DOCUMENT RESUME

ED 115 629 95 SP 009 699 TITLE New Perspectives in Intergroup Education. Volume 2. INSTITUTION Maryland State Dept. of Education, Baltimore. Office of Curriculum Development. SPONS AGENCY Office of Education (DREW), Washington, D.C. PUB DATE Sep 75 NOTE 383p.; For related document, see SP 009 698

EDRS PRICE MF-$0.76 HC-$19.67 Plus Postage DESCRIPTORS *Curriculum Guides; *Intergroup Education; Intergroup Relations; Secondary Education; Teaching Guides IDENTIFIERS *Multicultural Education

ABSTRACT Sections1 and 2 provide the background for classroom implementation of intergroup education, delineation of practical implementation, and a listing of required supportive services for this program: Sections 3-5 are intended for the guidance of the classroom teacher and include the overall guide objectives for the teacher and the student, the recurring themes in intergroup education, and an explanation of how the objectives and themes can be implemented. Sections 6 and 7 contain the teaching units for the junior high and high school, additional learning activities, and selected bibliographies for the instructional levels. Section 8 is a selected bibliography for teacher reference. Each teaching unit includes learning objectives and activities and a list of materials and resources. Assessment tasks are listed for each instructional objective. Additional support activities are included for sections 6 and 7. (BD)

***********************************************************************. Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * *********************************************************************** i w.-&zuo.-m.olfmwr,0_,?0(-,,I,L, NEW PERSPECTIVES IN w-,Dz40xu.-w4w..,,,,- °Ltit13:,(,];ww.--z-..w--A-'47octooEmp> wzo,__>o-,..--, , 0 INTERGROUP EDUCATION .1.4zw*o.,6wz.T.%z4.0F_;_owo-0 o740 z'3=,z,7, w.--ozo_lo,....gozi,7I.g°u-.,., z i w-o >uoz ,.11 1 o Volume. 6o04,V51 .u.z fuLLJir.ccl'Y.4V.iz5z=rm mouj o4 ,T. 8 '.- $.. L,g 2 Maryland State Department of Education Division of Instruction Baltimore-Washington International Airport Baltimore, Maryland 21240 Division of Compensatory, Urban, of the National Defense Education Act of 1958. This project has been partially supported by funds fromOffice Title of IVCurriculum of the Civil Development and Supplementary Programs Rights Act of 1964 and Title III 6nSITC13 September 1975 6190 sS MARYLAND STATE BOARD OF EDUCATION J.Members Jerome of Framptom, the Board Jr.President Federalsburg Year Term Ends 1978 WilliamRichard SchifterM. GoldtboroughVice President OaklandBethesda 1979 EllenLawrence 0. MoyerMiller AnnapolisBaltimore 1977 WilliamMrs. William G. Sykes F. Roble; iI BaltimoreLaPlata 1976197S QuentinJamesSecretary-TreasurerDeputy A. L.StaceSensenbaugh Earhart Superintendent of the Board of Schoolsand State Superintendent of Schools TheophilPercyAssistant V. K. Williams StateMuellen Superintendent, Division of Compensatory,Instruction Urban, and Supplementary Programs ii FOREWORD basethat of welcomed the Statue immigrants. of Liberty: The history books of the first half of our century pictured America as the great melting pot and a country Emma Lazarus said it for all of us in 1903 when she composed the famous lines for the SendTheYourIGive liftwretched these,huddled me my your lamp therefusemasses tired, homeless,beside ofyearning your yourthe the poor,goldenteeming totempest-tost breathe door! shore. free, to me, awarenessuniqueness of of the their richness own cultures of these and cultures their reluctanceand the need to tobe preserve"melted." them. Lately, we have not been so sure. One ethnic group after another, some more loudly than others, assert the At the same time the majority has come to a new And with that we have come to recognize thetheir need ancient for understanding cultures is toone bowdlerize another. our recent history and to misstate the importance of this programBut toto saythe thatpublic we need a program of intergroup education simply because ethnic minorities refuse to abandon schools.sides. Now passion needs instructionWe need basedintergroup on reason. education because deep resentment of long injustice has bred suspicion and contempt on all helpingto the developmentour students of to the understand United States and appreciate of America. the nation's ethnic groups and the contributions thatThat theyis where have ourmade public schools enter the picture. Maryland's public schools now have the vital task of iii The Maryland public schools support the principle that the school experience should develop responsible PREFACE educationalsocietycitizenship. founded opportunity upon democratic regardless principles. of race, sex, religion, ethnic background, or-social class identification. Maryland educators support the positiOn that education should prepare students to live in a pluralistic Essential to this proposition is the necessity of providing equal promoteprejudicial intergroup actions education. toward minority groups. Since the Supreme Court Decision of 1954, Brown versus board of Education, programs have been designed to However, we have not been overly successful in eliminating overt and covert forms of Even though we have laws that seek to fulfill the American Creed -- liberty todayand justice than ever for before.all -- a continuing effort by the scnools of Maryland to implement intergroup educationAccordingly, is more essentialthe Maryland State Department of Education, Division of Instruction, conducted three summer forworkshops Maryland in 1969,educators 1970, in and a guide1971. entitled, Intergroup Education in Maryland. Since the attitudes of children and adolescents are still in the formative stage, the schools can assume The workshop in the summer of 1969 produced the basis for an instructional program whichbea rolecommitted pupils of critical needto the to importance eliminationlive in our for ofchanging developingprejudice. society. positive attitudes. The school curriculum must be altered to develop theThis broad guide understandings is an initial step toward integrating intergroup education From this point of view, the schools of Maryland should Stateinto the Board total of curriculum.Education adopted Bylaw 325, which calls for instructional programs in the schools thatAs aemphasize result of the the report of the State Advisory Committee on Cultural and Ethnic Minorities, the Maryland teaching of ethnic and cultural minorities. The bylaw states: iv Minorities.forasAll adeveloping publicpart of schools current understanding shall curricular include and offerings...appropriateappreciationin their programs of Ethnic of studies... andinstruction Cultural to develop instructional activities that stress the contributions of ethnic and cultural minoritiesDuring the summers of 1970, 1971, and 1972, three groups of teachers from local educational to our pluralistic agencies worked earlysociety. childhood through secondary education. DuringThe activities the 1971-1972 presented .school in Newyear, Perspectives the instructional in Intergroup activities Education were piloted in, the schools of Baltimore, are inter-disciplinary and range from teachersCaroline,instructional participating Dorchester, materials Frederick,,Princein thewere pilot rewritten programs. George's,in the summer and St.of 1972Mary's and counties. the bibliographies enlarged On the basis of classroom usage, the as recommended by the units at four levels from K-12 around four recurring themes. Two summer workshops in 1973 and 1974 enabled teachers to enhance the This leadership program stresses the equal worth of program still further by developing pluralismfourindividuals recurring in Maryland and themes ethnic and which groupsthe nationform and the addressesare: basis of the the problems philosophical of prejudice foundation and discriminationfor the in American society. program that defines cultural The ActionAllianceBarriersFoundation for for toEquality: forEquality:.Equality: Equality: Equal Worth of Every Ethnic Group Ideals andPrejudice Realities and Discrimination Equal Worth of Every Person oftensions ethnic studiesand to layin thethe ongoingfoundation curricula for real of equalitythe schools and inequal Maryland. opportunity for We believe that these materials will serve as viable guidelines for developing effective, dynamic Their use will help to reduce intergroup every individual. programs ACKNOWLEDGMENTS Education. Many individuals and agencies contributedNevertheless, time and talent the responsibilitytoward the development for the inception of New .and completion of this program James A. Addy, Consultant in Social Studies, and Mrs. Louella H. has been the MarylandPerspectives State In Intergroup Woodward, CurriculumandSpecialistDepartment appreciation ofDesignin EducationCurriculum, toand the Writing underfollowing were BylawWorkshop the persons Project325. Participants and Coordinators. groups: (1969, 1970, 1971, 1972, The Maryland State Department of Education extends its thanks 1973, 1974) HarfordWilliam CountyD. Alexander BaltimorePatricia DorseyCounty Teachers AnneMrs. ArundelNancy Horsefield County HarfordLaura County Austin FrederickTinaRobert Downs Driesen County Mrs.PeggyBaltimore Rosemarie Jones City Hrabel Mrs.QueenBaltimore HelenNancy Anne's AyersBarrickCity County Mrs.PrinceBaltimore Sharon George's CountyFriedman County BaltimoreMrs.Kent JudyCounty CountyKight FrederickChris Bosler County WilliamAmericanAjaipal SinghT.University Glotzbach Gill HowardWashingtonFrank LambertLong. County PrinceMrs.BaltimoreDonald Milagros BrohawnGeorge's City Carrero County BaltimoreWarrenSt. Mary's Grant City County Mrs.HarfordBaltimore NayDeen County County Morris Mrs.Baltimore AgnesRoberta County Coale Crosby JosephBaltimoreCornelius Heaps CityGriffin AllanBaltimoreBoyse W.F. Mund, MoselyCity Jr. BaltimoreRobert E. County Dasch Mrs.HarfordHoward Olga County CountyM. Hinojosa vi Mrs.-BerkeleyBaltimore CityCounty W. O'Connor Joseph Osmann George Reid . Mrs.FrederickAnne Gail Arundel Oxley County County Mt.SisterBaltimore St. AgnesBeverly County College Replogle PrinceMichaelTalbotMrs. Florence George's CountyTaylor M. County Strong BaltimoreMrs.Prince RitaMae George's W.PowellCity Peck County JamesBaltimorePhilip Sanders Rivera CityCounty MontgomeryBaltimoreMrs.Leo FredaM. Van City TidwellCounty den Blink JackPrinceFrederickRichard Psolka George's Ramsburg County County BaltimoreAlfonsoMrs.Baltimore Irene Shaw City J.County Saunders CarolineMaryPrinceWillie Evelyn George'sC. County Whitfield Wilmer County Division of Compensatory, Urban, and Supplemen Maryland State Department of Education Consultants 1 ry Programs SpecialistMrs.Division Susan of inF. Instruction HumanFrosch Relations H. Specialist'Norman Hough in Human Relations SpecialistAnnGeorge A. Beusch M. inCrawford Foreign Languages ConsultantMrs. Alice A.in HoldenEarly ChildhoodElementary Education HaroldSpecialistVictor H. B. Lott inKotulak English ConsultantJamesFormer L. Consultant in Music in Curriculum Fisher ConsultantSpecialistMrs.Frederick Velma inJonesR. PupilGuidanceKeyton Services Director,Mrs.Consultant Mildred Officein L. Art Sowers ofCurriculum DeVelopment FormerPaul Tonetti Specialist inCivil Rights vii DivisionMrs.Specialist Rosa of L. LibraryinPresberry Special Development Programs and Services Mrs.Librarian, Elsie Leonard Media Center Specialist AssistantMrs. Margaret Librarian J. Smith PublicationsSpecialistElliot Shelkrot inUnit Community Services EditorMrs. Rita K. Dent EditorBenjamin HermanAdditional Consultants WilliamAssistant T. KenkelenEditor AssociateCollegeUniversityArthur Adkins Park,Professor of Maryland of Secondary Education 'Baltimore,TheFormerHugh Johns Davis Associate MarylandHopkins Graham ProfessorUniversity of History Towson,GoucherProfessorRolf Muuss CollegeMaryland of Education BowieEdwardFormer StateS. Professor Beach, College Jr. of Education UniversityProfessorJeanCollege Grambs Park, ofof SecondaryMaryland Maryland Education Baltimore,MorganCynthia StateNelson Maryland College MorganJohnnieBowie,Baltimore, MarylandStateCates MarylandCollege Baltimore,MorganRonald State Hamilton Maryland College Baltimore,MorganProfessorBenjamin State Quarles Marylandof College History MorganStanleyBaltimore, State Cooper MarylandCollege TheDepartmentFormerLindy Johns CoordinatorHarry Hopkinsof Social Universityfor Relations Field Services MontgomeryESOLShirley Specialist L. CountyStryker MorganBaltimore,ProfessorG. James State Fleming of MarylandCollege Political Science FormerBaltimore,Kathleen Principal, KennedyMaryland Baltimore City Baltimore,NAACPFormerJohnny StateStubbs Maryland President AssociateWalterUniversity Professor of Maryland ofand Early Elementary Childhood Education N. Gantt StateEstherBaltimore, HumanD. Levin RelationsMaryland Commission College Park, Maryland viii "Mrs. Deborah Booker Mrs. Majorie Holmes Secretarial Support Mrs. Gloria Moody Mrs.Gwen FikeCynthiaHollis HohmanCrawford Mrs.Dorothy Mary JordanLaprade Mrs.Denise Eleanor O'Brien Oppenheimer Baltimore City School Systems Participating in the Piloting of the Program DorchesterMrs. Maureen County Moran Mrs. LaDonna Scott BaltimoreCaroline CountyCounty HarfordFrederick County County St.PrinceMontgomery Mary's George's County County

ix In a very few cases where poems or verses are not acknowledged, the compilers have searched diligently to find ACKNOWLEDGMENTS tosources--to the following get permissionauthors and topublishers: use thembut without success: For the courteous permission to use the following selections, grateful acknowledgment and thanks are extended Harper'&shipAddison-Wesley Becomes Row, MorePublisherS Publishing Inclusive" for Company permissionfrom Thefor Naturepermission to reprint of Prejudice to the use poem Figure by "Sarah Gordon 2, "HypotheticalCynthia W. Allport. Sylvia Lessening Stout Would of In-groupNot Take Potencythe Garbage as Out" Copyright 0 1958. Reprinted by permission of Member- rightHarperfrom ©Where& 1925Row, the byPublishers,Publishers HarperSidewalk & Row,forEndsInc. permission Publishers,by Shel Silverstein. to Inc.; reprint renewed, the poem 1953 "Incident" by Ida M. fromCullen. On These I Stand by Copyright C' 1974 by Shel Silverstein. By permission of the publishers. Countee Cullen. Copy- HarperInternationalPersonality. & Row, Publishers Publishers for for permission permission to to use reprint data fromthe poem"Hierarchy "No Man of is Needs" an Island" by Abraham by Lucy Maslow Smith from from Poets of Copyright C)1954. Motivation and Today; byAlfredA CopyrightNew permission AmericanA. Knopf, E)1932 ofAnthology, Inc.,Alfred and forrenewed A. edited permissionKnopf, 1960 by Inc. Walterby to Langston use Lowenfels, the Hughes.poems, 1964. "Brothers": 'Reprinted from Don't You Turn Back: Copyright © 1951 by Langston Hughes, and "Dreams": Poems by Langston Hughes HoustonAlfredSweeties":Company. A.Bass. Knopf, Inc., for permission to use the poem "Refugee in America": Reprinted from SelectedFrom ShakespearePoems, by Langston in Harlem, Hughes, by ReprintedLangston by permission Hughes.by permission of Copyright Alfred of A. Alfred() Knopf, 1942 A. andInc. Knopf, renewed Inc. 1970 by Arna Copyright © 1943 by the Curtis Publishing Also, "Harlem Bontemps and George 1938.The New York Times for permisSion to use "Child of Five Found PrisonerCopyright in Chair" () as1938 by the New York Times Company. Reprinted by permission. it appeared in the issue of February 6, Reprinted with permission of FolksongSchockenThe Swallow editedBooks, Press.Press, byInc. RuthInc., for Rubin. forpermission permission to reprintto use "Get"I've Together" a Friend ()Called 1963 Michalke,by SF0 Music, Michalke" Inc. from A Treasury of Copyright 0 1950 by Shocken Books, Inc. Jewish BoxBy Dr. 591, Sidney North B. Amherst, Simon. Massachusetts 01059. Ialac is one of the activities in workshops run by Dr. Simon and sponsored by Values Associates, Mrs.RichardWilliamson Helen Rodgers Wing Music, (author) and Inc., Oscar forfor Hammerstein, permissionpermission II.to reprint the lyrics of "You've Got to be Carefully Taught." Copyright (D 1949 by -reprint theAll poemrights "Other reserved. Children" as it appeared in Child Life magazine Used by permission of Williamson Music, Inc. ofSignificantXeroxand SeptemberCompany. College Literature1924. Publishing by forBlack permission Americans to 1760 reprint to the "Two Present, Who Crossed edited the by LineNick (SheAaron Crosses)" Ford, copyright from Black Insights: 1971 by Ginn

xi TitleTABLE Page OF CONTENTS Page ForewordMaryland State Board of Education iii ii AckiowledgmentsPreface viiv Section I Suggested Usage of the Guide 21 Section II SupportiveTeacher Preparation Services for Intergroup Education 11 64 Section III PositionStatement onof IntergroupBeliefs Education 12'15 Objectives for Intergroup EducationObjectivesObjectives for for the the Student Teacher 22212019 Section IV Recurring Themes in Intergroup Education 2423 Section V implementation of ObjectT',7 s and Themes 3231 Section VI Page 39 Level III - Teaching Units for Middle School/Junior General(Includes Introduction Supportive to Teaching Learning Units Activities (K -12) and Selected Bibliography) High 40 Supportive.TeachingRationaleSelected Units for BibliographyLearning Middlefor Four ActivitiesSchool/Junior Themes High Units 109137 4342 Section VII Level IV Teaching Units for Senior High(Includes Supportive Learning Activities and Selected Bibliography) 163 SupportiveTeachingRationaleGeneral Introduction Units forLearning Seniorfor Four Activities toHigh TeachingThemes Units Units (K -12) 283167166164 Section VIII Selected Bibliography for Teacher Reference Selected Bibliography 373372319

xiv '49 4 A

"14' This guide has been prepared for use in developing effective programs in intergroup education and in integrating SUGGESTED USAGE OF THE GUIDE SECTIONI Asforthese they developing programsuse the guide,into.thean understanding it ongoingis hoped curriculum.and that appreciation they will makeof all the ethnic necessary and culturaladaptations groups. which will insure appropriate instruction Educators at all levels should find it informative, helpful, and practical. pilotedthe document by teachers, have been and,refined used by classroom by teachers teachers in order throughout to present Maryland. viable classroom experiences which Newwill Perspectives enhance the in Intergroup Education is not a new curriculum. The materials have been developed by teachers, Instead, many of the activities contained in ofdesired the documentbehavioral should outcomes. facilitate classroom usage for teachers. The organization of this guide follows the suggestions of teachers who were concerned that the organization Therefore, Sections I and II provide the background for ofprogram,classroom teacher andimplementation preparation the State forposition of intergroupintergroup on intergroup educationeducation. education and the requiredis included, supportive practical services implementation for this program.is delineated in the area While the statement of beliefs is the philosophical foundation of the theoverall units, guide and objectivesan explanation for theof howteacher the objectivesand the student, and themes the recurringcan be implemented. themes in intergroup educationSections which IIIundergird through V are intended for the guidance of the classroom teacher. In these sections, teachers will These sections include the thefind teaching the teaching units. units for the K-12 levels of instruction, as well as additional learning activitiesThe which heart can of augmentthe guide is found in Sections VI through VIII. In Sections VI and VII, teachers will find the . teaching units for the K-12 levels of instruction, additional learning activities to augment the teaching units, and 2 selected bibliographies for the instructional levels. The teaching units in Section VI and Section VII are designed as examples of the kinds of instructional unit's Section VIII contains a selected bibliography for teacher reference. thewithwhich units experiencescan beare developed suggested that carryand for used theout totheexploration achieve themes the ofand intergroupobjecti.ves mastery ofeducation. ofthe intergroup content and education. are for classroom use to provide learners Additional supportive activities are suggested to The learning activities included in providedassistcase, theit for islearners levelsanticipated otherin understanding thatthan thesethe one unitsand he achieving isand teaching additional the and objectives. activitiesto select thosewill servewhich asmay guides be appropriate and springboards for his forgroup. the develop- The teacher is encourage&to examine activities In any mentin theof otherbibliographies units and havelearning been experiencescarefully reviewed in intergroup and studied education by the throughout teachers Maryland'swho assisted schools. in the developmentThe bibliographies of the in Sections VI, VII, and VIII are by no means exhaustive. However, all the materials listed CC selectionguide. of ethnic studies materials, the Maryland State Department of EducationObviously, published thereGuidelines are other for theprint Selection and nonprint resources that can be added. To assist in the evaluation and Hopefully, teachers becomeandof Instructionalsupervisors available. will Materials use these Which guidelines Will Insure as aProper basis Recognitionfor reviewing of andEthnic selecting and Cultural other supportiveMinorities. references as they

3 TEACHER PREPARATION FOR INTERGROUP EDUCATION ility to develop intergroup concepts in his teaching area. The teacher is the key person in implementing a program of intergroup education. Many teache-rs have conducted activities which have aided in Every teacher has the responsib- . the development of democratic attitudes. Other teachers have had little experience with these techniques. Since all thatteachers systems are assumenot trained the responsibility to conduct programs of training of their teachers in this area of instruction. Teacher attitudes and relationships with students are the most important ingredients for effective intergroup intergroup education, the importance of this program makes it necessary hiseducation. students. AgreementOnly the teacherwith the who validity truly believesofAmong the objectivesthein democraticmost important and goalsprecepts personal of intergroupcan beprerequisites effective education in for reducing an effective prejudices teacher among of intergroup attitudes are: . teachingStrong personal activities commitment to the need and value of integrating intergroup education concepts in one's intergroup education. Preparation in the techniquesRapport with of intergroupstudents which education creates is thenecessary environment in the for teachers' free discussion training offor feelings effective and emotions. Some of these techniques include the use of: . Sociometric procedures . Participation schedules . Social distance scales and other measures of prejudice . Role playing . Projective techniques 4 . Student diaries To use. these techniquesTeacher of evaluation logs of class and interpretprocedures.* their findings requires training. Thethere federal are agovernment, number of collegesprivate agencies,and universities and offering local school systems offer a variety of institutes, workshops, both summer and evening courses in the area of humanIn relations.the State of Maryland and inservice Materialsprogramsexpertise andin thisinTeacher the area. field Preparation of intergroup relations. Most of these courses offer college credit in addition to supplying the teacher with needed . Implementation of a school program in intergroup education requires special training and materials for teachers . openStudent acceptance preparation that fordissolves teaching barriers must include to communication techniques for developing and maintaining a school climate of . Broad programs of intergroup inservice education and workshops must be provided, designed to produce understanding dissentstereotypedof human groups. values ideas and and contributions. rigid ways of thinking, and knowledge The program must provide for of the varying roles currently being, played by an intensive, realistic analysis of teachers' . intergroupSufficient educationquantities must of instructionalbe made available materials selected to teachers. according to the established criteria relating to *Most ofHuman theseRelations: Relations are described Needs in:(Washington: A Manual for Teachers (Washington: Taba, Hilda; Brady, Elizabeth AmericanH.; Robinson, Council John on T.;Education, Vickery, 1951) p. 155; Jennings, American Council on Education, 1959) p. 105. Helen H., Sociometry in Group William E., Diagnosing 5 SUPPORTIVE SERVICES citizens without the sympathetic guidance and active support of administrators and civic leaders. Schools, however well staffed and wellpquipped, can do little toward developing strong, positive, responsive Such people must: . Provide and participate in groups actively studying human relations and multi-ethnic contributions . Provide and use extensive libraries devoted to multi-ethnic social concerns and personal values and experiences . Publicly support the school's programs in intergroup education . tripsEncourage to the and workday expedite world exchange between the school and the community through classroom visitors and field . Place school personnel on the basis of talent and need (rather than on ethnic background) . Encourage and expedite exchange between the school and legislators and public administrators The .teacher needs thesocialEncourage support concern ofand the expediteand community, mental the health. interactionboards of education, of schools school with publicadministrators, and private and agencies supervisors working in in the fields of STATEworking with ethnic and cultural minorities. As representatives of the citizenry in Maryland, members of the State Board of Education determine and establish Intergroup education represents total commitment by the educational hierarchy. policyto thefor educationalthe educational needs system. of all the children of all the people. If they are to perform their duties objectively and fairly, they must be sensitive Accordingly: . Officialits rightful policies place and in guidelines the curriculum established of the byschool the State Board of Education will give intergroup education . Further commitment of the State Board will be illustrated by the positive actions of its staff in the State Department of Education in terms of implementation of these policies and guidelines. 6 provideLOCAL programs to accomplish the following: Local Boards of Education operating within the framework established by the State Board of Education should . totalEmployment program of local administrators who support the state's position on intergroup education as a part of the . Promotion of planned activities which result in community support for intergroup education :. Provision of adequateandEmployment personnel funds onlyfor in appropriate ofthe those area teachersof instructional intergroup who are education materials,willing to inservicework in programs training actively programs, promoting facilities, intergroup education . Immediate development and implementation of integration of both faculty and pupils at the local level. AdministratorsSTATE Incentives which encourage members of the profession in the State to take advantage of inservice training programsinclude incredit intergroup toward educationan advanced should degree, be establishedreimbursement to ofexpedite expenses, the orretraining professional of personnel. recognition. Recognizing that state administrators are not only responsible for professional inservice training but also These incentives may fordevelopedLOCAL promoting to seekparental the activeand community cooperation understanding of private ofand intergroup governmental education, agencies programs at the local,of dynamic state, perspective and national should levels. be publicbecome school an integral community. part of the total educational program and the business operation of the system. The superintendent serves as the executive officer of the local board and as the educational leader of the Through his leadership and the assistance of his professional staff, intergroup education will Personnel hiring, 7 people.placement, and promotion are strategic areas which may reflect the degree of commitment to the concept of equality of all C aid in the growth of intergroup relationships,. The principal's creativity and initiative as well as technical skill can be demonstrated by programs which To do this he must: . Provide time and programs for the teacher to familiarize himself with the individual student and the community . Provide learning opportunities in ethnic and cultural relations for parents and other adults . Provide leadership in a continuing analysis of curriculum problems and needs related to all pupils SupervisorsSTATE . Demonstrate objectivity toward personnel, pupils, and the community. growthsupplying of qualitymaterials, professional and rating personnel. the staff. The educator of today no longer regards supervision in the narrow concept of confinement to visiting teachers, In view ofSupervision this role, isthe now State recognized supervisors as being should: intimately concerned with inservice . Emphasize the need for local programs of intergroup education . Emphaize a cooperative and democratic attitude in meetings and related activities . Actively participate in the development of standards and guidelines for programs and materials of instruction. byLOCAL the teacher in implementing a program of intergroup education by: The local supervisors must support the position of the State Department and render supportive services needed . Establishing workshops that develop programs of intergroup education . Developing curriculum guides with teachers emphasizing the cultural plurality of our society . Cooperating with and using community agencies that are supportive of intergroup education. 8 Community Schools within communities need to become aware of the necessity for many patterns of operations in working personnelschoolwith organized cooperation in developing groups. mandatory. programs of intergroup education. The wide variety and types of organizations found in different communitiesMany make communities community- have agencies with professional staffs who can serve as resource Thea receptiveschool should attitude be encouraged toward communication to use community between problems the school and community in working for better intergroup relations. as an integralThe community part of thecan school'simprove intergroupcurricula by:relations by providing . Accepting the merits of a program of intergroup relations . Stimulating parents to take greater interest in the programs and goals of the schools for their children . services.Helping members, of the community to recognize the value of the utilization of school-based and community

9 The Advisory Committee on Ethnic and Cultural Minorities appointed by the State Superintendent of Schools, STATEMENTSECTION OF BELIEFSII establishmentDr. James A. Sensenbaugh,of a program developedof intergroup the followingeducation Statementin the schools of Beliefs of Maryland: to serve as a philosophic basisAmerica for the must be philosophically committed to cultural plbrality as a significant value in our traditional way ofa life. "Libertycommitment and in Justice theory formust all" necessarily might become be accompanied only a hollow by ansham. even greater commitment in practice lestYet our a philosophicalhallowed creed commitment to our stated constitutional and legislated ideals is not good enough. There is, as yet, no real unity within the diversity Such arewhichsociety becoming our aremany increasinglystriving cultural to and establishmore ethnic insistent groupsan identification on represent. full-scale and participation a feeling of on pride equal in terms their in own the heritage. ordinary affairs of American Instead, minorities still excluded from the mainstream of American Simultaneously they "Man'slife. inhumanity to man" still abounds. Prejudice and discrimination againstOur society out-groups will not continue survive their unless devastation it can adapt as barriersto change, to human fulfillment. Nor can any element iOour society hope to survive devoidsocialalone. change.of all prejudice and discrimination. Therefore, it is imperative' that the schools recognize and accept their responsibilitySchools as potentmust first agents he fordedicated to open inquiry and must create an atmosphere for learning which is Knowledge of the complex causes and consequences of prejudice and discrimin- developprejudice,ation must their supplantdiscrimination, full humanexisting potential and myths intergroup andand misconceptions.to becomeconflict. free participants in American society. It is crucial for all people Theof allchanging ethnic of and negative cultural attitudes groups tobecomes a means for reducing Since intergroup relations permeate all areas of living, the total program of each school must endeavor to 12 provisionsindevelop the fundamental empathy must beand dignitymade sensitivity at andall worthlevels to human of and every values,through individual all disciplines and upop, (includingan understanding the sciences of our commonand the origin. humanities) for Any study of "man as a hUman being" must be predicated upon a belief Curriculum satisfactoryleadership role.experiences in working with and learning about people of all ethnic and cultural groups.Within this broad curriculum framework for intergroup education, the social studiesStudents must exerciseneed to analyzea vital today's current problems and their possible solutions. Teachers must present placedtheindividuals material on the whose patternin a realistic,ethnic of participation identity objective may ofhave manner all been ethnic without irrelevant and any cultural attemptto their groups at achievement.distortion and not primarilyand/or omission. on the contribution of In most cases, this should be done Emphasis should be asand an circumstancesintegral part warrant,of the social selective studies electives rather maythan need as ato separate be initiated. but parallel course. In today's schools, any effective approach to teaching and the understanding of world peoples must begin with Whenever specific situations knowledgeableattunedan intensive, to the about realisticchanging the varyingcharacteranalysis roles ofof teachers' societycurrently and stereotypic being must playedlearn ideas toby "thinkdissidentand rigid anew" groups;ways and of"act likewise,thinking. anew." they must clearly perceive the Teachers must be fullyclosely feelingsfromconstructive divergent and impactmaster ethnic ofthe anddissent, skill cultural of feeling groups what in Americanothers feel, society. In short, they must become staunch believers in the potential strength to be derived They must understand all children, empathizeTeachers with must their also become deeply aware of their own contrary,bothambitions, preservice it andis cruciallyandaccept inservice their important variouseducation. that behavior they receivepatterns. careful preparation in comprehensive, well coordinated programs of To expedite these programs, the State Department of Education must take the Such teachers will seldom emerge by sheer accident. On the decisive lead in providing rich learning opportunities for teachers to acquire new insights, extend and expand their 13 knowledge and appreciation of others; eliminate their own strong prejudgments and generalizations about minorities; ofincrease attitudes, their feelings, sensitivity and understandings to other people; is entirelyand develop possible. new strategies for creating a viable climateTo accomplishin which a thesechange goals, teachers must have sufficient supplies of suitable instructional materials. Pub- demands.lishing companies must be kept apprised of current, pressing needs and must redouble their effortsHere, to meet too, these the State Department of Education must assume an active leadership role in the preparation of Americanguidelinesenlighten group for-- notdemandthe enslave;selection urgent clarify attention.of appropriate -- not obscure." materials. Therefore, teaching should be focused on the study of the Afro-American cultural At the present juncture, the problems and Inopportunities every instance, of the materials Afru- should always be sought which "will groupmust, both therefore, in historical provide and learning contemporary opportunities contexts. in ethnic and cultural relations for parents and otherThe adults.importance of environment in developing attitudes is also recognized. The State Department of Education levels if the way is to be found to value and utilize cultural differences withinProgress a framework toward of thispoliticalSchools goal canandmust beeconomic enlist realized the onlycooperation with the of cooperation private and and governmental full support agencies of local at boardsthe local, of education, state, and national unity.newsuperintendents, strategies which and aretheir effective total administrative in specific. situations. -- supervisory staffs. They must strive to build even more effective programs on Wise and creative leaders must constantly utilize professionventionintellectual, of forsocietal attitudinal,equality decay. into and a reality.action levels for the reduction of prejudice and discrimination and for the ultimate pre- Thus,'the coordinated thrust of all agencies will assist in transforming our democratic 14 POSITION ON INTERGROUP EDUCATION objective, it is imperative that we correct the shortcomings in our present educational offerings.Today's children must be educated to live effectively in a multicultural society. To accomplish this necessary We must no longer standingtolerate,contributions they.need by distortion of cultural to live and/or andand ethnicworkomission, successfully minorities. the disregard in multi-group in our curricula situations. and instructional materials for the history and Instead, we must alter our curricula to give pupils the broader under- We must deal adequately and realistically ourwithlife classroomsandthe ofbackground our theworld. use and of nature instructional of the current materials struggle which forobjectively justice andreflect equality the culturalof opportunity. and ethnic diversity of American We must insure in all designed to permeate every area of the curriculum from kindergarten through elementary and secondary levels.We believe we can best overcome our present weaknesses through a planned program of intergroup education Such a programrepublic,total programwill but not it of willonly intergroup alsorecognize attempt education the tocontribution change would attitudes,envision: of cultural eliminate and ethnicprejudice, minorities and re-educate in the building teachers. of a democratic Specifically, a . Anstudies integrated area curriculum from early childhood through the twelfth grade with special emphasis in the social . pheralappropriateIntegration treatment ratherof Afro-American than the introduction and minority of group separate content supplemental in the American units whichhistory would curriculum provide wherevermerely peri- . warrant,Provision but for with a separatethe full electiveknowledge course that itin willAfro-American not fulfill or theminority intent group of the history mandate where which local was needs designed to give all students a broader knowledge and understanding of various cultures other than their own 15 CNI . growthGuidelines of the for American the selection nation of educational materials which emphasize minority group contributions to the . Elimination of misunderstandings, animosity, and the reduction of prejudice in all the schools . Certification of teachers who have had college level courses dealing with minorities in America . Retraining of teachers through workshops which emphasize positive attitudinal and behavioral changes . Supporton both of the the state program and andlocal cooperation levels in its implementation by all administrative and supervisory personnel . modifying,Coordination where of allnecessary, agencies a andprogram instruments of intergroup of our educationsociety in in designing, all Maryland implementing, public school evaluating, systems. and Reductionsocial and of psychologicalPrejudice factors. Minority group and ethnic prejudices are multiple -- determined and perpetuated by a complex interaction of The alleviation of such prejudices requires a variety of approaches in education. preventThegroup basis hostilitycontacts of any betweenprogramby working membersdesigned for andof to varioussupportingreduce ethnicminority educatiOnal and group racial andopportunities groups. ethnic hostilities which afford is the optimum dissolution conditions of barriers for student which It is incumbent upon educational units to reduce oneinteraction step in the in processgroups andof reducingon an individual prejudice. basis. Physical proximity is a necessary condition for the reduction of prejudice. School desegregation must be viewed as essential to developing positive However, it can only be considered ofattitudes cultural between and ethnic members groups. of racial groups. Formal programs of intergroup education provide a vehicle for individuals to develop attitudes about members Movies, plays, novels, and textbooks permit students to obtain information, to have vicarious experiences, and to identify with members of minority groups. 16 Information about minority groups may modify minoritymany misconceptions groups does whichnot promote individuals intergroup have abouteducation. minorities. However, the acquisition of facts and information about multi-ethniceffectiveness groups of educational to engage inprograms community in changingstudy-action attitudes. activities involving field trips, The purpose of acquiring information about 'groups and the manner in which it is acquired will determine Educational programs which allow members of bi-racial or area surveys, work experiences the pation,reductionin social and ofthe agencies, group pursuit hostilities, andof commoncommunity goals. programs provide opporttinities for the development of positive These approaches contain the key elements of physical proximity, equal status partici- Information regarding minority groups and the consequences of prejudice attitudes and the gathered through community study and action activities Attitude change may also be effected through participation in small can reduce prejudice. groups. Discussion, socio-drama, and role thatParticipationplaying they permit have assumesmadegroup preliminary membersthat members to commitmentsgain of insightssuch groupsto intochange. have the personalitydynamics of structuresprejudice andwhich empathy for the victims of are amenable to positive change and prejudice. thedevelopment concept of of ethnic positive and attitudescultural pluralism.rather than the remediation of negative attitudes. Any effective improvement in cultural or ethnic relations depends This concept recognizes that differences must be accepted and recognized, upon school programs which focus on the The heart of such a program is positivebutnot eliminated.rather nor acceptable.that a culture or value system of one person is superior to another. A conscious attempt to homogenize cultures and people implies that people and cultures This latter type of thinking is neither are not equal, public school offers the greatest opportunity for changing attitudes and is It is imperative that the public educational system be recognized as the focus for changing attitudesw. a positive intervening agent'in the life of The an individual. The public school with its commitment to the ideals of American democracy has 17 an established historical and philosophical precedent for developing positive intergroup relations. students' attitudes. However, as Gordon Allport points out, the school can exert a negative as well as a positive influence on powerhierarchyIfThe segregation atmosphere and statusdominate ofthat are thethe surroundsthe sexessystem, dominant or thetheraces factors childchild prevails, at cannotin school human ifhelp authoritarianismis but learn relationships. exceedingly important. that andIf willandon theeasilychild other register.are hand,respected the schoolunits, systemthe lesson is of respect for the person democratic, if the teacher schools should, thereby, acquire a better under- peoplesstanding of ofthe their world. national heritage. Proceeding logically from this foundation, pupils in Maryland Teachers should then be able to develop a more enlightened understanding of the

18 As the position on intergroup education is translated into experience in the schools, it is helpful to pinpoint OBJECTIVES FOR INTERGROUP EDUCATION SECTION III thesome experience overall objectives possible forfor thethe students.student as a result of the experience and some objectives to guide theAt teacher every stagein making of the student's progress from kindergarten through the twelfth grade, the teacher needs to attitudesbuild into of every acceptance class relationshipand commitment the that objectives are desired for thefor teacherthe student. As the student grows up, he is able to attain more of the objectives, and at a more sophisticated level of only thus can intergroup education result in the outcomesofunderstanding 13 years be assured.of andintergroup commitment. education. The objectives for the student represent the final outcome for the responsibleOnly as teachers young adult at every level teach to achieve these objectives will the desired

