the Admissions Com- ,,.:'. mittee helps formulate admissions policy for black applicants, actively recruits black students, gathers materialsto assist the black student currently enrolled at Simon's Rock to continue with his or her higher education, adviseson the publication of literature to give the potential student and his family infomation about Simon's Rock and interviews and processes applications from black students. A black person on the Scholarship Com- mittee helps formulate scholarship policy for black applicants and assists them in obtaining financial aid.

58 69 Simon's Rock has also introduced a study of immigration in AmericanHis- courses to the curriculum concerning tory. black civilization. These include: Using the Merrimack Valley as a re- Negro and the Law, African aistory, His- source area, students took slide pic- tory of the Negro in the United States, tures of churches, social clubs, schools The Inner City, Problems in Black His- and business establishments whose names tory, Black Iatellectual History, Afri- would be representative of the ethnic can Literature, Literature of the N, ,ro groups indigenous to the region. Stu- in the U.S., The Black Novel, 20th Cen- dents became particularly interested in tury Black Drama, The Negro in American delving into their own ethnic back- Culture, Women in Black Literature, grounds and discovering, many for the Three Negro Writers, and The Black Short first time, their cultural heritage. Story. Utilizing library research materials Efforts are also being made to obtain on ethnic groups as well as immigration grants to provide adequate materials statistics, students wrote a script and dealing with the Negro to support the with the aid of the "Lights - Action courses offered and generally educate Camera" (an English department program) the total community to the Negro and students, produced a synchronized slide other minorit'es. The p'esent collec- tape complete with the appropriate tion contains over 1200 volumes. Ap- ethnic music background. proximately 'hat many are on order for In addition, students created a family the future. tree illustrating the ethnic origins of A Committee on Minority Programs and their forebears, reasons for their emi- Scholarships (COMPAS) provides a variety gration to the U.S., dates of arrival of programs reilective of minority cul- and other pertinent data. Students tures in the United States and when ap- interviewed parents, grandparents and propriate Africa, Latin America and other relatives as well as researching Asia. These programs are in the form of family records and photographs. movies, theater productions, art shows, lectures, institutes and music presentations. The Committee also raises funds for scholarships. 85.People's Struggles in America

CARDINAL CUSHING CENTRAL HIGH SCHOOL, 84.Ethnic Group :7;.oject 50 West Broadway, South Boston 02139 Superintendent: Brother Bartholomew ORACUT SENIOR HIGh SCHOOL, 1540 Lake- Barden Reported by: Paul IL. Pickard view Ave., Dracut 01826 Informal;on Contact: Paul D. Pickard, 3uperintendent: Christos Daoulas Teacher, 617-268-1912 Reported b:J: Rita Jensen Administrative Contact: Sister Janice inforriaticn Contact: Rita Jensen, U.S. Waters, Principal, 617-268-1912 History Teacher, 617-957-1500 Program began: September 1973 ,l(Ti,nistrative Contact: Robert B. Win- 1 staff, 70 students kowski, Social Studies Chairman, 617- People involved: 957 -1500 The course Peoples' Struggles in PPoJP:in began: Spring 1974 America is a regular offering of the People involved: 2 staff, 30 students Social Studies Department of Cardinal This unit was developed in order to Cushing l'gh School--a girls' Catholic high school in South Boston. foster an understanding and appreciation of both the students' own ethnic back- It was designed to try in some small grounds as well as ri understanding of way to fill the huge gap present in most the ethnic diversity of the Merri;liack history courses. Most of the history we Valley region. This unit evolved from have learned (and if you look at most