20 The teacher will be responsible for: OBJECTIVES FOR THE TEACHER . Analyzing his biases and for taking the necessary steps to modify them. . feelings.Creating a climate of acceptance and mutual respect which allows for free expression of ideas and . Helping students to build positive attitudes toward themselves and others. . others.Providing experiences that will help students develop a sensitivity to the needs and feelings of . Creating a learning environment conducive to understanding and valuing all cultural groups. . Providing a total teaching program based on the dignity and worth of the individual. . Using procedures. that are fair, just, and realistic in all group situations Helpinggroups,Using astudents literature,multi-dimensional to identify direct approachstudy,real power role to attitudesourcesplaying, in change;play their therapy, forcommunity example: audiovisual and to develop materials. skills which contact with various ethnic ofUtilizingfacilitate building the constructivedesirable findings attitudes. of social recent action research related in intergroup to intergroup education problems. and experimenting with new ways . individualsDemonstrating and a groupscommitment are freeto a fromsociety exploitation in which theby powereconomic, groups. political, and social rights of 21 The student will: OBJECTIVES FOR THE STUDENT . Respect himself and every human being as an individual of equal worth. . Evaluate the effects of his personal behavior in terms of its impact on the human rights of others. . Express ideas and opinions which are free from labels and stereotypes. . Use information to identify continuing problems of human relations in a pluralistic society. . them.Seek possible solutions to persistent human rights problems and make responsible decisions concerning . Become directly involved in the prevention and remediation of problems dealing with the equal rights ofthe individuals: law. education, employment, housing, public accommodations, and equal protection under . minorities.Support constructive social change and accept majority decisions, while respecting the rights of . orAccept socio-economic every person status. on the basis of his individual worth, rather than his race, religion, nationality, . differencesAccept the factdo not that denote individuals inferiority and groupsor superiority. have the right to differ from one another and that the intergroup experience. In teaching toward these objectives, it is essential .that teachers keep in mindDevelop the themes a sensitivity that should to the needs, emotions, and problems of all people. 22 In the experience of human beings, we have advanced from isolation to pluralism. RECURRING THEMES IN INTERGROUP EDUCATION SECTION IV In the past, many people fromlived history in isolated of the groupsrefusal and to consideredtreat members people of out-groupsof other groups with theas lesssame humanconsideration than themselves. as members of theBut in-group.all human beings, of whatever race, religion, language, or nation, share the same human reeds and There are many examples patternsaspirations. for life and must be recognized as a system valued in its own right. In the United States there are many ethnicThese groups, needs theand resulthopes ofare different met in different cultural waysand racialin different heritages'. cultures. Each culture has its own set of WithinEvery ourperson democratic in this system,country insteadbelongs ofto aan monocultural ethnic group, society, and our we many can culturalachieve UNITYheritages THROUGH enrich DIVERSITY. our pluralisticBelow are presentedsociety. the four major recurring themes with supporting statements which should pervade inter- I.group education in every classroom from kindergartenFOUNDATION through seniorFOR EQUALITY: high school: EQUAL WORTH OF EVERY PERSON A.B. Every person shouldneeds tobe haverespected a positive equally self-image. as unique, having values and goals that are his own. C. Every person wants to be seen as an individual, notsensitivities,Even as representativethough we weneed must ofto atreatstudy type. eachcultural person differences as an individual. and become aware of cultural D. Every human being has the same basic needs. The need for securityphysical andhealth safety; and comfort; The basic needs are: The need for a feeling of belonging, for love; 24 TheThe need need for for recognition accomplishment, and esteem, for using for abilitiesa sense of to adequacy achieve andgoals; self-respect. II. ALLIANCE FOR EQUALITY: A. An ethnic group is a group of people who differ from other groups of people in the United EQUAL WORTH OF EVERY ETHNIC GROUP States in race, religion, or cultural background. heritage;blacks,Ethnic raciallygroups Spanish-Americans in of America African include: fromheritage; many countriesEuropeans inof CentralCatholic, and Protestant, South America; and Jewish Every person in this country is a member of an ethnicAmerican group. Indians of many different heritages; B. thatThe culturalthe people background in the group of a share.group of people is theand totality Orientals of thefrom learned many Eastern attitudes countries. and activities C. The cultural background of each.ethnic group must be Eachstudied culture in depth has itsin orderown system of values as well as of behavior patterns. to be understood. theThe valuesaimhistory is ofto of anotherunderstand each racial group. the and heritage cultural of groupeach ethnicmust be group studied without thoroughly. judging it by For each person within an ethnic group, his culturalStudentsfeeling background needthat to theyis know what must and he impose affirmknows their best.their cultural own cultural values heritage on other without people. E. We are enriched by understanding cultural backgroundsgroupsStudents other and needthan catch to thebe awareexcitement of the found sensibilities in exploring of otherthe different people in life-ways ethnic our own. F. Linguistic differences need not be barriers to understanding.Studentsof other should people. be encouraged to learn the standard English of their 25 geographical region while retaining their home dialect. No dialect encouragedNon-English-speakingshouldlanguage be disparagedwithoutto become disparagement fullystudents-- it bilingualis whoan of advantagespeak their in Englishother foreign to languagesbe and bi-dialectual,accent. their should own be G. Cultural differences are reflected in non-verbal patternsWeof need different ofto behavior.be awarecultural of thegroups variations in order in.gesture, to further posture,understand and people gait H. We have a "cultural mosaic" in the United RatherStates, than notof adifferenta remolding"melting ethnic pot."of all backgrounds. cultural groups after one III. ,BARRIERS TO EQUALITY: groupsWestern living European side model, by side we inhave a mosaic.a multiplicity of cultural PREJUDICE AND DISCRIMINATION A. Every person is prejudiced. prejudices,As teachers especiallywe need to racialbecome prejudices,increasingly and aware try ofto ourovercome own Wedestroyownthem. need prejudices to prejudice. help studentsand seek atthe all facts levels and toattitudes explore thattheir will PrejudiceofDisparaging prejudice must labelsbased be studied onapplied fear, in tonot historical groups on facts. of perspectivepeople are symptomsto see how B. betweenPrejudice groups exists divided not only by geographicbetween groups location, of different age,it and hasraces, socio-economic developed religions, and status. howand 5tnational has been used for economic advantage. origins, but also betweenWe need whitesto recognize and blacks, that prejudicedrural and urbanatttiudes dwellers, poison older relations 26 socio-economicpeople and younger positions. people, and between people of higher and lower C. Institutionalized prejudice can be even more insidiousprejudiceWhenreligion, by and law isdamaging or operating. nationalby common than origin personalagreement are prejudice. exploited,groups of peopleinstitutionalized because of race, discrimination.schooling,Teacherschoices. need and tovoting, help studentsblacks and see other that groupsin jobs, are housing, not given clubs, free And we need to show students how to work to eliminate D. Discrimination takes many forms. thatsegregatingFrom restrictthe reluctance children free choice, toin touchthe and classroom, a limitationchild of to another ofhousing job race,opportunities, covenants through minoritypositiveThediscrimination teacher groups.attitude must denies betoward a model the all basic ofgroups fair human andbehavior rightsthe commitment that and reflectsneeds to of a cz E. Discrimination results in false myths and images.developeliminate healthier discrimination. attitudes and commitments to fairness. Thus he can help students to ThetoandWhereis whiterealistic basingblacks whites who hissee thinksunderstandingsee ideaswhites all of on blacksas blacksfalse racists, and as mythsas relationships.appropriate lazy, false rather stupid, images thanonly orblock onin irresponsible themenial the truth. paths jobs, humanmythsrepresentTeachersand deeplybeingsand mustimageslabeling hurtas help persons withby instudents stereotypes. facts,terms like oftothemselves,and stereotypes,recognize encourage uniquethe students counter words while andtothe basically see phrasesfalse all thatalike, F. Hypersensitivity, a result of discrimination, makes understanding difficult. beenTeachersethniCofand trust hurtunderstanding situations. must byand discrimination helpcooperation. studentsas well asareto good realizehypersensitive will that to buildpeople in relationshipscross- who have It will take a great deal of patience G. People laugh at what is strange to them because ofnewThe embarrassment engendersunfamiliar fear is and embarrassingbecause fear. it is because unknown. it is confusing. The "standgrouptotheStudents realizestrange. is in familiar canthe that beshoes" whatled for to ofismembers examinepeoplestrange of of their foranother. various members reactions ethnic of oneof backgrounds, laughtercultural at The understanding teacher can help students If students can IV. ACTION FOR EQUALITY: intergroupthey are enriched equality personally and cooperation. and equipped to act to promote IDEALS AND REALITIES A. Prejudice can be unlearned; unprejudice can be taught.areAll learnedof the prejudicedresponses, attitudes,not instinctive action, or andnatural. epithets naturalChildreneasily be sense candotaught not alsoof naturallyprejudice.fairness be taught andhave unprejudice, their prejudice, awareness based but of canon their their own B. Implementation of rights guaranteed by the ConstitutionThefeelings right is which ofthe every groundcan personbe forextended solutions.to be totreated empathy with for justice others. and theTeachersrespectthe Constitution classroom. forcan hishelp humanityand students to explore must to understandbe the recognized methods the available andrights practiced guaranteed in our in by 78 C. Freedom and equality under law require responsibilitydemocraticdenied and tovigilance. societyanyone. for insuring that these rights are not societyTeachersandIn actionsthe andclassroomcan thatto help gain make studentsstudents the real skills freedom tocan be theypractice aware possible. need of theto inequality eradicateresponsible ininequality ourattitudes D. skillsThe Constitution for getting provides their needs for governmentmet. by the consentin opportunities of the governed - economically who need to and know socially. the political belawandthatSince mastered. forpower in 18-year-olds responsiblethe be publicmade clear, schoolsnowpressures have and the the thefor issues right processeschange ofto indemocracy,vote, availablehumane it isdirections equality,byimperative E. change.The ideals of democracy include the solutions to intergroup problems and opportunities for constructive changeTheydemocracyTeachers can toward guide canand helpachievement thestudents realitiesstudents in of discovering to ofthe seeunequal ideals: the gapthedistribution betweenmeans to the directof idealspower. of our the fulfillment classroom experiences of every student. The attitudes and approaches that are expressed in the themes must permeate the classroom and the extra-of the American dream: If the teacher treats all studentsfreedom, as persons justice, of worth,and equality encouraging for all. them to find andand crafts, develop the their foundation talents isand laid strengths for equal in language,valuing and mathematics, opportunity social for every studies, individual. science, physical education,In shops andarts, gymasiums, as well as in classrooms and assemblies, the theme of the contributions of many 29 Americaethnic groupsenjoys. and of individuals from these groups can be emphasized, Again, in every classroom opportunities occur not only for using the learning Thus students learn to value the pluralism that experiences provided in the batingnext sections,prejudice andbut discrimination.also for bringing out an awareness of prejudice and As Dr. Jean Grambs points out in Intergroup Education, the teacher needs to discrimination and for exploring ways of com- level, when attitude changes be sensitivecan be most to theeffectively "teachable produced. moments," which may occur at any time in any situation at every It is especially in social studies classrooms that the governmental processes for enhancing and protecting beequality fostered. are studied. But in every classroom, the attitudes that lead to a commitment to full social equality must

30 Rights have life and meaning only in behavior. IMPLEMENTATION OF OBJECTIVES AND THEMES SECTION V Strong support and defense of the American dream can lead bysociety pride into abilitysurvival and and accomplishment maturation in canthe bechanging the product world. of this support and defense. Change has become essential for our survival as a democratic nation. Inner strength, born of a sense of personal worth and nourished The school has a vital role to assume thatchange.in bringing the successful about change. school can cope with this type of handicap on three fronts: A school or individual not adaptable to change is handicapped. An atmosphere for learning devoid of prejudice and discrimination is imperative for positive The Educational Policies Commission states . Demonstration to students of a close relationship between school and life . Inclusion of the remedial services necessary for progress .47.!4 . Development of aspirations which constructively alter the course of young lives. 1 andSchool worthy Programs achievement have failed in their purpose. School programs that, through bias or ignorance, deny or diminish a student's opportunity for personal growth The school influence must: . Help students to develop positive self-concepts . Help Students of minority groups to develop a positive group concept . Help students to recognize and accept the benefits of cultural pluralism Education Association, 1962), pp. 15-16. 1 Educational Policies Commission, Education and the Disadvantaged American, (Washington, D.C., National 32 . Help students to develop skills in group and interpersonal relations . Help students to be alert and sensitive to the pressing issues of today's society . Help students to acquire the skills and understandings necessary for effective endeavor. Throughthrough Formal formal Study: study, through informal guidance, through Four chief ways in which the school influence may be exercised techniques and activities, and through school-community life. to develop intergroup understandings are: . modifyingDemonstrate the andenvironment analyze theand participationin establishing of codesall major of behavior ethnic, cultural, and economic groups in . Consider the contributions of individuals of varying backgrounds to past and present society . Examine the artistic and literary expressions related to the experiences of various groups As .a result of this, students should be able to: . Examine the backgrounds and possible outcomes of current social issues. . eventIdentify in history and describe the contribution of more than one ethnic or cultural group in discussing an . Identify and describe several different ethnic sources treating a common literary or artistic theme . Identify and describe the contributions of several leading representatives of different ethnic groups. suchThrough as theInformal following: or Incidental Guidance: School personnel must become involved in actions that allow them to develop positive attitudes in areas . Sensitivity to student needs, concerns, and aspirations . Awareness of the burning issues of contemporary society . Sensitivity to the implications and opportunities for positive 33 learning provided by student response's and actions . Respect for and acceptance of individual differences of students and others . Awareness of the influence of encouragement on the development of self . Commitment to the concern for others as an example of student learning experiences . Reservation of judgment about the motives and behavior of others . Avoidance of arbitrary application of rules Through Techniques and Activities: . Recognition of bias in themselves and others. the following: School personnel must learn to employ techniques and activities which result in an atmosphere conducive to . Awareness of the conscious and unconscious causes of human behavior . Reduction of stereotyped thinking . Deeper regard for self and others As a result of this, students should be able to: . Techniques of action and interaction that are problem solving. . Identify and order the probable motivating forces in a given human situation . Make decisions in everyday life which are based on an evaluation and selection of possible effects . Effectively use time in independent work situations . needsIdentify and waysreorder in whichtheir peoplefeelings differ and relate these to the ways in which people resolve their Through School-Community Life: . Seek help in clarifying their own problems. The school is an institution of society. Life in the school should reflect practices that make for a good34 community., The classroom atmosphere should provide therelationships students that and provideother social for the skills following essential types of experiences: to good community life. an opportunity for students to practice democratic interpersonal There should be patterns of association among . Opportunities for practicing fair play . Opportunities for leadership and fellowship . Developing pride and a sense of belonging to the group . individualsOpportunities for children of all groups to understand and appreciate one another as representative In order to achieve these objectives, the following Opportunities to develop a sense of adequacy by all suggestions will be helpful: students. . Teachers should show courtesy toward the students . Students should show courtesy toward each other . Classes should develop behavior codes . Students should keep records of their own progress There should be: . Class-developed goals should be developed through teacher-student planning. . Person-to-person contact: Actual association and activity with others . Community study and utilization for classroom projects . Inter-school visits with different cultural groups Classroom activities could be: . Frank and open school discussion of school problems and successes. . Role playing or socio-drama 35 . Viewing and discussing films Writing,ListeningReading, witnessing, writing,to or performing or and discussing performing music literaturefrom in relevantvarious concerning cultures dramatics intercultural relations Activities for outside the classroom could be: . Participating in or observing dances and games of other countries. . Beautifying the school environment OrganizingDeveloping a school librarynewspaper shelf on intergroup relations intergroup education PortrayingPresentingPreparing afolkfashion showcase dances shows display of withother usingan lands international objects and cultures that portray motif '14 . Role playing by students. citizenship can be experienced through school activities such as: A broad view of responsibility and AssemblyGlee clubs programs and bands SchoolSafetyStudent newspaperpatrol council . School canteen . School store The measure of individual growth should be . Service campaigns. observed in student initiative to participate 36 in community affairs such as: . Recreation center activities . Theatre groups . Community concerns and shows . Homemakers' clubs . Community improvement clubs . Baby sitting services . Tutoring service . Voter aid groups. . Volunteer service programs in: . Hospitals . Headstart programs . NursingOrphanages homes.

37 *,1

4-. Level III - Teaching Units for Middle School/Junior (IncludesActivities Supportive and Learning Selected Bibliography)SECTION VI High

39 New Perspectives in Intergroup Education is presented in teaching units developed at four levels around four GENERAL INTRODUCTION TO TEACHING UNITS (K-12) basisthemes. for the content, materials, types of learning activities, and assessment tasks. Levels I andThe II fourappear themes in Volume provide I; theLevels focus III for and the IV instructionalappear in Volume objectives.in II. each unit; the four levels provide the Each objective is followed by instructionalappropriate level objective content, by thelearning learner. activities, resource materials, and an assessment that will indicateClearly, mastery there of will the be some overlapping, but each objective relates directly to the theme and each component underelements an objective in Level relatesIV. directly to that objective. Level divisions move from the basic rudiments, Level I, of a theme to the more Since teachers have a broad range of learners, the level divisions serve as a guide for the sophisticated and complicated beginningfor different of instruction. levels. No one theme or level is mutually exclusive.Assessment tasks will assist the teacher in determining the readiness of the learner selecting appropriate level objectives for use with a selected group of learners. AppropriatenessThe theme and level was thedivisions single weremost designedimportant to criterion provide flexibilityon which the for teaching the teacher units inwere designed. All elements of each unit were carefully screened and piloted to assure their appropriateness for each Although the teaching units represent classroom piloted activities designed with Teachers should review new materials as they level. carefully selected, available materials,relate to newa given materials instructional are continually objective. being produced and published. Teachers should compare their needs with the instructional objective and its content. The units are compatible with a broad range of subject matter areas. In fact, teachers in every discipline will find content which can be 40 integrated into their ongoing classroom curriculum. For example, if an elementary music lesson is primarily dealing with rhythm, acceptdances everyto expand person the as perspective a human being of theand lesson.gain a positive self-image. A biology lesson can have the added dimension of helping the The contributions of different ethnic groups to the the teacher can include ethnic learner learningdevelopment activities. of mathematics add dimension to the study of that discipline. Teachers should first select appropriate instructional objectives to which they can adapt the resources and reflect their needs. Hopefully, these units will provide the beginnings for New Perspectives in Next, they should select appropriate content, and, if necessary, modify the learning activities Intergroup Education. to

41 RATIONALE FOR MIDDLE SCHOOL/JUNIOR HIGH UNITS children must be educated to recognize the complex patterns of diversity existent in our Considering the realities of a pluralistic society, today's land. The understanding that every American is a member of an Successful interpersonal relationships effectively bridge ethnic group shifts the gapthe betweenemphasis self from and a studyothers. of "them" to a study of "us." An interdisciplinary approach utilizing a variety Activities at this level are centered on student involvement, of strategies is interwoven into the four themes rather than on teacher which are: Themedirection. I:II: AllianceFoundations for Equality:for Equality: Equal Equal Worth Worth of Every of Every Ethnic Person Group LT.C\I ThemeTheme III: IV: Barriers to Equality: Prejudice and Through anAction examination for Equality: of primary Ideals and andsecondary Realities needs, Theme I Discrimination establishes the commonality and yet the unique- nessassessment of all men. of the distinctive characteristics of various An examination of stereotyping illustrates the peoples. dehumanizing effects Themethat resultII identifies from the the inaccurate distinctive qualities of The causes, degrees, and manifestations of thoseprejudicevarious prejudices ethnic are examined groups through byin institutions. examiningTheme III. their impact upon the American culture. The learner is asked toIn explore Theme IV,his thepersonal learner prejudices is encouraged to develop specific and the perpetuation of strategies which foster equality. Activities include a balance between the concrete and the abstract to meet the needs of learners atvalues various clarification. Various pluralisticopportunitiesintellectual societylevels. are included demands foran increasingthe development awareness of peer of therelationships complex nature Conceptual development provides for beginning experiences in through social interaction. of the learner and his ability to integrate The challenge of a the reality of his ethnicity into effective action for equality. 42 TEACHING UNITS FOR FOUR THEMES -11:7) InstructionalLEVEL III Objective 1: THEME I: FOUNDATIONS FOR EQUALITY: ofGiven primary a variety and secondary of human needsneeds, is the essential learner towill physical be able and to emotionaldemonstrate well-being. that the fulfillment EQUAL WORTH OF EVERY PERSON satisfyEvery individual certain needs must CONTENT Select a series of picturesLEARNING ACTIVITIES Center for the Study of MATERIALS/RESOURCES Have the learners ASSESSMENT TASK being.andin ordermaintain to survivehis well- whichtheShowdepictingdetermine class eachis represented. toprimarypicture which identify areandand primarythesecondaryask humanmembers and needneeds. sec-of Have the class SanofIndividual.Instruction, Identity Francisco: Series) ManHarcourt as (The Sources byandportancedemonstrate makingsecondary ofa thelistprimary needs im- of L'Primary'needs A. Food 2.ondary1. How Which needsdo theneeds by needs askingare whichessential the arefollowing: tosurvival? 1973.Brace Javanovich, Inc.; (L) * needsjustifyHaveinprimary order andeach theandrankingof learner importance.ordersecondary them that C.D.B. Shelter AirClothing fromessential the others? to survival differ Askdemonstratehe eachselects. learner the toim- II. Secondary needs E. Water quotation:writingbyportanceand interpreting secondary the of followingprimary needsin A.B. Love Sense and of affection EveryEntire"No man manof isitself;isof ana the pieceisland, continent, D.C. Expression belongingIdentity A part of the main." F.E. StimulationSuccess environmentfrom the 44 *(L) Learner Every individual must CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES being.andinsatisfy ordermaintain certainto survivehis needswell- discussandIII,A,B. luxurious the Selectfollowing: housing. pictures depicting substandard Show the pictures and III. Fulfillment of secondaryprimary and needs 2.3.1. What WhichWhat is primaryhousedifferent might need about alsois being thefulfillneed?pictures? housesfulfilled a secondarydepicted? in both Why? B.A. ConspicuousDifferences ful-in fillmentfulfillment of FoldoneCutIII,C. pieceoutthe tenpapers; of piecespaper each fromof personpaper each forselectsgroup each place onegroup. piece.an "X." Divide the class into groups of ten: On WillGoodyearPacificGreer, the Mary,RealPalisades, Publishing Teacherand Rubinstein, California: Co.,Please 1972. Stand Bonnie. (T)* Up? C. Results of unful- primaryfillment needs Thewhoasject personpossible "kills"is of "murdered" the getting withoutpeoplegame isthe must by beingto "X"winking waiteliminate isidentified. athe atfew "murderer"them. asseconds many peopleand A personThe ob- lightthehegame.then canaccuser. fallof "accuse." the over following: "dead." If someone thinks he knows the "murderer," Afterwards, discuss the game in A false accusation eliminates He is then out of the 2.1. HowDid didyou youtrust feel the while other you membersWhy? weregame? playingof the group?the 4.3. IfDid this you, were in fact,a model feel of likelife,emotionalreact youa howgroup? belongedto would otherlife you tobepeople? affected? Why? How would your Onstudy.III,C. February 6, 1938, the New York Times carried the Have each learner read the following case The Case of Anna AmericanSociologyYoung, Kimball, Book and Co.,Social and 1965.Mack, Life. Raymond W. (T) New York: atticstory roomof a ofchild a farmhouse aged five in who Pennsylvania had been kept for innearly an (continued) 45 (T)* - Teacher Every individual must CONTENT all of her life. LEARNING ACTIVITIESThe Times reported that "the MATERIALS/RESOURCES being.andinsatisfy ordermaintain certain to survivehis needs well- talkbackwardsarmschild or tied movewas to abovewedged rest her oninto ahead. coala chair, bucket, which her was spindly tilted her hands, arms, and legs were She was unable to womanthenourishment.shejust second couldn't inbones, her illegitimate twenties. withuse them.skin drawnchild overborn them,to a youngso frail She never grew normally." Anna was SheBecause never herhad fatherenough had caressed,notAnnaAnna'sbeen bathed, wasso mother angry fedor trainedgivenentirely keptover any herthisin onbutanyhidden illegitimatea thepersonalmilk inscantiest diet; the habits, atticchild,she attention. was room. hadtoonstateShortly beeneverything.her home. back, completelyafter immobile, she wasunresponsive...had found,expressionless, she was placedlain indifferent limply in a When first brought to the home,Her she feet had fallen forward, mak- notarms,week,believeding interested almosthead,she towas eyes,bea ablestraightindeaf toysand to and mouthsit orlinepossibly play.up quitewithand toblind.herfreely. move legs. her hands, She did not smile After a She was byeightAnnaexcept smiling, improved. months when roughhousing, old,coaxed she and showed she and did thatpulling not she cry. hair.liked people By the time she was six years, Gradually At firstcameren.andthis thereincreasingly home,time was inhowever, onlyher responsive; lifeone Anna nursethat was she toleftfor carewas thisalone thefor was objectin325 thea child-room of When Anna was moved to a foster home, she be- vision;Annastageableone hadwoman's to inunderstood learned climbspeech. constant stairs; to many walk; attention. andverbal was had normal instructions;reached in thehearing babbling was and By the age of nine, (continued) 46 Every individual must CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES being.andin,b_tisfy ordermaintain certainto survivehis needswell- natured."fairlytidyAnnaTwo monthscouldin well; her talk, before personaland wasmainly her describedhabits; death, in phrases. walkedat to the be andage"good- ranof ten, She was 1.following:After What reading was Anna's the casecondition study whendiscuss she thewas found? 2.3. What How accountsimportant for is herthe lackfulfillment well-being?andemotionalof physicalsecondary of development? primary and needs to physical and emotional LEVEL III THEME I: FOUNDATION FOR EQUALITY: EQUAL WORTH OF EVERY PERSON Instructional Objective 2: CONTENT experiencesGiven a variety that ofcontribute personal toexperiences, his self-image. the learner will be able to identify those LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK encesAn individual's in learning experi- to sectionsI. for a planned presentation Divide the class into two Man As Individual. (L)* reactHave eachto the learner following tosatisfy shape hishis needsidentity. helps I. Influence of groups upon self- thevotemanneroneof former agroup topicconsiderable and group intheof an current other whileespecially personal as youinterest. outcasts. ignore pleasantattention and to Treat De- ABCThe -Eye News, of the1970. Storm. (L) whatyouI"Istatements: am. amIthink thinknot Iwhat youam. Ithink think I an not what I am A.B.image Peer Adult 1.discussionsufficientreact Did negativelyanything oftime the bother within tofollowing: the you theoutcasts. aboutperiodhavior my for be- today? a Allow TheingstatementsateI am."learner thoseeach of personal mustby the identify- evalu-above D.C. SchoolCommunity 3.2. How did you feel about theperiodwere Ifway this treated?you of continuedtime, how forwould an youextended begin image.tributeexperiences to his which self- con- II. Influence of indi- E. Other 4. Could you begin to believe thatorotherto superior?feel the group about was, me? in fact, inferior Why? About yourself? vidualA.upon Security self-imageexperiences 5. Could your feelings about you?beyourselfgroup affected was treatedby the wayor actedthe other toward C.B. 'IdentityLove AmcollagezinesII. I?" for centered the purpose around of the constructing theme "Who a Consider suchHave factorsthe class as: bring in maga- F.E.D. AcceptanceWorthAchievement hisof"Whoandinterests, fivecollage. goals. Am so I?" that experiences, each learner aspirations, can explain Divide theto class his groupinto groupsas pictured in G. Aspirations 48 *(L) - Learner An individual's experi- CONTENT II,IV. Have the class read Youth and the Law, LEARNING ACTIVITIES Bassiouni, M. Cherif, and Shiel, Thecla. MATERIALS/RESOURCES tosatisfyences shape in hishislearning needsidentity. helpsto pp.1.may46. 34-35 Whattape wasorthe Nigger: theselection. effect An Autobiography,of the incident pp. on 43-Dick As an alternative, the teacher or a learner Discuss the following: MifflinYouthAmerican and Co., theSeries). 1970. Law. (Justice in Urban Boston: Houghton(L) III. Conceptual develop- mentself-imageH. Interestsof the word 3.2. SupposeDid the Dickincident Gregory affect did hisnotincidentanGregory's viewimportantfeel ofschoolstill school?self-image? part affectwas of his his world. self-image? Would this E.P.DuttonNigger:Gregory, An Dick,andAutobiography. Co., with Inc., Robert 1964. Lyssyte. New York: (L) A.B. Picture Self-picture board.III. reasons to support your answer. Write the word "image" on the chalk- Give theWashington,EthnicBanks, Social Studies: James Studies, D.C.: A., Concepts Nationaled. 1973. and Council Strategies. for Teaching (T)* IV. Perception of the C. Self-image wordthemeaning"image." "image"word which"self." and is ask derived the class from tothe give addition the new of Ask the class for synonymsPlace fhefor wordthe word"self" in front of the Relate this understanding to A.byworld Internalself-image as influenced perceptions 2.1.following:the How How two is is previousself-image your particular activities affected self-image byin askingyourthe actions collage?portrayed the of B. External perceptions V.TEACHER: others? Introduce the types of self-image. Equality. Simulation. $10.00. 1971. V. Types of self-image A. Real self-image 2.1. Social Real self-image Ireally believe am, I formedreally byhave. strengths and weaknesses the image of myself asthe I image of myself I CaliforniaInteractProducer: Company, John92040. Wesley. Box 262, Lakeside, (L) Distributor: C.B. Ideal Social self-image self-image 3. Ideal self-image teachers,wouldreactionsthink like others leaders, to to become, haveme asIheroes, of formed interpretme, andformed by peer parents,them. by group. their the image of myself as I (continued) 49 *(T) - Teacher An individual's experi- CONTENT Read the following statements to the class and ask LEARNING ACTIVITIES MATERIALS/RESOURCES tosatisfyences shape in hishislearning needsidentity. helpto 2.reflectedthe1. I'm learners not invery eachto popular.identify statement. the typeI hopeof self-image to become another Hank Aaron. I think it must be my imageAsk3. the that class have to already identify been any discussed freckles.ofI theam blacktypes in previous andof self-proud. situationV.activities.1. How areand theask: three types of self-image reflected Prepare a transparency of the following quilitysultedThe Puerto whenwhich Ricanit has tries familybeen to advertised moveliving intoin in the "ForaRiverside homesituation? Sale." in Tran-is in- The backafter"ForTranquility by Sale"all."the the Puerto sign house.family from Rican says, the family front"Oh, leaves,weyard. decided they not drive to sell The father goes out and removes the The sign is back in the yard. Ten minutes typesmayinggroupV. ofbe in preparetheasked their three to askits. developskittypes demonstrating of one self-image. or more theirof the understand- three Divide the class into groups. Each groupHave each 50 LEVELInstructional III -- THEME Objective I: 3: FOUNDATION FOR EQUALITY: identifyGiven the the social unique characteristics and distinctive of qualitiespeople of ofvarious people. ages, the learner will EQUAL WORTH OF EVERY PERSON be able to People of various ages' CONTENT Design a bulletin boardLEARNING en- ACTIVITIES MATERIALS/RESOURCES I,II,III. The learner ASSESSMENT TASK tive.arehave unique qualities and distinc-which I. Childhood graphinaskingtitled, a baby depicting members "Who's picture ofWho"the andthe learneror aclass "Matchrecent involvedto Up"photo-bring by willalltinctivefy the bepeople ableunique qualities byto andassumingidenti- dis- of B.A. WonderDiscovery eachtoofiners thesomeeach recentto photographs. activity.babywrite photograph. picture their namesand a onletter the backto Instruct the learn-Assign a number Randomly ingadultchild,one situation:of - theseteenager,in the roles follow- or D.C. DependenceEnthusiasm placethirdanother.and the column morebaby forrecentpictures later photographs'in inuse. one column Be certain to reserve a Have the ofMake"Wherecationfamily the tagboard threeto badgesvacation." go roles onidentifi- forthe por-each II. Adolescence E. Development of interests forpiecewithclass their theof match paper. letteredmatch the for numberedphotographs each photograph. photographs on a Ask several learners room.threerole-playingtrayed. each leave teams the of Have one team Have the two A. Decision- making babyhis1.Have recentpicture.How the much actualphotograph similarity learner next is pictured tothere histhe among movepictures in column A? Discuss the following: Why? whiletheoutrole-play ofsecondthe the other theroom.team situationteam perform is Have C.B. Diversification Development of independence 2.3. How Why much are similaritythe baby pictures is there similarthemore among pictures than thein columnrecent B?pictures? Why? followingeachHavesituationthe role-playingthesame class criteria:situation. using assess the D. Awareness of heritageculturalof interests S.4. WhatHow isare the some uniqueness interests of of'indivi- eachpicture.?dualvidual indi- members demonstrated of this byclass? the recent 1. Were the actions of theappropriate role?participants for (continued) 51 (continued) LEARNING ACTIVITIES ASSESSMENT TASK People of various ages CONTENT II. Have the learners bring photo- MATERIALS/RESOURCES 2. What did the differ- ent interpretations tive.arehave unique qualities and distinc-which theseThe"cameraingraphs teacherthe pictures thirdtaken day" may columnduringcouldin wish class betoofthe taken.duringconsiderthe unit bulletin towhich aplace timeboard. vidualsuniquenessindicateof the same ofabout of therole indi- thesame followingII. interview guide to the class: InterviewPrepare andGuide distribute the 3. Are the portrayals yourreasonsrealistic?group? assessment. to support Give 5.4.3.2.1. ZodiacFavoriteDatePlace of ofsign birthTVmusicalbirth show group 7.6. FavoriteRank the foodfollowing accordingscale:own to preferences. your Use the following 0123 - O.K.DigNo wayit - Once in awhile SportsLetterReading writing (name one) ,CookingCyclingSewingCollectingPhotography (name one) OthersinterviewPairGames the memberseach other. of the class and have them (be(name specific) one) Close friends should not be paired. (continued) Have each student introduce 52 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES tive.arehavePeople unique qualities of variousand distinc-which ages formallyinterview.theconsidered person discuss he the interviewed mosthow theinteresting photographs by telling aspect andwhat ofinter- he the Following the introductions, in- III. Adulthood A. Independence TEACHER:successfulII,III.views demonstrate role-playing: unique and different qualities. Consider the following steps for Social Studies Strategies. C.B. Initiative Responsibility 2.1. Explain Modify thethe general role-playing situation situationcharacters toand the the make-upaccording involved. of the class. CaliforniaProducer:Activities211 S. Hindry Educational90301.file box.Avenue, Insights, Inglewood, Inc., (T)* $5.95. 1972. D. Awareness of heritagecultural 7.6.5.4.3. EvaluateRe-enactDiscussEngage Explain in thethe bothactual role-play.procedure.situation. participant role-playing. and audience roles. betweenHavefollowing members adolescents role-playing of the andclass adultssuggestions. develop utilizing situations the In the re- native1.,Theenactment, solution son ofhave toa policemanthethe learnerssituation. asks party.canchoose his stay father an out alter- untilif he two o'clock to attend a 3.2. A ninthsixteen-year grade boy old expresses daughtersmoke,Oceanher histries parents desire City marijuanato talkfor intoto the toallowing summer.his parents. her to work in 6.5.4. A boygirlyoung asks asks girl his her asks father mother her for fatherif ashe mini-bike. ain for canchild her anplay allowance.increaseof withanother race. (continued) 53 *(T) - Teacher CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES tive.arehavePeople unique qualities of variousand distinc-which ages the2.1.Following following:Identify each thethe role-playingproblem.way in which situation,reactedeach ch to explorethe original and to the ter 4.3. IsWhat this might true this of allindicate people aboutindividual? Ifenactmentof not,this the why?age of group?the role-play.

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54 InstructionalLEVEL III -- THEMEObjective I: 4: FOUNDATION FOR EQUALITY: Given a series of experiences, the learner will be able to demonstrate that stereotyping EQUAL WORTH OF EVERY PERSON CONTENT interpersonalis a convenient relationships. but inaccurate and often dehumanizing way in which to deal with LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK our humanizinginaccurateStereotypingform judgments andway is de- toan of 2.1.typesI. DumbStingy on Polack theScotsman chalkboard: List the following stereo- CBSStolen,Black News, History:or 1968. Strayed? Lost, (L)* todittoGroupsPrepare demonstrate forAren't an each"Ethnic Perfect"thelearner others. I. Stereotyping by epithets 6.4.7.5.3. DirtyLazy GreasyRichDirty nigger spicJew redneckwop inaccuratelearnerstereotyping.izing effects complete and dehuman- of the Have each A.B. Racial Cultural slurs epithets terms"stereotype"ofHave the the areepithets. classexamples and discuss ask of howstereotyping. the the accuracy above Introduce the term ment.accuracyditto and(See of analyze eachattached state- the sample II. Examining ethnic A.contributions Jews Jewspeople1.II. Albert to each Einstein learner: Assign one of the following AmericaTheinLarsen, PuertoAmerica. Series). Ronald Ricans (The J. In ObjectiveThemeat the I, conclusion InstructionalIV) of 3.2.1. Enter-SciencePolitics tainment 5.4.3.2. SandyIrving HenryGroucho Koufax BerlinKissinger Marx Minneapolis,1973.Lerner Publications Minnesota: Co., (L) B. Blacks 5.4. SportsMusic Blacks2.1. BenjaminLangston QuarlesHughes IrishTheJohnson,(The Scots inIn America.James Americaand Scotch-E. Series). 5.4.3.2.1. SportsLawPoliticsEducation Literature 5.4.3. HankThurgoodShirley Aaron ChisholmMarshall 1966.LernerMinneapolis, Publications Minnesota: Co., (L) (continued) 55 *(L) Learner Stereotyping is an CONTENT Poles LEARNING ACTIVITIES Butwin, Frances. MATERIALS/RESOURCES The Jews in America. others.humanizingforminaccurate judgments way and to ofde- 4.3.2.1. ArturEdmundKorczakCasimir Rubinstein Muskie ZiolkowskiPulaski 1969.Minnesota:(The In America Lerner Series).Publications Co., (L) Minneapolis, C. Poles 2.1. SculptureMilitary Scots6.5. StanLeopold Musial Stokowski 1969.Minnesota:Wytrwal,(The In Joseph.America Lerner Series).Publications Co., (L) The Poles in America. Minneapolis, 5.4.3. SportsMusicPolitics 4.2.1.3. LyndonDouglasAndrew Robert Johnson Carnegie MacArthurFulton MinoritiesFinkelstein,Book Co., U.S.A.Inc., Milton, 1971. et. al. New York: Globe (L) D. Scots 4.3.2.1. PoliticsScienceMilitary Business .2. PuertoJose5.1. GeorgeFeliciano JoseRicans FerreMcGovern E. Puerto Ricans 2.1. Music Enter- tainment Mexican5.4.3. PabloRoberto Americans Casals CleMenteGarcia F. Mexican Americans 1.4.3. SportsPoliticsEntertainment 5.4.3.2.1. C6sarVikkiLeeJosephRicardo Trevino Ch6.vezCarr Montoya Montalban G. Orientals 4.2.3. SportsLabor Politics 3.2.1.Orientals S.DanielDr. Taung Inouye Doo Lee I. Hayakawa 5.4.2.1.3. EducationScienceArchitectureMusic Politics 5.4. Serjii Ozawa I. M. Pei (continued) 56 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES humanizinginaccurateStereotyping wayand is tode- an American2.1. Ira Buffy HamiltonIndians St. Marie Hayes IndiansSterling, of Matthew,the Americas. ed. (The others.form judgments of H. American Indians 5.4.3. VineHelen Ma-Pe-Wi DeLoria, L. Peterson Jr. Gridley,NationalGeographicLibrary). Marion.Geographic Society, Story 1955. of Man Washington, D.C.: National Contemporary American (L) 5.4.3.2.1. EducationLiterature ArtMilitaryEntertainment classstereotypes.poseHaveof the ofeachin demonstratingpersonan learner interesting assigned research the way.to inaccuracies thehim backgroundfor the of Report the findings to the pur- andIndian Co., Leaders.1972. (L) New York: Dodd, Mead III. Dehumanizing effects A.of isolationstereotyping isIII. the lawyer in the following situation: Have each learner pretend that he C.B. FrustrationAggression hefallcussanJohn stops appointmentelection. hisJefferson, at candidacy a barber with a young shopforthe Lt. governoronblack hisGovernor lawyer, to dis-in hasthe Desiring to look his best, way to D. Inferiority blackcustomer,hebythe aoverhearsstate people'sbarber house."You who thehair." knowsays, barber they "Sorry, sayall tohave another dirty He is refused a hair-cut As he is leaving, we don't cut thisHavehair." situationeach learner by listingrespond wordsimmediately that to express hislearnersshould feelings encouragebe to awareabout expressthink ofthemthe about the these situation.to hesitancy theirdo feelings so. feelings of creatively and Direct the The teachermany Have3.2.1.by: CreatingDrawingWritingeach learner aa picturepoemdance present his creation 5.4. CreatingUtilizing a bodydialogue language ingsclass about and the explain situation. how it illustrates his feel- 57 to the Ethnic Groups Aren't Perfect ASSESSMENT TASK .--I>,ta0 ' 0kC'd0,-4 >.., 0 0tO Cl)H 0 0 Mexico, and the They are a North American Little is known B. Effects of ethnocentrism here,mythology,strengththeycf their Notgnihsaw,came origin, theirfrom the nation whoalthough East. is wasknown tradition";statesoriginated for According to Nacirema a great feat of by a culture, that developedNaciremaa river. culture market iseconomy characterized. which has by the throwing of a piece of resulted in a a highly wampum across portionoftimerich the is natural fruitsdevotedof the ofhabitat. dayto these economicare spentlabors pursuits, in and ritual While much of the people's a considerable a large partactivity. toitsTheappears avoidnaturalfundamental theseto tendency be characteristicsthatbelief isthe underlyingto human disease. bodyis through is ugly and that the whole system Man's only hope ritual and thehousesdualsdevotedceremony. number in and, tothe thisof insociety such fact,purpose. ritual havewealth several is often Every household has one or more shrines The more powerful indivi- shrines in their measured by manyTheis focalbuiltcharms pointinto and theofmagical thewall. shrine potions is In this chestcenters are kept in a thehouse. without which athe box or chest which tionsNacirema are believes secured hefrom could a variety not live. of (continued) 67 specialized These prepara- CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES withoutownknowIndividuals cultural and feeling affirm needheritage that theirto practitioners.decidedowithmedicine not substantial whatprovide men, the whose the ingredientsgifts. potion assistance for should their must be clientsbe and rewarded then but The most powerful of these are the However, the medicine men othertheycultural mustpeople. imposevalues theiron Thiswritecharm.men writingwho,them fordown is another inonly an understood ancientgift, provide and by secret the medicine language. the required householditsTheillnessesspecific purposecharm shrine. isfor butof not certain theis disposed placednatives ills in of areand theafter many,the charm itreal the hasbox orcharm served ofimagined the box As these magical materials are purposesoldonlyketsis usually magical assumeare were so full andmaterialsthatmany tofear thethat overflowing. to ideaispeople use that in them retainingforgettheir again. presencewhat all their the in The magical pac- We can hasOurshipper.the certainlybriefcharm reviewbox shownwill of inthemthe some ritualto waybe alifeprotect magic-ridden of the wor- Nacirema people.Havetheymanaged havethe to learnersimposed exist souponread long themselves.or underlisten the to burdensthe selection which It is hard to understand how they have Naciremaand1.aspectschalkboard developWhat waykindof atheofand listof life. culturehaveclothing of thewords by classmight asking:that consider theydescribe wear? other the Place these terms on the 5.4.3.2. What mighttypeforms oftheyof dwellings transportation eat? might theymightthat use? they kind of music might they enjoy? use? 6. What types of tools might they use? (continued) 68 knowIndividuals and affirm need theirto CONTENT 7. How might they punish criminals? LEARNING ACTIVITIES MATERIALS/RESOURCES culturaltheywithoutown culturalmust feelingvalues impose heritage on thattheir 10. WhatDivide might9.8. How thethey might class look they intolike? makecommunicate small a living? groups with and each have other? other people. thetratesdisplaydepictthem presentations make the their dioramas,Nacirema artifact discuss: people.people.mosaics, and explain or murals how itwhich illus- UponHave completioneach group of 4.3.2.1. Can WhatWhoHave you mightdoesyou identify everNaciremathey heard be?what spell ofProfessor these backwards? people Linton before? was 6.5. HowWhy doesdidn't your you view realize of other thatyour wasdescribing peopleProfessor actionsdescribing affect inLintontoward theAmericans? selection?them? IV. Ethnic value A.systems Values of the values1.IV. The on Bible tagboard: is the most important guide for Place each of the following ethnic andTeachingBanks, Strategies. James Ethnic A., Studies:ed. Concepts Washington, D.C.: B. Values of AmishOld Order 4.3.2. Swearing FarmingAccepting tois charity.fTdmaany way oats of1.1.fe. or outsidersholdingisliving. forbidden. public is office unnecessary. Studies,National 1973.Council for the Social (T) C. Values of othersIndiansNorth American 6.5.7. ViolencePublic Living school isa simplewrong. education way of islife unnecessary.electric without lights, telephones, or automobiles is most desirable. haveholderstheinformDistribute ethnic their leavethe groupstatements classthethe portrayed.tagboardroom that readand they signs return,by should to eightattempt learners to identify and Have the eightsomeone sign in the class. one at a time, to .,(continued) ) 69 MATERIALS/RESOURCES Individuals need to CONTENT HaveOrder the Amish) class andidentify then discussthe ethnic the groupfollowing: (Old LEARNING ACTIVITIES ownknowculturaltheywithout cultural and must affirm feelingvalues impose heritage their onthat their 2.1.3. How Why is would thisthe Biblethereflected Amish central bein opposedthetoof the statements?life? Amishto public way other people. 4.5. should Why do society the .Amish insist prefer that toAmish fromattendeducationremain childrenother publicisolated forgroups? schools?their children? Why or why not? (ThesetoduceIV. statementsreflect any the single followingthe are basicIndian general Northvalues group. andAmerican of do Indian not Indian relate societies.) values. Utilize a similar procedure to intro- They do, however, 3.2.1. SuccessYouSurvival must is beof measured ablethe groupto byrelate isyour more asthe tocontributions people. natureimportantindividual. as wellthan 4.6.5. Courtesy PossessionSharing andand of respecthospitality most materialfor othershouldhighlyto goodsothers. viewpoints be valued. isencouraged. not are S.7. ToThe create unnecessary beauty destructionin actions,important.isthing of words,the any is overall livingwrong.and objects goal of all human beings. Then2.1. WhyWhatdiscuss might over-riding the North following American values questions: seemIndiansbythis theseto kind behave statements? reflected of developed value system? 70 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES knowIndividuals and affirm needtheir to V. Have each learner read "What If the Rose, Peter I., ed. withoutculturaltheyown cultural must feeling values impose heritage that on their 2.1.questions:Nation,Indians Why shoulddo pp. Hadwe 285-287 laughweKept take atA and Diary,"itDeloria's discussseriously? Many diary?the Peoples, following One RandomMany Peoples, House, OneInc., Nation. 1973. (L)* New York: other people. V. Value imposition 3. How did the white man imposeanswer.justified?and his culture values on the Indians? Give reasons to support your Can this be B.A. ResultsFalse sense of ethnocentrismof security

71 *(L) Learner LEVEL III THEME II: ALLIANCE FOR EQUALITY: EQUAL WORTH OF EVERY ETHNIC GROUP Instructional Objective 3: CONTENT characteristicsGiven a variety of theseethnic groups. groups, the learner LEARNING ACTIVITIES will be ableMATERIALS/RESOURCES to identify the unique ASSESSMENT TASK uniqueAlltheir ethnic qualities. own groupsspecial have and discuss226.Boy,"I. Many the Peoples,following: One Nation, pp. 221- After listening to the recordingPrepare a recording of "Barrio NewManyInc.,Rose, York: Peoples, 1973.Peter Random I.,One House, ed.Nation. (L)* onetheHaveingan ethnicuniqueessay eachcharacteristics learnerthatgroupand interest-identifies with- write of II. EthnicI. holidays Ethnic values and festivals 2.1. What Americanare some customsunique characteristicsstruckof Ernesto'strayedfamily the Mexican-American asin odd?the story? family por- group.out stereotyping t.iat III. Ethnic arts and crafts fairII,III,IV,V. utilizing the following suggested Plan an ethnic cultural AppalachiansFolk Songs of Asthe Sung Southern by --.) IV. EthnicV. music Ethnic food and dance topics: ChineseSoulIndian food Newclothing Year OakJeanARubin, Treasury Publications,Ritchie. Ruch, of ed. Jewish 1965. Folk- New York: (L) vJ and clothing NorthJewishFrenchIndianFolksongs Americanfolksongs craftscooking of SouthernIndian songs Appalachia Landeck,Books,song. Inc., Beatrice. 1950. New York: Schocken (L) Echoes 11 NegtbIrish folktalesfolklore Davidofthe Africa Americas.McKay in Co., Folk Inc., Songs 1961. of New York: MiddleAmericanCookingRussian Eastern Indianofcooking JapanScandanavia cooking mythology Shirley,Book(L) of Key,the Blues.ed. The New York: Mexican-AmericanBlackBlack Music Music crafts JazzSpiritualsBlues J.Johnson,Crown Rosamond.1963. Publishers, James W. Inc., (L) Book of and St.Jewish Patrick's holidays Day . Januarius) Newthe York: American Viking Negro Press, Spirituals. 1969. Festival of San Gennaro (St (continued) 72 (L) *(L) - Learner CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES theirAll ethnic miqueown special groupsqualities. andhave OrigamiSanIkebana Juan (art (JapaneseDay of paper flower folding) arranging) Jazz.Feather, Leonard, New York: Bonanzo Books, 1960. (L) The Encyclopedia of followingDevelop an suggested ethnic fair approaches: using oneAmishPennsylvania of dressthe Dutch cooking 1969.Cooking.Nickles, Harry G. (L) New York: Time-Life Books, Middle Eastern Use2.1. theSchool-wideSelf-contained following inter-disciplinary suggested classroom procedure approach approach for Scandanavia.York:Brown, Time-Life Dale, Books, 1968. TheAmerican Cooking Cooking. of (L) New 2.organizing1. Plan Research a presentationthe information cultural utilizingfair:of techniques,a variety such as: Japan.Steinberg,Books, 1968. Rafael. New (L)York: Time-Life The Cooking of d.c.b.a. PerformingPreparingDramatizingDemonstrating ethnicethnic a folktaleethnic foodsmusic dances Cooking.Papashvily,1969. George and Helen. (L) New York: Time-LifeNew Books, York: Time-Life Books, Russian 3. Designate areas for presentationsdisplaysg.f.e. ModelingHoldingConstructing and acostumes festival displays parade of ethnic crafts SimpleBrelenson,1969. French Edna, Cooking. and Mcpea, Ruth. (L) New York: 4. Present the fair in several sevenexample,shifts. stationary suppose yougroups have present 14 groups. while the For 1 -lave Nickles,Peter Pauper Harry Press, G. 1958. Recipes: Middle (L) other groups move from exhibit to exhibit. RussianPapashvily,Books,Eastern 1969. Cooking. George and Helen. Recipes: (L) New York: Time-Life NewBrown,Books, York: Dale.1969. Time-Life Books, 1968. Recipes:(L) American Cooking. (L) 1969.ofSteinberg, Japan. Rafael. (L) New York: Time-Life Books, Recipes: The Cooking 73 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES Alluniquetheir ethnic ownqualities. groupsspecial have and Scandanavia.Books,Brown, 1968.Dale. NewRecipes: (L)York: TheTime-Life Cooking of M.IndianD'Amato, Evans Craftand Janet Co., Inspirations. and Inc., Alex. 1972. American New York: (L) Christensen,Robertand Folk B. Arts. Luce,Erwin Inc.,0. 1964. Washington, D.C.: American Crafts (L) Toor,NewSpencer, York: Frances, Cornelia.Alfred A. Knopf, 1963. Made in Italy. Made In Japan. New (L) NewRoss,York: York: PatriciaAlfred Alfred A. F. Knopf,A. Knopf, 1957. 1952. Made In Mexico. (L). (L) Co.,Holidays.McSpadden, 1958. J. Walker, New York: Thomas(L) Y. Crowell The Book of World.Gaer,1953. Joseph, (L) Boston: Little, Brown and Co., Holidays Around the Publishers,ofColumn, Irish Padraic,Folklore. Inc., ed,1962. New York: Crown A Treasury (L) NewEditors.Hughes, York: Langston, Dodd, Mead and and Bontemps, Co., 1958. Ana. The Book of Negro Folklore. (L) Marriot,ThomasAmerican Alice,Y. IndianCrowell and. Mythology. Co.,Rachlen, 1968. Carol. New York: (L) 74 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES uniquetheirAll ethnicqualities. own special groups andhave Inc.,FolkFaolain, Tales.1954. Eileen O. New (L)York: Henry Z. Walok, Irish Sagas and andBookBradford, Schuster, of Folk Margaret, 1974.Songs. ed, Fireside New (L)York: Simon CharlesCostumesWilcox, Scribner R,of Turner.the World.and Sons, 1965. Folk and Festival New York: (L) G-alahadThingsMunson, To Don,Books, Make and With1970. Rosse, Paper. Allianora. (L) New York: London:TheHorbin, Japanese OctapusRobert. Art Books of Paperfolding. Limited, 1971. Secrets of Origami, (L) :a Ikebana.Flowers:Santo, Shozo, A Complete Guide to Japanese New York: Harry N. Abrams, The Art of Arranging Northrecord.Inc., American 1972. Indian Songs. $19.99. (L) Color. Producer: Filmstrip/ MusicCaliforniaBowmarBox of 3623,Publishing the 91201. 622Black Rodier Corporation,Man inDriv, America. Glendale, P.O. (L) 91201.622PublishingRecords Rodier (2). Drive, Corporation, Glendale, P.0 California Box 3623, (L) $11.95. Producer: Bowmar 75 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES cc Alluniquetheir ethnic ownqualities. groupsspecial have and CarvingProducer:Filmloop. A Ritual Ealing Mask: Corporation. Woodland Indians. $24.95. 1970. Color. Weaving:PatapscoDistributor:21225. NavajoAvenue, Kunz, Indians., Baltimore, Inc., 207-209Filmloop. Maryland E. (L) EalingBaltimore,Kunz,$24.95. Corporation.Inc., Maryland 207-209 21225.E. Patapsco Avenue, 1970. Color. Distributor: Producer: (L) Distributor:Producer:Filmloop.Casting Silver Ealing Kunz, Jewelry: Corporation. Inc., Navajo207-209 Indians. E. $24.95. 1970. Color. Weaving:Patapsco21225. HopiAvenue, Indians. Baltimore, Maryland (L) Filmloop. Baltimore,Kunz,Ealing$24.95. Inc.,Corporation. Maryland 207-209 21225.E. Patapsco Avenue, 1970. Color. Distributor: Producer: (L) Distributor:Producer:Filmloop.Carving A EalingKachina Kunz, Corporation. Doll:Inc., Hopi207-209 Indians. E. $24.95. 1970. Color. Basket21225.Patapsco Making: Avenue, Hopi Baltimore, Indians. Maryland (L) Filmloop. Baltimore,Kunz,Ealing$24.95. Inc.,Corporation. Maryland 207-209 21225.E. Patapsco Avenue, 1970. Color. Distributor: Producer: (L) 76 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES uniquetheirAll ethnicqualities. own special groups andhave Ealing$24.95.Making Corporation.Pottery: Hopi Indians. 1970. Color. Distributor: Producer: Filmloop. Peoples"EthnicBaltimore,Kunz, Inc., ofFoods", America.Maryland 207-209 Ethnic 2J225.E. PatapscoStudies: Avenue,The Filmstrip/cassette. (L) New"EthnicInc.,Color. York 47 10011. Holidays",West 13th Street,Ethnic Studies:New York, The Producer: Educational Design, (L) NewInc.,Color.Peoples York 47 10011.of West America. 13th Street, New York, Producer: Educational Design, (L) Filmstrip/cassette.

77 cc LEVELInstructional III Objective 4: THEME II: ALLIANCE FOR EQUALITY:* EQUAL WORTH OF EVERYdescribeGiven ETHNIC a varietythe GROUP differences of verbal in and communication non-verbal communicationwhich affect patterns, interpersonal relationships. the learner will be able to Judgments based on CONTENT I,A. Present the followingLEARNING situa- ACTIVITIES MATERIALS/RESOURCES Have the learners ASSESSMENT TASK differencesinterpersonalexpressionsgestures, andin may dialect,facialrelation- affect situation.tions1.learner A togood theto friend placeclass ofhimselfand yours ask ineacharranges the man,ingrelationshipsdialectdescribe pictures a businessman,on the interpersonal of effectby a match-work- aof ships. I. Dialects A. Socio-economic 2. Someone moves into the housevaluableAftera date next theto experience."Thatthemovie moviesfilm your was fordate unquestionably you. says, a theandteenager,1. followinganIf urbanthe a government housewife, youthstatements: with B. Regional implications 3. You and a fellow teacher arehoodhimdoor. in heain't asays, half "Gees, bad." this neighbor- The first time you meet 2. If the consumer price thenourwouldmake moneymaybe stopends to tae givingmeet.. them, could all Discuss each situation in light"Twentycashier,cafeteria aof rip the off."cents theline. otherfor a teachercoke! says, While paying the What todepressionriseindex follow. at continues this is rate,certain to 1.following: youBased think on abouttheir thesespeech, people? what would 4.3. Sixteen bucks for a Iapair bummer!can't of jeans!even afford What I.2. Could you possibly misjudgepeople these because of their speech? Have various members of the 5. What da government atorto keep stocked. the refriger- 2.1.class Water pronounce the followingGoing words: 9.8.7. Sink Baltimore After each learner has don'tdo. git, da rats 6.5.4.3. OilHungryAuntGreasy 12.10.11. FirePecanGreekMaryland respondmatchedthe following:statement, inthe writing picture have to with them 78 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK gestures,differencesJudgmrits andbased in facial dialect, on ingCompare1. questions:What pronunciations differences do and you ask observe? the follow- 1. Why did you match a particular state- ships.interpersonalexpressions may relation- affect 3.2. DoHow you do consideryou explain pronunciations these differences?standard"?different that from your own to be "sub- Why? How might this affect are 2. Select one of your matchesalarment list person? with andof wordsadevelop particu- I. undesirable?your actions toward others? Prepare a transparency of the Why? Is this 3. Could this kind of person.descriptionwhich describe be theused 3.2.1.following: Mantel,LivingSoda, soda room,mantel pop, sitting piece, soft room,drink,mantelparlor front tonicshelf, room, describeHave the learnersthe effect of Why?to stereotype people? 5.4. Porch, Clothes stoop, closet, veranda, closet, deck cupboard,clothesfire board press actressesfollowinggesturestionnon-verbal by identifying usedactors andcommunica- explainingby andthe the 10. Bucket,9.8. 7.6. pailCar,Frying Sofa,Refrigerator, auto, pan,divan, automobile, skillet, davenport, ice box, spider machine, frigidarecouch, wheels settee judgmenthow1.acter theseJean portrayed: of Stapleton(Edithaffect the char- their 13.12.11. Road,Traffic Paper street, bag,light, bag, avenue light, paper traffic sack, sa'k,signal, redpoke light 5.4.3.2. CharoWilliamKayeRedd BallardFoxx(Fred Conrad(Cannon) on on All in the Family) thewordspicture learnersCollectsame on isitemsthe identified, pictures totransparency areidentify referred of reveal eacheach and to item by thenthein name. anddifferent accompanyingdiscuss ask why As each several 7.6. TellyJimmy Savalas(Kojak)Walker(J.J. on GoodSanford Times) and Son) ways. 10. Mary Tyler9.8. TedFlipMoore Knight(Ted Wilson(Geraldine) on Show)The Mary Tyler Moore 79 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES differencesJudgmentsgestures, based inand dialect, facialon ofInauguralI. pronunciation Speech. which characterize Listen to a recording of John'F. Have each learner list examples President Kennedy'sthe follow- interpersonalships.expressions mayrelation- affect 2.1.ing:Kennedy's HowCan mightyou Bostonassume President dialectthat Kennedy'sKennedy and then dialectspoke dialect discuss of his region? the "standard" affect your "WhatI. it was, it was football."perception of him? Listen to a recording of Andy Griffith's Discuss the 1. Where is this dialect spoken?Why?it is the "standard" dialect for this Do you believe that Why? region? 4.2.3. IsCould What this themakes a "substandard"monologue the monologue be asdialect? humoroushumorous?differentin a different if dialect. dialect? Try telling it in a it were told memberstheVolunteersimportantI. of thehistorical community tape record events on their of the recollectionsinterviews 20th and trans- Select several volunteers to interview various Century. of Have dualsthecribe'them unique interviewed exactlyqualities inas transcribingofrecorded. the dialects the of Be certain to capture conversations.. discussthese indivi the SouthSkipjack,(L)* Dorchester Church HighCreek, School., Maryland: 1973. SkipjacktheirneedDittocellent to theimportance recognize preparedexampletranscripts foroftheby this Southeffectivevaluefor techniqueclass Dorchesterof individual use isand Highthe communication. publicationdialects andSchool. An ex- 80 *(L) - Learner CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES interpersonaldifferencesJudgmentsexpressionsgestures, based andin mayrelation- dialect, facialon affect Tothatcommunicationaddress locate he has thea noticedforeign class between concerninginexchange verbalhis country student andthe non-verbal differencesand in ours.your Invite a foreign exchange student to ships. II. Gestures A. Body movements MarylandII.area, contact Partners the of Americanthe Americas. Field Service_or Have several learners volunteer to Nierenberg, Gerard, and Calero, Henry H. B. Facial expressions butmaygesturesverballydemonstrate shouldinteract usedand be the withhavebyreminded followingeach otherthe volunteer. classto members bebehaviors interprettotally of the non-non-verbal. theclass The volunteers NewHow York:To Read Cornerstone a Person LikeLibrary, a Book. 1971. (L) Each2.1.on aof slip the offollowing paper and words given shouldobe HappinesstoApproval a volunteer: placed 6.5. SadnessAnger WhyAsk4.3. thewere class we able the tofollowing: interpret DisliketheseDistrust actions? 8.7. FatigueDaydreaming 1.theaboveHave following: membersin a different of the classmanner reenact andIs then it possiblediscuss to illustrate behavior in each of the 3.2. HowIs itis fairthis toused judge to judgepeople ethnic unfairly?non-verbaldifferentaccording groups ways?tobehavior? their Why? Why? 81 InstructionalLEVEL III -- THEMEObjective III: 1: BARRIERS TO EQUALITY: Givenis based a variety on fear, of emotionalinsecurity, experiences, and ignorance the ratherlearner than will on be facts. PREJUDICE AND DISCRIMINATION able to describe how prejudice CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES Have each learner ASSESSMENT TASK judicialoftenFear leadsof attitudes.the to unknown pre- boxclassandairI,A,B. similar furryholes the following:stuffedtointo torn it; animals.newspapers, place items sponges, into the Obtain a cardboard box; punch Tell the describes"Anwritecan Incident" bea poembased how entitled, prejudicewhichon one of I. Causes of prejudice A.B. Fear Insecurity but"Ifindis. have I'm out placednot what going somethingis toin tellthe into box.you thewhat box, it Perhaps, one of you would like to Are there 2.1.the Prejudicefollowing: based on fear C. Ignorance withoutcontentsteerSelect not lookinga oftovolunteer theremove into box. it.theto reachitems intoorany reveal thevolunteers?" box the Select several more Tell the volun- 3. Prejudice based on ignorance.insecurity ingdiscussvolunteers1. questions:Why theirwas to it reactions,reach more intodifficult usingthe box volunteerforthe and thefollow- then firstto reach into the box than for 2. Why do you think some wouldthefearreach hesitate later of into thevolunteers? to theunknown.) box? Explain. (N.B. - 2.feltI,A,B.3.1. First Firstin each time dayday of youofin the school.awere newfollowing calledneighborhood situations:to the office Ask the class to express how they .5. First withHavetime1.4. WhatFirsttheseveralyou classtookfrightens time learners aand youbad discuss uswentreport shareabout to the card thetheirthe following: dentisthome.unknown? experiences 82 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES judicialoftenFear leadsof attitudes.the to unknown pre- chalkboard.Nightmare."Reality.I,A,B. View the filmstrip,Place the "The following Japanese chart on theImmigration: The Dream and the record.The"The Dream Japanese and theNightmare" Reality. 1971. Producer: Warren Schloat Immigration: Filmstrip/ THE JAPANESE NIGHTMARE FEAR FACT NewProductions, York 10570. Inc., Pleasantville, (L)* 1.theHave What filmstripeach is learner prejudice? and :Lillthen discuss:in the chart as he views I,B.2. What happens when people actrather upon thanfears upon facts? Have each learner read the following populartheJohnnyselection: toughest kidRabawicz in andthe was probablyneighborhood, far from the beingdumbest. but thehe most was ahadEver "Polack," often since been heor hadacalled "dirty been names. aPolack." little kid, Johnny He was called Some kids namesJohnnycalleddidn'teven reallycalledwasn't himtake meant.a himancertain extremelyalong "White name,to figure Polack."bright other out boy,people what it laughed.these He knew that when someone While whoJohnnydidn'tHe weren'tknew felt want that Polacksthat to if have theyou had kidsanythingwere fun ina togetherPolack,his to neighborhooddo withmanyin girls ayou. way Johnnyathat calleddifferent Polackshated a Polack, tokind couldn't be ofcalled heperson have.was names; viewedfrom andanyone as if else.he When someone was so, were whogradually, called him he names,decided they that would if he be fought afraid those of (continued) 83 *(L) Learner CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES judicialoftenFear ofleads theattitudes. tounknown pre- verycertainlysideredhim;him. big and andJohnny's forcould strong a thirteen-year-olddo hands hands.a great to bedeal weapons. of boy, damage. he had Johnny wanted other kids to be afraid of The other kids con- They weren'twantedtheWhileof neighborhoodthinking, it's tocalled have true hetheseas that todecidedmuch be names.Johnny funafraid that as wanted theofthese him,kids the kids hewhokids alsofelt in After a great deal Hebetterit,he couldcall calledhe when othercouldfight, theya kidkids"beat and called a names. henamehim could other up."and call thatpeople names.kid names. didn't like There was one name that So Johnny began to If heIfwasaftera feltJohnny"nigger."considered all,about didn't they as even goodlikecould worse asa be kid,those than"beat he other Polack--"nigger." wouldup." kids; call and,him When he talked about the "niggers," After2.1.ing:3. WhatHow readingConsidering diddid Johnny hethe think selectionhow feel heabout aboutfelt discussname abouthimself? calling? thename follow- calling, "LongI,C. Hot Summer in Indiana," whyfound did in he Promise call other people names? (Have the class read an excerpt from PromiseCuban, Larry,of America: and Roden, Sidewalks, Philip, Gunboats, Editors. Glenview, Illinois: pp.1.of 142-148.America:Sometimes Sidewalks, our lack ofGunboats, knowledgewhoBased areand about ondifferentBallyhoo, the those reading, from us support leads toor prejudice.refute this Discuss the following: andScott, Ballyhoo. Foresman and Co., 1971. (L) 2. What3. How kinds might of fearirrational explain actions whystatement. manytakeand might Schelhauspeoplesteps Dave todo eliminateperformnot based their on lack their of ignorance?know- ledge about other people? 84 Fear of the unknown CONTENT II. Develop a slide-tape presentation based LEARNING ACTIVITIES MATERIALS/RESOURCES judicialoften leads attitudes. to pre-II. Socialization of childrenSouthon the Pacific. song of various"Carefully ethnic Taught" from the musical Utilize a series of pictures of groups. Producer:Pleasantville,records.Prejudice: Audio Harvest VisualNew Yorkof NarrativeHate. 10570. Arts, $33.00. 1972. Color. Filmstrip/ (L) B.A.prejudice Non-verbalVerbal DiscussAs1.the an According filmstripalternative, the song to Prejudice: inthe viewlight song, the of Harvesthow firstthe do following: 13 of frames Hat, of we becOme Part I. 4.3.2. How DoWhy mightyou does think we the be he composertaught believes prejudice? say whatprejudiceprejudiced? he is and fear by fiVe or six? you must be taught singing?

85 LEVEL III THEME III: BARRIERS TO EQUALITY: PREJUDICE AND DISCRIMINATION JQi % Instructional Objective 2: CONTENT andGiven their discriminatory effect on interpersonal situations, therelationships. learner LEARNING ACTIVITIES will be able to identifyMATERIALS/RESOURCES the degrees of prejudice 'ASSESSMENT TASK theformsPrejudice dehumanization which takes result many inof Thetrial trial based will on serve the themeas a vehicleof prejudice. for Have the class prepare a mock Utilizinglearnersequipment, video-tapedevelop have the the individual. I. Types of prejudice inglearnergrees roles ofevaluation andprejudice. duties of to the the various class: de- Assign the follow- degreesidentifyseveralandsituations their spontaneousof the prejudiceeffect whichvarying on A. Vocal 1. Name calling Number 1 Judge Role trial.PresidesDuties (Teacher: over the interpersonallearnerships. assess relation- each Have each B. Avoidance 2.1. Ethnic Voluntary slurs enclave objectionjectioncedure;Explain overruled,e.g.,legal sustain- ob-pro- 1.situation Identifying ;by: the illustrated.degree of prejudice 2.3. Isolation Indifference 9 12 Jury comeDecidesed, out of ofthe order.) out-trial 2. Explaining its personalships.effect onrelation- inter- C 2.Discrimination1. EqualSeparateJimtrine Crow Doc- laws!But presented.basedconcepter: Explainon evidenceof (Teach- "beyondthe 4.3. clusionChineseBlue laws ActEx- 1 Court Tapesa reasonable the trial doubt.") S. riot,Anti-Chinese(1892)(1871) Denver steno-grapher tapeutilizingment.video-tape recorder either equip- or a 7.6. Anti-CatholicKnow-Nothingdelphiariot, Phila- (1844) 1 Bailiff witnesses,order,Calls theannounces courtswears to in 8. PollParty tax (continued) rieswitnesses, the microphone and car- 86 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES theformsPrejudice individual.dehumanization which takes result many inof Number Role toDuties insureparticipants proper speakingrecord- 10. Red Scare-9. Restrictions accommodationson public 2 AttorneysProsecuting pareagainstPresenting theirof the prejudicethewitnesses. trial. State's and case pre- D. Violence 1. LittlePalmer RockRaids 1 thesearcherStaff prosecu- re- for supportGatherssociological thehistorical prosecution's evidence and to 3.2. JamesBombing Meredith of Baptist16thincident 'Street Church, tion ingexamplesgathercase. on (Theonea andbroad group.)researcher avoid spectrum center- should of 4.S. Chicago Russian Race pogroms AlabamaRiot(1919)Birmingham, 2 AttorneysStaffDefense re- GathersandRepresent prepare historical the their defendants andwitnesses. E Murder1. Assassination against Jews thesearcher Defense for examplessupportsociologicalgather(The the researcheraand broaddefendants. avoidevidence spectrum center-should to of 3.2. Assassination ofLuther MartinMalcolm King,Jr. X ing on one group.) S.4. LynchingAssassination rightsof civilMedgar workers Evers (continued) 87 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES theformsPrejudice dehumanizationindhidual. which takes result many inof Number 6 Defendants Role DutiesrepresentsEach of the a sixdifferent defendants ex- F. Genocide 1. Wounded Knee, South Dakota Verbal pressionSeekingName calling ofou* prejudice. your and ownethnic Rind slurs 2. Jewish ex- Worldtermination,(1890) War II discrim-ActiveAvoidanceination accommodationsRestrictions in public ViolenceMurder Lynchings,mobBeatings, violence policebombings, brutality, shootings 5 Witnesses for Genocide TestifyExtermination for the of prosecution. groups C'D 3 Witnessestionthe prosecu- for Testify for the defense. 3 NewspapertheReporters defense onWrite the several events newspaperof the trial articles from moderate)tive,1 (1conserva- liberal, 1 tributedpapersconclusiontheiran evaluation point should to of ofeach thebeview. of classdittoed trial,the trial.)member theand news- dis-for (At the (continued) 88 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES thePrejudiceforms dehumanization which takes result many of in Suggested2.1. ExplainIntroduce Procedural courtroom and assign Guidelines procedure roles and duties the individual. 6.5.4.3. ConductEvaluateReview Attorneys courtroomthe the trialand entire staff procedure process membersthe by research caseutilizing and the prepare 1.Courtroom The bailiff Procedure calls the court andtapeto order.the of jury'sthe trial, deliberation the dittoed newspapers, 3.2. The judgeprosecution, enters theand court.then theirthetionthe openingdefense, andopening defense arguments. statements.present if they are ready and calls for He asks the prosecu- 6.5.4. The prosecutingbailiff calls attorney and swears-in questionswitnesses.and thethe the defenseprosecutiondefense witnesses cross-examines. 8.7. The prosecution,defense attorneys and then question theclosingthewitnesses. defense,prosecutionthe statements,witnesses present cross-examines. and 11.10. The The decision jury9. Thediscusses is judge formally instructsand announced.arrives the at jury. thana eachdecision in ofseclusion. the for six defendants in open court rather following:ofopinionsofferedAt the jury. conclusion byexpressed the prosecution ofin thethe trial,newspapers, and the evaluate defense, and thethe the argumentsdecision After a thorough discussion, ask the (continued) 89 LEARNING ACTIVITIES MATERIALS/RESOURCES formsPrejudice which takes result many in CONTENT 1. What are the various degreescussed of prejudice in the trial?dis- the individual.dehumanization of 3.2. IfSome you people accept suggest name calling, that ittothink?call howis more acceptablenamescould open butthis and not to leadviolent to murder. degrees of prejudice? What do you toUtilize4. theHow "Trial dothe varying following of Prejudice." degrees activities of prejudicepersonal as an relations?alternativeaffect degreesCollect2.1. AvoidanceVerbal ofsix prejudice: (namepictures (seeking calling, which out ethnicillustrateyour own slurs) kind) the following 4.6.5.3. Violence GenocideMurderActive (lynchings,discrimination(beatings, (extermination policebombings, (restrictions of brutality, groups)accommodations) shootings onmob public violence) totratedHave1. the Itthe mostandis class allarrangehostile. rightidentify them to callinthe order degreesnames,right from butof tothe prejudiceit murder. leastis not hostile illus-all Discuss the following: II.2. If you accept name calling,more how open could and this violent lead degreesto of prejudice? Finkelstein, Milton; Sandifer, Jawn A.; II. Effects of prejudiceA. Inferiority JimSeparatefollowing Crow laws But suggested Equal doctrine topics: Divide the class into groups to research the U.S.A.and1971. Wright, Elfreda S. (L) * New York: Globe Book Co., Inc., Minorities: 2.1. IsolationDehumaniza- tion ChineseAnti-Chinese.ImmigrationBlue laws Exclusion Restriction riot, Act Denver,(1892) of 19291871 AmericanFeder,and Noble Bernard, Government. Publishers, Inc., The Process of New York: Noble 1972. (L) Anti-CatholicKnow-Nothing riot,Party Philadelphia, 1844 (continued) 90 *(L) Learner CONTENT LEARNING ACTIVITIES formsPrejudice which takes result many in RestrictionsPoll tax on public accommodations Cuban,Promise Larry, of America: and Roden, Sidewalks, Philip, Gunboats,Editors. MATERIALS/RESOURCES thethe individual. dehumanization of B. Suppression 1. Frustration JamesBombingLittleRed Scare-PalmerMeredith Rockof 16th incident Street raids Baptist Church, Cuban,Foresmanand Ballyhoo. Larry, and Co.,and Roden,1971. Philip, Editors. Glenview, Illinois: Scott, (L) C. Exploitation 1.2. EconomicHostility AssassinationRussianChicago pogromsRace Riot,of againstMartinMalcolm 1919Birmingham, LutherJews X King, Alabama, Jr. September 15, 1963 ForesmanBuilding.Promise ofand America: Co., 1971. Breaking and Glenview, Illinois: Scott, (L) 2. Social WoundedAssassinationLynchings Knee, by ofSouthKu civilMedgarKlux Dakota, Klanrights Evers 1890 workers Co.,Glenview,PromiseCuban, 1971. Larry,of Illinois:America: and Roden, AnScott, Unfinished Philip, Foresman Editors.Story. and (L) HaveJewish the extermination,class utilize theWorld following War II guide- TimesDesegregation.Graham, Co., Hugh1972. Davis, Since 1954: New York: The New. York (L) 2.3.1.lines for their research: ReactionsIdentificatibnIdentification of individuals of the degreetopic to theof prejudicesituation ResearchSocial Science Council Staff of America, of the EducationalChallenges volveduponHave theeachin thereactions group situation. develop of the a peopleskit which directly focuses in- Make certain that tion.Bishop,1973.of Our Times:Jim, Prejudice and Discrimina- Boston:(L) Allyn and Bacon, Inc., The Days of Martin Luther presentHavesituationsthe theskits their groups portraythemselves. skits. introduce reactions their rather topics than and the Sons,King, 1971.Jr. New York: G. P. Putman's(L) 91 LEVEL III THEME III: BARRIERS TO EQUALITY: PREJUDICE AND DISCRIMINATION O Instructional Objective 3: CONTENT prejudiceGiven several and to examples, identify theits learnerdamaging will be LEARNING ACTIVITIES effects upon people. able to explain the meaning ofMATERIALS/RESOURCES institutionalized ASSESSMENT TASK damagingjudiceInstitutionalized may effect have upona pre-more 1.judice:ing A examplesjudge grants of institutionalized a personal bond ofpre- one Prepare a ditto of the follow- TeachingWashington,ConceptsBanks, JamesEthnic and D.C.: A.,Strategies. Studies: ed. plainHavesupportsfollowing each' how eachlearnera situationsdefinition of ex-the peopleprejudice. than personal I. Definition of institutionalized bailmurder.thousanda record to a dollars blackand who man to is accuseda nowwhite accused ofman selling with of A judge in another city denies SocialNational Studies, Council 1973. for the(T)* uponitsprejudiceof institutionalized damagingpeople. and effects identify A.prejudice Exploitation by law anddeclaredagent.a marijuana convicted mentally cigarette of first incompetent todegree an undercover murder.is tried A Mexican American who has been 2.1. AThe television quality ofcom- edu- munityhowcation much candepends the afford. com- on B. Exploitation byagreement common 2.Discuss We spend the billions following: of dollarsandput a yearstarvationa man to on the to moon,continue but toallow exist. poverty 3. A textbook portrays toothmanmercial representing decay. shows a black II. Examples of in- prejudicestitutionalized Introduce2.1. WhyDo youdo youfeelthe feel conceptthese these situations of situationsinstitutionalized are exist?fair? 4. In order to vote, blackpeopletented.childlike slaves must and as pay con- a A.B. Literacy Voting tests prejudice.DoSupportjudice you think actuallyyour that answer existsinstitutionalized with in examples. our society? pre- Ask the class: 5. Indians have been placedtions.two-dollar on reserva- poll tax. D.C.E. TextbooksMilitary Courts goingII,A,B,III.able toto votechoose Inform on theirwhether the ownclass or seats. notthat they they will are In order to be G.F. EducationHousing youthevote,give majorityreally youyou mustacan literacyrules. readbe able and test. towrite, read and write; To determine whether During the test I'm going to and I H. Gerrymander- ing willyou mustnot answernot talk any for questions. any reason, (continued) 92Read the *(T) Teacher CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES judiceInstitutionalized may have a pre-more directions to the test carefully. AmericanFeder, Bernard,Government. The Process of New York: prejudice.peopledamaging than effect personal upon I. Media WritePrepare your a nameditto here of the(To following be filled literacy in byNew the Yorktest: candidate State Regents in ink) Literacy Test 1972,Noble and Noble Publishers; Inc., (L)* III. Effects of J.institutionalized Jobs Write your address herefirst name middle initial last name B.A.prejudice HostilityDisillusionment Write the date here C. Violence theRead questions. the paragraph Monthbelow and then write Read it as many times as necessary. day answersyear to joinedFrancisold,Quincy,John heQuincy hisMassachusetts.Dana,went father Adams tothe Russia Americaninwas Paris bornas theMinister.andon privateJulywas in11, thatsecretary 1767, city at into When he was only 14 years Later he AfterUnitedWaralso1783 was hisserved whenStatessigned. term the asand as peacePresident servedPresident, treaty one of term.endingJohnthe UnitedQuincy the Revolutionary States.Adams was In 1825, he became President of the His father had takenTheHeelected died answers from on to theFebruary toCongress, abovethe following 23,paragraph. where 1848. hequestions served forare 17to years.be (continued) 93 *(L) Learner Institutionalized pre- CONTENT Example: In what year was John Quincy Adams LEARNING ACTIVITIES MATERIALS/RESOURCES prejudice.peoplejudicedamaging thanmay effect havepersonal a uponmore 1. In what state was John Quincy Adams born? born? 1767 4.2.3. InHow What what old was citywas the Adamsdid name Adams when of thejoinhe wentAmericanto his Russia? tofather? Russia? minister 7.6.5. ForInWhat whathow war manyyear was yearsdidended John wasby QuincytheAdams peacePresident?1783? inAdams Congress?treaty become of 8.In In order what toyear disquality did John aQuincy majority Adams of die?the class, 2.utilizing1.circulate Talking One mistake the resultsaround following is in thea afailure roomfailure.criteria: and andproceed correct the toteacher thethe testnext can learner. 6.5.4.3. OnlyDateName aMassachusettsmustand pen address bemay accurate. be mustused. not beQuincy, written,is anMassachusetts, acceptablenot printed. answer for question number ofHave the the class eligible is not voters eligible, stand. one.a vote may not be If a majority Chicago:Graff, Henry Rand F.,McNally The Freeand Co.,and the1967. Brave. (L) taken.2.1. DoHow you do thinkyou feel this about was athe fair decidingmethod approach? used your for seating arrangements? Then discuss the following: New1966.Franklin, York: Benziger John H., Brothers, Land of theInc., Free. (L) (continued) 94 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES damagingjudiceInstitutionalized may effect have upona more pre- usedExplain to determinethat this voterliteracy eligibility. test was actually (Eighteen Biller,Casner, EdwardMabel B.;L.; Gabriel,and Hartley, Ralph H.; prejudice.people than personal ExploreYorkMexicans,franchisestates to thedisfranchiseadopted and blacks,following Orientals, literacy five Southquestions: to andtests; Europeandisfranchise six sevenincluding immigrants.) to Indians, dis- New WilliamWeisberger,New 1967.H. York: Story Harcourt ofBernard the American BraceA., and Nation. World, Inc., (L) The Impact of 3.2.1. How Why iscan do this ayou device anthink example like literacy thisof institutionalized betestsexcuse used were asfor anused? prejudice? Fenton,PublishingOur Past. Edwin, Co., ed. Inc., 1972. New York: American Heritage The Americans: (L) 5.4. CanHow institutionalizedmay institutionalized prejudice prejudice?prejudicedamaging perpetuate inbe themore long run than personal 1970.York:A History Holt, of Rinehart the United and States.Winston, Inc., (L) New II,C,III. prejudicialhow? attitudes in society? Distribute two texts to each learner. If so, Co.,InquiryKane, Inc., Ralph U.S.A. 1971. J., and Glover, Jeffrey A. New York: Globe Book (L) AmericanandOne thecopyrighted Brave,Nation. Land during of the Free,1960's; Story e.g., of Freethe One copyrighted during the Co.,Glenview,PromiseCuban, 1971. Larry,of Illinois:America and Roden,(Volumes Scott, Philip, Foresman1-5) Editors. and (L) TheethnictextsInquiry 1970's;American to groupsU.S.A. determinee.g., Adventure, utilizing Impact the Promiseof coveragethe our following Past,of given America, The chart:to Americans, various or Have each learner examine the SanFarrell,Bailey, Francisco: Kenneth;John. TheField Brooke, American Educational Elizabeth; Adventure. and EthnicGroup COVERAGE OF ETHNIC GROUPS IN TEXTBOOKS EthnicContributions Group of ContributionsDiscussion of Publishers, Inc., 1970. (L) AMERICANSMEXICANJEWSBLACKS . ITALIANSINDIANS - GREEKS 95 (continued) CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES judicedamagingInstitutionalized may effecthave a uponmore pre- 1.utilizingCompare Is there and the acontrast followingdifference the questions: incoverage the coverage on the inchart the prejudice.people than personal 2.3. How Do dothe you texts think reflect the difference institutionalizedpublished?reflectstwo texts? in coveragethe times in which they were What is the difference? 4.5. What How effectwill this does type this of type educationprejudice? relationsprejudiceof withhave otherupon education?people? Explain. institutionalized influence our 1.useWar,menII,D,III. Howthe whoor muchfollowingthehave Warsegregation served in questions Vietnam. in Worlddid you find when you were Have the learners interview military in their interview:HaveWar II,the thelearners Korean intheReport2. theWhat progress Armedthe forms findings Forces. whichdid it hasto take? thebeen class madein the andto Armed endhave Services? segregation them report

96 LEVEL III -- THEME IV: ACTION FOR EQUALITY: IDEALS AND REALITIES Instructional Objective CONTENT 1: problemsGiven a varietyin a pluralistic of current society. data, the learner LEARNING ACTIVITIES will be able to identifyMATERIALS/RESOURCES the continuing ASSESSMENT TASK perpetuatesPrejudice creates many social and WordI. Puzzle" for learner completion. Prepare a ditto of the "Mystery constructHave each alearner pictogram problems. I. Problems that prejudiceresult from the (Allmystery clue word words appears appear vertically.) horizontally, and MYSTERY WORD PUZZLE fromproblemswhich prejudice. identifies that result the B.A. DiscriminationPoor education 2. 1. D.C. MinimalInadequate housing 3. 4. E. Poor nutritiontraining 6. 5. G.F. Lack of motivation 8. 7. opportunity Mystery Word Clues 4.3.2.1. Isolation16thTreatment Attitude Street from basedbased Baptist other onon distinctions fear,Churchgroups ignorance, wasinsecurity an example and and not on facts 6.5. EthnicCharacterized slurs are by examplesbeatings and riots (continued) 97 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES problems.perpetuatesPrejudice creates many social and 8.7. LynchingsUnfair distinctions are an example based on color Mystery Word Clue t"-.01O TheseI. create Prepare a transparency of the "Poverty in our society. FilmstripsThe American (2) Poor: and Arecords Self-Portrait. (2) or Cycle"following:transparency1. Whatfound are on ontosomethe followingaof large the problemssurface page. andthat discuss result Project the the Guidance1-12$41.00/f.s.cassettes. min.; Associates. 11-12 and cassettes.min. $37.00/f.s. and records; Distributor:Color. 1971. Producer: Time: 4.2.3. How Why candoes does poverty prejudice lack ofbe opportunityalead vicious to poverty?and cycle?from equalperpetuate poverty? poverty? NewGuidance York 10570.Associates, Pleasantville, (L)* exploreII. one of the following questions based .Divide the class into eight groups to thePress,Leinwand, Poor. 1968. Gerald, ed. New York: Washington Square (L) Poverty and 3.1.andon2. WhereWhat"The theWho Poor,isProblemsaredo poverty? the thepp. poor poor?and13-48. live?the Challenge," Poverty 5.4. HowWhat have has webeen tried our topast help attitude past?poor?the poor toward in the the After7.6.8. How What the havehas isclass our ourtoday's attitudehasefforts completed"War totoward on help Poverty?" thechanged? thethe activity, poorpoor changed? have parenciesthecomprehension.data. groups or present other visualtheir questionsaids to further and supporting class Individual groups should construct trans- 98 *(L) Learner THE POVERTY CYCLE

POVERTYEqualsOpportunityLack of

99 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES problems.perpetuatesPrejudice creates many social and HaveAmerica,"TheII. Otherthe class America, discussion pp. 10-14 center or "Theon the Other following: Have the class read anPoverty excerpt and from the Poor, pp. 58-67. Harrington,PovertyNew York: and PenguinMichael, the Poor. Books, 1964. The Other America.(L) (L) II. Analysis of Poverty B.A. LocationDefinition other"There America are perennial an invisible reasons land." that make the Theand Welfare records;records Dilemna. (2)$41.00/f.s. or cassettes. and cassettes. Filmstrips (2) $37.00/f.s. D.C. ProgramsAttitudes Pleasantville,Distributor:Producer:1970. Guidance Guidance New YorkAssociates. Associates, 10570. Time: I-10 min.; II-10 min. (L) Color.