59 70 history books, most of what is written America, and the response of the work- About) deals with famous people: presi- ing men, women and children, black, dents, other political leaders, gener- white, Chicano, Puerto Rican, and als, business leaders; and with famous Oriental, to their way of life in Amer- events such as battles and treaty sign- ica. Another major focus has been ings. America's prisons as symbols of the While these histories may accurately oppression of Some people in our society. describe what happened at a particular Here we examine who goes to prison and time, they are also bad history because why, and what the conditions are like they are misleading and incomplete and inside prisons. narrow in view. History too often deals The emphasis is on the thoughts, feel- with the leaders and ignores the people; ings, reactions, and opinions of the with the generals and not the soldiers students more than fact-learning. In whc fight the battles, with the business addition to extensive use of movies and leaders and not the workers. in-class speakers, we also make use of pamphlets and books from small publish- In Peoples' Struggles we try to change ing houses such as the New England Free that and provide a broader view of Amer- Press in Somerville and films from or- ican history by looking more at the his- ganizations such as the AFL-CIO (Wash- tory of people who never make it to the ington, D.C.) and the American Friends history books--those who are struggling Service Committee (Inman St., Cambridge). for better lives in our country. One book which has been particularly A major focus of the course is on useful since it was written for students labor history--the effects of indus- is "Bread and Roses" by Milton Meltzer trialization on the working people of (Vintage Sundial Press).

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60 71 BILINGUAL PROGRAMS Now,I have the book, the tape, and the VIII. slides that I can use as reinforcement. Most Puerto Rican children have a hard a time describing an object and putting the color in the proper place; e.g., they are most likely to say "the cat yellow" instead of "the yellow car". I wrote "The Adventures of Scooter the Bear" to emphasize colors and articles of clothing. (This book is also written

ti in French and Spanish and will be written in Italian and Portuguese shortly.) Last December, we were struggling with the beginning sound of J. I wrote a story, "Jimmy's Birthday" in which I used words beginning with J in every possible pattern that could begin with

-AO the J sound. The children enjoyed the story very much and in a sense forgot the effort needed to pronounce the J sound.

*Transitional Bilingual Programs were established under Chapter 71A which man- 86.Involved in Story Books dates bilingual education in all public schools in Massachusetts with 20 or more HOWARD STREET SCHOOL, 59 Howard St., students of limited English speaking Springfield 01105 ability. E.S.L. is one component of John E. Deady these programs. M. Theresa Cote PM2t,!=v, M, Theresa Cote, Teacher, 413-733-5711 Kindergarten Bilingual Education Alfred G. Zan- 87. etti, Principal, 413-733-5711 WORCESTER PUBLIC SCHOOLS, 20 Irving St., Pr.,jPV: br,g1n: July 1972 2 staff, 23 students Worcester 01609 Superintendent; John Connor John V. Corcoran I am an E.S.L. (English as aSeco1.d Reported by: Language) teacher in the Springfield Information Contact: John V. Corcoran, Coordinator of Bilingual Education, School System. My students are first and second graders - all PuertoRicans - 28 Adams St., Worcester 01604, 617- who are in the Transitional Bilingual 756 -2484 Program began: September 1973 Program.* Some of the materials provided cannot be used with these children Pe;ple involved: 3 staff, 31 students because they don't relate to them at all. When I come upon something I cannot There has been a generally accepted recognition that the child's first expe- put across with the materialsI have, I riences in school are most crucial for make my own. Here are three examples: While working with CORE ENGLISH(an later educational growth. It is almost E.S.L. series by Ginn & Co.), thechil- axiomatic that a child's home language must receive support when the language dren had difficulty understandingwhen, where, and how to use position words:in, of the school differs from that of the on, under, etc....I wrote a story "The home. Mysterious Crayons" involving all the The passage of the Transitional Bilin- children in the class. We acted it out, gual Education Law (Chapter 71A) in 1971 has given further support to the concept and Itook slides. We also taped .tt.