100 LEVEL III -- THEME IV: ACTION FOR EQUALITY: PREJUDICE AND DISCRIMINATION Instructional Objective 2: CONTENT alternatives(liven a variety for theof alternativepurpose of alleviatingcourses of action,inequality. the learner will be able to evaluate these LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK anhaveA variety attempt been of employedto tactics alleviate in AfterfilmloopI. viewing the filmloop, ask the Selma CivilHave Rights the learnersMarch. view the Producer:SelmaFilmloop. Civil Thorne Rights Films, March. $24.00. 1973. headlinedevelopHave each awhich newspaperlearner high- inequality. Informclass tothe describe class that the theyevents will portrayed. be. Avenue.,Inc., 229 Boulder,University Colorado . tolights achieve a tactic equality. used I. Non-violent tactics A. Boycotts Showwritingdivided the a into filmloopcommentary groups for forfor a secondthethe purposefilmloop. time toof Baltimore,207-209Distributor: E. MarylandPatapsco Kunz, Inc., 21225.Avenue , changeHave the thei. learners ..eadlines ex- C.B. MarchesSit-ins havealongtask.enable the with thegroups thelearners presentfilmloop to their completefor classcommentary the After completion of the task, ifer,Finkelstein,(L)* Jawn A.; Milton;and Wright, Sand- tivenessequality.itshighlightedand potentialevaluate for achievingin theeffec- terms tactic of E.D. Protest Protest songs literature toI,II,III.discussion. research one or more of the follow- Divide the class into groups U.S.A.ElfredaBook Co.,S. Inc., 1971. New York: Globe Minorities: (L) F.G. Speeches Strikes ShirleyJamesUsarStokelying ChavezindividualsEarl Chisholm Carmichael Chaney or organizations: JaneMalcolmMartinDick Fonda Gregory LutheTX King,Jr. H.I. Freedom Voter registra-rides tion drives AlianzaBobEldridge Dylan ofCleaver Indio-SpanishNorthern Peoples Mexico of ReiesElijah TijerinaMuhammad Mexican-AmericansPublishingMassachusetts:UnitedBurma, JohnStates. Co.,H., Schenkman ed.Inc.,in the Cambridge, K.J. PetitionsLetter writing Japanese-AmericanLaCongressAnti-DefamationAmerican Raza Unidad ofCivil Racial LibertiesLeagueCitizens Equality of UnionLeagueB'nai B'rith theSocial1970. Educational Science StaffResearch of (L) M.L. Law Rallies suits NationalMexican-American CongressAssociationof PoliticalColoredof Americanfor thePeople Association AdvancementIndians nation.ChallengesandPrejudiceCouncil Bacon, of of andInc.,America, Our Discrimi- Time:1973. Boston: Allyn 101 (L) *(L) Learner CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES haveA anvariety attemptbeen ofemployed totactics alleviate in 2.guidelineHave1. Tactics Philosophyeach forgroup research: consider the following as a SquareinLeinwand, the City.Press, Gerald, 1968. ed. New York: Washington (L) The Negro inequality. II. Violent tactics A. Riots preliminaryGroups4.3. LegislativeAcceptance will stepshare byand for society theirjudicial a debate. information results as a Select several TimesDesegregation.Graham, Co.; Hugh 1972. Davis, Since 1954 New York: The New York(L) B. Destruction of property "Bemoreresolution:learners it successfulresolved (4-6) that toin debatealleviatingnon-violent the following inequalitytactics are than Glenview,Co.,PromiseCuban, 1971. Larry, ofIllinois: America: and Roden,Scott, Breaking Philip,Foresman and Building.EditOrs. and (L) III. Civil Rights A.Legislation Voting Rights Considerviolent3.2.1. AudienceNegative Affirmative tactics." the followingteam team procedure- opening forargument debating: questioning period opening argument TheAssociates,Luther Search(2). King. for Pleasantville, Black Identity: New Martin York $37.50. Filmstrips (2)1969. and records Producer: Guidance B. Civil Rights Act of 19641965 5.4. AffirmativeNegative team team may may cross-examine cross-examinenegativeaffirmative or orrebutteam rebutteam Color.Martin10570. Luther King, Jr. Producer:(L) Encyclopedia Britannica Time: 10 min. D.C. 24thOpen AmendmentHousing Act of 1968 6.9.8.7. Audience NegativeAudienceAffirmative teamacts team as judges- closing to choosestatement a debate questioning period closing statement or summary Avenue,EducationalThe Search Chicago, Corporation,for BlackIllinois Identity: 42560611. N. MichiganMalcolm X. (L) Constitutionto United States theI,II,III. following Have to the examine, learners in-depth, viewwinner one the or tacticsmore of "CaliforniaPleasantville,1969.Filmstrips Conflict: (2) Migrant Newand Yorkrecords Farm 10570. Workers" (23. Producer: Guidance Associates, (L) $37.50. 1.thesehavemovement.employed.by The themethods Search learners selected inFor alleviating Blackdiscuss leaders Identity: the inequality. ineffectiveness the Martin civil Luther rights of After viewing each of the following, DiverseySocietyFilmstrip/record.Focus on forAmerica:_Parkway, Visual Chicago, TheEducation, Pacific Illinois States.Inc., 1345 '1973. Producer: 4.2.3. Martin"California The Search Luther Conflict: ForKing, Black Jr. MigrantIdentity:King Farm(Parts (Parts Malcolm Workers," I I X & II) & II) 60614. (L) Focus On America-The Pacific States 102 LEVEL III -- THEME IV: ACTION FOR EQUALITY: PREJUDICE AND DISCRIMINATION Instructional Objective 3: CONTENT specificGiven the plans conditions of action that which exist attempt in our to society alleviate today, inequality. the learner will be able to develop LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK action.Inequality demands "Monster"I,A. by Steppenwolf and, if Prepare a ditto of the song theRelate following to the situation: class I. Responses to problemscommunity possible,1.lightDiscuss What of frameworktheobtainthe lyricsfollowing: a recording. was of usedthe songin organizing in negativelyoneA class ethnic composed groupto a newreactsof A.B. Apathy Involvement 3.2. What viewpointhistorical is events expressed are inthe alludedby the lyricsthe song? to of the song? ofPretendethnicstudent the group.class youfrom areandanother adevelop member S.4. BasedWhat kindon the of words hedoes uses, theuse docomposercomposer (underlinetoyou express of the thehis song? words)point of view? thesigneda plan class.new toofstudent incorporateaction into de- 6. What is the monster in the song?theagree(apathy) composer? with the feelings expressed by problemspictogram,Have7. Whateach in plea learner orAmerican drawingdoes construct the society which composer illustratesawhich collage, make? have EntitleresultedI,B. thefrom project, apathetic "The attitudes. Monster." Present the following situation JimmyrespectshowJimmyto the takesoff shopliftsclass: Jimmy'shis one of frequently.ability his friends to steal along things to Most of the kids Occasionally personnel.under the watchful eyes of store In fact, Jimmy has (continued)almost 103 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES action.Inequality demands Jimmy'sbecome a friends,hero to hisfeels friends. rather uncomfortable Tom, one of Tom"lookaboutsay and anythingup"Jimmy's Jimmy to Jimmy. decidestealing,because to almost meetbut he someall is hisfriendsafraid to After school one day, While waiting for friends Discussandrecords.theirat the Tom friends, shoppingthefeels following: he Tomcenter. should and Jimmyfinally look do atsomething. some Jimmy steals one of the records 3.2.1. IfWhyWhat you is personal wereit important Tom, conflict what for would wouldTom action? youto Tom takedo? experience? some II. Identification needsof community datapageeachII. forandof theeachdevelop charts chart. a generalizationfound on the following based on Have the learners examine carefully Ask several learners to the A.B. Median Unemployment family income Consider1.supportingchartsshare If theiryou couldthe wish different possibilitygeneralizations be to used show pointsto how thatdevelop conditions ofwitheach view generalizations theof by theseclass. haveasking: C.D. Substandard Education housing 2. Which generalizations couldwhichhaveifimproved be you developed,generalizationsyet wish tofor goto non-whites toshow achieve howcould farin equality be recentnon-whites developed? years,in the 4.3. WhichWhy is of it the so generalizationseasy to supportpointsUnitedaccurate presentopposite States?of view,picture? a more using the same set of figures? Explain your answer. 5. In your opinion, how successfulfailed?datarights inhas movementthe the charts, civil been in thus what far? ways has it Based on the 6. Do you feel further action isIf needed so, what for kindequality? of action is needed? 104 CONTENT LEARNING ACTIVITIES action. nequality demands "III. Have a Dream" by Martin Luther King, Jr. Obtain a recording of the speech, MATERIALS/RESOURCES III. Action for A.equality Tutorial organizationsIII.class.Explore the meaning such as of Kiwanis, the speech Lion's with Club, the Invite several speakers from community B. Student rights bilitiesandprojects responsi- theirandspeakerscommunityImprovement solution.possibilities toservice identifyAssociations, organizations.for localstudent Optimistcommunity involvement Clubs, problems inand Discuss the problems and Ask these D.C. Fund Political raising action 1.directsiderdevelopalternatives Develop thestudent with followinga tutorialthe involvement:suggested class as project. apossible planby the of speakersapproachesaction. and for Consider work- Con- F.E. InterschoolLetters to sharing 2. Encourage your student councilHaveoraing workingBill yourwithto ofdevelop class awithinStudent neighboring provide your Rights own theelementary andschool. council Responsibilities. schoolwith the editor 3. Have various members of posethedetermineseveralsuggestions classof interviewing campaignvisit the forcandidates' headquartersthe staff Bill. membersprograms for to thefor pur- candidates.learnersfeelHaveequal theytherights. tolearnerscan volunteer support. select to workthe candidatesfor their they Encourage the 4. Conduct fund-raising activitiesb.c.a. Sponsorship for:DonationPeace Corps, to of a Schoolaworthy child Partnershipg-oup alleviatestriving Program toinequality. (continued) 105 IS FURTHER ACTION REQUIRED? 1 Median Family Inc Ome rncaa) Substandard Housing 10 9 WHITE a) EZZ2Z1WHITE0 NONWHITE 78 caU) 8060 56 NONWHITE ornc a 50 4:7) 43 -2 = c I< 3043 40on 2 '48 '50 '52 '54 '56 '58 '60 '62 '64 '66 '68 _c) ) 10 '60 StatesUnited '68 50,000Cities'60More ofor Suburbs Towns and '68 '60 '68r7A Rural Areas'60 '68 20 Unemployment(All Workers) 1015 50 1 WHITENONWHITE 1954 1958 1061962 1966 1970 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES action.Inequality demands raisingUtilize activities:one or more of the following-Walk-a-thon fund- --Rent-a-kid School fairCar DanceBakeprogram wash sale 5. Have the class develop a programshared- Flea tomarketwith beCandy students drive from another school. activitiesoccasion.completedThe program oras: mightespecially be based developed on work for already this The program might include such projects, displays, a cultural 6. Have the class examine a newspaperpagesiderDiscussfestival, to writingidentify localeditorial or a letterscommunity classconcerns play. to problemsofthe the editor, community. and tocon- your . pressingcongressman, your point or to of local view. councilmen ex- .

107 SUPPORTIVE LEARNING ACTIVITIES FOR the middle school-junior high MIDDLE SCHOOL-JUNIOR HIGH grades can vary from elementary level activities tofrom high fifth school to levelninth grade. The level of activities for activities. Consequently, activities from the Different school systems include Level II list and the Level. IV different grades at this level - list are recommended the range going arefor encouragedthis level toin selectaddition to others from Levels II and IV others especially selected for that seem appropriate. this level. Besides the recommended activities, which build his teachers self-image and stretch his powers of At this stage in the student's empathy. life, it is essential that he At the same time, he is of promoting equality among ethnicreadycontinue forgroups. to a havemore experiencesmature understanding of ethnic contributions, of the nature and Teachers are encouraged to III, if they find it desirable or necessaryresults of prejudice, and of means substitute appropriate activities in this section for thoseto do so. activities within theand preceding suggestions units that in Levelthey can Again, it is hoped that as teachers use make available for further these activities, they will keep a refinements of the guide. record of successes, improvements,

110 LEVEL' III: 1. Who Am I? 14. Patterns in Design SUPPORTIVE LEARNING ACTIVITIES 27. Litigation and Immigration 3.2. ShapingSelf-Image Attitudes 16.15. Woodcrafts 28. Conditions of Servitude 4. OurDiversity Language in the Development of 17. Ethnic InfluxOrigin inof AmericaPlace Names 30.29. SeeingThe Posture Through of theDiscrimination Eyes of 5. Linguistic Pluralism in the 18. Ethnic Influences 31. AnotherDonning the Mantle of Ethnic 6. AnotherUnited MythStates 19. Computing Community Composites 32. CommunityGroups Planning 7. HeritageThe Land: The Root of Cultural 20. Food Fest 33. Social Communities T--111 9.8. AmericansResource Fest in Action 22.21! andImplications Discrimination of Prejudice, Bias, 34. Creating Harmony Among Groups 10. Symbolism in Mathematics 23. PantomineNon-VerbalExamining DiscriminationCommunication: 36.35. Multi-EthnicOn the Other BazaarSide of the Scale 12.11. MeasureDollars for and Measure Decimals 25.24. EffectsEpithets of Labeling 37. The Face of America 13. . Keeping Up With Time 26. Opening Doors 111 LEVEL III MIDDLE SCHOOL JUNIOR HIGH c\It 1. WHO AM I? TITLE hasTo examineof himself the throughconcept theone PURPOSE Providecomposition an opportunity for students to listen to the musical The Unanswered Question" by Charles Ives. LEARNING ACTIVITIES Ask analysiscomposition of a musical Foraskaboutexplanation.them example,them toit. listento listhow to doesthe the ideasthecomposition composition and emotional the revealfirst feelings timethat withoutmany persons As they listen to the compositionThen the have second them express their likes and dislikes expressed. time, himselfhaveDrawasks ofdifferent himselfa andacomparison person the "Who ideasextent be Ambetweenequated of I?"to what which theto a thepersonextentothers concept is,toreally which yetone know the hasa person him.of knowsstill How might the ideas other people himself? Relate student:this to the concept each student has of himself by having each CiteList what he viewsconsiders as his to goalsbe his in weaknessesstrengths life Dividetoideas determine thewith class a partnerhow into the pairsandstrengths get to hishave of reaction. aeach person student can share his Indicate the impressionlike he to feels create he would Hold a discussion enhance his 2. SELF-IMAGE worthTo develop in each dignity individual and Considerself-image.for students representative to trace names the originof students of their in class.individual names. Arrange withownthrough thename origina familiarity of one's Tohisofexamine do information. namethis, familyif students he hadrecords, ashould choice. and consult make use parents of other and availableother sources Have the class cite examples of strengths suggested Ask each student to indicate the changes in Explore the reasons for these relatives, Note:inchanges. the origin of each name considered. theirSomeembarrassment. studentsnames. may not be able to trace the origin Take all possible steps to avoid of 112 3. SHAPING ATTITUDES TITLE throughTo improve observing self-concept that PURPOSE Examine with students examples of figure sculpture used by LEARNING ACTIVITIES norphysicalcapabilitiesnot limit necessarily make-upa person's doesenhance humantherepresentandseveral thepurposefigure culturalmood character, are foror emphasized feelingcreatinggroups. ranks, conveyed. the and orsculpture? forrole? what reasons? Look for the type of material used What symbols are used to What features of the Have students sketch What was onandbody.ora thesimilardesign,evaluate observer, materials,and the with andprojects thevalue create use inand oftermsan diversityivoryoriginal of soap,mood, ofsculpture papertheemphasis, human macho, of bodyeffectthe clay, in Use a fellow student as a model to create the sculpture 4. DIVERSITY IN THE DEVELOPMENT OF OUR To recognize that language NOTE:relation to strengthening one's capabilities. It is suggested that the series of activities which LANGUAGE phenomenonfromis a manyconstantly whichdiverse haschanging sources evolved aspectsproceedfollowinvolvementstudies, involveofsimultaneously theindustrial insuggestedseveral some of arts,whilesubject learningthe foreignactivitiesother matter experiences. departments languages),areas by one (English, departmentengage aathat insocial othermay student situation.suggestedofthe materials, availability to her, teachers ofthose time, maywhich teacherchoose are mostfrombackground, appropriatethe series and ofaccessibilityto activitiestheir As students increase their knowledge, the teacher Depending upon knowledge.whichlanguageactivity.should can have serveof thethem as time. keepa quick a record reference of their as they findings apply intheir a folder, learned These worksCertain are used works as ofrepresentative literature are styles included of the in this Several lines of each will be sufficient rather,examplesstrengthenpossible,to serve they thisare recordings, theare notpurpose. listeningfor intended clarification tapes skills for and an of oralin-depthof the thereadings student. language study be at usedstyles. this to level; Further, it is suggested that whenever These literary markGivetheRead themstudents geographicalto theon their classa blank maps.places"You, map Andrewofwhich the areMarvel"world. mentioned by Archibald in the MacLeisi:,poem and Have them investigate 113 (continued) (The dictionary gazeteer will serve C\1.7\1 TITLE PURPOSE toas thean adequateclass or sourceshow on LEARNING ACTIVITIESof information about thethese opaque or overhead Studentsprojector should excerptsplaces.) Read progressingbeginfromthe "Topoet,to keenHis onforward Coy atheir time Mistress" in timeline time. lines. by beginning with Ecbatan in Persia AndrewThey Marvell.should enter AndrewtheInitiate two poems. a class discussion The students Marvell, and twowillcenteredgraphicfactors poems recognize around(progressiondifferences)are different. that the thelanguage ofhave style time, brought of The students will learn that historicand form influences,of the language and, ingeo- about the changes. several the HaveRecOrdobserve the excerpts studentsthe influence whichresearch areother applicationconsidered of literarythe representative Indo-European materials.)languages of Language have had on our own. Tree to the age. Samples:(Refer to NOTE regarding Pre-American: GeoffreyBeowulf Chaucer American: JonathanWilliamBenjaminDiaries Shakespeare Swift ofFranklin Colonists Modern: MarkRichardChurchill Twain Brautigan and Truman - comparison (author's preferred spelling) shopBased departmenton the student's could takeknowledge over e. e. cummings the constructionof the of Language a tree. Tree, the Construction of the tree could - TrunkRoots to is based on other languages beshow labeled that Indo-EuropeanaccordingIndo-European to thelanguage follow this pattern: and cultures nine 114 - Limbs to (continued) TITLE PURPOSE ArchibaldEstablish MacLeish. a correlation between the Tree and the linguistic branches to the tree LEARNING ACTIVITIES poem by theusing,Persia).Have people each his studentamongwriting whom beginmaterials, he antravels. imaginary his mode trip of transportation,from Ecbatan (ancient and He should record such items as the language he is As the trip progresses toward.. German)Whentheirthe thepresent, mapstimeshould study tolines behavereachesdenote suppliedand the areasmaps. Oldstudents forEnglish, of analysis.strong make a thelistlinguistic necessary of German influences. notations words (High They may also wish to use shading on on Sample words: kommenmorgen - comemorninggross - gross beginnen - begin lernen - learn buch - book cognatestheTheEnglish student whencognates. "reaches"should the student associate the "reaches"Roman the Invasion words the withNorman and theirwith Invasion, Frenchcorresponding Use this exercise with Latin cognates when C\.1 languagetree.usingtakingLanguage literarya isforeignclasses still branches language.couldgrowing. beto directlyrepresent involved the subdiviSions if students of the Unlabeled branches should be added to show that the Having reached Old English, begin are numberExplore of withtimes the words students of recent a typical foreign teenage origin magazine. occur. WordsCount the . reversenewlyHavesuch acquiredtheas with hamburger,students a knowledgeFrench trace fritos, or of Spanishthe the sauerkraut,etymology Language language of Tree.and magazinethe chili words to based discover They might domay the be cited. on their Reference:velopingwhichfrom wordsseveral a teenageare languages. borrowed conversation from English. which utilizes words borrowed Records "Our Changing Language" "Americans Speaking" Assist students in de- 115 (continued) S. LINGUISTIC PLURALISM IN THE UNITED STATES TITLE Tolems identify and the the richness prob- PURPOSE cateShow whatthe classthey wouldpictures call of them. a number of objects and LEARNING ACTIVITIES Sample answers - depending upon have them indi- examinationStatesismof linguisticin throughthe Unitedof plural-itsan the section of the country fromfossnock whichspiderspigot a (South),(Midwest),(South).person comes: waterfried skilletYork faucetcake City), (South), (Midwest), (other doughnut fryingplaces) cruller (other pan (Newplaces) (other dialects piazzapulley (South), bone (South), stoopplaces) (Newwishbone(other York places)(otherCity), places)front porch bellityapple Jonathanbump (Indiana), (RhodeYorkorConnecticut), headIsland),belly City) foremost kuhchunk apple boy (Louisiana), fashionJohn(New or (upper Midwest), scooting belly-whopping (New London, Betty apple(other(Midwest) slump places) apple(Narragansett grunt (Plymouth, Bay area), Massachusetts), deep-dish pie . paperpoprareripe (Midwest, bag (Eastern(East), West, sackNew or England),(Midwest),South),(East) soda toniconion poke, or (New(other tote England) places) soft drink (South) Southern,theDrawstudents three from Midland). mainthesuggest class'sdialect the knowledgepossibleareas of originstheof UnitedUnited of theStates Help the students to analyze and gather States history to have migrations in each of (Northern, infor- mationareas concerningof the United the States.reasons for- MigrationsIsolationthe differences of amonggeographic barriers, long distances, slow from England different areas as a result of Some reasons might be: the dialect -. MigrationsDirect contact colonialtransportation,Boston, periodand New inand York America poor with communication London during the within the United States of such port cities as Annapolis, 116 (continued) TITLE PURPOSE LEARNING ACTIVITIES andexcerptsHavelisten,typifying grammar. students fromhave the records listen themvarious note toor dialect excerptstapesdifferences forareas. from this in pieces purpose.pronunciation, of literature vocabulary, Point out the relationships between the various The teacher may use As students ingpridedialects examples one toshould themay parentbehave used: in language his ownNorthern: anddialect. emphasize a feeling of RobertRecordings Frost, of "DeathJohn F. of Kennedy's a Hired Man"voice Some of the follow- Southern: MarkRecordingsDamonJamesStephen Twain, Runyon,Russell Benet, of"The Lyndon"MoreLoWell, "TheCelebrated Guys B.Mountain"biglow Johnson's and Jumping Dolls" Papers"Whippoorwill" voice Frog" Western: EugeneSidneyRecordings Lanier,Fields, of Harry"Thar's"SeeingThan S. 'lore Things"Truman'sThar inis theinvoice theMan Land" Rj Differences within Dialects: JamesLucyRecordings WhitcombFurman, of "Ballad Riley,Dwight "WhenonofD. theKentEisenhower's the Pumpkin" and Frost Fallons" isvoice Use of recording, "Mend Your Speech," to help students: -Elsie Recognize Singmaster, the standards "The (Pennsylvania(KentuckyBelsnickel" of speech Mountains) accept-Dutch) - Recognize the contributions made by thepresent-dayvarioustheable dialect by dialect most American area Americans, areas involved English to theregardless making ofof differencestionscountry.orUsing teachers whicha tape and allin recorder, to thesections draw school conclusionsrecord made who torepresentexamples the concerning richness ofvarious speech theof sectionsourusedcontribu- language. by ofstudents the Apply previous learnings to analyze reasons for the 117 (continued) LEARNING ACTIVITIES C\I(7,0 TITLE PURPOSE Reference: U.S.A.Malmstron,Shuy, Roger Jean M. and Ashley, Annabel. Discovering American Dialects Dialects 6. ANOTHER MYTH Tothe dispel American the mythsIndian about OrganizeIndians. the class into four hypothetical tribes of American Fictitious names for the tribes may be used or actual Copper, or Chippewe. namesfoods,couldrevealHave may each depictdance,a betypical group given themusic, developtribedaysuch orin as and folklore.theideas Sioux, its life forreligion, Cherokee,of a thatpresentation government,tribe. which customs, Following the presentations, Presentations could withfilmstrips,directferences the the ideas and studentsrecords, likenessesillustrated toand engage filmsamong in their in tothe researchgather variousoriginal facts from tribes. presentations. aboutlibrary the sources, dif- Compare these demon- gainedto:stratesFollow from thisthe their differencescomparison research. withbetween aThe second theirpeaceful presentationoriginal aspect ideas of which Indian life ,Examples of such ideas could pertain and those ShamonMusicLife in asas harmony athe function power with ofand Norththe government a natural wayAtherica of lifeenvironmenton the East coast of barterbeltsUse art used system and by industrial thewhich Indian the arts coloniststribes. classesRole used?of to the make medicine models andmanof wampumasin athe preserver Northwest of associal a healer traditions How do these compare with the recorder,Assigninwithlife. which thosethe tapetheclass portrayed studentsa commercialto view in summarize acomic Westernadvertisement books. the on mythsTV orwhich whichwith depicts thethe useTV Indianstory,of a Compare the ideas which these advertisements suggest Conduct a discussion theirparagraph,Havemisconceptionsadvertisement, studentslearnings, poetic, useorand theycomic theorgive mightsomewriting stripsupporting otheruse illustrate.skills a creativetopic facts to suchdevelop toform. dispelas'"What their them. I Summarize the In summarizing ideas in Thought. 118 (continued) TITLE PURPOSE References:Indians Were, But What I Now Know They Are." Hofsinde,Kluckhohn, Graywolf. Clyde. LEARNING ACTIVITIES Navaho Witchcraft The Indian Medicine Men 7. THE LAND: OF CULTURAL HERITAGE THE ROOT ethnicTothe analyze lifenatural groups stylesthe environment effects of different of on andsameture,environmentArrange othergeographic and for visuals,other onstudents clothing,regions.aspects have to studentsof studyeating the thelife habits,give effects of oral different occupations, ofpresentations the groupsgeographic architec- inwhich the Using maps, transparencies, pictures, somethecontributionsinare soiltheir cropsbased and new canon climatic andhomeslibrarycause changes insoil conditions research.America. erosion,which different(i.e., or how how theethnic the topography growing groups ofmadeof CorrelateHave other this students with areport study theof MuseumAsexamineathe aclay follow-up,land of or aHistory ispaperdisplay conducive conduct macheand of Technology the projecttoa fieldcertaincultural to tripin illustratecrops). contributionsWashington, to such placestheir D. of C. findings. asethnic to the Students might make 8. RESOURCE-FEST sentTo utilize various people ethnic who back- repre- andInvitegroups customs inpersons America. of theirto speak ethnic to thegroups. class to discuss the traditions The teacher should make roomgrounds resources as effective class- sourcesstudents,personsuse of anycouldwho parents) availablerepresent include: who school varioushave hadand groups travelcommunity (e.g. experiences. resources,faculty members, including Panel of American women Other MilitaryBureauForeignExchange of studentsgovernmentpersonnel teachersIndian Affairs representatives attitudestheFollowing students towardthe in presentation aethnic roundtable groups. by discussion persons from of changesthese groups, in their engage HowAmbassadors did the traditions and customs of various Pose the following question: 119 groups contribute to our American heritaggi? TITLE PURPOSE LEARNING ACTIVITIES pictures, paintings, research, C\1 9. AMERICANS IN ACTION Totivegroupsedge demonstrate activitiesof by different developing one's ethnic knowl- crea- Usingactivitiesintoand presentation thegroups information of to various create about gained groups. aseveral series from of ethnicIn preparation groups, organize for this, the students classillustrations to depictthe the following: might develop activities similarArt Industrial -to use appropriate Arts - depicts createdesignsan extension avarious threeto create of -ethnic the a mural groups in dimensional border asAmerica mural which MusicEnglish - analyze, - analyze interpret, andAmerica"I've"I interpret Hear Been andAgain" America Workinglearn such - Hughes;songsSinging" on the or Railroad"- "Chicago" - Whitman; "Let America Be literary works as Sandburg such as 10. SYMBOLISM IN MATHEMATICS varietiesmathematicsTo exploresystems of thein andsymbolic ethnic historythe groups of following:Arrange learning stations which- Frommay a languages, point out the universality display of mathematics textbooks enable students to do the of some sym- in different - Trace the bybolscontributions. studying now used Greek, in mathematics. Egyptian, history of mathematics in the Westernnationality and the contribution to Babylonia, and Arabic world - Identify the mathematics of the following:JohnPierreNicolaus Napier de CopernicusFermat HenryReneJohann DescartesBriggs Kepler Do arithmetic calculations in SirEuclid Isaac Newton with guide sheets to help studentsdifferent symbol systems. AristothenesGottfried Wilhelm vonLiebowitz Devel- moveofnotationalstandings.op each.afrom systematic station systems, flowto stationcomparing chart as the Have them make a display of the they increase their under-advantages and disadvantages different kinds of 120 11. DOLLARS AND DECIMALS TITLE monetaryTo identify systems the useddifferent by PURPOSE Ask students to collect coins and bills from different countries LEARNING ACTIVITIES ethnic groups decideindifferentcomputeor themake community. whatfacsimiliesexchange countries. the priorities rates of themand are)thefor costafor display. incomesof an item at differentin the money levels. of Try making budgets to cover prioritiesDiscuss monthly (first budgets for family support Use arithmetic to recentlybudgetsStudentswithout(The in labelingteacherinneed the another tomoney shouldfindthem countryof outas anotherinclude welfarethe could cost country.the visit oflocal necessary the welfare class items. monthlyand help allowances deter- - just one level of income.) Someone who has lived Make 12. MEASURE FOR MEASURE Toences distinguiSh among various the differ- sys- Havemine(i.e., the studentsprices quart, in cup,make relation pint,a display gallon)to local of andliquid items. comoar!: and vo1sie -1th the measures ofidentifytems each of measurementthe contribution and to toMakemetricclass investigate a similarliquidto compare andthedisplay volume originsthe comparinglength measures of each.measurements- EnglishDiscuss(i.e., weightcubichow of people the centimeter,units. twosystems measure liter) amountsand of land in Students may: Ask the - EstimateCompare Fahrenheitlengths,thetemperature.different weights, and metric Centigrade countries.andsystem volumes measureseverywhere. using of What are the - ResearchDescribe thewhat English woulddecimalsystemsobstacles happencurrency system. didif to conversionsomenot its exist. ofuse these in to the the United States? 13. KEEPING UP WITH To discover how differ- - List the advantagession and to disadvantagesthe metric system of conver- in the United States. TIME affectthroughoutseasonalent calendars members variationsthe ofworldand eth- calendars:Enable students to study and JulianAztecmakeGregorian displays CalendarCalendar Calendar of various types of SolarLunarStellar Calendar Calendar nic groups 121 (continued) TITLE. PURPOSE PerpetualJewish Calendar Calendar LEARNING ACTIVITIES time of sunrise and sunset during ChineseProposed Calendar World Calendar thatseasonsStudentsairplanelatitudes are and shouldconditioned tripsinin :various otherfind to different out,countries.by the the length places, latitudes. Have the class plan hypothetical ofDiscuss the day the at calculatingways different of life the time of departureinformation.neededlength onof and theday arrival trip.at the versusdestination, the and The airlines are excellent sources elapsed time, the season and the climate and clothing of 14. PATTERNS IN DESIGN Demonstrate the univer- AskReference: the students to gather materials Hawkins, Gerald. Have them select designs from Stonehenge Decoded from nature and sketch differ- insourcesality different of designnature cultures patternas a entbasicof culturessymbols shapes fromandin nature. shownature: their OnIn flags religious ceremonies relationship to nature. Examples OfIn politicalIn art musicnumberswriting parties NoteReference:symbols the basicinof thedifferent similarities shapes ethnicof nature. and groups Mead, Margaret. Symbols Speak Their Own Languagedifferences in the designs andand the origin of these 15. WOODCRAFTS To'recognizeedgecontributefrom andall useover tothat of ourthe woodpeople knowl-globe Arrangetoolsaround usedathe display world.in working case ofwith wood theseBrazil - rosewood If possible, include samples or materials and woodcraftsmaterials. from Samples: pictures of JapanGeorgiaCaliforniaCentralIndia and and-America Indonesiapine -Africa redwood - mahogany- -teakwood, sandal bamboo,wood and ebony 122 (continued) TITLE PURPOSE LEARNING ACTIVITIES cultureeachmethodsLocate student onandof a woodworkingsimilarmap to theselect tools,origin aprocedures culture; haveof these him usingin makematerials. other ahis material cultures. own model. from that Discuss the Allow 16. ETHNIC ORIGIN OF PLACE NAMES namingethnicTo recognize ofinfluence places the onmulti- the Examples:termscommunityProvide of the theirand class state. ethnic with origin. a list of names of places in their PattersonPulaski Highway Park (English) (Polish) Have the students analyze the names in ReisterstownSusquehannaLafayetteBaltimoreKennedy Highway (Irish)Square River(German) (Irish) (Indian)(French) rizeDiscuss the namesthe groups by ethnic represented groups andby theseask the place class names. to suggest TexasConowingoHavre (Scottish)de GraceDam (Indian) (French) Catego- under-represented.naminglibraryreasonsothers forof researchwhy specificeach some category. concerninggroups places, (e.g., use the the Italians,circumstances skills Jews,developed which and blacks)inled mathe- to theare Is this situation changing? Draw conclusions concerning the Based on maticsReference:someform. ofto thehelp places students studied. compile their information in graphic Have them construct models in industrial arts to Jessup,depictCounty Jennie E. The Origin of Names in Baltimore 17. ETHNIC INFLUX IN AMERICA migratedonTo ethnicobtain to groupsinformation America which America.toUse familiarize the sound filmstripstudents with"Minorities the ethnic Have groups Made Americawhich live Great" in Have them record information on the three major relatingmovies,art,amplesperiods science, of and of topersons immigrationgovernment.food, economics, whocustoms, make in sports, United..ontributionsjob opportunities, theStates theater, history. in such andliterature, areas language. as music,TV, Cite problems encountered such as those Include ex- 123 (cOntinued) TITLE PURPOSE LEARNING ACTIVITIES CYD thereHavecametagessented students wereduring byby comparingdifferenceseach themake groupdifferent zraphs the inin number thetheshowing periods. variousnumber of thepersons of periods.number persons from of eachrepresented.persons group repre- who Discuss the reasons why Compute percen- 18. ETHNIC INFLUENCES ofTo thediscover settlement the influences patterns toUsingReference: the letterlocal orwriting state skills,Chamber allowof Commerce, students Historical to write lettersSociety, Finkelstein, Sandifer, and Wright. Minorities, USA. Americanof ethnic way groups of life in the whereBasedChooseCity,State persons on orHousethe informationembassies best atfrom Annapolis,letters various to gathered, gather and groupsCounsel send information plan havethem for a settled.fieldtoTourism theon trip ethnicdifferent in toBaltimore origins.a community places. Film aspects locality.ofactivities, interviewsthe community recreation to ascertainlife (e.g.,facilities, why dress, persons customs) food, moved buildings, andto aconduct particular economic a series In conjunction with art and industrial arts classes, portraysExamples:whichstudents comprises the might predominance constructseveral groups. ofa modela particular of a community group or whose a community makeup Chinatown ColumbiaPennsylvania Dutch Area Reference:variousGuide the ethnic class groups in drawing have hadconclusions on the American on the influencesway of life. which HighlandtownThe Amish Huthmacher.Country A Nation of Newcomers. Little Italy 19; COMPUTING COMMUNITY COMPOSITES throughdiversityTostudy identify a statisticalof thecommunities ethnic ofcompilingandHavelation peoplegrandparents. students about thefromvarious statisticscomposethe national a'ations, questionnaireto orshow ethniccontinents, the numbersbackgroundto poll and and the ethnicofpercentages school their back- popu-parents The teacher could guide the students in dentsthegrounds.gathered,If discussionschools are descendents students in candifferent lead can of tobecome thosecommunities the whomconclusionaware came ofexchange thefrom that ethnic anothertheall informationofdiversity country.the stu- In a school 6nere the backgrounds are very similar, 124 urbanin differentareas. parts of the State, as represented in rural and 20. FOOD FEST TITLE otherTo become cultures acquainted through with the PURPOSE Haveethnic students groups. research the background On the basis of their findings, LEARNINGassign ACTIVITIES of foods used by various groupsfoods of various ethnic thedientsto (e.g., possiblemake used adrying, recipe effectsin the refrigeration,book. foods,these havestorage, fermentation, and Have students study the plants, ingre- on the body. preserving techniques additives) and Use physical them groupseconomicstoeducation'classes the and types prepareclass of foodsto foods toselect analyzeconsumed. for some a thefood typical relation fest. recipes of Ask the students in a home Have students writephysical activity of various ., Othertheya reaction helpedrelated toto activities theenrich foods their includedmay understandinginclude: in the fest and TablewareEaring tools of other cultures. explain how 21. IMPLICATIONS OF To prevent prejudice by Reference: Rituals Frazer, Sir James. The Golden Bough. ANDPREJUDICE, DISCRIMINATION BIAS, attitudestherecognizingattitudes truth maywhereas maythat distort help positivenegative discover it toclassduceHavethe discover thesoundshould conceptsclass filmstripthe differentiate viewclose of the prejudice, "Man:relationship film between "Black bias, betweenfact and White: A Cross Cultural Approach" to intro- and discrithination.and opinion in order Uptight" or The andhowclasshow discriminationbias, they analyze prejudice,are depictedthe andreasons and thein discrimination theeffectsfor visualthe theypractices material, and to discover haveoriginate. on others. these terms,of bias, to noteprejudice, Have the word.studentstheSelect industrial amay word use whichartsto mirror departmenthas a theirbeautiful toreflections cut Use a different word and have each student connotation. a piece of steel which as they say the callArrange the for whatsaysconcerningtoword compareandone with howdoes contempt. thehe not usesimpactattitudes say? words. this which has on them. The students should look into the mirror What lessons may be learnedare reflected from in what a person Draw conclusions 125 TITLE PURPOSE Explorefollowing: with the students their "What are some of the facial LEARNING ACTIVITIES The person in the next seat?ideas on questions such as the expressions which your The vicefriends"Whatthesethey principal mean use?dangerexpressions when mayor they principalarise reflect use fromthese feelingsof Your teacher? misjudging the feelingsexpressions?" and atti-the school?" intended by the person?" "What"How dodo youyou thinkthink Usetudes sample of others greetings by their to show Show how the absence of a expresions?" the way they influence greeting or response feelings doeswhereasingaffectsand emotions.how:this emotionsnegativepositive have to andattitudes the feelings. prevention may distorthelp to it.discoverConduct thea discussion oftruth prejudice? concern- What relationship 22. EXAMINING DIS- CRIMINATION ouremploymentTo examinecountry. practicesdiscriminatory in obtainingOrganizeanese,Indians, or the employment.Irish, other class Chinese,groups to locate who Jews, material Students should use the results have experienced difficultydifficulties in which Chicanos,members of Puerto Ricans, Jap- about Negroes, Poles, of haveupment.theirthese mock all findings groupsinterviews the necessary haveto report experienced the in Develop a role playing activity with personnel managers wherein qualifications except the "right" seeking and gaining employ- in which students set candidates practices.thecolor,Fair excuses Employmentreligion, the "employers" sex,Practices or age. Lawsgive to Compare their excuses with executives who represent differentThe class(state should and federal).then examine justify these unfair the provisions of the Have stu- dentspractices.dition,ethnic gather groups invite information in personnel the major on leaders Students might analyze the corporations in the nation.Langston Hughes: to discuss employment words expressed in "Let America Be In ad- America.pieceshappenscompareWith America,"of Again," intheliterature actual ideals Stephenor practice.Walt such Vincent as expressed in this literature Whitman's "I Hear America Benet's "I Have Fallen in Love with what Singing" and 126 23. NON-VERBAL COMMUNI- TITLE To recognize the universality PURPOSE Compile a list 'of human emotions, facial expressions, and LEARNING ACTIVITIES. CATION: PANTOMINE culturalfacialof gestures, expressions groups emotions, of various and acryamplesgestures, greeting. for couldsadness, and bethe a anaccompanyingsmile embrace for forhappiness, ideas friendship, they a screamconvey. or a forhandshake pain, afor Help the class analyze the meanings of the exam- Some exam- demonstrateples.entationsfacialincident expressions usingcouldthe universality thebe ofsharedlanguage different with ofand emotions, non-foreign languageimitating facialgroups. thelanguage gestures expiessions, classes and to Foreign language students could role play a similar Their pres- 24. EPITHETS To discover the different CompileReference:and bodily with gesturesthe class among lists rany of wordsgroups that of people.have emotional con- Film, Five Aspects of Pantomiming. ofhavemeaningsemotional people among that connotationsdifferent some words groups and Examplesstrongfindingsofnotations these emotions. of inwordsfor someterms some through emotion-charged ofpeople. the library reasons research words:why the andwords discuss arouse their such HaVe the students trace the origin punkgreaserkikehunkyboy piggookchinkdagowop professorniggerdudeunclemammy pollackkrautfrogliMeygirl 25. EFFECTS OF LABELING ofTo "labeling"investigate on the attitudes effects rattlesnakeHave the students meat, pig'staste feet,various ugli, unidentified frog legs, foods, terrapin such soup, as "you people" spic classreactions.fish reactionseggs, chocolate to labels. ants, and seaweed. - Which of the foods likeRevealthat didyou cards youthought reallyof identification. you like? didn't Note individual Discuss 127 - Which of these foods would you purchase? (continued) TITLE PURPOSE Have the students discuss the idea that labeling influences a - What difference did LEARNING ACTIVITIES the label make? -1 hippies,namesrelationperson'sconnotations of attitudes.juveniles,groups,exists in between andrelation and names janitors).the toof above attitudes,minorities activity bias, and andnames discrimination. of people, Extend the discussion to show that a Students should note (e.g., flower people, 26. OPENING DOORS forofTo housingrecognizeethnic minoritiesis howrestricted a choice haveSurveyadjusted,ity. them the relate classand the howto barriers findthey whichfelt, they studentshow had long to areovercome.it tooknew tothem the to commun- getIf some students have moved into a different community, Examine the problemsoneexperiences. or severalof different of the ethnic following groups learning in light experiences: of these student - From the Human Relationsor state, obtain informationUsing this onas a springboard, involve students in Council of the county discrimination - Invite PAW (Panelhousingin oftion. housing restrictions for minority and groups. other forms of discrimina- American Women) to discuss - FindStudyAsk realout the the estateSupreme localrestrictionsregarding Courtlaws integrated and the housing.availability of services brokers about their policies regardingruling on fairhousing housing. - Role play a realtorroads,opportunitiesthe who residentialreasons water, hesewers, to gives areaspersons fire, forof ofthedenying and all community. police groups. equal - housingto all is prejudiced. Analyze References: - Bring together thenon-discriminatory.lative sessionLocal in Panelorder Coordinatorto seek solutions of PAW: that are findings in a simulated legis- Mrs.A/C3504Baltimore, Bertram301-764-0807 Seven MileGordon Maryland Lane 21208 (continued) 128 TITLE PURPOSE To Schedule a PanelMrs. Presentation, Charles Obrecht Please Call: LEARNING ACTIVITIES 27. LITIGATION AND IMMIGRATION proceduresTo identify involvedthe legal in the Havefor theentry students into the gather United information States. on current procedures A/C 301-532-7865 Some possible sources of groupsimmigration of different information are:- DepartmentofService,Justice Immigration DepartmentRaymond of the Appeals, F.Treasury -Farrell Immigration M.A. - Commission,BureauRoberts, and of Naturalization ChairmanCustoms, and Bureau PortBaltimoreDepartmentMyles(Telephone Administration J. Ambrose,City of 382-5700) the InteriorCommissioner - Port Authority, Pier 2, Pratt Street represented.seekingclasses,aHave situation the admission orstudents pointsuch asintoofutilize aentry classroomthe theirUnitedin which ininformation States adultnumerous andeducation, byshouldethnic establishing illustrategroupscitizenship are The situations should portray the group as 28. CONDITIONS OF To discover some of the Havethe the legal students aspects research of immigration the inferior and statusnaturalization. of various eth- SERVITUDE ofcausesthe our ideals democracyof the and chasm the betweenrealities nictheaskindividualand groups, theearly Oriental.Students indenturedsuchand/or as to groupthe discuss servants blacks, reports. such allowedthe questions American to work as:Indian to be (Amerind) released Have the students compile the research into After the reports are given, (1) Why were OrientalsfromIndiansto completetheir considered consideredbond? their indenture undesirablean inferior stopped? asrace? slaves? (2) Why was the practice of allowing blacks (3) Why were the American(5) (4) Why were4the Whr were the studentsIndiansplayblacks(6) in graduallyWhat asthedraw "heathens," classificationsrole conclusions denigrateddid religious "barbarians," and ofto develop Orientals,aleaders position orideas and"savages?" Negroes,of theirto chattel answer church and slavery?the American groups ques- Have the 129 tweenuthetion: ideals and the realities of our democracy? What can I do to eliminate or to lessen the chasm be- (continued) TITLE PURPOSE LEARNING ACTIVITIES Reference:Organize role playing situations in the form of Rose, Arnold. The Negro in America. short dramas, 29. THE POSTURE OF DISCRIMINATION thedominantofToethnic recognize theattitudes impositions groupculture the andby effects onexaminingproblems of an a' dialogues,studentsascarefully accurate might: orthe anplays situationsimpression written toasand be performed portrayed by in students. order to possible. To prepare for this, present Study 'endure drasticoftheir discriminationthose changes way whoof-,life inhave hadbecause to LocateandtheResearchIndians itsIndian informationeffects thewho of attitudeslivethe upon pastonconcerning him. the towardof reservation.the theWestwardIndian attitudes of today expansion of and - Explore the plightstructionCompare"OrientalLocate theinformation with plightlabor the force" ofplight concerningthe in blackof the the manlatterthe black duringattitudes partman Recon- of of the Irish immigrant. today. of the the Analyzeduringnineteenthexperiences World the century problemsWar of IIthe inin Japanese-Americanencountered theAmerica. Western by states the imprisoned Mexicans and the by Mexican-AmericanswhoRe-enactcomparethe chose United the toan Statesliveresultsactual.school today.in after thewith territories thethe situation warproblems with acquiredinvolving Mexico of the and the Discuss the commonality of the problems shared vice-principalAninteractiondissidents example might offrom memberswho bevarious is a confrontedblackof ethnicdifferent principal groups.with ethnic studentor a groups. by these ethnic white groupsInvolveconsequences when each a dominantofstudent their inculturestruggle one or is toseveral of the imposedsurvive. upon them and the following 30. SEEING THROUGH THE EYES OF ANOTHER membersTo build of empathy ethnic forgroups learning experiences: aboutReading himself a book or hisby agroup. member of a minority group (continued) 130 TITLE PURPOSE Exchanging visits, cultural gcchanges, or live-ins LEARNING ACTIVITIES byProvide discussing: an opportunity for students to compare their findings WhatTouringfor those experiences industrial who can didarrange centers they them.have? or places of work. Aglign each student to keep a continuing diary or log of the - -How How did are their the experiencesminorityinto different ofgroupsgive members them alike?ethnic newof variousinsightsgroups? How are they different? 31. DONNING THE MANTLE To stimulate a feeling of Thispeople.person activity he visited will to stress reinforce the knowledgehis feeling of ofdance empathy anecostumes for other OF ETHNIC GROUPS studentacceptance for ethnicin the groupsindividual representativeStudentsreasonsandamong model ethnicwhy willa nativethis study,groups.dances is costume. a practice,andnative rituals. costume and learn and notvarious a stereotype. kinds of Home Economic students will design, make, Students will research to find the If available, a guest speaker might aid in this learning activity. - Students presentAn whichbe theirassembly given. mayknowledge includeto coordinate in a anfashion assembly the show,joint orefforts dancing may with atorWhere utilize foreign foreign dances wordsare used, and phrasesit is suggested to facilitate that thean under-moder- awithparticipants student an explanation moderator. wearing of appropriate the dances costumesand costumes and by 32. COMMUNITY PLANNING ourTo examinecities andthe toproblems propose of Havestanding the students of the dances.take a walking tour of their own community humana ahumane plan living whichenvironment would createfor withpeopleHowfacilities,of buildings,ado critical whoslums are anddevelop? provisioneyetrapped cultural for congestionin for centers.them? park andof trafficschool space,and closeness health What is the effect of ghettos on the Why do they persist?Ask the following questions: Visit 131 Columbia, Maryland, and take a tour of the city. (continued) HoWis TITLE PURPOSE Columbia planned for an ecologically balanced environment? LEARNING ACTIVITIES In social studies Doesatcommunitycityand all it industrialor fulfilleconomic suggest to provide the artslevels.ways dream classes,idealin whichof livingthe havethey ideal conditions thewould city?students remodel for plan itstheir anresidents ownideal 33. SOCIAL COMMUNITIES whichToorganizations identify exist inthe theofsimilarities ethnicsocial groups bringsAsHavegathered, they the about observe, students studentsstrengths ask observe shouldthem within tothe list note thatorganization examples howcommunity. a cooperative and of drawan ant conclusions effort community. From the data groupscompareabout theof a people.cooperativecommunity of efforts insects illustrated. with a community of different The tribesdiverse of people the African of the FamilySlavic culture Examples: Have the students withinUsegroup this eachinto comparison groupa unit. and to identify help students the similarities cite the differences which bind the The familiesmyriad number of Chinese of American or Jewish Indian cultures tribes Compile a list of the ways in which differ- contributewhichclassences withinmembersfor theto athe ofpurposegroup differentstrength may of beplanning of ethnicsources American groupsa ofcourse communities.strength. may of more action effectively through Equal job opportunities Organize the Examples: References: ImprovementInvolvement in politicalthe quality affairs ofAmerica.Josephy, education Alvin N., Jr. The HorizonIndian HeritageHistory of 54. CREATING HARMONY To recognize that creative Have students in science classes investigate the experiments Josephy,Africa. Alvin N., Jr. AMONG GROUPS powersgroups exist in all ethnic ofperformedPythagoras Pythagoras.the Spheres"Harmony by andPythagoras. by ofhis Guy the followers. Murchie Spheres" which attributed relate toby Kepler.Aristotle to Bring to the class information on the theory Have them conduct the experiments Use taped portions of Music Arrange 132 for the class to listen to "The Planets" by Holst. (continued) Use the TITLE PURPOSE questions:ideas which the students have gained for a consideration of these LEARNING ACTIVITIES beHowof harmonyapplied maydid theKepler proposedto idea harmonious inspireproduce of byharmony Pythagoras?Holstmusic living suggested to amongcreatedevelop people?in "The thethese Planets"?theory works Howandsonthat,What yetdocan suggestions despite themaintaincontribute ideas differences hisofdoes toward Kepler,uniqueness? it implymoreamong Hoist, harmonious concerningpeople, and Pythagoras each livingthe per- idea theAssign local the or class state to level interview to find planners out their or governmentplans for tryingofficials to at ,compare withasuch Dream"? thoseas Martin of a Lutherpresent-day King asethnic expressed leader in "I Have futuredevelopsonsstudentsachieve think action goalsa might proposalthe which suchlocalconduct astothey or thosepresent a state shouldschool suggested governmentto take. opiniongovernment by poll-toisMartin doing.officials Lutherdiscover concerningKing. what per- Have them The 35. ON THE OTHER SCALESIDE OF THE solvingTo participate problems actively which in membersHave the of class minority examine ethnic cases groups similar tested to thetheir following rights beforein which the courtexemplifiedarise decisionsfrom conditionsin various as courts: BraunfeldMappMiranda versus versus versus Ohio Arizona Brown(Negro: counsel)(Jews:(Mexican American: right to Searches and seizures) freedom of speech) EversonPlessyBond versus versusversus Floyd FergusonBoard (Negro: theof freedom (Negro: Educationlaw) of religion)(Roman Catholic: freedom of speech) equal protection of TheWisconsinBrown Di'ed versus Scottversus Board Decision Yoder oftiontection Education(Amish: (Negroes: of theof the(Negroes:law) law) freedom of religion) equal protec- equal pro- 133 (continued) TITLE PURPOSE Have the class note and discuss: - Edwards versus South Carolina assembly) LEARNING ACTIVITIES (Negroes: freedom of InterpretationDecisionCircumstances of the leading ofcourt; theof tobasic all the individuals constitutionalcase; through court decisions; times, back- rights EvaluationEffectsInfluence of ofofdecisions precedingminoritymajority ground,on Supreme cases,intergroup opinions.and changingCourt outlook relationships; opinions of justices to on the decisions; Assignonethnic a studythe groups class of courtwhich to explore proceduresare currently news media before for thecases courts. and trips to the local, state, involving Based foror federalthe class court to: houses to - Choose a case been decided. in the newsAskdetermine which the studentshas how not cases yetto developare tried; plan they ideaswitnesses,orselectthink justices, for the members a casepresentationand attorneys, jurorsshouldof the (ifproceed.class concerning required). to act howas defendants, plaintiffs, They should Thejudge class Court.appellatecasemay choosebegin court,into ahave lower and the culminatecourt, in the Supreme When the court hears actual cases, have presentation of their proceed to the predictedwithbetweenanalyzethe studentsthat whatreasonsone which in happenedcompare their tookfor themockplace thein similarities theirrealtrial. in the decisionown real mock or case. withtrial They should differences the takenAskExamples the before class could cases to includeidentify which busing,involve issues housing,theon whichissues dress codes.welfare, employment,action could be reach the courts. Have the 134 studentsequal representation participate in onegovernment, or several or of the (continued) following: TITLE PURPOSE - Conduct community surveys or develop public opin- LEARNING ACTIVITIES - -Interview Write letters local, to state, learnonionthe the pollseditor or whatissue. federal to isof canvas beingthe officials local done.the feelingsnewspaper to of the citizens - -Organize Write a actionbill to groups inbeantions an sentattempt attemptto or tospeak to local,to tolobby toinfluence influence localstate, before organiza- legislativeor publica federallegislative opinion. action. session in References:itsStudents influence. should evaluate the action they have taken in terms of legislatorsOuigley, for their Charles. consideration.as an American Citizen. Your Rights and Responsibilities A.E.P.OregonShapiro,Quigley, State Alan.Charles. Bar. Liberty Under Law. (SRA) Rights. Conflict,Liberty andPolitics, the Law. and Freedom. r-1'714 36. MULTI-ETMIC BAZAAR To share what has been Have students participate in an interdepartmental project for the SaturdayParker, Donald. Review. (January 15, 1972) Civil Liberties. culturallearned aboutexperiences ethnic thevariousbenefit results ofcultural thein awhole multi-ethnicgroups school. have beenbazaar. finished in each class, combine - Traditional fashions of ethnic culturesHome -Economics Department After projects which represent Examples of projects: - Variations of toolsExamplesFolk of Dances different of ethnicand gamescultures contributionsPhysicalIndustrial of different- Education Arts to culturesart - - - Display of evolutionMedical of mathematical achievementsMathematicsArt symbols Scienceby Department people - of different cultures - 135 (continued) TITLE PURPOSE Foods of different cultures LEARNING ACTIVITIES Home Economics - LanguagePoems of spokenvarious - Religion,Songs ethnicForeign ofgroups Language differenteconomic practice,culturesthe cultural -and Music governmentgroup of Social Studies English 37. THE FACE OF AMERICA ethnicstrengthAmericaTo discolcer groups resulted and thatdiversity fromthe growththe of of ploreAmerica"contributedBased the on ideastoinformation reflectto concerningAmerican the gained contributionslife, the about groupsbuild ethnic awhich madecomposite groups couldby each "Facewhosymbolize group. have of Ex- whetherwithmaketryvarious inanone one whichevaluationibf strengthsgiven particular these group, ofstrengths ourcharacteristicthewhether countrysymbolism are some portrayed.and characteristic used. maythe besections solely ofassociated the coun- Have them determineHave the class are more predominantSuggestionscountry.Discussare some howcharacteristics in tothis some direct has groups contributedlearning whichthan inallexperiences toothers, groups the strength andhave from whether in Musical: ofcommon. our there SelectForThe stage:Face folk of America,or pop willmusic ofinto Americasuggest froma performance: current each area. 45's that large background map of United States For example: portionAs each of area the isface represented that the musicby music, represents song, andmay dance,be placed each PopFolk - current selections "The"The Sword Birch Dance" Tree" vocal instrumental and dance Thison theactivity map. could be presented to the community. Finale: beforesingAll members"Thisthe "Face Land of theofIs America"Mycast Land." on themight stage 136 SELECTED BIBLIOGRAPHY ce: A. Books LEVEL III -- Theme I Services,AEP.Relates theEducaticn story ofCenter, black progress Glory Road. (Black Experience Xerox Corp. duringin America the Series.)grim 1930's and the 1971. Columbus, Ohio turbulent 1940's. 43216: Xerox Family Education Austin,1900 EastLet tiLake J.; Avenue, Fenderson, Glenview, Lewis; and Nelson, Sophie. Illinois 60025: Scott, Foresman and Co. reflectingThe Black Manthe andcomplex the Promiseinteraction 1970. of America. of many forces in black andProvidesconcepts white anhuman and historical, traditionalrelationships. social, attitudes which have contributed to Helpsand literarythe student perspective understand Youth and the Law. thecommunication origin and thebarriers growth (Justicebetween of some in Urban America Series.) color-conscious Americans. of the stereotyped 1 Beacon ConsidersStreet,Bassiouni,delinquency Boston, the M. roleCherif,and Massachusetts theof youngandfunction Thelcla, people of 02108: the juvenile court system. inShiel. the family and in the Houghton Mifflin Co. community.1970. Projects the nature and the growth of 10017:Brooks, Charlotte. ed. Delacorte Press. The Outnumbered. $.60. 1967. and essays about minority groups. 1 Dag Hammarskjold Plaza, 245 Shame,East 47th horror, Street, anger, New sorrow,York, New pride, joy, York historyhumor,ProvidesButwin, love; is aFrances. seriespoignantly all are of elementsstories, told poems, The Jews In America. (The In by these illustrious writers. in the lives of the outnumbered. America Series.) A large part241 of First the humanAvenue, North, Minneapolis;side of our country's CenterTreatsMinnesota Forthe 35401: theJewish Study experience of Instruction. Lerner Publications Co. in Central and Eastern Europe Man As Individual. $3.95. 1969. (The Sourcesand their of Identity American experience Series.) in the twentieth century. 757 Third Avenue,characteristics.Develops New the York, capacity New York of an 10017: individual to grow and adapt to Harcourt, Brace, Jovanovich, his environment in light of Inc. 1973. his own individual 138 A. Books (continued) ExploresNewFinkelstein, York 10010:one ofMilton; the most Sandifer, serious Jawn; problems and Wright,facing ourElfreda country S. Globe Book Co., Inc. $3.95. 1971. Minorities U.S.A. the problem of equal treatment for all American's. 175 Fifth Avenue, New York, Gregory,greatEach unitproblems Dick, tells with each the Robert groupstory Lyssyte.hasof afaced. different group. Nigger: An Autobiography. It relates those parts of minority history that best explain the E.P. Hutton and Co., Inc. $5.95. 1964. Gridley,Recounts Marion. personal experiences of a rising black comedian. Contemporary American Indian Leaders. 79 Madison Avenue, New York, New York 10016: ContainsstandingelderDodd, Meadstatesmen stories contributions and Co. ofin 26tribal Indian of Americanaffairs. leaders Indian of current leaders times, today. from activists to conservatives, and from the young to the $4.95. 19/2. Presents the modern Indian in terms of achievement, pointing out the many out- Johnson,experience.TreatsMinneapolis, theJames Scots MinnesotaE. and the 35401: Scotch-Irish experience in America, particularly The Scots and Scotch-Irish in America. Lerner Publications Co. $3.95. (The in America Series) 1966. their religious, political, and cultural 241 First Avenue, North, TreatsLarsen,Minneapolis, theRonald Puerto J.Minnesota Rican within3540I: an historical and experiential co text. The Puerto Ricans in America. Lerner-Publications Co. (The in America Series.) $3.95. 4973. Focuses upon individual and collective241 First Avenue, North, Morsbach,andachievements World, Mabel. Inc. in the story of Puerto Rican migration. $5.45.The Negro in American Life. 196/. 757 Third Avenue, New York, New York h 10017: Harcourt, Brace Sterling,Discusses Matthew. black experienceed. in America in an historical context. Indians of the America's. A comprehensive study. AncientExplores"M" Streets, Lifethe IndiansN.W.,in the Washington, Newof theWorld; America's U.C.and Indians20056: from theToday focal. from points Amazon of to National Geographic Society. (The National Geographic Story of Man Library.) Arctic.ndians of North America. 1955. An historical overview; 17th and 139 A. Books (continued) ExaminesInc.Suhl, Yuri. the role of Jews in America from the colonial $4.33. An Album of 1972.the Jews in America. 845 Third Avenu , period to the twentieth century. New York, New York 10022: Franklin Watts, MinnesotaWytrwal, Joseph. 35401: LernerThe Poles Publications in America. Co. (The In America Seri$6.75. 1969. from pre-independence times to present day contributions .) 241 First Avenue, North, Minneapolis, B. toTreatsFilms American theand Polishlife.Filmstrips experience throughout American history Equality.1. Films Simulation. $10.00. 1971. Producer: John Wesley. Distributor: Interact Co., Box 262, toSimulatesinLakeside learn simulated to theCalifornia live city neighborhoods, together. of 92040.Independence. learners become concerned about Because of their birth into the game as members of various Equality attempts to find ways to help people of different the issues of race relations in the classroom. ethnic groups and experiences ethnic backgrounds Examines ShowsThethe Eyeeffects how of athe ofteacher Storm.prejudice in a onmid-western self-image. town helped her $350.00. 1970. Time: 28 min. all-white class to understandColor. the nature and effects of Distirbutor: ABC News. prejudice by dividing2. her learners into blue eyes and Filmstripsbrown eyes. C. NoRecords recommendations and Tapes made by the Intergroup Education Revision Committee of 1974. Committee of 1974. D. NoNoPictures recommendations recommendations and Prints made made by by the the Intergroup Intergroup Education Education Revision Revision Committee of 1974. E. NoKits recommendations made by the Intergroup Education Revision Committee of 1974. 140 LEVELSELECTED III BIBLIOGRAPHY-- Theme II A. Washington,Banks,Books James D.C. A. 20036:ed. Teaching Ethnic Studies: National Council for the Social Concepts and Strategiesl. Studies. $6.00. 1201 16th Street, N.W., focusunrelentinggroups,Penned on by thefor acommittment problemsdistinguishedanalyzing of toAmerican specific social society,justice. and for group of scholars, this is a hard hitting book The authors present new conceptual describing promising strategies and written by a group of fighters1973. who frameworks for studying about ethnic materials. Five of the-chapters have an andBradford,which Schuster. have Margaret. also been ed. victimized $7.50. 1974. Fireside Book of Folk Songs. by stereotypes and culturalAmerican assaults ethnic minority 630 Fifth AVenue, New York, New groups, the final ones withthe problems of - white ethnics and women. York 10020: Simon two groups NewBrelenson,Includes York 10552: American Edna, and work McCrea, Ruth. Peter Pauper Press. songs, dance songs, nursery rhymes, festive Simple French Cooking.$6.50. 1958. 629 North Mac Questen Parkway, Mt. songS', and ballads. Vernon, Time-LifeBrown,Provides Dale. Books. a wide variety of French American Cooking. $9.28. 1968. Time 0 Life recipes.Building, Rockefeller Center, New York, New York 10020: Brown,DutchIncludes cooking,Dale. a chapter Creole on cooking, the flavor and of various Southern cooking. regions of the United States, Discusses Tex-Mexcooking, Pennsylvania Includes10020: recipes and factual information Time-Life Books. The Cooking of Scandinavia. $7.95. 1968. about the regions of TimeScandinavia. 0 Life Building, Rockeferrer Discusses holidaysCenter, andNew customsYork, New York celebrated. theIncludesRobertChristensen, American B. aLuce, Indian.general Erwin Inc. 0.guide to American $4.50. American Crafts and Fol} Arts. 1964. crafts and folk arts. 2000 North Street, N.W. Includes chapters on European, folk art and the art ofWashington, D.C. 20036: 141 A. Books (continued) Column,Crown Publishers,Padraic, ed. Inc. A Treasury of Irish Folklore.1962. 419 Park Avenue, South, New York, New York and music. 10016: 10017:DrAmato,Includes Alexa discussion and Janet. of Irish ways M. Evans and-Co., Inc. American Indian Craft $7.95. and tradition. 1972. Inspirations. Contains Irish ballads, songs, 216 East 49th Street, New York, New York developsDescribesFaolain, contemporary IndianEileen artifacts0. adaptions and Irish Sages and Folk Tales. adornmentswhich from area variety designs of for today. 3 East 54th Street, New York, culture areas. Tells about their background New York 10022: Henry and then Walck,ContainsFeather, Inc. many Leonard. excellent myths and 1954. The Encyclopedia of Jazz. legends of the Irish people. New York, New York: Horizon Books. $15.00. 1960. Co.,Finkelstein,Surveys Inc. the developmentMilton, et al.of $3.95. 1971. jazz in America. Minorities: U.S.A. 175 Fifth Avenue, New York, New York 10010: Globe Book Gaer,Explores Joseph. the problem of equal Holidays Around the World.1953. treatment for all Americans. 34 Beacon Street, Boston, Material is presented factually Massachusetts 02106 and skillfully. Little Brown Horbin,Discussesand Co. Robert. holidays around the $5.95. Secrets of Origami, world. TheIncluded Japanese are ArtChinese of Paperfolding. and Jewish holidays. 221 Park'Avenue, South, New York, New IntroducesYork 10003: new designs in origami Octapus Books Limited. Anna, Editors. and includes 138 models. $5.50. The Book of1971. Negro Folklore. 79 Madison Avenue, New York, NewHughes,Represents IncludedYork Langston,10016: areselections animal and Bontemps, tales,from the rhymes, games, Dodd, Mead and Co. folklore of the Negro in the $3.45. spirituals, and blues, as well1958. as United States ranging from modern gospel songs, jazz, and anti-bellum days to the present. jive. 142 A. NewJohnson,Books York, JamesNew York W., 10022:and Johnson, Rosamond J. (continued) Viking Press. $4.95. Book of the American Negro Spirituals. 1969. 625 Madison Avenue, 10017:Landeck,Presents Beatrice.the development and impact of spirituals on America. David McKay Co., Inc. Echoes of Africa in Folk Songs of the Americas. $7.95. 1961. Includes many spirituals. 750 Third Avenue, New York, New York ThomasMarriot,Introduces Y. Alice,Crowell folksongs and Co. Rachlen, of America Carol. and their African heritage. $7.95. 1968. American Indian Mythology. 666 Fifth Avenue, New York, New York 10019: McSpadden,theIncluded American areJ. Indian: Walker.Indian myths and legends from more than 20 major North American tribes. his religion,The Booktraditions, of Holidays. history, ethnic humor, and the effects of the white man's coming. 666 Fifth Avenue,-New York, New York 10019: These tales reveal much about Thomas Y. Crowell andContainsCo. Passover. information about holidays celebrated throughout$4.50. the world. 1958. Included are Saint Patrick's Day, Rosh Hashana, ezn Munson,IncludesGalahad Don, Books. 187 and projects Rosse, inAllianoia. origami. $3.95. 1970. Things Td Make With Paper. 95 Madison Avenue, New York, New York 10016: DiscussesNickles,10020: Harry recipes G. and traditions of the Middle East countries. Time-Life Books. Middle Eastern Cooking. $9.22. 1969. Time & Life Building, Rockefeller Center, New York, New York Included are: Turkey, Iran, Egypt, and NewNierenberg,Israel. York 10020: Gerard, and Calero. Henry H. Cornerstone Library.. $6.95. How To Read A Person Like A Book. 1971. 630 Fifth Avenue, New York, 10020:Papashvily,Examines the George types andof nonverbalHelen. communication that provide insights into the significanceTime-Life Books. of gestures. $7.95. Russian Cooking. 1969. Time & Life Building, Rockefeller Center, New York, New York Contains a detailed discussion of the cuisine of the Russian people. 143 A. NewBooksRitchie, York, NewJean. York 10023: (continued) Folk Songs of the Southern Appalachians As Sung by Jean Ritchie. Quick Fox, Inc. $2.45. 1965. 33 West 60th Street, Rose,Provides Peter folksongs I. of Southern Appalachians in song ed. Many Peoples, One Nation. 201 East 50th Street, New York, New Yorkbook form. 10022: Random byTellsHouse, Frank ofInc. Sinatrathe promise in the and 1940's. the problems of the land $3.95. 1973. It is about the opportunities and the happiness, first seen by Christopher Columbus in the 1490's the struggles and the hardships and sung about Ross,$4.00.found Patricia in America. F. 1952. MadePrimarily In Mexico. it is about people, all the American people. 201 East 50th Street, New York, New York' 10022: Alfred A. Knopf. Rubin,IncludesBooks, Ruth, Inc.chapters ed. A onTreasury Mexican of fine Jewish and Folksong.popular arts. $7.50. 1950. 200 Madison Avenue, New York, New York 10016: Scholar NewSanto,Contains York, Shozo. aNew variety York 10022:of Jewish folksongs. The Art of Arranging Flowers: A Complete Guide To Japanese Ikebana. Harry D. Abrams, Inc. 1972. 110 East 59th Street, Shirley,Discussesart of Kay, flower the ed. place arranging. of Ikebana in Japanese history, The Book of Blues. 419 Park Avenue, New York, New York the equipment required, and the techniques used in 10016: Crown Publishers, Inc. the Japanese Skipjack.ProVides1963. examples of the blues as an American art Church Creek, Maryland: South Dorchester High School. form. $5.00 for four issues. 1973. Spencer,Provides$3.95. Cornelia. selected examples of oral history as 1963. Made In Japan. 201 East 50th Street, New York, New York researched and compiled by students at South Dorchester 10022: Alfred A. Knopf. High School. Describes the arts of the Japanese people. Includes chapters on festivals, woodcuts, bamboo, and 144 basketry. A. Books (continued)-;2 ,foods usedDiscusses 10020:Steinberg,in the Japanesethe Rafael. influence home, ofand Japanese important history Japanese on Japaneseceremonies. cooking. Time-Life Books. The Cooking of Japan. $9.28. 1969. Time & Life Building, IncludesRockefeller information Center, Newon theYork, use New of Yorkseafood, staple dances.IncludesToor,1957. Frances. chapters on modern dress and regional costumes, folk arts and festivals, musical instruments, songs, and Made In Italy. 201 East 50th Street, New York, New York 10022: Alfred A. Knopf. $4.97. Wilcox,Polish,IncludesScribner R. andandTurner.costumes AmericanSons. of Indianvarious costumes. regions of the United States and ethnic costumes. $12.95.Folk and Festival Costumes. 1965. 597 Fifth Avenue, New York, New York Included are Hawaiian, Russian, 10017: Charles B. 1.Films and Filmstrips Films PresentsDistriBasket utor: Making:the process of basket-making among the Hopi Indians. unz, Hopi Indians. nc., 207 -209 East Patapsco Avenue, Baltimore, Maryland 21225. Filmloop. $24.95. 1970. Time: 4 min. Color. Producer: Demonstrates the variety of baskets made by the Hopi Ealing Corp. CarvingCorp.women. A Kachina Doll: Distributor: Kunz, lnc., 207-209 East Patapsco Avenue,Hopi Baltimore, Indians. Maryland 21225. Filmloop. $24.95. 1970. Time:. 4 min. Color. Producer: Ealing CarvingCorp.Presents A Ritual the process Mask: of carving Kachina dolls by the Hopi Indian men.Distributor: Kunz, Inc., 201-209 East PatapscoWoodland Avenue, Indians. Baltimore, Maryland 21225., Filmloop. $24.95. 1970. Time: 4 min. Color. Producer: Demonstrates a variety of Kachina dolls. Ealing Corp.CastingPresents Silver the Jewelry:process of carving masks among Woodland Indians. Distributor: Kunz, Inc., 207-209 East Patapsco Avenue,Navajo Baltimore, Indians. Maryland 21225. Filmloop. $24.95. 1970. Time: 4 min. Color. Producer: Discusses the use of masks among Indians. Ealing Presents the process of silversmithing as done by members of the Navajo tribe. 145 B. Films and Filmstrips (continued) 4 MakingPresentsDistributor: Pottery: the process of making pottery among the Hopi Indians Kunz, Inc., 207-209 East PatapscoHopi Avenue,Indians. Baltimore, Maryland Filmloop. $24.95. 1970. Time: in Northeastern Arizona. 4 min. Color. Producer: 21225. Ealing Corp. PresentsDistributor:Weaving: Navajothe process Indians. of weaving as done by the women of the Navajo Kunz, Inc., 207-209 East Patapsco Avenue, Baltimore, Maryland Filmloop. $24.95. 1970. Time: 4 min. Color. tribe. Producer: 21225. Ealing Corp. Distributor:Weaving:Presents the process of weaving as done by the men of the Hopi tribe. Hopi Indians. Kunz, Inc., 207-209 East Patapsco Avenue, Baltimore, Maryland Filmloop. $24.95. 1970. Time: 4 min. Color. Producer: 21225. Ealing Corp. Ethnic2. Studies: Filmstrips The Peoples of America. Color. Producer:Filmstrips (4), Cassettes (2). Educational Design, Inc. $62.00. 1973. Time: A-16 min.; Distributor: Educational Design, Inc., ethnicExplores47B-11 West min.; holidays, 13ththe C-14 experienceStreet, min.;ethnic NewD-14 foods.of York, min.ethenticity, New York including10011. the following: what is an ethnic group?, the Great Migration, Composedcassette.North American of a variety Indian of Songs. North American songs with words and Color. Producer: BowmarFilmstrip, Publishing record orCorp., cassettes. P.O.Box 3623, 622 Rodier Drive, Glendale, music included. $19.99/f.s. and record; $21.99/f.s. and California 91201. C. 1.Records and Tapes Records 622Music Rodier of the Drive, Black Glendale, Man in America. California 91201. Records (2). $11.95. America through the Dixieland and Jazz era. Producer: Bowmar Publishing Corp., P.O. Box 3623, Black artists are 2.featured.Presents an historical perspective of blackTapes music in Music selections include spirituals, protest songs, children's songs, work songs, blues, and jazz. No recommendations made by the Intergroup Education Revision 146 Committee of 1974. D. Pictures and Prints E. NoKits recommendations made by the Intergroup Education Revision Committee of 1974. SELECTED BIBLIOGRAPHY A. Books LEVEL III -- Theme III AEP.43216:Provides a case study approach to immigrant hardships, immigrantThe Immigrant's restriction, Experience. andXerox the Corp., experiences Xerox Familyof second Education Services, Education Center. (Public Issues Series/Harvard Social Studies Project.) 1967. Columbus, Ohio PaloBailey,generation Alto, Kenneth; California Americans. Brooks, 94304: Elizabeth; and Farrell, John. Field Educational Publications, Inc. The American Adventure. $9.SO. 1970. 2400 Hanover Street, SurveysSons.Bishop, American Jim. history in an interesting and readable format. $4.95. The Days of 1971.Martin Luther King, Jr. 200 Madison Avenue, New York, New York 10016: G.P. Putnam's fullUncoversthea lifetime tapestryultimate the of myth ofhorror worship, this and thatgreatlegend ambivalence, ended man's of Martinthis life, controversial,accolades, Lutherthe twelve King criticism, and-aand yet reveals triumphanthelf loss years him of ascareer.prestige,from the Montgomery human being to heMemphis really that was. stretched despicable rumors, brutal threats, and Reveals the into SurveysexaminesSilverBrown, AmericanRichardBurdett, the relocation C. immigrationGeneral ofLearning Japanese-Americanspolicy Corp. and the struggle during for World civil War rights II. by blacks and Mexican-Americans. Investigating Cultural Plurality. $4.50. 1974. 250 James Street, Morristown, New Jersey 07960: One section Relates$1.45.Brownmiller, the lifeSusan. story of Shirley Chisholm, the first black woman to be elected to1971. the United States Shirley Chisholm: A Biography. Garden City, New York 11530: Doubleday and Co. Congress. Casner,Examines757 Third Mabel AmericanAvenue, B.; Gabriel, Newhistory York, Ralphfrom New aH.;York traditional Biller, 10017: Edward viewpoint. L.,; and Hartley, William H. Harcourt, Brace, and World, Inc. $7.95. Story of the American Nation. 196/. 148 A. Books (continued) Avenue,GivesCuban, anGlenview, Larry,overview andIllinois of Roden, American 60025: Philip, life Editors.during the last part of the nineteenth century. Scott, Foresman and Co. Promise of America: $1.98. Breaking and Building. 1971. Discusses the continuing fight (Volume III) 1900 East Lake Cuban,Industrialization.for equality Larry, andof allRoden, Americans. Philip, Editors. Provides selections for student discussion. Specifically deals with the Civil War, the period of Reconstruction, and the Era of Promise of America: The Starting Line. (Volume I) 1900 East Lake Avenue,andGives discussion.scenes anGlenview, overview from colonialIllinois of early life.60025: Alerican life and leisure before 1800. Gives short readings drawing onScott, the experiencesForesman and of Co. the colonists for student study $1.98. Includes facts1971. about the colonists, charts, maps, ofGivesLakeCuban, view Avenue, anofLarry, overviewthe Glenview, Indianand Roden,of andAmerican Illinois slaveryPhilip, work 60025: duringEditors. and leisurea turbulent from period1800-1860. in American history. Scott, Foresman, and Co.' $1.98.Promise of America: StrugglingDiscusses forthe the problems Dream. of the period from the point 1971. Provides selections for student (Volume II) 1900 East Cuban,1900analysis EastLarry, and Lake andexplanation. Avenue, Roden, Glenview,,IllinoisPhilip, Editors. 60025: Promise of America: Scott, Foresman and Co. Sidewalks, Gunboats and Ballyhoo. $1.98. 1911. (Volume IV) non-merchandizedthearoundatCapsulizes thereadings. themovies period.the werepastimes.work new and pleasures leisure ofintroduced Americans early from in1890-1930, the twentieth a period century, in which though a ride Americans in still enjoyed old, These are immediately followed by questions to the students for contemporary evaluationIncludes based stories, excerpts from novels, poems, and articles of human interest centered an airplane and an evening on InvestigatesDiscussesCuban,Lake Avenue,Larry, the the plightandGlenview, coldRoden, of war AmericansIllinoisPhilip, years, Editors.and60025:after gives 1930. the student a look into the future of American life, emphasizing such Scott, Foresman and Co-. Promise of America: Relates the struggles of Americans during the depression years. An Unfinished $TStory. 98. 1971. (Volume V) 1900 East NewFeder,areas York, Bernard. as Newmodern York technology, 10019: and urban and racial problems. The Process of American Government, 1 Dag Hammarskjold Plaza, 245 East 47th Noble and Noble Publishers, Inc. Provides selections$7.96. for students discussion. 1972. Street, politicalwhichEmphasizesFocuses may ondecisions.be interpretation politicaldrawn tentative behavier of theoriesbehavior by examining andrather hypotheses athan good mere deal about description. of Americandata as wellgovernment as a large to help number the ofstudent views makeand opinions. 149 Cases are used to provide raw materials from intelligent A. Books (continued) L Designed10017:Fenton, Edwin.for, low ed. ability students utilizing multi-media and Holt, Rinehart, WinstonInc. The Americans: A History of the United States.$9.28. 1970. inquiry approaches. 383 Madison Avenue, New York, New York Incorporates ethnic experience NewFinkelstein,into York, the Newtreatment Milton;York 10010: ofSandifer, American Jawn history. A.; and Wright, Elfreda S. Globe Book Co. $3.95. 1971. Minorities: U.S.A. 175 Fifth Avenue, ExploresBrothers,Franklin, the Inc.John problem H. of equal treatment for all Americans. $3.75. Land of the Free. 1966. 8701 Wilshire Boulevard, Beverly Hills, Material is presented factually and skillfully. California 90211: Benziger Graff,Surveys1967. Henry American F. history to the present day. The Free and the Brave. Box 7600, Chicago, Includes primary sources and case studies. Illinois 60680: Rand McNally and Co. $E.50. Graham,Exploresinterests Hugh the inDavis.meaning the publicSince of what 1954:welfare free havepeople helped have toexperienced shape each since Desegregation. 330 Madison Avenue, New York, New York others happiness. the early beginnings of this country and how their 10017: The New YorkmainlysetDeals Times in withcenteredmotion Co. the a momentousaroundchain ofevents reactionarydecision since made 1954, events by arethe that inSupreme the American past, $1.35. 1972. raised deep questions about American life. Court in 1954 in the case of Brown vs. Board of Education and like most current problems, the segregation The story's roots, though that Kane,issue Ralphcannot J., be andunderstood Glover, withoutJeffrey aA. look at the history of $7.95. 1971. Inquiry U.S.A. 175 Fifth Avenue, New York, New York segregation in our country. 10010: Globe viewpatternsHelpsBook of theCo., history, of student Inc.each ageneration discoverpreviously theand dull pastthe pursuit, wayfor peoplehimself by uncoveringsee instead new these generations differently, allowing the studentof beingto a student of history. facts. Focuses on the changing change his SocialDiscrimination. Science Staff of the Educational Research Council of 470 Atlantic Avenue, Boston, Massachusetts 02210: America. grim ones Allynin the and United Bacon, States Inc.Challenges and in ofNazi our Germany. Times: $3.50. Prejudice and 1973. Surveys intergroup relations of various types, including some very 150 A. Weisberger,Books Bernard A. (continued) The Impact of Our Past. 'AmericantoSurveys enhance HeritageAmerican the students' Publishinghistory tocomprehension. Co.,the presentInc. day. $8.75. Aimed primarily at the above average student. Includes primary sources1972. and many1221 excellentAvenue 9f illustrationsthe Americas, whichNew York, help New York 10020: B. Film1. and Filmstrips Film Assassination21225.University Avenue, of Martin Boulder, Luther Colorado. King, Jr. Distributor: Filmloop. Kunz,$24.00. Inc., Color. 207-209 East Patapsco Avenue, Baltimore, Maryland Producer: Thorne Films, Inc., 1229 Park,BlacksDr.Contains King's Anaheim,and scenes Whites.assassination, California of activities 92802.the filmin Memphis depicts prior the Simulation. $5.95. 1970.Distributor: Producer:investigation,to the assassinationPsychology demonstrations, Todayof Dr. Games, Martin mourning, Del Luther Mar, and King,California the Jr.funeral. 92014. Dynamic Design Industries, 1433 North Central Following Ghetto,PlayersDesigned whoto givechose middle-class to be black Simulation. $24.00. whitescould anot taste1969. win, of or Producer: seriouslythe helplessnessAcademic affect Gamesthethat course comesCorp. offrom the living competition against between implacable whites. odds. Distributor: Western Publishing Co., vicariouslyDevelopedstrategiesInc., New to York, theforsensitize economic aNew poor York. itsperson pressures players and meetsthatto the drivewith emotional, thepeople discouragements, intophysical, crime, and welfare, frustrations,social andworld community theand pooroccasional action. inhabit. good luck that are the Player plans lifePlayers experience Chicano.samecommon aspects lot of thatthe poor.will stimulate thinking. $315.00. Time: 22 min. Color. Rather than attempting to create a definite model of life in the slums, the designers selected Producer: Bailey Film Associates, 2211 Michigan Avenue, theirmovement.ExploresSanta lives.Monica, bias, California oppression, 90404. and discrimination against Mexican Americans. Their main desire is to be bilingual and bicultural and to have a voice in making decisions that affect It presents the goals of the Chicano 151 B. TheFilm Cities: and Filmstrips (continued) Dilemma in Black and White. Time: 54 min. Color. Two Parts. Producer: Bailey Film PartAssociates, I: 2211 Michigan Avenue, Santa Monica, California 90404. Watts."Crenshaw Neighbors" highlights an intergroup organization in a neighborhood thatThen is just seven miles film moves to New York and Bedford-Styvesant where illegitimacy, drugs, and dropout rates from Part II: Focuses on Bedford-Styvesant and community involvement there along with restorationpolicy.are high. A final focus on Rochester and black businesses ends this investigation of the black-white dilemma of houses and new school The Fence. in our cities. Time: 7 min., (no narration). Producer: Film Associates, Los Angeles, California. The incident of throwing rubbish over a fence and the MichiganGrapesconsequencesDepicts of theAvenue, Wrath. valueof thisSantaTime: of actionflower-power Monica,25 min. can California(Great be inapplied anAmerican animated 90404. to currentNovel alleOry. Series.) World problems Producer: as well as Bailey Film Associates, 2211 classroom problems. peoplegoDescribescity to Chicagoareto gainthewell wheredilemma someillustrated. poWer.the of worry migrant of theworkers, trip, withthe povertyRichard uponBoone arrival reading in Steinbeck's words as ThisA picture is an ofexcellent their religion use of aappears novel toin highlightthis film today'sas well povertyas the attemptproblem. of these poor the city, the bewilderment, and awe of the background. The migrants MinorityIntroducesBailey FilmYouth: Adam,Associates, an American 2211 MichiganIndian, whoAvenue, speaks Santa about Monica, his cultural California heritage 90404. and his place in today's Adam. (Part of Series: Minority Youth.) $140.00. Time: 10 min. Color. Producer: society. He Minorityshowsand intereststhat Youth: he values as his his Anglo culture peers. by spending his summers at a reservation, yet he has the same Akira. (Part of Series: Minority Youth.) $195.00. Rental $10.00. Time: 14 1/2 min.desires, abilities, Producer:elementsfortunateIntroduces ofto Akira, thebelong Japanese a toJapanese-American two culture cultures. and traditions boy who relates are also how it feels to be part of two cultures. Bailey Film Associates, 2211 Michigan Avenue, Santa Monica, California 90404. At school and with his friends he leads a typical American boy's life. revealed in the film, also. Akira feels he is Many 152 B. MinorityFilm andYouth: Filmstrips Angie. (continued) (Part of Series: Minority Youth.) .00. Rental $8.00. Time: 10-1/2 min. Color. ItProvidesProducer: illustrates insight pride into of the culture personal and feelingsfamily, andof Bailey Film Associates, 2211 Michigan Avenue, a Mexican-Americansome of the girl more about common herself, prejudices her family,against andthe. her Mexican-American Santa ,,.mica, California 90404. culture. people. DepictsProducer:Minority theYouth: thoughts and personal life of Bailey Film Associates, 2211 Michigan Felicia. (Part of Series: a black junior high school girlMinority who lives Youth.) in Watts, California. Avenue, Santa Monica, California 90404. $100.00. Time: 11-1/2 min. Black and white. The girl,'s ingjudgments problems. show mature insight into the Care should be taken, however, that problems of black people in the ghetto and her a film of this type is not used to strengthen stereotypes. desire to help solve the exiS,t- i OnNothing loan Butfrom a PrinceMan. George's Memorial Producer: Brandon Films, 221 West 57th Street, New York, New Library, starring Abbey Lincoln and Ivan Dixon, this York 10019. film presents a true-to- PauldegradationBoulevard,life, Laurence deeply that LosDunbar. moving Angeles,surround story Californiahim. about 96025. Time: 14 min. Color. Highlya black recommended. man's struggle to be a man against the influences Producer: Film Associates of California, 11559 Santa ofMonica discrimination and PeaceandGives photographs.and a Voicegood biographicalin the Wilderness. sketchof Time: Dunbar 9-1/2 min. Color.using some lines from his poems. Producer: Bailey Film Associates, 2211 Michigan This film is basically done in drawings itsthenPresentsAvenue, potential. hears Santaa soundsbeautiful Monica, of riot,picture California assassination, against 90404. a background of guns. and crime. A unique way to contrast the conflict between Excellent photography. One sees beautiful scenes and what life is and TellscolonialEncyclopediaPuerto how Rico,Puerto rule ItsBritannica toRico, self-government.Past, with Present, Educationaltoo 'Inany and peoplePromise.Corp., 1150 and too few resources,Time: created Wilmette Avenue, Wilmette, Illinois 60091. 20 min. Color. Producer: an industrial economy and emerged from Encyclopedia Britannica Films. 153 .7) B. Film and Filmstrips (continued) (From the Our World of the 60's Series.) Time: 17 min. Color. Producer: TellsUnitedmodernPuerto about World Ricohousing, a Films,-far-reaching Operation improvements Inc., Bootstrap. 221program Parkin health to Avenue, South, New York, New Yorkattract 10003. industryand educational to Puerto Ricofacilities, and and increased employment. how it has been combined with low-cost Puerto330 West Rico 42nd - Showcase Street, of New America. York, New York placeTime: 18in min.Puerto Black Rico and in White.the construction Producer: 10036. of factoriesMcGraw-Hill and shopping Textfilms. centers, ThemodernShows BaileyStrange theapartment Film evidenceCase Associates, of houses, theof changeEnglish new2211 roads,taking Language.'Michigan new Avenue, schools, and hospitals. $525.00. Santa Monica, California 90404. Time: 48 min. Describes the growth of democracy Two Parts. Color and sound. Producer:in the country. English.inConsists their speechof an analysis(i.e., of sentence structure, This film is a valuable aid in alliteration, metaphor, parallel distinguishing propaganda from actual film clips of famous personalities construction, etc.), and descriptions speech. which illustrate stylistic of some current uses of devices Service,Storefront. Inc., 2323 New Hyde Park Road, New Time: 40 min. Black and White. Bronx, New York, inhabited primarily by Hyde Park, New YorkDistributor: 11040. Circulation Department, Modern Talking Picture blacks and Puerto Ricans. A converted TheandstorefrontRelates World mental theof healthbecomesPiri story Thomas. problems ofa communityan area in inthe action South Time: 60 min. community. service center manned by neighborhood aidesBlack and White or Color. People can bring their problems here Distributor: who offer Fieldandguidance begin Services, into solvinghelp Indiana themselves. social University,ofRelates Spanish the Audio-VisualHarlem. personal experiences Center, Bloomington, of Piri Thomas, a painter, Indiana 47401. ex -con, poet, and ex-junkee. The film includes a tour The2. American Indian. Filmstrips $120.00 w/discs, $138.0U w/cassettes. Pleasantville, New York 10570. Sound filmstrip of six parts: Producer: ThisWarrenofand IndianfilmstripCulture, Schloat life 6)Productions,consists whichThe Navajo. have of sixInc., influenced our own. Part II surveys theparts: highlights 1) Before Columbus, 2) After of the Indians' part in U. Columbus, 3) Growing Up, 4) S. history, touching aspects Religion, 5) Arts 154 B. IntroducesNativeFilm andAmerican Filmstripsthe studentPainting to - thePart unique I; character of Indian painting as an expression of the Indians' fundamental values (continued) Colonial American Painting Part II. Americanvalue,tapestry,and beliefs symbolism, Negro as in wellPathfinders Part and as I. functionalismthe technicalSeries. Six foundskill filmstrips. inrequired the culture in painting of the onnative pottery. American Indian. Examines the pictographs of the early Indians in Part II. These art forms exemplify the aesthetic Describes the artistry of Indian Gen.SixSanta biographies: Benjamin Monica, 0.California Davis, Jr.; 90404. Dr. Martin Luther King, Jr. Dr. Ralph Bunche; A. Phillip Randolph; Justice Thurgood Marshall; Dr. Mary McLeod Bethune; Producer: Relates success stories against various forms of prejudice;Bailey Film Associates, 2211 Michigan Avenue, Thesound showsBlack color howOdyssey: filmstrips.each person fought for human dignity through constructive action. Migration to the Cities. $37.50 w/discs, Producer: Guidance Associates, Pleasantville, New York 10570. $41.50 w/cassettes. Time: 13 min. each. Two Themanual.Covers Black the Spectrum: period from slavery through World War I and II. Contains good questions and activities in the teacher's andIncludesteacher's Kenneth aguide. discussionGibson. by black leaders; Jesse Time: 15 min. each. TheseLeadership black Strategies.in leaders discuss the theirBlack different_routesCommunity. to achieving freedom for all black Americans" Producer: Jackson, John Lewis, Whitney Young,Westinghouse Le Roi LearningJones, Dr. Corp., Thomas New W. York, Matthew, New York. Six color filmstrips, six records, one 1971. Fayette,guide.in an interesting Mississippi. and informative manner. Producer: Warren Schloat Productions, Inc., Pleasantville,$42.00 widiscs, New York $48.00 10570. w/cassettes. Teacher's Guide lists discussion questions. Kit of filmstrips with record and teachers' Immigration:populationA Producerwhite resident andis inDistributor: speaksthe minority and Charles and the Evers new speaks.mayor is black. The Dream and the Reality. Warren Schloat Productions, Inc., Pleasantville, New York 10570. Filmstrips (6), Records (6). Offers a good study of Fayette, Mississippi where the white $110.00 w/discs; $130.00 w/cassettes. ofdisillusioning5)relates life,1) You The Belong liberty, whatDream realitieshappensto - andGermany;depicts propertyto of the theandlife immigrants dreamsof6) in aThe America.minority andJapanese afterhopes group theirNightmare.of immigrants arrival inbefore the Unitedthey reached States; the 3) UnitedNo Irish States; Need Apply;2) The 4)Reality Little Italy; In The Japanese Nightmare," the issues of relocationare and raised. the deprivation Examines the immigrant's confrontation with the harsh and 155 Film and Filmstrips (continued) Producer and Distributor: NewProducedInterpretations: York Times by the Book 6th and grade Education class ofService, Yorktown New The Me Nobody Knows. The class attempts to project itself underneath Filmstrip and record. Heights School. York, New York. Based on a collection1971. of poems Color. by blacks and the skin of children whose skin is a Puerto MinoritiesProductions,differentRicans in Havecolor.Bedford-Styvesant. Inc., Made Pleasantville,America Great. New York 10570. $120.00 w/discs; $130.00 w/cassettes. Producer: Warren Schloat Set III AmericanNegroesSixSix filmstrips, filmstrips, (PartIndians I, records (PartPartrecords II),I, or orPart Jews,cassettes, cassettes, II), Italians, Puerto and and Ricansteacher's teacher's Germans,guide. Irish. (Part I, Part II), guide.Japanese and Chinese, Mexican Americans. Prejudice:TracesAudio theseVisual ethnic Narrative groups Arts, from Pleasantville, immigration to New acculturation. Harvest of Hate. Filmstrips (2), Records (2). York 10570. $33.00. 1972. Color. Producer and Distributor: ThewithExamines Search records theFor andBlackcauses discussion Identity: and degrees guide. of prejudice as Martin Luther King. Producer: Guidance Associates,evidenced in Pleasantville, American society. New York $37,50 w/discs; $41.50 w/cassettes. Filmstrips10570. (2), TheProducer:1) SearchStand UpFor ForBlack the Identity: Truth; and 2) A Drum Major For Guidance Associates, Pleasantville, New York Proud Heritage from West Africa. Justice. 10570. Presents a good background on Martin Luther $37.50 w/discs; $41.50 w/cassettes. King. Depictslife of several various West people African who liveempires in theof theforest Savannah lands in PartFilmstripshut. I. (2), Records (2). Part II shows a West African city and $40.00. 1972. Producer and the SeedsindividualExploresDistributor: of Hate: the against origins whom and prejudice characteristics is directed. of Warren Schloat Productions,An Examination Inc., of Pleasantville,Prejudice. prejudice focusing both on the individual who New York 10570. is prejudiced and on the 156 B. Britannica,SeparateFilM and ButFilmstrips Bryn Equal Mawr, (1865-1910). Pennsylvania. Filmstrip. (continued) $8.00. Color. Producer and Distributor: Encyclopedia SocialillustratesExamines Movements: the the Supreme social Court's conditions, decision both (Plessy North and South, To Change a Nation. vs. Ferguson) which upheld the validity Of separate-but-equal which shed light on many of today's racial problems. laws and Partcassettes. I:II: Examines briefly the feminist Examines briefly the social movementsColor. of black liberation Producer: Guidance Associates, Pleasantville, New York movements and $37.50the peace w/discs; movement. $41.50 w/cassettes. and the labor movement. 10570. Filmstrips (2), Records (2), or PartandWhat I: Distributor: is Prejudice? Enables young people to understand what prejudice Warren Schloat Productions,Filmstrips Inc., (2). Pleasantville, $42.00 w/discs; $48.00 w/cassettes. is and how it can be erased. New York 10570. Teachers' Guide: $1.50. Producer C. RecordsPart II: and Explains Tapes where individual prejudices realistic and prejudiced decisions. begin, and how they lead to racial and religious Distinguishes between discrimination. D. NoPictures recommendations and Prints made by the Intergroup Education Revision Committee of 1974. E. NoKits recommendations made by the Intergroup Education Revision COMMitteeCommittee of 1974. 157 SELECTED BIBLIOGRAPHY A. Books LEVEL III -- Theme IV AEP.DiscussesFamily Educational various tactics Services, utilized Education by Pride and Power. (Black Experience in America blacks to gainCenter. and maintain political, 1971. Series.) Columbus, Ohio economic,43216: and social effectiveness. Xerox Corp., Xerox AEP.Service,Discusses Education the civil Center. rights movement, Struggle for a Nations Conscience. 1971. white Citizens Councils, Montgomery Columbus, Ohio 43216: Xerox Corp., Xerox Family Educational Bus Boycott, Freedom Riders, CORE, and SNCC. Brown,Silver Richard Burdett, C. General Learning Corp. Investigating Cultural Plurality. and the struggle for civil rights by$6.75. 1974. 250 James Street, Morristown, New blacks and Mexican-Americans; a section Jersey 07960: Cambridge,Buima,examinesSurveys John Americanthe Massachusetts H., relocation ed. immigration Mexican-Americans of02138: Japanese-Americans policy Schenkman Publishing Co., Inc. in the United States. during World War II. 3 Mount Auburn Plaza, Harvard $4.50. 1970. Square, doctors,arePresents both economists,Anglosin compact and form,public a administrators,number Mexican-Americans and'include sociologists, prejudice, education, economics, family and of worthwhile and up-to-date studies social workers, educators, journalists, anthropologists, historians, attorneys and concerning Mexican-Americans.religion, social and political behavior, and others. Topics discussed Authors chosen judges, Cuban,health,Avenue,are Larry,general class Glenview, and characteristics,and Roden, status, Illinois Philip. 60025: acculturation and assimilation, and Spanish Americans Promise of America:Scott, Foresman and Co. Breaking and Building. (Volume III) $1.98. 1971. and Puerto Ricans. 1900 East Lake equalityGivesIndustrialization. an ofoverview all Americans. of American life Provides selections for student Specifically deals with the Civil War, during the last part of the 19th discussion. the period ofCentury. Reconstruction, and Discusses the continuing fight for the era of Co.Finkelstein,Explores the Milton, problem et of al. equal Minorities treatment for $3.95. 1971. in U.S.A. all Americans. 175 Fifth Avenue, New York, New Material is presented factually and York 10010: Globe Book skillfully. 158 A. Books (continued) setDealsRowGraham, into Publishing with motionHugh the Davis. aCo.momentous chain of decisionreactionary made events by the that Supreme raised Court deep in questions 1954 in theabout case American of Brown life. vs. Board of Education which $1.32. Since 1954: 1972. Desegregation.Illustrated. Paperback.10 East 53rd Street, New York, New York 10022: Harper and Explores$3.25.Harrington, the Michael. hidden aspects of poverty and the avoidance system that society has 1964.developed to ignore the problem. The Other America. 7110 Ambassador Road, 3altimore, Maryland 21207: Penguin Books. problemsDesignedSquareLeinwand, Press.of as Gerald,the one Negro of ed. a whoseseries, migration to become from text the materials South has for brought urban himschools. to the large urban centers of the North. $.95. 1968. The Negro in the City. 630 Fifth Avenue, New York, New York Portrays, simply but forthrightly, the 10020: Washington RepresentsSquareLeinwand, Press. Gerald,.. an effort ed. to make the problem of urban poverty understandable to today's learners. $.95. 1968. Poverty and the Poor. 630 Fifth Avenue, New York, New York 10020: Washington Attempts to identify Socialandthe Discrimination.changing Science Staffattitudes of tha toward Educational poverty Researchin American Council society of America.and to suggest how those attitudes came to be changed. 470 Atlantic Avenue, Boston, Massachusetts 02210: Challenges of Our Time:Allyn and Bacon, Inc. Prejudice$3.50. 1973. B. SurveysFilm and intergroup Filmstrips relations of various types, including some very grim ones in the United States and in Nazi Germany. Martin4251. North Luther Michigan King, Jr.Avenue, Chicago, IllinoisFilm 60611, Time: 10 min. Color. Producer: Encyclopedia Britannica Educational Corp., PoorResurrectionBeginsBoulder, People's at Colorado. differentCampaign. City during places its throughoutconstruction, the habitation,United States and and destruction. ends in Washington. Distributor: Filmloop. Kunz, Inc., 207-209$24.00. East Patapsco Color. Avenue, Baltimore, Maryland 21225. Producer: Thorne Films, Inc., 1229 University Avenue, Mass rallies, speeches, and appeals to This is followed by footage of Districtgovernment of officialsColumbia policeare led evicting by Mrs. theMartin residents. Luther King, Jr., and the Rev. Ralph Abernathy. 159 The conclusion shows B. SelmaFilmBaltimore,Films, andCivil Inc., Filmstrips MarylandRights 1229 UniversityMarch. 21225. Avenue, Boulder, Colorado. (continued) Filmloop. $24.00. 1973. Time: 4 min. Black and White. Distributor: Kunz, Inc., 207-209 East Patapsco Avenue, Producer: Thorne Traces2. the Selma March from its initial inceptionFilmstrip to confrontations with state troopers. ComposedGuidance$41.00/f.s.The American Associates,entirely andPoor: cassettes. of Pleasantville,on-locale photographs New York and 10570. candid interviews with poor families. A Self Portrait. 1971. Time: 1-12 min.; 11-12 min. Filmstrips (2), Records (2), or Cassettes. Color. Producer: $37.00/f.s.Guidance and records; Associates. Explores similarities and Distributor: problems,Focusdifferences On andAmerica inhousing urban problems.and rural poverty. The Pacific States. FilmstripsTopics (6), Recordsincluded (3). are unemployment, welfare dependency, dietary and medical $57.00. 1973. Color. Producer: PowerhouseSocietyCaliforniaIncludes for theof VisualConflict: thefollowing Columbia Education, Migrant filmstrips: River; Inc.,Farm Timber: Workers,1345 DiverseyWashington's which Parkway,describes Most Chicago, Valuablethe exploitation IllinoisCrop; Seattle: 60614.of the Amigrant City Faces farm Crisis;workers andand his Los Angeles: City of Automobiles; New Town: Valencia, California; Bonneville Dam: Distributor:Povertyattempts in' atAmerica. organization. Kunz, Inc., 207-209 East Patapsco Avenue, Baltimore, Maryland 21225.Teacher Transparency/Duplicator Book. $6.00. 1973. Producer: Visual Materials, Inc. RushProductions,Provides Toward a Freedom.'set Inc., of Pleasantville,twelveFilmstrips transparencies (8), New Records York and 10570.(8). worksheets treating various aspects $118.00. Producer and Distributor: of problems poverty poses. Warren Schloat Part III -"Birth-"States of Againstdesegregation Direct theAction" Native" decision. Surveys the action taken by blacksExamines in responsethe confrontation to segregation that resultedfrom the fromMontgomery the Supreme Court's 1954 Part IVIII -"The Non-Violent Creed" - Examines the non-violent tactics employed by those attempting-"Give Us to thebusthe achieverights. reactionsboycottBallot" voting to of the whites Little to Rockthose school efforts. crisis. Describes the experiences of black southerners who attempted to register to vote and Part V -"To Make Thingsand the Better" passage of the Voting Right Act of 1965. Examines voter registration drives in Mississippi, the march on Montgomery, Alabama, 160 B. Film and Filmstrips (continued) Part VIVIII-"BlackVII -"Will ItIs End?"Beautiful" - Examines the events which -"Over the Edge"Robert - Kennedy. Relates the experiences of Surveys the black muslim movement, black led to the assassinationMedgar ofEvers Martin and Lutherthe Freedom Riders in the South.King, Jr., and andThe Distributor:Search for Black Identity: people's campaign. Guidance Associates, Pleasantville, New York Malcolm X. Filmstrips (2), Records (2). 10570. $37.50.power, Stokley .Carmichael, and the 1969. Color. Producer poor ProducerTracesThe Search the and work forDistributor: ofBlack this Identity: black leader and Martin Luther King. examines his philosophy regarding the black Filmstrips (2), Records (2). $37.50. 1969. Color.movement. TracesThe Welfare the work Dilemna. of this civil rights leader Filmstrips (2), Records (2), or cassettes. Guidance Associates, Pleasantville, New York and his impact upon civil rights legislation. 10570. NewReviews cassettes.York 10570.aid to families with dependent children, 1970. Time: I-10 min.; II-10 min. Color. and to the aged, blind, and disabled. Producer and Distributor: $37.00/f.s'. and records; .1,41.00/f.s. and Guidance Associates, Pleasantville, Probes denial of aid to many C. Recordsofin Medicare need, and inter-state Tapesand food stamp inequities, lack of job programs. training and counseling, self perpetuated dependency, and the inadequacies D. NoPictures recommendations and Prints made by the Intergroup Education Revision Committee of 1974. E. NoKits recommendations made by the Intergroup Education Revision Committee of 1974. 161 C'61at: YI,44t