61 72 of instruction in the home language of 88. the child. To insure that a child's Career information for Spanish- first experiences in school are both Speaking Students relevant and productive the city of Wor- cester has initiated full-day Bilingual MARY E. CURLEY MIDDLE SCHOOL, 493Center Kindergarten Programs for students from St., Jamaica Plain, Boston 02130 Spanish and Greek speaking homes. Superintendent: William E. Leary A full day program gives these stu- Reported by: James A. Caradonio dents the opportunity to develop the Information Contact: James A. Caradonio, readiness necessary to participate in Guidance Counselor and Program Origin- grade one classes where the instruction ator, 617-542-2020 is in both the ianguage of the home Program began: September 1973 (either Greek or Spanish) and in English. People involved: 1 staff, 250 students The full-day concept allows the necessary conceptual development in the The Career Information Program for Bi- child's home language and an oral-aural lingual Middle School students is aimed program in English as a Second Language. at helping Spanish-speaking students It also makes possible varying patterns become aware of the educational and voca- of integration with students entilled in tional opportunities that exist in the the standard curriculum. City of Boston. The activities that make In the fall of 1973 two classes -,Tere up the program range from value clarifi- begun at Adams St. School for Spanish cation and decision-making exercises to dominant students and at Lamartine St. visits from Spanish-speaking profession- School for Greek dominant students. als (airline stewardesses, nurses, social These have been continued during the workers, businessmen and businesswomen). current school year. The success of these programs and the enthusiastic The students have gone on field trips to high schools, post-secondary insti- reception of this concept by both teach- tutions, hospitals, and other related ers and parents have been encouraging. institutions. Parents often visit the classroom to Materials have been participate in the program as teacher developed, adapted and translated into aides. Spanish from (=rent curriculums and put ications.

The age grour for the first year was from 13-15; the second year (due to a change to a middle school structure) the age spread is from 12-14. Presentation of materials has been modified to com- pensate for the age difference. Slides, movies and filmstrips have been developed and adapted. The use of videotape i8 in the beginning stages. O." The optimum group is from 8 to 10 students. This allows for conversation, comment and interchange. The homeroom teachers also participate in the classes a and incorporate related materials into the school's bilingual curriculum. The teacher input is vital to the implementation of the program. No formal evaluation process has been developed, but the major source of evaluation is with the eighth graders and the ability of thest_ students to draw up tentative career goals and select high school courses. This stage of the pro- 73 62 gram also involves the parents. They In this atmosphere, the children natu- are notified of the career aspirations rally separate for activities in areas of their children and of the courses in where sophisticated language proficiency high school necessary to prepare for is necessary. In other areas such as these future goals. art, music, and math, the students all participate together. The children involved in this integration effort 89.Integration and the Bilingual range in grades from kindergarten to Programs grade four. The natural integration of the cultural peculiarities of the two groups of SPRINGFIELD PUBLIC SCHOOLS, 195 State children encourages them to understand St., Springfield 01103 differences and develop mutual respect John Deady Superintendent: and acceptance. Plays often provide Reported by: Yolanda 1,11oa opportunities for the children to ex- InfL,vmation Contact,: "olanda Ulloa, plain aspects of their cultures to one Bilingual Education Supervisor, another. 413-733-2132, x261 In October the English-speakingchil- Program Legan: September 1974 dren in the class put on a play about Pcople involved: 9 staff, 65 students Halloween and the customs surroundingit. On November 19 the Puetto Rican children Springfield's public schools are now did a play on the disco,:ory of Puerto integrated culturally and linguistically Rico. as well as racially. If you visit schools such as Armory Street, Elias Brookings and DeBerry, you will find bilingual classrooms managed by two teach- 90.Open Education in a Bilingual ers working as a team andusing both Classroom English and Spanish as a medium of instruction. MORGAN SCHOOL, 596 South Bridge St., One teacher is a bilingual teacher who Holyoke 01040 works with children who do not speak Superintendent: C. C. Carpenter English and also teaches Spanish to the Reported by: Diana Stryhalaleck English-speaking students. The other Tnformation Contacts: Deborah Copeland teacher (who is also bilingual) carries and Diana Stryhalaleck, Teachers, 413- out the regular classroom program,work- 532 -4581 ing with both the English-speaking and Adhinistrative Contact: John Clark, non-English-speaking children in the Principal, 413-532-4581 classroom. Program began: September 1973 People involved: 2 staff, 27 students

Morgan School's Primary I classroom, which is a combination first and second grade bilingual group, has transformed the integrated day into a bilingual tool. Adopting the activity-centered format, the entire classroom has been set up with old household goods which have been donated. - Old couch and chair cushions were collected in the teachers' neighborhoods to r2place the tradit'pnal desks and chairs in the room. Since desks were elimin- ated, private nooks for the children's personal use were needed. This was accomplished by piling up liquor cases 74 63 (covered with contact paper) three high, guese. Before this class was oegun, and labeling the bottle separators in- children had to wait until first grade side with the name of each child--giving to start school. Then they went to a each child a personal mailbox. separate school until they could under- Wooden industrial spools painted bright stand English well enough to go into colors are used as play tables. Every- their grade. day items such as egg cartons, walnut Our class is taught half in Portuguese shells, clothespins, thread spools, etc. and half in English. We think this are incorporated into teacher-made games makes the transition to English much in centers for all academic areas. easier. The children's age is a great Like most classes, this room has four factor. Another language comes much English reading groups. However, we easier to the young. also have four Spanish reading groups. The teacher gives most directions such To take care of the needs of all the as line-up, sit in your seat and other children without strapping them down phrases the children will hear often, in with searwork all day, theroom is set English. The part of the program which up with various centers: math, reading is taught in Portuguese contains the his- skills, play, writing, art, social stud- tory, culture and background of their ies, science, music and a puppet center. native country. The teacher is using While certain children are working in Scott Foresman Reading Readiness Program their reading groups, others have a which is very basic. choice of ten centers to work in. Mostly we are interested in having the . If a child elects to work in the math children learn their addresses, tele- center, the child chooses from 94 games. phone numbers, city in which they live These range from filling a jar with the and colors, shapes and other basic number of beans on the label (foi number knowledge. These children play out at recognition) to throwing the dice and recess and watch movies with English - recording the throws and results in addi- speaking children and are picking up tion. After each assignment or contract phrases from them. is completed, the student discusses it A speech therapist who speaks Portu- either in English or in Spanish, cepe.:d- guese has been hired to help these chil- ing on which teacher is supervising the dren with speech problems and language centers at that time. Children also defects. We have noticed these children make use of their bilingual skillscon- gaining conidence in language and all tinually as they interact orally with other areas of our readiness and enrich- one another. ment program.

91. Portugese Bilingual Program 92. Unlocking the English Language For Kindergarten Students And American Culture

SECOND STREET SCHOOL. 36 Second St., ST. STANISLAUS SCHOOL, 104 CymanDr., Taunton 02780 Chicopee 01013 Zuperints'ndent: Edward F. Aleixo Reported by: Sister Bernadine 2erorted by: Wilma B. Schultz Information Contact: Sister Maureen, Tv:flr-?ation 1ontacc: Wilma B. Schultz, Primary Unit Coordinator, 413-734-2131 Principal, 617-823-1235 Administrative Contact: Sister Bernadine, t'ontac: Leonard M. Principal, 413-734-2131 Walsh, Elementary Schcc "l Supervisor, Program began: September 1972 Cohannet School, 617-824-6601 People involved: 17 staff, 10 parent 72,;jram began: September 1974 volunteers and 75 students People involved: 1 staff, 17 students, 1 aide St. Stanislaus School initiatedan in- tensified, individualizedprogram aimed This is a class for kindergartenage at helping its numerous non-English children whose first language is Portu- speaking students to absorb andmore

64 participate in the American way of life, With emphasis on learning through the .4 senses and through a great deal of in- teracting with teachers, other students, 4 parent aides, college students and r4 tutors, children progress according to their own rate of learning, Tapes, visual aids, game-type materials, as well as teacher-made devices are geared to the stimulation of the senses. The program is geared to helping students make a transition from a mono- lingual foreign culture to a bilingual ti one as they become able to speak, read and comprehend the English language.