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1%. Level IV - Teaching Units for Senior High SECTION VII(IncludesActivities Supportive and SelectedLearning Bibliography)

163 GENERAL INTRODUCTION TO TEACHING UNITS (K-12) ti themes. Levels INew and Perspectives II appear in in Volume Intergroup I; Levels Education III and is IVpresented appear inin Volumeteaching II. units developed at four levels around four basisappropriate for the levelcontent, content, materials, learning types activities, of learning resource activities, materials, and assessment and an assessment tasks. that will indicateThe four mastery themes ofprovide the the focus for the instructional objectives in each unit; the four levels provide the Each objective is followed by underinstructional an objective objective relates by directly the learner. to that objective. Clearly, there will be some overlapping, but each objective relates directly to the theme and each component beginningelements ofin instruction.Level IV. Level divisions move from the basic rudiments, Level I, of a theme to the more sophisticated and complicated Since teachers have a broad range of learners,Assessment the taskslevel willdivisions assist serve the teacheras a guide in determiningfor the the readiness of the learner levelfor different objectives levels. for use with a selected group of learners. The theme and level divisions were designed to provide flexibility for the teacher in selecting appropriate No one theme or level is mutually exclusive. of each unit were carefully screened and piloted to assure their appropriateness for each level. AlthoughAppropriateness the teaching was the units single represent most important classroom criterion piloted activitieson which the designed teaching with units carefully were designed. selectedi available All elements relatematerials, to a newgiven materials instructional are continually objective. being produced and published. Teachers should compare their needs with the instructional objective and its content. Teachers should review new materials as they The units are compatible with a broad range of subject matter areas. In fact, teachers in every discipline will find content which can be 164 integrated into their ongoing classroom curriculum. For example, if an elementary music lesson is primarily dealing with rhythm, the teacher can include ethnic theacceptdances development everyto expand person of themathematics as perspective a human add being ofdimension theand lesson.gain a positive self-image. A biology lesson can have the added dimension of The contributions of different ethnic groups to helping the learner learning activities. Teachers should first select appropriate instructional objectives Next, they should select appropriate content, and, if to the study of that discipline. to which they can adapt the resources and reflect their needs. Hopefully, these units will provide the beginnings for New Perspectives in Intergroup Education. necessary, modify the learning activities to

165 RATIONALE FOR SENIOR HIGH UNITS 4 The American Ideal, the inalienable right of all to life, liberty, and the pursuit of happiness, and to our children, is nearly 200 toyears share old. the burden of The reality for many Americans extending it to all; to the isstill waiting to be born.. ideal, because all the qualifications children, because no ideal can survive We have a duty to the ideal, and equivocations that have unless men live it. hedged it about are evasions of The schools in our pluralistic itsis clearto convince message, the and coming to our society are charged with inculcating generations that the realization ideals as well as transmitting of the ideal is a task worthy knowledge. ofInseparate thistheir program, intelligence myths fromour first reality.and goal efforts. The third goal is to present Our second goal is to provide these young men and women with information which will encourage these opportunities to translate students to commitment and knowledge into Theme I allows students to action for social change. investigate individuality by examining the positive and negative impacts of society interaction. andon emotional the fruits health, of cultural self-image, and value formation. pluralism. In Theme III, the learner Theme II invites the examination researches the causes of prejudice, of patterns of group and techniques, Theme IV the history of discrimination,guides students and into evaluates activities his toown change themselves and their society.attitudes.techniques and insights of many After providing models of protest movements disciplines and is not intended to be exclusive or exhaustive. This curriculum utilizesThe tic classroom teacher must be the It attempts to provide a choice final arbiter of theof suitabilityactivities and materials for students with varying interestsof the suggestions, basing these judg- and mentsabilities.the teacher,on the needs the Americanof the Ideal students, the school's programs, will surely remain unrealized. and the community. Without the commitment and creativity of 166 TEACHING UNITS FOR FOUR THEMES LEVEL IV THEME I: FOUNDATION FOR EQUALITY: EQUAL WORTH OF EVERY PERSON Instructional Objective 1: CONTENT satisfactionGiven man's basicof needs needs, for thephysical LEARNING ACTIVITIES learner will be able to explain and emotional health. MATERIALS/RESOURCES the relationship between the ASSESSMENT TASK Everysame humanbasic beingneeds.* has the nautI and have just crashed on III. AlthoughPretend alive,that you you are must an leaveastro- the moon's ofWritearrange why anpsychologists explanationthe needs I. Physiological needs A. Body soundness yoursurface.thesurvivalgroup disabledcrash of basesite. portable vehicle about itemsa two-day walk From the following and get to a remaining in from particularproblemsandthey of identify the whichorder, personality inmight a C.B. Relaxation Hunger workingmagneticsignallist of condition,flares, objects compass, bottled you developextra will oxygen, clothing, need:a priority matches, space Writeariserecognition.unable anin toa teenagerachieve expositoryOT E.D. SleepThirst suit,Whenrope.celestial radio,you reach map,water thisdehydrated supply, base, pistol, youfood, nylon realize needsphysicalcharacterstory of to theand showin mainemotional a thetense II. Safety needs A. ConsistencyB. Order yourneedsbeforeyou musthappiness mustreturning remain be metand onto in theearth. order moon to emotional health Whateight furthermonths insure situation. C.D. Predictability Security beenIIduringRed destroyedCross this hasperiod? inprovided a flash emergency flood. ser- IV. Assume that your home has The Hersey,shima.Bantam John. Books, 1967. New York: Hiro- III. Love needs A. Affection yourhelpvicesreactiontional family's wouldin equilibrium?the tobe school thenecessary victims to of restore the psychological and emo- gymnasium.Compare your atomicWhat C.B. BelongingnessAffiliation naturalorbombmagazines. use in anydisasterJohn recent Hersey's from account newspapersbook, of a major Hiroshima, and 168 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES Everysame humanbasic beingneeds.* has the theoriesI based on needs. V. (Maslow's Theory is one of many personality Another scheme, such as TheoriesHall, Calvin of Personality. S. and Lindzey, Gardner. New York: IV. Ego needs A. Achievement ofused.)Henry(Psychologist personality A. Murray's basedAbraham or onErich Maslowthe Fromm's,sequential has proposed could satisfaction also a theory be Row,Personality.Maslow,John Publishers,Wiley Abraham. and Sons, Inc., Inc., 1954. 1970. New York: Motivation and Harper and D.C.B. CompetenceFreedomEsteem of man'shis theory: needs. Following is a simplified diagram NegroConnecticut:Oliver, Views Donald of America.'American and Newman, Education Fred. Middleton, V. Self-actualization E. Recognition Actualization Self- TheOliver,Connecticut:Publication, Immigrant's Donald 1967. andExperience. Newman, Fred. American Education Middleton, A.needsB. Autonomy Creativity Love and Belongingness Ego-Esteem ofMaslow,Publication, Being. Abraham, 1967. Toward a Psychology Princeton: D. Van Nostrand C.D. Independence Self-direction Primary PhysiologicalSafety and Security Sidewalks,Glenview,Cuban,Co., Inc., Larry. Gunboats,Illinois: 1962. and Ballyhoo. Promise of America: Scott, Foresman (*Outline adaptedBasicHierarchyfrom Needs)Maslow's of needsAccordingabout at needs one to levelMaslow,higher before upa personthe he ladder. becomes must satisfy concerned his For example, aid Co., 1071. Readandfood;a truly energy at an least hungryendangerdd toward two person safety.)of personthe thinks following devotes of little accountshis attentionelse andthan identityresponsibility?athey Lninkresponsibility? are about tryinghelp theor to hinder needsmeet them.ofhis the need characters for fulfillment? and how How does the person'sWhat ethnic is the individual's Does society have (continued) 169 Every human being has the CONTENT Some possible stories are "The Case of Adam Henry" LEARNING ACTIVITIES MATERIALS/RESOURCES same basic needs.* Sidewalks,onImmigrant'sAmerica.and Sixty-First "The CaseGunboats,Experience, Street" of Johnie and inand Ballyhoo. PromiseScott" "The Fastest inof NegroAmerica: 12unner Views of "The Case of Joseph Revesz" in The tonamesyears.WestIII Coventry," Pointlike ostracism,who consists had suffered boycotting,of refusing "silencing" andto say"sending for anything three V. Silencing, which has a long(In historyJune, 1973, under a cadet graduated from beingsaboutasinto iftheshort, ostracism.he victimmake were of it actingnotor effective?' tothere.) listenat all toWhattimes anything human in his feelingshe presence says; What emotional needs of human Discuss what you know Wouldmaintained?might makeit be it possible hard for to the send ostracism someone toto be"Coventry" Who would have to partici- pateforHowenforced? a inwouldwhole it? youschool feel day? about being silenced? How could it be organized, and how If it whichbewereCoventry"teer chosen proposed youto bewouldand for on takeas atakethe anwhole a list experiment,inchance day?this from onexperiment. which being would the "sent you victim volun-to would Justify the position TEACHER:translateIII - V. the previous activity into a carefully (It may be desirable and possible to Record the names ofthestratedconducted informingvolunteerssubject. facility school the and studentexperiment.)in select expressing bodya student .and feelings obtainingwho hasto bedemon- the -Have the class organize the details (continued) 170 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES sameEvery basic human needs.* being has the andstudentscooperation lunch period. in ofthe the subjects school classes,administration study halls,and subjectmentexperienceAsk theon isthesubject to morning be to"sent keepof tothe a Coventry." diarychosen of day the that silencing the and arrange to have a public At the announce- needsquestionexperience.end ofandwere the thelacks frustrated daysubject, revealedask the andor subjectby notdiscuss the fulfilled experiment.what the emotionalemotional during the The class should examine the diary, rfr