93.Bilingual Program Serving Five Language Groups pick-ups to get people out to meetings. Budget monies have been allocated for CAMBRIDGE PUBLIC SCHOOLS, 1700 Cambridge transportation costs, coffee, donuts and St., Cambridge 02138 babysitting to help encourage community Aiflorence Cheatham participation. b:!: Geraldine Blitzman Such efforts have heightened PAC Geraldine Blitz- attendance and have brought Portuguese man, Consultant, Bilingual Office, parents to the classroom where they have 617-492-8000, x276 offered courses in Portuguese history, ',")ntac1,-: Joseph D. Fer- culture and handicrafts. nandez, Director, Transitional Bilin- gual Education, 4 Shepard St., 617- Integration is being implemented beyond the suggested art, music and 492-3781 physical education model on the elemen- jP.:1"2 beian: 1972 tary level. In the Kennedy Elementary ;:z90L7),.i: 81 staff, 667 students School first grade bilingual students The Cambridge Bilingual Program, now are plated in standard homerooms and in its third year of full operation, vice versa to facilitate social mixing. Students are grouped for bilingual in- serves some 667 students fromfive major struction, regrouped for shared recess, language groups. Portuguese students regrouped for English class and then comprise 557, of the total with Spanish return for art, music, etc. 28%, Greek 10%, French 8% and a new Chinese group comprising 2%. The pro- Several elementary teachers have taken gram is staffed by 81 people, of whom courses in JILAP (Jacaranda Individual- 45 are teachers (38 of these teachers ized Language Arts Program) and are us- are bilingual). ing them in classes for language arts. The kit allows teachers to create an An essential and unique aspect of the open classroom and individualize and program has been an interested andhigh- personalize instruction. ly participative parent and community component. Community-elected Parent A social studies eighth grade program Advisory Committee Coordinators of designed for the bilingual and English- native extraction have been hired(part- speaking students entails the pairing time) to muster greater support for each of two classes with mutual visitations linguistic group. They write letters, between classes. Bilingual Portuguese make follow-up phone calls and home students contrast and compare Portuguese

65 76 and American culture with their English- speaking counterpart,; and vice versa. It provides a model of integrating students and content material. The tailoring of curriculum and content to the needs of a newcomer has been a strong component in the program. A new high school consumer math course, recently added, introduces simple and practical elements of the American financial system, including banking, checking, investments, insurance, etc. Curriculum and staff development are being furthered in a three-year teacher training program just begun with consul- tation from U. Mass,'s Institute for Learning and Teaching. The planning process has included a total teaching needs assessment via questionnaire with elected staff. members to design workshops for specified concerns.

94.Bilingual Vocational Programs mor Business Skills Program which focuses on OCCUPATIONAL RESOURCE CENTER, 240 Heath developing basic office skills in typing, St., Jamaica Plain, Boston 02130 filing and general office procedures William J. Leary were continued and expanded to include Linda J. Gulbrandsea more students. A Nursing Assistant Linda J. Gulbrand- course, Child Health Aide course, Teach- sen, Bilingual Vocational Coordinator, er Aide training program, and a Bilin- 617-566-6125 gual Vocational Counselor also were Frank A. added. l.aquidara, Project Director, 666 Sum- The Nursing Assistant and Child Aide mer St., Boston 02210, 617-423-7323 courses offer clinical experiences in March 197't hospitals and day care centers. A Bi- 7 staff, 100 students lingual automotive course is also offered for junior and senior high In March 1974, after extensive consul- school Spanish students of limited tation with students, parents, community English-speaking ability. agencic,,, and drop-outs to determine the At present, there are well over 600 most critical vocational needs of Span- Spanish-speaking students in Boston ish speAking students, the Bilingual public high schools. The e,:isting bi- Department of the Boston Schools, with lingual vocational programs can only funding from the State Department of provide training for l00 students. In Education, and the Pilot Occupational the next years, we hope to expand and Resource Center began two innovative provide programs in many more occupa- vocational programs. These programs tional areas. With bilingual vocational centered on the areas of health , A training these students will be prepared business skills. to offer their employer the added attrac- In the fall of 1974, the Exploring tion of being able to work in two lan- health Careers course which expt',es stu- guages and will be able to make valuable dets to a variety of careers it the contributions to any business, hospital field of health occupations, and the or community agency. 66 77 Consumer Education of both parent and community involve- 95. ment was necessary to insure the pro- For SpanishSpeaking Students gram's responsiveness to community concerns. Parents helped select the units, and speakers from community agencies CHESTNUT STREET JUNIOR HIGH SCHOOL, were hired as consultants. 495 Chestnut St., Springfield 01107 One of the units was on housing. t. John E. Deady Edward D. Brennan Speakers included the Judge of the Hous- Edward D. Brennan, ing Court, a Constable of the Court, an Project Director, 413-737-2867 ex-building inspector, a member of the Raymond Mon- Springfield Housing Authority and a rep- tagna, Deputy Superintendent of resentative of the Springfield Redevel- Schools, 195 State St., 413-733-2132 opment Authority. February 1974 Students and parents participate in 7 staff, 52 students the program together. Other activities have included a student-prepared Puerto In examining the needs of the Spanish- Rican dinner for parents and guests; a speaking community one finds that a high student-prepared lesson with cartoon priority must be given to the need for characters on the proper use of drugs information concerning the processes infor first and second graders; after volved in securing goods and services in school classes for students and parents a cost-effective manner. In addition to in woodworking and sewing; and a joint presenting a language problem, effective parent-student field trip to a local buying often requires a familiarity with supermarket. a variety of conventions such aslabel- Both parents and students have evalu- ing and pricing which is not common ated the program as "excellent", and knowledge for many students whose native student attendance at school increased language is Spanish. 19% from February to June, 1974 as com- The Consumer Education course was de- pared to the period from September to signed to meet this informational need February, before the course started. for the Spanish-speaking students (ages The program has now been expanded and 13 to 18) and their parents. Promotion given additional funding.

06i ,41Py

67 78 IX. RESOURCES

BOOKS

Today's Changing Roles: An Approach to Non-Sexist Teaching.Outstanding teacher resources with curriculum related activities. Resource Center on Sex Roles in Educatioa, the National Foundation for the Improvement of Education, Suite 918, 1156 Fifteenth St., N.W.,Washington, D.C. 20005. Dick and Jane as Victims, An analysis of sex-role stereotyping inelementary school readers. $2 per copy from Women on Words and Images, P.O.Box 2163, Princeton, N.J. 08540. (A slide presentation basedon Dick and Jane as Victims is also available for rental or purchase from Womenon Words and Images.)

Unle3rning the Lie by Barbara G. Harrison; Liveright,N.Y., 1973. Excellent discussion of the proble..3 involved in dealing with sexism inthe school. Emma Willard Task Force - Sexism in Education. Comprehensive approach, includes good suggestions for classroom activities andresources. Emma Willard Task Force on Education, P.O. Box 14229, Minneapolis, Minnesota 55414.

Women in Focus by Jeanne Betancourt; Pflam Publishing, Dayton, Ohio, $7.50. Outstanding gvi.de to the work of women ELI:makers and to films which examine women's place in society. Include; detailed descriptions of the films and how to use them (suggested age level, preparation of class, supplementary reading material).

FILMS

Masculine or Feminine: Your *Role in Society, 18 minutes. Good for high school students, teachers and parents. Distributed by Coronet Instruc- tional Media, 65 South Water St., Chicago, Illinois 6060]. Bill of Rights - Women's Rights. Discussion deals with a female high school student's right to be on a male swimming team. Excellent argument. Dis- tributed by Bailey Film Associates, 22-11 Michigan Ave., Santa Monica, California 90404. Girls at 12. Excellent film for ages 12 and up. Distributed by EDC Distri- bution Center, 39 Chapel St., Newton, Massachusetts 02160. Rental $25 for 3 days, purchase $330. Growing up Female. A documentary film about women recommended for high school students and adults. Distributed by New Day Films, P.O. Box 315, Franklin Lakes, New Jersey 07417. Never Underestimate the Power of a Woman. A film showing women performing well in so-called male occupations. Contact: Norma Briggs, Department of Apprenticeship Training, 310 Price Place, Department of Labor, Indus- try and Human Relations, Madison, Wisconsin.