171 LEVELInstructional IV -- THEME Objective I: 2: FOUNDATIONS FOR EQUALITY: influencesGiven the influenceof certain of factors culture on upon self-image. EQUAL WORTH OF EVERY PERSON personality, the learner will be able to analyze the CONTENT ConsiderLEARNING theACTIVITIES fact that the vocabu- MATERIALS/RESOURCES Design a plan for aASSESSMENT TASK ual'sinfluencesignificantLanguage, self-image. groups,an others* individ- and politeness.expressoflariesI,A. words of that whichlanguages meaning have contain thewith same greater, many basic small or sets A word game called "Conjugation" meaning but lesser, filmstripguage,fluencesanalyzes groups, whichofthe lan- in- and I. Interpersonal communication Iis based on such sets of words: present evidence am slender am cautious duringonsignificant an individual a one-day others* A.B. Verbal Non-verbal com- munication HeYouFill in the blanks in these conjugations: rantsargue isare skinnythin isare cowardlytimorous period.picturedescriptionshould containand nar-of athe The plans II. Social inter- action communication HeYouI glowsweats isam comatoseserene haveis a conceitedpositive self-image rationframe. for each A. Social groups 2.1. TeritorialKinship groups haveMakeKorean,cuss upsuch the some some setsfollowing conjugations ofof thewords? questions:endings of youron words own, In a language like Why do languages depend on and dis- A.3. InterestPressure groups thistalkingthethink statusfact to.of andanotherof therespect Englishimportant of thelanguage? partperson of youEnglish are Do you see any connection between whatCan you you in B. Social organi- zations groups whichDescribeonesay? toyou do can insomething? somevary detailthe gentleness an imaginary of What are some different ways to tell some- situation 1.2. Religious Educational tionsorganiza- worsethesharein whichhypotheticalthan of ait projectmember could situation ofhaveand a hasclassbeen. oncaused hasa real it to You might failedbase to do his project in be much tions some class that succeeded, but might(continued) have failed 172 Language, groups, and CONTENT if someone had not carried his share of the load. LEARNING ACTIVITIES Present MATERIALS/RESOURCES ual'ssignificantinfluence self-image. anothers* individ- 3. Political howdisappointmentteacherto theyou classwouldand wished theput without wordsit to as convey crushingyoua friendly would to histhe use classmate. spirit.culprit if you yourwere seriousthe Tell the class What do you 4. Economic organiza-.tionsorganiza- theDiscuss,culpritsay receiver,if you downthe are effectfor and an goofing theangry of usefulnesssuch fellowup reproachesthe studentproject? of words onand thethat want self-esteem vary to putin theirthe of III. Significant others* *Persons who have tions onlystatementtheplayharshness three "Conjugation"one neutralprecedingforthat carrying the word peoplewithscoldings? foron any thewhomost of businessspeak theofthe wordsa sets certainof that life.for languagewerewhich used English have in How would you react to the Could one andteacher,vidual,tancea special hero. to suchathlete,the impor- asindi- hurtsethnicahas scolding, complete moreinsult'given? if was"conjugations"? it thereis ethnic ever ora generalgeneral? insult like "jerk" or an Do you suppose a gratuitous insult When you were getting or giving Was every scolding doesscoldingsmeritstheyou scolding?knowthis of aboutconveyofthe different reason based about forstrictly language,people the scolding? affecton or the the theirmerits use self-images?of of language, the reason '\What`-as for Was the choice of words also based on the How might repeated TEACHER:I,B.a factor in the formation of an individual's personality? (Body language is a form of non-verbal communica- significanceactivitythansationstion. the thewordsis intendedposture,of themselvesbody langual;Ptogestures, make in conveyingthe andand student itstone relationshipmessages. aremore more aware important to of self- the Some social scientists believe that in many conver- This relationship.tionsHaveimage.)- thewhich students follows. role play with a partner one of the situa- Each involves a superior-inferior (continued) 173 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES significantLanguage, groups,others* and "Participants" Private marches out of step. "Situation" ual'sinfluence self-image. an individ- Boss-workerParent-teenagerPrincipal-teacherParent-childSergeant-private WorkerTeenagerTeacherChild gets arrives hasstays newunruly outclothesone tooclass.hour late.muddy. late for OlderStar-bitExecutive-secretaryCoach-player brother-younger player YoungerSecretaryBitPlayer player brothermakes misplaces forgets a breaksstupid alines. report. recordmistake.work. TeacherstudentOlder sister-younger brothersister YoungerStudent sister disrupts uses class. older sis-ter'splayer. make-up. T StudentsoverHave"situations." theirthe may class earswish observe soto thatmake the theyup situationtheir cannot own hear with"participants" the their words. hands and held Ask thatplayDiscussobservationsthese situation.reflect students the self-imagebothof toposture, positivedescribe portrayed gestures, andwhat negative tookby and each-person place facialself-image. based expressions. in on the their role Make a list of body language expressions portion.)to(If tape video the tapingrole situations equipment andis available,play them withoutthe teacher the audiomay wish ofTEACHER:listII. the somegroups of tothese which groups he belongs. on the chalkboard. Have each student write an autobiography in terms Ask the class members to Each learner Thomas,Theson, Study W.Robert LaVerneof HumanJ. Relation- 757 Third Avende, Sociology: andiAnder- tobewhichClassshould categorized.write humansdiscussion thenone hypothesisbelongattempt should and to linkingtheincludeplace possible the socialthe groups varietiesways groups intothese andofcategories. groups groupsself-image. can to Conclude the discussion by asking students HarcourtNewships.Inc., York, 1972. Brace New YorkJovanovich, 10017: (continued) 174 Language, groups, and CONTENT (It may be necessary to remind students that they are members LEARNING ACTIVITIES MATERIALS/RESOURCES ual'sinfluencesignificant self-image. an others*individ- definitionsnizations,andcategorizeof groups-, effects teams, of accordingsuchof such the andas terms group. families,clubs. to theas kinshipsize, as well formality, groups, as dues-collecting formal duration, and informal purpose,orga- The teacher may wish to introduceStudents may be expected to perience.)II.groups, peer groups, and institutions during this learning ex- Read the following hypothetical situation: peopleaward.hometown,Jackin hisgraduated in graduating whichit, has fromhas attended aclasshigh population schooland the he only thisofreceived 700.church year the inevery Euartsville,"Star Sunday, Athlete" and his is He has always lived in this town and knows most of the There were only ten experiencesyourwillwell acquaintedknowledge,attend nextthe withwhatUniversityyear? everyonewould youof in Marylandpredict the high concerningat school.College Jack'sPark. Explain the reasons for your prediction. Next year he From . followingofRead America: "I Should questions: HaveWhy Been did Their the parentsParents" react on pages the way37-38 they in did?Promise Sidewalks, Gunboats, and Ballyhoo. OT Answer the boats,America:Phillip.Cuban, andLarry Ballyhoo. and Roden, Sidewalks,Promise of Gun- Glen- WereWhat wasthe theparents re-rationship reallytunities?attemptingparents? resisting between to change,theguide children their or were sonsand they theirinto truly realistic job oppor- Foresmanview, Illinois and Co., 60025: 1971. Scott, ForfollowinginII. aPromise long hypothetical time, of America: Mary, situation:a sophomore in high school, has wanted to Read "Waiting for Something Terrible..." on pages. 32-35 Sidewalks, Gunboats, and Ballyhoo or the ' Joe, her date,parentsMarymoreuse arrives rouge,rushesdance, have before mascara,strictlydownshe appliesMarythe eyeforbidden steps,is allshadow,ready. grabsthe it. cosmeticsand Joe false by the sheeyelashes, arm, has andwanted butdashes toher use.out On the night of the sopho- Ten minutes later, (continued) 175 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES ual',sinfluencesignificantLanguage, self-image. angroups, others*individ- and hertheof forbiddenmotherthe house. calls, cosmetics. "Wait until you get home!" Her mother, about.to wave good-by, notices As Mary goes down the sidewalk differenceinfluencedsuchries.Write dismay a ten-line self-in and the image.mention themestory? completingthe ways the either neighborhood of the above and schoolsto- Show why the mother of either girl reacted with Would Mary's ethnic group make a followingIntroductionII. questions: to the Behavioral Sciences. Read "A Day at Rome High" on pages 99-103 in Respond to the nue,Sciences.ductionSandberg, New York,to John the New H.Behavioral! York 383 Madison Ave- Intro- WhatHow didevidence Lila's from classmates thegroup?dicatesherself? story influence Lila'scan you desire hercite view thatto ofbelong in- to a certain Winston,10017: Inc., 1969. Holt, Rinehart and HowIn isdoesyour membership Lilaschool, respond docontrolled? herstudents to group?people form who "in are groups"? not part of WhatDoesOn what doa person'syoubasis believe are race, such isgroupstatus ethnicity,thegroups acceptance relationshipinfluence formed? or social oracceptance betweenrejection by and the self-image? groups? yourSciencesListen class: to Audio "Cliquing" VisualHowOn from whatKit.do "in Introductionbasis group" do youngmembers to peoplethe view Behavioral form"outsiders"? cliques? Discuss these questions with Rinehart$99.00.FilmstripsSciencesIntroduction andAudio (10) Winston, to Visualand the record. BehavioralInc.Kit. Producer: Holt, your self -image andHow the does factors membership which havein image?a influencedclique affect self- Create a collage or "paste up" which expresses YorksonandDistributor: Winston,Avenue,10017, 1969. NewInc., York, 383 NewMadi- Holt, Rinehart (continued) 176 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES. ual'sinfluencesigriificantLanguage, self-image. angroups, others*individ- and itemsdesign.andyou.zines small you and choseObjects newspapers, and which the photographs,reasonsseem significant for yourtextured arrangement.to you materials, in your You may wish to use colors, clippingsDevelop afrom written maga- commentary to explain the place.DisplayIII. your collage or "paste-up" in'an appropriate Choose a person who has had a strong influ- butedquestions:identifyence toon thisthe the development influencethingsWho this byis of personansweringthis your person? self-image.has thedone following which contri- Try to Discuss with the classWhyWhatHow has longthoseis thisyour have factors personrelationship you knownyou been have him?a to strongfound him? influence? mentioned.Interviewandevident arrange in anthe themolder development from relative the mostof or your olderoften self-image. friend,to the leastusing oftenthe List Studytoabovesimilar the questions.afactors short are the accountyou responses? have of listed. someone you admire from a film, Compare the responses which they give How similar or dis- Reviewyoubook,fluence have record, the listedon factors the or evidentdevelopmentperiodical. which inappear the of lifeato positive have of thisthe self-image. greatestperson? in- Are any of the factors toAnWhichsituations: aolder friend factor brother about would overhearssniffing you apply glue.his in younger the following brother simulatedtalking You are the older (continued) 177 Language, groups, and CONTENT brother. How would you act to improve your younger LEARNING ACTIVITIES MATERIALS/RESOURCES ual'sinfluencesignificant self image.an others*individ- Thebrother'sactdrug same toaddict. improveolder self-image? brother your older returns brother's home from self-image? Vietnam as a How would you, as the younger brother, cc

178 LEVEL IV THEME I: FOUNDATIONS FOR EQUALITY: EQUAL WORTH OF EVERY PERSON Instructional Objective 3: CONTENT influenceGiven the ofsignificance ethnic groups of culturalon individual values, values. the learner will be able to describe the LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK beliefs.systemgroundA person's ofinfluences values ethnic and hisback- Keepa eachI.separate a ofcopy the sheetof followingyour of answers.paper six for questions, each question. using Write at least three answers to researchown.groupDescribe other to an discover ethnicthan your Use library II. Ethnic influenceI. Determination of values Whathadfriend?What anaccomplishmentqualities wouldunlimited you do buy, amountyou would andvalue of foryou money?most whom,like in toifa readyou whichathatthe survey uniquewouldgroup. questionnaire reveal values of Prepare A.on valuesFamily IfifWhatabout you would couldhadin youryouyour choose choose obituary?choice, freely? to howdo forwould five you years, Yheen"adhere influenced,members to,thesewhethei or ofhave.::by::values. theor notgroup current D.C.B. WorkReligion Education wouldmethelpIfspend andyou ayou person anwouldhad chooseordinary unlimited neveror toa groupday?help,meet funds personally,thatand to whatyou spend haven'tform whoto listForm thesix mostgroups, frequent onewould to answers. athe question, help take? and Ditto, thatchoosingorthenCompare put you makeon agreetheyourthe a answers board,newlistwith checklist withstrongly. theon thethelists forcommoncommon compiled. yourself;by listlist, (continued) 179 A person's ethnic back- CONTENT Discuss the ideas and ideals that human LEARNING ACTIVITIES beings think MATERIALS/RESOURCES beliefs.systemground influencesof values andhis one'sofareanswers questionsimportant.not values onreflected the influencedare common needed in anylist? byto of theget worldat them? What values are associated with the the answers?What important values in which he Are every-What sorts areReviewgrows a up?result your answersof your andbeing: mark the ones that you (1) born an American,that you think awere, andon(2)paper histhirdraisedand aboutvalues, (3) reason. in the thebased influenceunique family on personyour and answersneighborhood of one's immediate world that you are. to the second Write completescale,I 1 disagreement:being complete agreement and 10II. Rate each of the following on a 1 to being 10 PeopleWelfareSchoolsInterracial should should datingmarry be abolished.integrated. withinwithinshould theirtheirbe accepted. ownown race. religion. NeighborhoodSBirthImmigration control toshould shouldthe Unitedbe strictedlivingbe segregated encouraged States! there on theifshoulddesire among thebasis peopleit.poor of origin of the be re- immigrant. people. TheHomosexualityWomenThe mentally death should penaltyretarded have should careers.should should victedbe treated be be rapists.instituted sterilized. as a mental for con- illness. (continued) 180 A person's ethnic back- CONTENT Discuss the results. LEARNING ACTIVITIES What does the exercise reveal Do you MATERIALS/RESOURCES beliefs.systemground influencesof values andhis bystatementswasbelieveabout the a seriousthecolor the valueswould racialor factor ethnicity beheld andmost in by ethnic their influenced,membersof the choices?background respondent?.of thein your class?of the opinion,Why? students Which of the What ofdifferentyoupeopleassumptions the think personof responseofdifferent are anygiving youstatements depending color,makingthe answer? ethnicity,about thaton the wouldthe color relationship andproduce orvalues? ethnicity a among Can friend.featuresI you would prefer in a girl friendII. or boy Do not placeUsing your the name chart on below,this paper. fill in the physical Pass ColorHairthem in to a recorder for consolidation. TextureHair Physical Features ToneSkin ColorEye ShapeNose ShapeLip ShapeCheekbone HowandaccountgreatestAccording does racial thefor acceptance? to compositionorderthe class 'differences of preferences, acceptance of the in class? reflectdegreewhich featuresof the acceptance? ethnic have the The least acceptance? How do you determinerecordmagazines,theLook chart forof above,whichyourexamplestelevision, observations physicalin theof books, themass features physical for mediamovies). the appear(newspapers, featuresnext mosttwo used daysoften into Keep a accountfeaturesAccordingConsolidatein the mass forappear to media.the andyour mostdifferencesdiscuss group often? findings,them in in the small whichfrequency group physical sessions.of Bring your results to class. Least often? How do you Howofappearance appearancesdoes this of order ofcertain certain of appearancephysical other physicalfeatures? reflect:the features? The infrequency Is ethnic and racial composition of the nation? (continued 181 A person's ethnic back- CONTENT there any relationship between your choice and the LEARNING ACTIVITIES SignificantFord, Nick Aaron, Literature ed. by Black MATERIALS/RESOURCES Black Insights: beliefs.systemground ofinfluences values and his collagefromacceptableInresults each their toofgroup, theresearch.yourphysical class. makegroup's featuresa collage findings? your representing group found the evident most Present yourHow groupdo your findings results and compare to Why? Why not? Co.,Waltham,Americans, 1971. Massachusetts: 1760 to the Present. Ginn and Readbasedyouthe results can theupon makepoem, your of any the"Twodata? generalizations rest Who ofCrossed the class? the about Line physical (She Crosses)" beauty Explain. Do you believe FromIt waswhere too she much stood Smotethe air with she the craved smell of pine; oBy bear; Countee she Cullenbraved And weveins were too hurt thin to Her andseeWith gods blueher her andgo,tojshow fair crossed face andthe hair,line. ThenWe envied we forgot her a herwhile, name,OnePursuedWhat who dayuntilmingled still herthe shadehatedblood cametrack;flowed back. thtere. WithCalm troubleas a wave sucking without WithSorrow-proudat aher crest,tear breast, distainful and sorrow-wise, eyes. OnlyShe slipped the silence into herin herSaidAnd,ancient face seatsno wordplace, were asked, dear gavein the none; sun. (continued) 182 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES beliefs.systemgroundA person's ofinfluences values ethnic and hisback- .aphysical problemdoWhat you does today?thinkfeatures this this poem in poem theshow waslife about written? of thethis importance person? of Why? Why not? Is there any (1925) Is this When tophysicalattitudecanevidence ethnic you, appearancb groupstoconcerningas indicatean andindividual, asrace? physical aa changingvalue do appearance into 'attitude ourpromote society? as atoward itpositive relates What valuesandFortune,"I Building, sometimes on page is called a121 visual in the Promise representation Protestant of America: Ethnic.) ofII. a set of (The Currier and Ives print, "The Ladder of Breaking Promise of America: Draw Scott,Building.Cuban, Foresman Larry and. and Roden,Co., 1971. Philip. Glenview, Illinois: Breaking and whethervalues'ofinfluencedsketcha similar therewith most representationyour others isAmerican anychoices. doneevidence teen-agers. by which your that wouldclassmates. ethnic reflect identity the How might an American Compare your Discuss II.ation?Indian or a recent immigrant draw such a represent- Make a chart comparing values, and child- Rose, Peter I. Many Peoples, One Onetheethnicrearing Nation.: following groups. practices stories to encouragefrom the book,these Manyvalues, Peoples, of two "Life in a Jewish Tenement," pp.This 170- information may be found in Nation.Inc., 1973. New York: Random House, pp.220.Daughter," 177,178-186, "The pp."LoveWorld 200-212, andGrows Pasta," for"A Hopithe pp. FifthChildhood," 187-195, Chinese "Nisei pp. Daughter," 2137 (continued 183 CONTENT II. Read pages 126 and 127 in Racial and LEARNING ACTIVITIES Hughes, Helen MacGill, ed. MATERIALS/RESOURCES Racial beliefs.groundA systemperson's influences of ethnicvalues his back-and highEthnicethniccharacters' school Relations. background plans. answers anl revealed attitudes a relationship toward Discuss whetherDo you orthink not thatthe the experienc.s their post- between Allynand Ethnic and Bacon,Relations. Inc., 1970. Boston: itiesofconsistent the of various American reactions immigrant life. to groups the promises and produced ethnically possibil-Write an t Geronimo Jones. $240.00. Time: oftheessayII.according valuesamulet explaining you andto thinkthe the evidencetelevision thevalue boy inis set. thelikely film. to View the film Geronimo Jones. conflicts symbolized by Show which set adopt, 21 Learningmin. Corp. of America, Producer and Distributor: 1972.

184 LEVELInstructional IV Objective 4: THEME I: FOUNDATIONS FOR EQUALITY: EQUAL WORTH OF EVERY PERSON CONTENT theandGiven uniquenessthe the importance understanding of the of individual of man's andbasic hisgroup needs, contributions values, the influencethe tolearner society. of willculture be able to evaluate LEARNING ACTIVITIES MATERIALS/RESOURCES upon personality, ASSESSMENT TASK interactionisIndividual the result uniquenessof ofa com-the AmericanTEACHER:I Values: II. (In Part I of Conflict in Life Style versus ofLife Living.Conflict Style inversus American Standard Values: Evaluate the uniqueness Slides (160), someand contributionsadult you admire of bination of factors. I. A.Inputs Needs individuals'andStandardin aAmerica. youth of Living,givelife minoritystyles an Indian, are views examined. a onblack, life In Part II, several Producer:$99.00.recordsII-17 min.(2), and tapes (2). Time: Society andColor. 1-19 min.; questionsafterfullythe person.interviewing prepare you use the in Care- C.B. ValuesCulture ViewClaudeJacksonAmong Part thoseBrown.) Pollock, II described of Conflict Margaret are in FrankMead, American Shorter,and TheMankind,Inc. Center Inc. for Humanities, Distributor: histoencourage inquiriesthe lifespeak interview. and freely the should subject about Your II. Outcomes A. Lifestyle Values:hisLiving.explainfrom uniqueness. the what presentation produced theand non-describe LifeSelect Style one versus of the Standard individuals of How did your person learninginthemayaccomplishments. the questionswish biography activityto consider mentioned YOu B. Contributions Margaretreaction,Jacksondiscussconformity MeadPollock'sthe the inpublicand familyhis her paintings life?response choiceexpectation ofandto life hisfor As a class, responsesinterview,Whenforwhen the you interview. in prepareconductrecord writing thethe do,whoBrown'sofstyle, themister?"wanted "whatFrankresponse to ifShorter'sknow blues,"to "what the explanation younganddo youClaude boy nesstheyoursummaryor person's onandevaluation tape. statementcontributions. unique- of of Write a thecontributiondrummerpersonsCan significance you andwho cite thushaveto othersociety? ofmadeheard environmentalexamples a aunique different of Given (continued) 185 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES isIndividualinteraction the result uniqueness of athe com- isfoundforces the originin on some our of persons?lives, the strong what doindividuality you believe Do some ethnic bination of factors. groupsThinkothers encourage aboutdo? what more makes individuality him heroic in your Pick someone whom you deeply admire. than manifestationdefinitionsintheeyes. the definition heat ofof battle.heroism?ofextraordinary heroism as thecourage Discuss in class whether you accept Are there other whySelectaccomplishments,admired you aadmire herobecause andthis of write or person.unique a combinationan essaymoral thatqualities, of showsboth Is your subject Ifactors? II. Read a biography or autobiography Buck, Pearl. ASIAN AMERICANSMy Several Worlds: New York: Pocket A includedreportbyDiscuss a man using inofthe thisan the questionsethnic activitybiographical group. as as a aclass questionsguideline. activity Write a book Mountain:D'Amelio,Books,Personal Inc., Record.Don. 1954. The Story of Hidey Noguchi. Taller Than Bandai beforeHis Experience: reading the book. Biographical Questions NewAmericans.Hosokawa, York: Bill. Viking Press,New 1968. York: Nisei, The Quiet William Morrow What ethnic,influence social, did his hadgroupand parents areligious have?significant and/or kinimpact on his life? influences ,Tublishers,Wong,andDaughter. Company, Jade Inc., Snow. Inc., 1950. 1969. New York: Fifth Chinese Harper and Row WhatWhatHow was didinfluences thehis effect? educational didhim significanton for hisexperiences hislife? life's prepare work? others have (continued) 186 CONTENT LEARNING ACTIVITTFS MATERIALS/RESOURCES interactionisIndividual the result ofuniqueness aof com- the His Dream and Activity:HowWhat didwas hehis hope dream? to make his Bates, Daisy. BLACK AMERICANS The Long Shadow of bination of factors. WhatWhat,If so,did if byheany, whomdo obstaclesto and overcome hiswhy?come wereway? thesetrue? .1 in Brown,McKayLittle Company,Claude. Rock. Inc., 1962. New York: Manchild in the David His Achievement: DidWhat he did realize he accomplish? his dreams?obstacles? AAmerican Brownmiller,PromisedBiography. Library, Land. Susan. Inc., 1965. Garden City: New York: Shirley Chisholm: New Doubleday HowHas couldanything you ofuse lasting partstryingasas aofvalue amodel thisresultto emergedaccomplish forbiography of your his ownachievements?something actions in in ofDouglass,and Frederick Company, Frederick. Douglass:Inc., 1971. Life and Times The Complete SeeTEACHER: MATERIALS/RESOURCES for some suggestedlife? ofDuBooks,Autobiography. W.E.B.Bois, 1962. WilliamDuBois. E.B. New York: The Autobiography Collier books to read. Westminster,Elison,International Ralph. Maryland: Publishers, 1968. Invisible Man. New York: Random House, ofGaines,Inc., Miss 1952.JaneErnest Pitman. J. Auto]'' Ne,- York: 'aphy biography.aneGregory,Dial Company,Press Dick. Inc., Inc.,/1964. 1971. New York: Niager: E.P. Dutton An Auto- 187 MATERIALS /RESOURCES biographyJohnson, James of an W. Ex-Coloured Auto- NewFrank, York: Anne. Washington Square Press, 1964.Anne Frank: Diary of a Young Girl. OTHER AMERICANS Lewis,Knopf,Man. David.1927. New York: King, A Alfred A. NewHans, York: Arnold. G. P. PutnadsSons, 1964. Sandy Koufax: Strikeout King. DuttonBorghild,(Scandinavian) and Dahl. Co., Inc., 1960. Cardinal Cushing of Boston.Homecoming. E. P. NewCriticalPublishers, York: Biography. 1970. Proeger Jews.Ribalow,Society, Harold 1965. U. Philadelphia: Autobiographies of JewishAmerican Publication Erdman,NewCutler, (Irish)York: Loula.John. Hawthorne Books, Inc., 1970. Room To Grow. New York: MalcolmTheGrove Autobiography X.Press,X and Haley,Inc., of 1966.Alex. New York: NewStern, York: E. G. Arno Press, 1926. NATIVE AMERICANSI Am a Woman and a Jew. NewEwen,Dodd York: MeadDavid. and Co., 1962. Holt, Rinehart The Story of George Gershwin. (French)and Winston, NewAgeMoody, York:in Anne.Mississippi. Dell Publishing Coming of JulianBeckhard,Brown, Messner, Dee. Arthur Inc.,J. 1957. Bury My Heart at Wounded Knee, Black Hawk. New York: Hagedorn,Family.Inc., 1943 Hermann. (Russian) New York: MacmillanThe Hypherated Co., 1960. Co.,BarkleyofParks, Weapons.Inc., Gordon. Publishing1970. New York: A Choice NewHoward,1971. York: James H. Holt, Rinehart and Winston, Inc., The Warrior Who Killed Custer: York:Jacobs,(German) Emma. Holt, Rinehart and Winston, A Chance to Belong. New Boy.Wright,Corporation, Richard. 1966. New York: Harper Black TheBull. Kroeber,Personal Theodora.Narrative of Chief Joseph White Lincoln: University of Nebraska, 1969. Ishi in Two Worlds: A J.Mann,Inc., B. Arthur.Lippincott 1953. and Co., 1959. (Czech) LaGuardia. Philadelphia: (Italian) and Row, Publishers, 194S.o JEWISH AMERICANS America.Press,Biography 1961. of the Last Wild Indian in North Berkeley: University of California Holy Sun NewMarshall, (Scots)York: Catherine. McGraw-Hill Book Co., 1951. A Man Called Peter. Jewish.WilliamDavid,Inc., Jay. 1968.Morrow and Co., New York: Growing up Norman:onRuby, the Robert Columbia, H. and A BiographyBrown, John A. University of Oklahoma Press, 1966. of Chief Moses. DoubledayAmerica:Merriam,(Women) Eve. and Company, Inc., 1971. Ten Lives. Growing Up Female in Garden City: 188 MATERIALS/RESOURCES NewAppalachia:Myers,1970. York: Elizabeth. (Appalachia) Julian Messner, Martha Berry. Angel of Hano,1968.King. Arnold. New York: Roberto Clemente: G.P. Putnam's Sons, Batting Piri,New York: Thomas. New American Library, 1967. Savior,Down These Savior, Mean Hold Streets. My Co.,GardenSalom, 1972. City:Rizky. (Greek) Doubleday Syrianand Yankee. Newlon,Maryland:Lewis, Oscar. Clark. Random House, Inc., 1966. LaVida. Famous Mexican Americans. Westminster, Sterling,Co.,Hand. 1972. Philps. Garden City, Doubleday and The Quiet Rebels. SPANISHJulianSuhl, Yuri. Messner, SPEAKING 1970. AMERICANS Eloquent Crusader. (Polish) Dodd,BiographyNorris,New York: Mead Marianna. ofand the Co., Mayor 1969. of San Juan. Dodd, Mead and Co., 1972 Dona Felisa: A AlfredBuilderSterne,Garden A. City: ofEmmaKnopf, a Nation.Goldeis. Inc., 1967. Doubleday and Co., 1968. New York: Benito Juarez: Azuela,Library,dogs. Mariano. 1960. New York: NewThe Under-American Munez.Norris,Freedom: Marianna. New York: Story of Puerto Rito's Luis Dodd,Father Mead and and Son Co., For AvonVasquez, Books, Richard. 1970. Chicano. New York: CanfieldPlumBarrio, Pickers. Press,Raymond. 1971. San Francisco: The Plum Sons,Orlando,Baseball.1968. 1968. Cepeda. New York: My Ups and Downs in G.P. Putnam's CD

189 LEVEL IV -- THEME II: ALLIANCE FOR EQUALITY: Given the ethnic diversity of the United States, the learner will be able to EQUAL WORTH OF EVERY ETHNIC GROUP describe CD Instructional Objective 1: CONTENT patternsgroups inof theimmigration United States and compare and Maryland. the relative sizes of various LEARNING ACTIVITIES MATERIALS/RESOURCES ethnic and cultural ASSESSMENT TASK America is a nation of I.TEACHER: Collect a series of pictures ofDescribe immigration the patterns and origins.people with diverse I. Composition of American sureHavewhichethnic youthedepict backgroundhaveclass people at attempt least of eachtheoneto identify Unitedpictureperson. States. whichthe Make bynicsizescompare completing and of theculturalvarious relative the eth-groups A.population African Unitedrepresentsfollowingtures, States. hold everyquestion: a class ethnic discussion group in usingthe the After viewing the pic- 1.following According test: to the 1970 Census,groupsthese minoritywhichis smallest of D.C.B. EuropeanAsianAmerican Indian whenHowclassified.cation didthe youforcensus decideeach is picture? taken,the ethnic people classifi- are Find out how, b.c.a.in American population?MexicanJapanese IndiansAmericans Americans II. Immigration E. Latin American people.asTermszambo, octoroon, are and frequently mestizoquadroon, inused creole,a dictionary.to classify mulatto, Find meanings for such terms 2. Which of the follow- ind.50ing populationPuerto percent groups Ricans fromincreased by 1960 B.A. GovernmentHistorical patterns ETHNICI. MAKE-UP OF THE UNITED STATES (1970) Study the following charts: b.a.toc. 1970?AmericanChinese Black Americans Indians policy SpanishBlacks 22.6 million9.6 million 4.51.4 million-Mexican million-Puerto Rican 3. A person from which immigrantplacesofd. Whitethe isfollowing Americanstonot the an 2.6 million-Central600,000 and -Cuban South American c.b.a,Unitedd. CubaCanadaMexico Puerto States? Rico (continued) 190 (continued) CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK peopleorigins.America with is diversea nation of Asians 1.4 million 591,290-Japanese 4. The decade of small- est immigration to 107,000-Turks100,000-Hawaiians343,000-Filipinos435,062-Chinese70,000-Koreans a.the:the 1910's 20thUnited century States was in c. 1950's 88,000-Western59,000-Syrians59,000-Israelis85,000-Lebanese Asians 5. Between the Civil. War tolargestandb. 1930'sthe World United immigration War StatesI, the d. 1960's American- 108,000-Others76,000-Indians9,000-Pakistanis b.a.came NorthernSouthern from: and West-East- ern Europe above.Answer the following questionsIndians from the chart 792,730 6. The quota system of thed.c. Asia 1920'sSouth Americadid not ern Europe These statistics cameWhyWhat from are conclusions there no statisticsdo youEuropeanfigures? draw fromethnic these groups? We, the Americans for the b.a.from:restrict AsiaAfrica immigration d.c. SouthEurope NowanyBureaupublished study ethnic of this Census. bygroup chart:U.S. which Department Get isthe missing statistics above. for of Commerce, 7. A person wishing to receivesUnitedimmigrate States preference to todaythe America CountryETHNIC MAKE-UP OF MARYLAND Population Population(2nd gener- (1970) Population(1st gener- 8. Blacks make up about b.a.on Race Sexthe d.basis Ethnic of c. identity RussianItalianGerman 46,33249,61959,680 ation) 38,13939,91244,815 ation) 14,8658,1939,707 c.b.a.Maryland'swhat 2515 percentagepercent population? of 5 percent (continued) 191 d. 35 percent (continued) CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK 1 C7.)Y\- peopleAmericaorigins with is adiverse nation of Country Population Population(2nd gener-ation) Populationation)1st gener- 9. During which decade wasb.a.tem the1940's 1920'sabolished? quota d.c. sys-1950's 1960's WelshScottish)English ) ) 40,291 29,048 11,243 10. Indians comprise what percentage of BlacksSpanishPolishIrish )* 699,479 52,97439,334 32,571 6,763 b.thea.the 5 populationLess percentUnited than States? 1of percent American-FilipinosChinese Indian 6,5204,2395,170 11. Blacks comprise what populationpercentaged.c. 15 percent of the 10 percent AnswerJapanese the following UsingWhatquestions:*United conclusionsboth Kingdom the preceding do you drawcharts, from these figures? 3,733 is Maryland really b.a.c.United 612 25percent percent percentStates? theI. questions. an "America in miniature"? Examine the following chart and answer 12. Spanish-speaking Americanswhatd. 50 percentagepercent comprise of YearBLACK POPULATION IN THE UNITED STATES Percent of Total 1790-1970* b.thea. Unitedpopulation States? of 51 percent 1850183018101790 Population 3,6392,3291,378 757 18.119.315.719.0 13. The Census Bureau determinesd.c. 25 percent a person's 15 percent 1870193019101890 11,8919,8284,8807,489 10.711.912.7 9.7 b.thea.ethnic Neighborhood basisParents identityof: on 19701950*Source: (Population figures are in thousands) Statistical Abstract of the United States,22,67315,042 11.210.0 d.c. Self-assessmentIncome 1971 ' p. 24. 192 (continued) CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK origins.peopleAmerica with is adiverse nation of inpercentageHow19301930? the do topercentageyou 1970? ofaccount black of for populationblack the populationdecline from in1790 fromthe to How do you account for the increase What prediction do you make 14, A "second generation" h.Americana. Came Was tobornis theone in United who:a foreign country questions:T.about the black population in 1990? Study the chart and answer the c. Has children born inchildStates the Unitedwhile a 1890INDIAN POPULATION GROWTH 1890-1970* 248,253 15, The'1. largest number of immigrantsIsStates a child of 1930192019101900 343,352244,437276,927237,196 Americansb.a.Spanish Mexico Spain came speakingd. Brazilfrom: c. Cuba 1970196019501940 792,730523,591357,499345,252 seemsThe*Source: difficulty overwhelming.Department of counting of Commerce any ethnic group We, The First Americans, U.S. Who should be counted? whatcertainthegroup?What percent?criteria makes percentage a shouldperson of be?a Indianmember ancestry?of an ethnic Concerning Indians, what do you believe Should it depend on ability to Should it depend on a If so, heplaceorCensusspeak is why one.of an not?Bureauresidence Indian counts language? (such anyone as a anreservation)? Indian who claims Do you agree with this policy? Should it depend on Why, The (continued) 193 LEARNING ACTIVITIES MATERIALS/RESOURCES peopleAmerica with is adiverse nation of CONTENT How50 dopercent you account in Indian for populationthe tremendous from increase1950 to the(about 1960 origins. II,A.census and from the 1960 to the 1970 census? Examine the chart and respond to the questions.IMMIGRATION 1820-1970* Period1831-401820-30 Immigrants 599,125151,824 Period1911-201901-101921-30 IMmigrants4,107,2095,735,8118,795,386 1851-601841-501881-901871-801861-70 5,246,6132,314,8242,598,2142,812,1911,713,251 1961-701951-601941-501931-40 3,321,6712,515,4791,035,039 528,481 CD *Source:Whatof1891-1900 Commerce hypothesis about the United States do you make after We, The American Foreign Born, U.S. Department 3,687,564 .-1 flowwereInvestigateanalyzing ofresponsible immigrants. these both figures? forUnited the Statesgreat and fluctuations shown in the world conditions that

(continued) 194 peopleAmerica with is adiverse nation of CONTENT II,A. Analyze the chart and respond to the questions. LEARNING ACTIVITIES MATERIALS/RESOURCES origins. MexicoCountryPATTERNS of OF Ori,gin IMMIGRATION TO THE UNITED STATES 1960-70* 44,469 1970 37,960 1965 32,684 1960 CubaGreecePhilippinesItaly 16,33416,46424,97331,203 19,76010,821 3,0023,130 14,933 8,2833,7972,954 JamaicaChinaCanadaUnited (including Kingdom Taiwan) 14,09313,80414,15815,033 38,32727,358 4,0571,837 30,99026,643 3,6811,340 GermanyIndiaDominicanPortugal Republic 10,11410,80713,195 9,684 24,045 9,5042,005 582 6,968. 391 756 TotalYugoslaviaKorea Immigration: 373,326 8,5759,314 296,697 2,8182,165 265,398 31,768 2,7421,507 toWhich15*Source: 1970? countries countries on showed the basis the greatestof the 1960 increase data. from 1960 WhichStatistical showed theAbstract greatest of thedecline? United States, 1971, p. 91. Compare theRank the immigrationWhatdrawrankings abouthypothesis to changing thelaws 1970 canenacted immigration yourankings. makein the about patterns?1960's? the effect of the What conclusion do you