After the First. Deals with a boy grappling with concepts of manhood. Ele- mentary to high school level. Distributed by Franciscan Communications Center, 1229 South Santee, Los Angeles, California 90015. Intern: A Long Year. Experiences of a female intern in a hospital. Upper elementary high school. Distributed by Encyclopedia Britannica Films, 425 North Michigan Avenue, Chicago, Illinois 60611. '79 68 People Who Make Things. :"en-stereotyped view of occupations. Other Women ither Work. Shows non-traditional occupations for women. Junior High or high school. Sylvia, Fran and Joy. Three women discussing their feelings about sex roles. High school level.

The three films listed above are available from Churchill Films, 662 North Robertson Boulevard, Los Angeles, California 90069. Anything You Want to Be. Humorously depicts conflicts and absurdities that beset a high school girl. Distributed by New Day Films, P.O. Box 315, Franklin Lakes, New Jersey 07417. Elementary School Films:

Serina Becomes an Acrobat. Non-stereotyped presentation. Distributed by Encyclopedia Brittanica Educational Corporation, 425 N. Michigan Ave., Chicago, Illinois 06111. Sunday Lark. Young girl(8 or so) turns office into havoc. Children usually enjoy this film very much.Available from Contemporary/ McGraw Hill Films, 1221 Avenue of the Americas, New York, New York 10020. The Seven Ravens. Fairytale - girl saves her brothers. Available from Learning Corporation of America, 711 Fifth Ave., New York, New York 10022. Miguel: Up From Puerto Rico. Resourcefulness and bilingual fluency come to the rescue in a crisis faced by a sensitive urban child. Distri- buted by Learning Corporation of America, 711 Fifth Avenue, New York, New York 10022.

FILMSTRIPS

Masculinity - Focus on male stereotypes. A Woman's Place Explores role perceptions and alternatives for women. A Woman's Work America 1620-1920 Historical perspective.

All of the above filmstrips are available from Schloat Productions, 150 White Plains Road, Tarrytown, New York 10591

MAGAZINE ARTICLES

The Massachusetts Teacher, November 1973. Entire issue devoted to sex inequality in the schools. Phi Delta Kappan, October 1973. Entire issue devoted to education and the feminist movement. Saturday Review, October 16, 1971. "Sexual Stereotypes Start Early" by Florence Howe, p. 76 and "Woman's Place is in the Curriculum" by Janice w Trecker, P. 83. Sports Illustrated, May 28, 1973, June 4, 1973, June 11, 1973 Three-part series on "Women in Sports". 80

69 Toqay's Educati November 1971. "Sex Discrimination in Schools" by Gail T. McLure, p. 33.

Forecast for Home Economics (Teacher Edition of Co-Ed), September1972, "Boys in Home Economics" by Henrietta Fleck,p. 149.

Personnel and Guidance Journal, May 1971, "Sexist CounselingMust Stop" by Joann Gardner, pp. 705-713.

Educational Leadership, November 1973, "Eliminate Sex Bias inthe Curriculum" by Gail T. McLure, pp, 110-113; "Evaluate Your Textbooksfor Racism" by Max Rosenberg, pp. 107-109; and "Can we Find More DiverseAdult Sex Roles?" by Ann Converse Shelley,pp. 114-118.

BIBLIOGRAPHIES

BibliograyhLon Children's Literature and Texts, FeministPress, Box 334, Old Westbury, New York 11568.

Reading Suggestions, National Organization for Women (NOW),Eastern Massachusetts Chapter, 45 Newbury St., Boston, Mass. 02116. Lists of non-stereotyped books for pre-school, elementary school, junior high andyoung adults. Nominal charge for each list.

PUBLICATIONS

Report on Task Force on Education by Blanche Fitzpatrick, Governor's Commis- sion on the Status of Women, 100 Cambridge St., Boston, Mass. 02203. Women in Education - Changing Sexist Practices in theClassroom, American Federation of Teachers, 1012 14th St., N.W., Washington, DC20005.

OTHER RESOURCES

Bilingual Resource Center, Boston School's Bilingual Department, 21James Street, Boston 02118, tel: (617) 2b1 -3968. Has educational materials in six languages Co as;:ist language teachers.

Spanish Alliance, 645 Dudley St., Boston, Mass. 02125, tel: (617) 427-7175. Has films, texts, art work.

Pan American Society, 75 Newbury Street, Boston, Mass. 02116, tel (617) 266-2248. Historical objects, art, crafts.

Governor's Commission on the Status of Women, Room2108, 100 Cambridge, St., Boston, Mass. 02202, tel (617) 727-6693. Resources and bibliographies available free on request.

The Children's Museum, The Jamaicaway, Boston, Mass. 02130 tel (617) 522-4800. Sex-Role Kit available on rental basis.

National Education Association, 1201 16th St.,N.W., Washington DC 20036. Exten- sive list of reprints, publications, filmstrips andcassette tapes on sexism. K.N.O.W. Press Inc., P.O. Box 86031, Pittsburgh, Pa. 15221 will providea list of its published materials relating to sexism and the feministmovement. The Women's Bureau, Department of Labor, WashingtonDC 21210. Information on women in the labor force, women's education, discrimination, etc.

70 CITY, TOWN AND REGION INDEX

Numbers refer to articles, not page.,. Underlined numbers refer to projects in non-publ schools. Regional school districts are listed by the name of the district, rat:Ler than by individual towns.

ABINGTON 79 MARSHFIELD 53 ACTON 26 MILFORD 60 ARLINGTON 61 MILTON 37, 54 ANDOVER 43 MOUNT GREYLOCK RSD 38 ASHLAND 6, 32, 39, 50 NATICK 16, 35 ATTLEBORO 44 NEEDHAM 17, 28 BARNSTABLE 25 NEWTON 21, 29, 51, 73,7 BECKET 12 NORTH ANDOVER 68

BOSTON 3,8, 27, 30, 64,65, 67, NORTH EASTON 71 75, IS, 88, 94 NORTH MIDDLESEX RSD 56

7 BRATNTREE NORTH READING 1 BROCKTON 15,34 OSTERVILLE 41,74 BROOKLINE 18,63 PEABOM 48

CAMBRIDGE 66,93 RANDOLPH 77 CIIICOPEE 92 REVERE 14,31,45

I)RACUT 84 ROCKLAND 20 69 DUDLEY SHARON 5 DUXBURY 81 SHAWSHEEN VALLEY RSD 58 EAST BRLDGEWATER 80 SILVER LAKE RSD 37, 57 FOXBOROUGH 2 SOUTH HADLEY 10 FRAMINGHAM 13 SPRINGFIELD 59, 70, 86, GREAT BARRINGTON 83 SWAMPSCOTT 47 GREENFIELD 55 TAUNTON 91

LI GROVELAND TEWKSBURY 9 HANOVER 40 WARE 23, 82 90 IIOLYOKE WATERTOWN 4 46 LANCASTER WESTFORD 36

LEXINGTON 2, 33 WESTPORT 49 LUNENBURG 24 WHITTIER RSD 59 LYNN 52 82 WORCESTER 15, 36, 42, 62 19 MARBHEHEAD t'IRENTHAM 72

71 GRADE LEVEL INDEX

Numbers refer to articles, not pages.

Primary-Elementary: 2,5 - 12, 26,27,30,39, 40 - 43, 72 - 79,86,

87,89 93

Junior High-Middle School: 3,13 - 17, 28,29,31 36, 44 - 51. 80, 81,88,

Senior High: 1,4, 18 - 25,37,38,52 59, 82 - 85, 94

K-12: 60,61, 62, 63

C l'.:ge Programs: 64 71, 83