(continued) 195 . CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES C\1O-1 peopleorigins.America with is diversea nation of patternsPeopleexercise:II,A. Makein the a Nation,following pp. books 62-63 and complete Investigate European immigration the Holt,HistoryDavid;Bartlett, Rinehart andof Irving;theMandelbaum, andUnited Tenton,Winston, States. Seymour. Edwin; 1969. Fowler, New York: A New ATheQuest ImmigrantsImmigration:New Immigrant's forHistory Liberty, in of American Experience,the p. United425 Life, States,p. pp.26 32-36 p. 455 A Study in American Values, pp. 2-3 Chapin,Publications,Baltimore,Gross, JuneRichard Maryland:R.; Inc., E.McHugh, 1971. Raymond J.; and Quest for Liberty. Field Enterprises WhyWhat might was thepost-Civil great difference grationWar immigration before in European and patterns after immi- the Civil War? Mann,Life.1968. Arthur. New York: Immigrants in American Houghton Mifflin Co., q, Why were such large numbersencouragedCivilproduce1840 War and ofmore patterns? immigrantsWorldto resentmentcome War to I? the in United America States than betweenpre- Connecticut:TheOliver,lications, Immigrant's Donald 1971. W.Experience. and Newmann, Fred M. American Education Pub- Middletown, answerII,A-B. the questions: EFFECTS OF 1921 AND 1924 IMMIGRATION ACTS* Examine the following figures and Martin,Sandler,Inc.,Rockleigh, 1971.Edward. Martin New W.;Jersey: Rozwenc, Edwin; and People Make a Nation. Allyn and Bacon, AllEurope countries 652,364805,228 192Z 1921 Act356,995355,406 Z924 Act161,546164,667 51,227 153,714150,59125,957L929 Jersey:inTraverso, American Edmund, Values. D.C. Heath and Co., 1967. Immigration: Englewood, New A Study, PolandGreatGermanyItalyIreland Britain 222,260 95,08928,43551,1426,803 incl. G.B. 68,05925,82742,05777,342 28,56734,007 5,9823,845 17,85365,721 6,5245,802 AfricaAsia U.S.S.R.Scandanavia 25,03410,19322,854 1,301 34,28437,938 1,043 122 18,803 1,3002,2481,200 6,8721,2001,3232,784 PacificAustralia,*Source:Zealand Islands and New the Immigration: 2,281 A Study in American Values 359 221 200 by E. Traverso (continued) 196 America is a nation of CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES peopleorigins. with diverse allowedreceivedrestrictedfromThe Immigrationthe to Westernthe emigrateby greatest the ActsHemisphere. Quota to of reductionsthe System?1921 United did innotStates? the restrict number immigrationof people Which continents were most Which European countries What do you questions.believeII,B.immigration was the policy? motive behind the change in America's Examine the information below and respond to the signedoftheIn the quota1965, originthe systemCongressbill of onthethat Liberty passedimmigrant. had limitedanIsland immigration whereimmigration the law Statue whichon the ofabolished basis President Lyndon Johnson Liberty stands. Congress."This bill....is one of the most important acts of this For it does repair a very deep and painfulThe following is part of his speech: basiswishingThisflaw ofbill tointheir immigratethesays skillsfabric simply to andof thatAmerica Americantheir from closeshall thisjustice. relationshipbeday admitted forth those to on the itsThiscanthose strength, iscontribute alreadya simple to here. test,mostits spirit--will toand this it iscountry--to a befair the test. firstits growth, to be to Those who OnlycomeUnderadmitted tothree the Americato previous countriesthis dependedland. system were upon allowedthe theability countryto supply of newof 70 theirimmigrants percent birth. of to becauseplace.husbandoneall theof theyor theimmigrants. wife developingcame or from a child easterncontinents. had orbeen southern born in Europe the wrong or from Men of needed skill and talent were denied entrance Families were kept apart because a This system violated (continued) 197 LEARNING ACTIVITIES MATERIALS/RESOURCES Americapeople iswith a nationdiverse of CONTENT thatthe basicvalues principle and rewards of Americaneach man democracy--theon the basis of principle his merit origins. hastheseItas beenahas man. shores beenuntrue un-Americaneven to thebefore faith inwe thethatwere highest broughta country. sense thousands because to it WeToday, can nowwith believe my signature, that it thiswill systemnever againis abolished. shadow the prejudicegate*Source: to the and American privilege."* Nation with the twin barriers Immigrants in American Life by Arthur Mann, of maketoOn thewhatit easierUnited basis orStates?do moreyou believedifficult pp.immigration for168-69. people should to immigrate be to Do you believe the United States should restricted scientists,Athis result country? of professors,the 1965 Immigration and other Actwell-educated is that persons admitted to the country. doctors, This hasforthedrain"are created doingcriticismgiven from this?apreference lesssituation that developed has insometimes been being nations. directed referred at theto as-United a "brain What is your opinion of States 198 LEVEL IV -- THEME II: ALLIANCE FOR EQUALITY: EQUAL WORTH OF EVERY ETHNIC GROUP Instructional Objective 2: CONTENT theGiven various the pluralistic ethnic, cultural, nature ofand American religious Society, groups the-learnerinteract. will be able to describe how LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK tactWhen withgroups each come other, in con- newcomersI. to your school within the past year. Interview several students who are Describe in an bilitiesthere are of various interaction. possi- I. Patterns of inter- Use the following questions:Do you feel that you schoolare a newcomeror that youto theare a regular member toryampleswaysessayinteract. tothat thefrom illustrate groupspossible his- Use ex- A.action Dominant group towardgroup minority WhatIf you will still have feel to happenthatmember?whenof youthedo to areyouschool?make aexpect younewcomer, feel to feel like a regular interaction.these patterns of 5.4.3.2.1. AssimilationSegregationIntegration ExpulsionExtermination WhatIfWhat youwill will already you others have feel havetowhen likedo?a toregular did ado? regular this member? feeling member, happen to you? B. Minority group 1.grouptoward Acceptance dominant Without using names,What the did class youothers shouldhave do to todiscuss way?do? make you feel this 4.Organized3.2. Accommoda-Voluntary separationtion processisintoschoolthe it resultsAmerican toofand makeassimilating assimilating of society. newcomersthe interviews. new newwelcome members members in into any(groups) soci-your Whose responsibility Compare the II. Examples of inter- 5. Aggression protest newcomersI,A.ety? feel "at home"? Does your school have a plan to make Read the following definitions of Should it? action apossible minority responses group: Exterminationof a dominant -group the attempttowardproble- to-f solveminorities the by the annihila- tion of the minority (continued) 199 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES bilitiestheretactWhen withgroupsare of variouseach interaction.come other, inpossi- con- IntegrationSegregationExpulsion - -the the removal processspatialminorityfrom theof byseparation thesocialdominant which minority categoriesthe membersof dominant thefrom minority ofthefunction theand society society as equals Assimilation - two previouslyblendassimilation.intermarriage into distinct unified between socialsocial the categoriescategory. groups brings about complete (Definitions from Thomas and Anderson, Amalgamation, or Thomas,ships.Theson, StudyRobert W. LaVerneof J. Human and Relation- Ander- 757 Third Avenue, Sociology: periodSelect and a minoritydetermine group which in of America the five in responsesa 164)Sociology:particular was most The Study of Human Relationships, pp. 161- historical HarcourtNewInc., York, 1972 Brace New YorkJovanovich, 10017 blacks,anyevident.Select differences Mexicana minority inAmericans, interpretation.in America or varioustoday; forwhite example, Present your conclusions to the class and discuss ethnics and Indians, whopeopledetermineother? disagree both which inon thehowpossible dominantthe groups responses society should mightand interact the apply. minority with What are possible sources of disagreement? together in the Are there Howeach do itself ityfuture?youI,B. groupbelieve response the groups to the will dominant get along group: Cite the evidenceRead the to followingsupport your definitions beliefs. concerning minor- AcceptanceVoluntaryAccommodation -separation accepts - resents membersminority or- members dominority anythingof status the of statusdominantthe andabout minority roleand it group may group hatebut is unable to protest AggressionOrganized protest- militant -changeown acceptableseparate outletchoice in minorityforthemselves acts frustration, to status bring from and aboutthepossibly roledominant a group by their violence or destructive behavior (continued) 200 When groups come in con- CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES bilitiestheretact withare of variouseachinteraction. other, possi- tation.findingsfrequentlyperiodSelect anda tominority used determinethe patternclass group whichand byin discuss theofAmerica theminority anyfive in differences a responses group.particular wasin historical interpre-the most Present your patternfacts.Select ita present-daywould most likely American favor. minority group and discuss which Prove this with historical possible.suchTEACHER:inII. historicalas blocks. research.) (Oral historyEach student is an importantwill interview means theof gatheringresident, facts taping his Assign a student to visit as many residences as Divide your community into small areas, are:conversation with WhattheseIn whatis people. the ethnic ethnic group background do you placeof your yourself? parents? Some suggested guide questions C\1 WhatFlowIs anylonghistoryfolklore otherhave and doyoulanguage folkloreyou resided know besides ofaboutin thisthis Englishyour communitycommunity? family spoken dohistory? in your home? you know? Grandparents? CompileoryourTabulate voluntary community. a yourbooklet separation results of to in show your what community? ethnic groups are found in Is there evidence of segregation, integration, "Folklore of (Community Name)." UnitedContrastII. States your andcommunity's Maryland. ethnic make-up with that of the Read "The Case of John Nichols" from The Immigrant's hisAmericanExperience, father whoand pp. ishis 43-56.troubled desire toby "bethe American."conflict between loyalty to John Nichols is a second generation Middletown,AmericanNewmann,Oliver,Immigrant's DonaldFredEducation Connecticut: Experience.M. W. andPub- The (continued) 201 lications, 1969. LEARNING ACTIVITIES MATERIALS /RESOURCES tactWhen withgroups each come other, in con- Comparethe decisions your childhood made by tohim that in tryingof John to Nichols in this case?resolve his dilemma. and judge bilitiesthere are of various interaction. possi- WhatstageII. interaction names: patterns are evident June Allyson--Ella Geisman Look at the following list of real 'names and TonyClaudetteCydDoris Kirk Charisse--TulaCurtis--Bernie Day--DorisDouglas--Issur Colbert--Claudette FinkleaKapplehoffSchwartz Danielovitch Chauchoin LawrenceGlennRobertCaryRita Ford--GwyllnGrant--ArchieHayworth--Margarita Taylor--SpenglerHarvey--Larry Ford Leach Skikne Arlington Carmen Cansino Brough C\1 Whatofstage our considerationsdo entertainers? names?the real names seem tell to haveus about governed the Find the stage names of more modern enter- When were these movie stars active? ethnic sourcesthe choice of ofshowtainers, public any changeincludingattitudes? in themusical public stars. relations Discuss. Engelbert Humperdinck, Do these newer names men's assessment changeddoSomeattitudes?formerly not public seemtheir Jerry tofigures, names. have Dorsey had among andthe themLewsame Alcindor, goals now Abdul Does this reveal anything about in mind when they Jabbar, change?HowchangedDo youdo they or.yourhis orname theirfamily (like descendants knowSpiro anyone Agnew)? who Would you think of changing your name? feel now about the Why(or was whose it done?father) Discuss "Americanize"theII. reasons.pressures them.brought to bear on the View the film The Immigrant Experience. Which family members were most likely family in order to Discuss Color.$390.00.Thelieb. Immigrant Experience. Distributor:Producer: Time: 31 min. Linda Gott- Learning to retain their original customs (continued) 202 and language? Why? What Corporation of America, 1973. CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES bilitiesWhentheretact groups withare of variouseachinteraction.come other,in possi-con- ralismfinalboy?byaspects all orscenes family ofassimilation? Polish in members? the culture film offer are mostevidence likely of tocultural be retained plu- Do you feel he made the right decision? What choices were offered to the Do the TEACHER:II. LookclassNote at thatperiods the this filmstrip to series complete. serieswill require They Came about To two They Came To America. Film- grantfourfilmstrip.America. case groups, studies? once they settled into the United States, Discuss the questionsWhat at interactions the end of theare finaldemonstrated in the Write an essay explaining why immi- Time:$78.00/f.s.$70.00/f.s.strips (4) andand recordscassettes.records; (4) 80 min. Color. Dis- whicheventsII.opposed had as newbeen examples immigrants,used againstof group often them. interactions: using the same arguments Study, from several sources, the following the 1877 Nez Chapin,Narrativetributor: June; Arts, McHugh, 1972. Ray- Audio Visual cre,lar?thesePerces and examples expulsion,the 1919 illustrate. Chicago the 1885 race Rock riots. Springs, Wyoming massa- How are they different? How are these events simi- Why did these events take Show the pattern mondPublications,Francisco:Quest and for Gross, Liberty. Inc.,Richard. 1971. Field Educational San Couldconsequencesplace? any of thesefor each events of thetake ethnic place groupstoday? involvbd? Could they have been prevented? What were the Co.,nois:Cuban,in America.1971. Larry. Scott, Foresman and Glenview, Illi- The Black Man makemore'sCompareII. this Little andinner-city.enclave Italy.contrast Baltimore's distinctive. "Little Italy" with Read The Neighborhood: Prepare a list of features which The Story of Balti- York,SlaveryFranklin, New to York: Freedom.John Hope. Vintage New From TakomaAmishtheyother insimilar?Park. ethnic western communities Maryland andin Maryland,Spanish-Americans such as thein How do the communities differ? How are Minnesota:inJones,Press, America. 1969.Claire. Lerner Publica-Minneapolis, The Chinese neighborhoodReadExperience, "The Passing ispp. threatened 20-25.of the West by anEnd" urban from renewal The Immigrant's project.) (In this story, an ethnic inPearson,tions American Co.; Keith. 1972.History. The Indians 757 a"Persisting series of Questionsactivities of that Modern you Life"may use on to stimulate (continued) 203 p. 25 includes YorkThird 10017: Avenue, New York, New (continued) Harcourt Brace When groups come in con- CONTENT thinking about ethnicity and public policy. LEARNING ACTIVITIES Jovanovich, Inc., 1973.MATERIALS/RESOURCES C\1 bilitiestheretact withare of variouseach interaction. other, poSsi- ofzationsII. ethnic, in racial, the United and religious States formed groups. to promote the interests Conduct research on one of the numerous organi- A partial list of borhood:more'sSandler, Little Gilbert. Italy. The Story of Balti- The Neigh- 901 . such organizations Associationfollows: ofon theAmerican Sons ofIndian Poland Affairs MarylandOliver,Associates,North Howard 21212:Donald Inc., Street, W. and1974. Baltimore,Newmann, Bodine and CouncilFederationB'nai ofPrith Southern of American Mountains,CollegeDescent Citizens Station, Inc. of (Box GermanBerea, 2307, Kentucky) EducationConnecticut:Experience.Fred M.. Publications, 1969. The Immigrant's Middletown,American JapaneseLithuanianLa Raza AmericanNueva Community (2815 Citizens WestFrontTexas)of Baltimore Commerce,League Street, (120 Baltimore,San NorthAntonio Maryland) priseNewWorldDelury, York:Association, Almanac. George, ed. Inc., 1974. Newspaper Enter- New York, The OrderNationalPolish Sons NationalOrganizationAssociation of Italy Alliance in Colored for forAmerica the Women(1627 PeopleAdvancement Eastern Avenue,of UkranianSonsSociety of Norwayof- Americanthe Friendly YouthEasternBaltimore, Sons Association Avenue,of Maryland)St. PatrickBaltimore, (2301 Maryland) wasinformationIfPreSent foundedpossible, your andregarding researchinclude the past why, thein and writtenpresentwhen, present and form.aims, leaderswhere accomplishments, the organization and You should have Addresses may be of the group. previousmembershipDiscussfound inlist. in Thefigures class World thefor Almanac, patternsthe organization. if of they interaction did not appearfostered in bythe thethis pressureskind of group. of the dominant society? Are such groups founded because of 204 When groups come in con- CONTENT TEACHER: LEARNING ACTIVITIES MATERIALS/RESOURCES bilitiestheretact arewith of various eachinteraction. other, possi- andeachadvisedII. then group completethat listen some theto columns thefollowing cassette will chart. not relative be as fullto their as others. topic Divide the class into several small groups. Students should be Have TapesoftersEthnic America. (16),(36). Studies: and Spirit Mas- $185.00 Filmstrips (4), The Peoples Time: mentSettle-Place in of inactionInter-Kind the of FacinglemsProb-Kind of tionsContribu- for HistoryInc.,tor:291 min. 1973.of American Immigra- Educational Design, Color. Distribu- American Indians Statesthe United StatesUnited Statesthe United AreWhich Known They tributor:housetion. Learning89:50. Press. Cassettes (20). Producer: Westinghouse Westing- Dis- ChineseFrenchBlack Americans Learning Press, 1973. GerdanIrish Americans JewishJapaneseItalian Americans MexicanPolish Americans ScandanavianRussianPuerto AmericansRicans Americans (continued) 205 When groups come in con- CONTENT LEARNING ACTIVITIES Kind of Kind of ""JERIALS/RESOURCES bilitiestheretact withare of variouseachinteraction. other, possi- thementSettle-Place United in of UnitedactioninInter- the theFacinglemsProb- United AreWhichtionsContribu- Known forThey UkranianSlovak Americans States States States

206 LEVELInstructional IV -- THEME Objective II: 3: ALLIANCE FOR EQUALITY: cultural,Given the anddiffuse religious origins group of thecontributions American people, to the themosaic learner of our will culture. be able to describe ethnic, EQUAL WORTH OF EVERY ETHNIC GROUP American culture has CONTENT TEACHER: LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK groups.cultural,contributionsbeen enriched and ofreligiousby ethnic,the toingI.Be the thesure Americanpreparation to follow diet localof and food prepareregulations in school. a seven- regard- Research the ethnic contributions YorkCenter,Cooking.Brown, 10020: Dale. New York, New Rockefeller Time-LifeAmerican tionsiouscultural,Describe groupto the andcontribu- mosaic ethnic,relig- II. ArchitectureI. Foods and interior design includeandethnictributedday method menu/cookbook cookbooks onto yourofclass preparation menu tomembers. of discoverand ethnic be for certain thefoodseach ingredients dishto bewrite you dis- Use regional and Twenty-FourditionalEuropeanBooks, 1968. CookingRecipes Nations. -from Tra- mentsthroughtisements.seriesof our to ofcultureselladvertise- adver- any in a Prepare III. MusicIV. Dance varietieseat,class,Taste-testthese whichdirections discuss of thearefoods resultsofthe in includedethnic moreyour of familiar menu/cookbook.origin, yourin the research. anddishesAmerican the we In McNallyLeonard,IllinoisP. O. Boxand 60680:Jonathan. 7600,Co., 1958.Chicago, Rand presentationproductthroughtochoice these of bya groupsyourpositiveappealing of 0/ VII. PoetryVI. SportsV. Politics appearstheYoudiet ways maywhich in wishthat manyare toa ethniccultures.stapleprepare contributions.food, a chart such illustrating as bread, Show the grains Time-LifeYork,RockefellerLatin-American New Books,York Center, 10020: Cooking.1968. New backgrounddescriptionsslogans,includetheir heritage. suggestedsettings,music, can Ad VIII. Fashion IX. Science and technology waysused,differentIi. of the serving methods cultures this of basicthatpreparation, havefood. influenced and the Investigate the design elements of Time-LifeYork,AfricanVanefeller der New Cooking.Post, Center,Books,York Laurens.10020: 1970.New Rock- humantheir figures, costumes. and XI. Art X. Language booksAmericanfulillustratingtion and and architectureBetter periodicalsprepare these Homes a elements.scrapbook (suchandand interiorGardens) as identifyingHouse decora-to Beauti- identify and Begin by using Avenue,Cooking.pleteWaldo, BookMyra. New ofYork, Oriental New 750 Third The Com- goingoftheshots,for each variety useout style clipping ininto ofthe andyourstyles United photographstechnique community and States. techniques may fromand be takingyourobtained adapted own snap- by Illustrations YorkKay 10017:Co., Inc., 1960. David Mc- (continued) 207 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES beenAmericancontributions enriched culture by of thehas ethnic, referencedicatecopies theofvolumes. magazinesdesign element and newspapers, you have isolated or drawing and sketchesthe culture from Caption each illustration to clearly in- groups.cultural, and religious varietyisConductfrom a whichgrowing ofa classitstyles tendencywas discussion derived.and designsin the to Unitedindetermine buildings States whether andto includehome or notfur- a there 419SearsThe Park1902 Roebuck Avenue,Edition Catalogue. Newof theYork, tonishings.songsIII.-IV. check which your reflectconclusions. the problems of certain ethnic groups. Read and/orCompare listen mail to order the lyricscatalogues from fromprotest 1902 and today Courlander,Publishers,NewFolk York Music, 10016: Harold.Inc., U.S.A. 1969. 562 Crown Negro theyexamplesBillieThat offer? problemsHolliday, of the dotype and they of"Big identify?song Brother" you should by Stevie consider. Wonder are "Half Breed" by Cher, "Strange Fruit" by What solutions, if any, do UniversityDowdey,NewWest York 113th Gerald. 10025:Press, Street, 1963. New York, JourneyColumbia possiblewritetheForm music. yoursmall solution own groups lyrics to tothe toselect problem.show thean ethnicmusic ofconcern a popular and asong and Tape record your song to Press,WabashtoIllinois Freedom. Inc.,Avenue, 60605: 1969. Chicago, 1139 South Swallow company.performers.Study folk dances using library sources and interviews with In your groups, discuss the purposesIf possible, of folk attend the production of a dance uryRubin,200 of MadisonRuth,Jewish ed. Folksong.Avenue, New A Treas- thedancesments,particulardance. protest youand studied?group? costumessong your are group generally wrote andassociated taped, towith express the How does the dance interpret the way of life of a What rhythmic patterns,Create musical a simple instru- folk dance, based on York,BuffySainte-Marie,Schockcn New Sainte-Marie YorkBooks, 10016:Buffy. 1964. Song The review.Consolidateyour message. the songs and dances from the groups into a Present the review in a school assembly. 1971.GrossetNewBook. York, and New Dunlap, York 10010:Inc., 51 Madison Avenue, V.cessfulrecent election. candidate to determine whether or not he or she an- Report to your class on the ethnic aspects of a You may be able to interview an unsuc- WhiteWhite,1963.Illinois: SongJosh. Book.Quadrangle Books, The Josh Chicago, alyzed the voting records of ethnic, racial, and religious (continued) 208 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES cultural,contributionsbeenAmerican enriched cultureand ofreligiousby ethnic,thehas datesizetogroups discoverwin their withinby appealingbackground. whether the election ethnicallyonly to district. voters identifiable in his own candidates group? empha- In your local area, can such a candi- Examine newspaper files Is York53rdEthnicFuchs, 10022: Street, LawrencePolitics. New H. 10York, East New Harper and Row, American groups. willgroupslitiesthere shift were evidenceof accordingformed?the candidates that tocoalitions the running issues of or ofethnic, willan election, they racial, remain theand stable? persona-religious If so, do you think that these coalitions ner.Heller,Publishers, Peter. Inc., 1968. In This Cor- ofOn athe "winner" basis offor your their report, reaction. present to your class a profile Kahn,andYork, Schuster, Roger.New York 1973. 10020: 630 Fifth Avenue, New The Boys of Simon ball,VI.ithaveon possiblethe football,achieved ways forthat recognitionbasketball, minority ethnic, groupracial, inor theseboxing individuals and areas. andreligious report to enter groupto your these members class Investigate the history of a sport, such as base- What factors made Inc.,HarperNewSummer. York, 1971. and NewRow, York Publishers, 10022: 10 East 53rd Street, thereactionathleticsports? general toskills public,these before individuals and becomingother memberson professionals?the partof their of their group? team mates, Was it difficult for these persons to develop their What was the YorkThirdFourKoppett, 10022:Seconds Avenue, Leonard. to New Shoot. York, New Macmillan Pub- Twenty- 866 catalogchildhood,searchingVII. of foryouth,your poems library maturity, of manyto find oldethnic age,poetry groups and anthologies death. celebrating which birth, may Compile a multi-ethnic life cycle in poetry by Use the card Street,ofLeckie,lishing Football. Robert.New Co., York, 1968. New York 201 East 50th The Story vidual,byhelpfollows: your you. classmates.ethnic, and universal concerns. Copy these poems in a booklet that can be shared Discuss the poems as they reflect indi- A sample life cycle Ritter,1965.10022: Lawrence S. Random House, Inc., The ChildhoodBirth - "The"Birth," Fashioning Lea Goldberg ofthe Indian)the Hebrew (Hebrew)Children," in American in (OsagePoems Indian from Poetry YorkThirdGloryPublishing 10022: ofAvenue, Their Co., NewTimes. York, New The Macmillan 1966. 866 MaturityYouth - "Letter"Kitchenette to Kay Building," Boyle,"in(Black) Asian-American Shawn Gwendolyn in H.Afro-American Wong BrooksAuthors (Chinese) Authors Street,icanAdams,setts Authors. William.02107:Boston, Houghton 2 Massachu-ParkAfro-Amer- (continued) 209 Mifflin Co., 1972. CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES beenAmericancultural,contributions enriched culture and by religiousof thehas ethnic, DeathOld Age - "A"Little Funeral Diary for onMrs. Growing Potash,"(Filipino)(Italian) Old," Samuel inin PoemsAsian-American From Italy Authors Carlo Betocchi Tagatac NewdianCronyn,Liveright York,Poetry. George. New Publishing York 10016: Corp., 386 Park Avenue, American In- groups. UnitedderivedVIII.fashions States. from in othergarments, cultures hairstyles, and adapted jewelry, for useand inaccessories the Stage an ethnic fashion show. You may discover articles of apparel,.such First identify Helen.Hsu,Authors.1962. Kai-Yu and Palubinska, Asian-American 2 Park Street, fashion.fluences,as the dashiki, such as poncho, a Russian, turban, Indian, and moccasinor Spanish or "look"style in in- HoughtonMezey,Boston, Robert. MifflinMassachusetts Co., 1972. 02107: 666 Fifth Avenue, New Poems from the Usefied.women's fashionzinesa visual intoclothing show maker slide models exhibitingto transparencies. translate and recorded the illustrations "borrowings" ethnic music fromyou to identi-maga- set the Then using the slides as a backdrop for the Construct men's and Y.York,Hebrew.Smith, Crowell New William YorkCo., 10003: 1973.J. Poems from Thomas moodIX.school for assembly.your narration, present your fashion show as a Investigate the contributions to science or Y.York,Italy. Crowell New YorkCo., 10003:1972. 666 Fifth Avenue, New. Thomas schoolthatgraphythetechnology names they library.of eachamongmay made beon class by usedfile the members.by cards.following students personsdoing research after dividing in your Arrange the Preparefile cards a brief so bio- AmericanBlack Indian CharlesDanielEverettBenjamin HaleDrewRhoades Banneker Williams CroatianChineseCzech NickolaToungAlesChenErnest Hrdlicka DaoNing TeslaJust Lee Yang (continued) 210 American culture has CONTENT English LEARNING ACTIVITIES MATERIALS/RESOURCES groups.cultural,contributionsbeen enriched and religiousofby ethnic,the Dutch JamesThomasEliSamuelElizabeth WhitneyVan Edison Morse Allen Blackwell GermanFrench PolycarpCharlesOctaveEleuthereWilliam Chanute SteinmetzKolffKusch DuPont IndianHungarianGreek AlbertWernerKumarEdwardGeorge VonSzent-GyorgyioPatel TellerPapanicolaou Braun JewishJapaneseItalianIrish AlbertHideyoEnricoTomSubrahmanyan Dooley Einstein NoguchiFermi Chandrasekhar NorwegianMexican NormanRobertLuisSelmanJonas Alvarez OppenheimerBorlaug SalkWaksman SwedishScottishPolish JohnCyrusRobertBronislawCasimir Ericsson McCormickFulton Punk Malinowski X. Ukrainian Divide the following words among the members IgorVincent Sikorsky Bendix nunciation,of(Cultural the class. and category cultural may category include ofthings, each 'suchword. as political Report to the class on the meaning, pro- versityYork113thFolkCourlander, 10025:Music Street,Press, U.S.A. Harold. 1963. New York, New Columbia Un'i- 5.62 West Negro (continued) 211 MATERIALS/RESOURCES American culture has CONTENT articlesactivities, of use,interpersonal and ways ofrelations, looking atprepared nature.) food, LEARNING ACTIVITIES Turner,canisms Lorenzo in the D.Gullah Afri- Dialect. beengroups.cultural,contributions enriched and by religiousof the ethnic, do-si-doallemand pueblorancheldorado cooterbanjozombie caucuspowwowbop coleslawdumbhamburger andNew330 YorktheMadison New10017: YorkAvenue, Times, New 1969.York, Arno Press portagechutebuttedepot torinotortillahaciendaadobe jujujukegooberyam peyotetotemhominysquaw pretzeldelicatessensauerbratenlager Avenue,AmericanStuartWentworth, B. NewSlang. Harold York, andNew Flexner,York Dictionary of 666 Fifth prairielagniappeshivareeleveechowder remudabuckarooarroyolasso tabbyvoodoototesamba hickorytepeemoccasinchinook kibitznoodleschnozzlesauerkraut 1960.10003: Thomas J. Crowell Co., pralinepiroguebayouarmoire chilicoyotetamalelariat boogiegumbobluesshout moosepapoosetomahawkchipmunk kosherblintzschmuckschmaltz picayuneAnswer the following questions: avocado riffjazzstride pemmicanhoganskunk chutzpahgoy HowWhatWhy many shouldis theof atheconnection clearly words andlanguage? foreignhave between word native wordcontribution cultural Englishenter contributioninto equivalents?to aa culture? HowWhatIf manyitwords does of has thesenot, this iswords listuniqueit becausedohave missed? youto you the use?it heard culturedescribes of? it somethingcomes from? XI.WriteBaltimore(correctly) a humorous Museum as short youof Art can.story, to borrow using theiras many traveling of these display terms Visit a major art museum or arrange with the (continued) 212 American culture has CONTENT of sculptural facsimilies. LEARNING ACTIVITIES Examine human and animal figures MATERIALS/RESOURCES groups.cultural,beencontributions enriched and religiousby of the ethnic, differences?design,ofImpressionistic, Chinese, treatment, Greek, andandWest Modernmaterials African, origins. canAmerican you discern? Indian, French What similarities'in What culturalthetionpainting,Borrow sculptures from booksinfluences posters,these youfrom sources examined.andinthe moderngraphic librarythat seemsart? design. showing to "match" examples or of"go modern with" What does this tell you about Find one illustra-

213 InstructionalLEVEL IV Objective 1: THEME III: BARRIERS TO EQUALITY: Given the terms prejudice, discrimination, stereotype, scapegoat, racism, ethnic group, PREJUDICE AND DISCRIMINATION CONTENT minorityan example group, of each.ethnocentrism, and sexism, the learner will be able to define and give LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK Theterms comprehension is vital to of the heathen,I,A. a barbarian, or a foreign devil. Draw a picture illustrating a Time:The Eye of the Beholder. 25 min. Producer Make a simplified understandingtheories. of related I. Definitions drawing?WhatWhyIs yourdidnot? youpicture use ascomplimentary? a model for your WhatWhy diddo you thinkselect determines this model? Why? Syracuse,ParkElectricand BuildingDistributor: NewCo., York7, Electronics Room 13201, 201, General ethnictype,crimination,dictionaryterms scapegoat, group,pr judice,for stereo-minority the racism, dis- A.B. Prejudice Discrimination I,A.iora person's toward individualsvisual perception who are of different? and View the film, The Eye of the behav- theSociologicalImages1953. Social of Studies.People. Resources for andeachandgroup, an sexism. termexample ethnocentrism, a definitionto Include for D.C. ScapegoatStereotype wasadetermineBeholder definitiondifferent. andwhy of discusseach the person'sword the prejudice.conditions perception which Refer to a dictionary for How 02210:Boston,Inc.,740 Atlantic 1969.Massachusetts Avenue, Allyn and Bacon, Writethroughstandingillustrate an essay definitionof anthe showingunder- term. and or F.E. EthnicRacism group TEACHER:Whatcanis prejudicethingscause prejudicedother related than feelings?tovisual visual perception perception? Nature501Allport, Franklin of Prejudice.Gordon. Avenue, The crimination,followingrelatedexample to terms:how each stereotype,prejudice of the is dis- H.G. MinorityEthnocentrism group perimentaboveI,A. film in Theis unavailable.Images of People if the Use the visual perception ex- Rose,GardenBooks,11530: Peter, City, 1958. ed.New York Doubleday Anchor Many sexism.ethnocentrism,group,scapegoat, minority racism, and group, ethnic II. Examples I. Sexism p.Dr.ination,RudyardI,A,II. 310-312. Seuss Kipling p.in 7;Many or in People,"The Prejudice Sneetches" One andNation, Discrim-by Read the poem, "We and They" by House,NewEastPeoples, York 50thInc., 10022: One Street,1973. Nation. New 201York, Random theamongconditiongroup groups different and youout-groupof would separatenessgroups callin of the yourpeople? alwayspoem. "in- existed Discttheconcep.MTin- Has a List Discrimination.ofEducationalSocial America. Science Research Staff Councilof the Prejudice and 740 Atlantic groups" and compare your list with the (continued) 214 02210:Avenue, Boston, Massachusetts Allyn and Bacon, Inc., 1973. termsThe comprehension is vital to theof CONTENT thelist same? of a classmate. LEARNING ACTIVITIES Are any of the groups MATERIALS/RESOURCES theories.understanding of related groups,listthemembership namewhich cultural of includes ina groupa group?groups, ethnicfrom and groups, social religiousgroups. Why? Why not? Choose, at random,a class-developedWhat determines fillhow?CananWould in-groupin in you-group and consider ordiscuss and an out-groupout-group thethe groupIn-Group rolesfor you you? Potencyselectedbe reversed? Using the in-group list you developed, Why? In-groupMembership Potency Diagram. Membership Diagram* CITYNEIGHBORHOODFAMILY MANKINDSTATERACIALNATION STOCK

*Allport, Gordon. The Nature of Prejudice, p. 42. 215 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES understandingtermsThe comprehension is vital ofto related theof TEACHER:PartI,A. I, and Prejudice, Part I. Show the filmstrips What is Prejudice, and out-group develop-These Pleasantville, also illus- Prejudice.$37.50. .Producer: Filmstrips (2) and records (2).New York, 41 Washington Guidance Associates of theories. madementtrateI,B,II. andto the severalconflict. concept men of convicted in-group of Evaluate the statement an English judge participating in Avenue,YorkInc.,Distributor: 10017, 757Pleasantville, Third 1972. Avenue, New New York York, 10570. Harcourt Brace Jovanovich, New a race riot: punishdarkThink thoughts whatyou andyou intoprotectlike...But savage your acts,once victims. youthe translatelaw your will record.WhatPlainsSchloat Is Prejudice. Road, Productions, Tarrytown, Inc., New 150York White $38.50. Producer: Filmstrips (2) and Warren 10591. Useination.once the translated statement intoto illustrate Develop several scenarios in which pre- "savage acts" become discrim- how "dark thoughts" 07632,BoxDistributor: 47X, 1969. Englewood Cliffs, New Jersey Prentice-Hall, Inc., P.O. 16 mm film. $350.00. pletingaForjudiced white example, thesuburbanthinking scenario a black communityleads tocouple toshow discriminatory attemptingthe to could be used by com- Show the furtherprejudiced thought action.move into MartinTime:NewLegacy York, Luther of theNew King, Dream.York, Jr. 1974. Foundation, 26 min. Producer and Distributor: 4P prejudicebyrelationshipand using the similardiscriminatory(e.g., between sex,scenarios prejudiceage, action. andfor religion).otherand discrimination. discrimination forms of Draw a posterTEACHER:analyzeI,C,II. illustrating stereotypes an actin advertising.of Divide the class into groups to research Haire each group and productnewspaperwatchtelevision television advertised, advertisements commercials, commercials the general make and a chart featuring blacks. physical appearancecolledtthe commercial, magazine andand showing- the For the ofandtheof the thepicture.thesetting person adscollage which foror personstothe should see commercial. if usedalso common ininclude patterns emerge. Analyze the television commercial Make a group collage thesource of charts (continued) 216 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES Theterms comprehension is vital to of the them.What racial stereotypes are evident? What old racial stereotypes have been Describe theories.understanding of related beingtelevisionConsolidaterelationshipchanged advertised? or destroyed?commercial the between results theor fromasubject newspaper each andgroup orthe magazineand product? write ad a Is there a stereotypical What kind of product is goatingI,D,II.stereotypes?to summarize given yourbelow. results. Read and discuss the definition of scape-Discuss. Is there any truth in personbewhichPrejudiceabout expressed prevent orthemselves. group.and as peoplediscrimination aggressive from acceptingaction often toward leadunpleasant toa vulnerableactions truths This is calledThe displacement scapegoating. of this fear can Research ofthethegoating the originfollowing actionaction by of takenidentifying taken.theexamples word against scapegoating.illustrate the the dominant scapegoat, a pattern group, and of thethe scape- scapegoat,result Show how each of thePoorStatesJapanese Civil black during AmericansWar. and World white onWar farmers the II. west in coastthe South of the after United WhyWhat was patterns the action of scapegoating takenJews andin Germanyhow are was evident duringit justified in World these Warby examples? theII. . youdominant give? group? What other examples of scapegoating can LEARNING ACTIVITIES MATERIALS/RESOURCES C')Ck/rY's Theterms comprehension is vital to of the CONTENT term racism. Read the following!statements about the Relations.Brown, Ina Corinne. P.O. Box 47X, Englewood Understanding Race understandingtheories. of related superioritySocietyWhitney Youngdefines and in theracismBeyond arrogance as,Racism: "the that assumption goes with of it..." Building an Open Grier,Inc.,Cliffs, 1973. William New Jersey H. and 07632: Cobbs, Price M. 666 Fifth Avenue, New York, Prentice-Hall, behaviordifferentsays,Ina Corinne "...racism is racesdetermined Brown will refers in haveUnderstandingby torace...that different the assumption Racehistoriespeoples Relations of and that NewDevelopment.InstituteBlack York Rage. 10019: for Contemporary Curriculum Race: Is Integration the Bantam Books, Inc., 1968. Melvinthecultures Melting Heinfield because Pot in saysof his their of introduction racism race." "...attitudes to Cracks rootedin Steinfield,488Answer10022: Madison to America's Melvin.Avenue, RacialNew York, Problems. New York Cambridge Book Co., 1972. Cracks in the segregationinRacialIn an Race: acceptance Problems? and inequality." of the status quo with respect to Is Integration the Answer to America's racism is defined as, "...the UnitedPress,Melting 1970. StatesPot. Commission on Civil Rights. Beverly Hills: Glencoe beliefracecharacteristics...another andthat becausesuperiority one group of itparticular ofof preaches peopleanother." racialisinferiority inferior (physical) toof one Washington:Racism(National in America Advisory and f77.sion),How To Combat 1970. It. Clearinghouse Publication Beyond Racism. personinstitutional1970The Uniteddefinesor group States racismstructurebecause Commission as of "anywhich his attitude, onorsubordinates Civiltheir action,Rightscolor." a inor NewYoung, 1969.1221York AvenueWhitney10036: ofM. the Americas, New York, McGraw-Hill Book Co., Onan the essay basis these of thestatements: definitionsinto"Racism the and fabricgiven, discrimination ofevaluate American in arelife." woven intimately Cracks in the Melting Pot. 3 S (continued) 218 termsThe comprehension is vital to theof CONTENT For black and white alike, the air of this nation LEARNING ACTIVITIES . MATERIALS/RESOURCES theories.understanding of related "RaceBlackeveryoneis perfumed prejudice Rage. grows with hasto themanhoodshaped idea ourunderof whitehistory this supremacy influence."decisively and Nationalsincemixtureracismin the the is past;Advisory endessentially ofit WorldnowCommission threatens responsibleWar II." on toCivil fordo soDisorders.the again. explosive which has been accumulating in our cities Report of the White 1,F,G,II. Complete the following table: Yes Ethnic Group No GroupMinority NoYes Fill(Above in thetable following is a Teen-agerssample. groups on the ethnic-minority table: Enlarge as necessary.) MenBlackPhysicallyPuerto AmericansRicans handicapped MexicanAmericanJewsAdultsCatholic Americans Indians ethnics Ex-mentalWhiteWomenMarried Anglo people patients Saxon Protestants UnmarriedMentallyHighCollegeJapanese school graduates womenAmericansretarded dropouts (continued) 219 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES Theterms comprehension is vital to of the table.Explain what criteria you used for filling in the Write your definitions for ethnic group - understanding of related definitions.byand social minority scientists group. and compare with your Look up the definitions given Introduction to the Behavioral Sciences didethnocentrismduction"NeighborsI,H,II. the Hasidicto inthe Brooklyn'!in Behavioral Jewsa metropolitan evoke from Sciencessuch the community.mixed record, which reactions illustratesIntro- Listen to "Brooklyn's Hasidim" and Why Avenue,Holt,record.Audio VisualRinehart New York,Kit. and New Winston, York 10017, 383 Madison 1969. $99.00. Producer andFilmstrips Distributor: (10) and toethnocentrismthinkjudice.from the the distinctions"They" community? asare a like criticalwe makewithout infactor termshaving in of groupfactual what pre- Tensions in our society are due partly Several sociologists see "We" expensepraiseexperiencesinformation. andof ethnicprotect to illustrate groups your ownthat a ethnictendency differ group on yourat the part to WhatCollect evidence examples is fromthere your of ethno-owr from your group increaseactivities?degreecentrismin some doesway. ethnocentrism?in ethnocentrismyour home and playneighborhood? a part in school Does extensive contact reduce or To what SaidI,I,II. About Women," The five worstinfirmities that afflict the Read these excerpts from "What Men Have The American Woman. Merrick,image and Toni. Her Roles. The American Woman: Her obeyherofjealousy,female woman's inher areevery husband. andindocility,character, character, silliness... thatdiscontent, to distrustitSuch is isincumbent slander,the stupidity upon Confucian Marriage Manual. herself and (continued) 220 Theterms comprehension is vital to of the CONTENT Nature intended women to be our slaves LEARNING ACTIVITIES they are MATERIALS/RESOURCES theories.understanding of related ducingwomen!gardener.usour just property;children. as a tree we thatare notbears theirs. fruit belongs to a Women are nothing but machinesWhat for apro- mad Napoleon Bonaparte. idea to demand equality for They belong to Women,actions.forare andtheir in mengeneral, looks for whatand want charm;they to beaccomplish. the loved latter for forwhat their they Theodore Reik. The first butentrustedNatureWoman she aswaswhich a to givenperson men.perfect different enjoys and completeequal tasks dignity by the God work withand bymen, Pope John XXIII.

221 LEVEL IV -- THEME III: BARRIERS TO EQUALITY: PREJUDICE AND DISCRIMINATION Instructional Objective 2: CONTENT Givenseveral the theories pervasiveness explaining of prejudicethe causes and LEARNING ACTIVITIES of prejudice and discrimination.discrimination, the learner will be MATERIALS/RESOURCES ASSESSMENTable to summarize TASK thatSocial prejudice scientists and theorizedis- TEACHER:ThisExplain could the befollowing accomplished ideas byto placing the class. the encesExaminethat; in have theyour influ-tended life eralbycrimination an factors. interaction are caused of sev- I. Competition and havingmaterialoutlinesion orthe on inby class the areproducing lecture board read and'presentingit.or theplanned material discus- the and diced.prejudiceaboutanyto maketwo the theoriesyou andcauses preju- dis- of Summarize II. Displaced conflictaggression TheCAUSES development OF PREJUDICE of prejudice AND DISCRIMINATION and discrimi- Allport,City,FranklinNature NewofGordon Avenue, Prejudice.York W. 11530: Garden Dou- The 501 yourcitecrimination ownexamples life. and from III. Personality needs majornationponentshaveaccording categoriesinvestigatedis ina to complexthe many are thesocial mixoften concepts.of scientistslistedmany factors as com- formation of prejudice. Four who Aronson,bledaySocial Anchor Animal.Elliot. Books, 1958. 25 Madison The IV. Conformity to social norms They are: 2.1. DisplacedCompetition aggression and conflict 10022:Avenue,1972. New York, New The Viking Press, York Competition and conflict4.3. PersonalityConformity toneeds social norms JohnNewPsychologySampson,Society. York,Wiley Edward New&and Sons, York ContemporaryE. Inc.,10016: 605 Third Avenue, Social petitionbelievedice,Political, Members canthat economic,produce people of the or from anddominant ideologicalother groupgroups com- are increase preju- who Anderson,Thomas,1971. W. Robert LaVerne J. and The Study of Soci- powerrivalsgroup.dislike tend for and tojobs, hostilityhave housing, toward or political the other increased feelings of Humanology:BraceNewThird YorkRelationships. Jovanovich,Avenue, 10017: New Inc.,York, Harcourt 757 AmericaA classic toward case Chineseinvolved immigrants attitudes in the (continued) 222 1972. Social scientists theorize CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES eralbycriminationthat an factors. interactionprejudice are andcausedof dis-sev- railroadlow,transcontinentalthe19th Chineseand century. fewwas whenwhitescompleted, railroad.they wanted first job the competitionarrived jobs. and betweenworked the There was little negative feeling toward The work was hard, pay was However, after the on the AnotherImmigrationimmigrantsgroups exampleincreased werefrom was subjectedChinaand the so growingwas did tostopped anti-Chinese harassment tension in 1883.and andprejudice. hostility brutality. The anceoccurredselvesWarbetween I. in inChicago. blacks incompetition many and cities, whites for including housesin many and citiesa jobs.week-long after disturb-World Returning soldiers of both races found them- Thirty-eight people were killed, Race riots blacksthecauseshundredsstopped, influence andof were theawhites. commissionriot.injured.of job and was housing appointed competition to investigate between Among the findings were reports Whenon the bloodshed and burning the WhyDisplacedin is"picking it thataggression on some someone people smaller seem tothan get themselves"? great pleasure Have CV ofexamplethingsomeoneyou anger ever else"? of orisseen displaced somethingabsent a child, from aggression."take orthe an itscene adult,out on whosomeone was mador some-at Psychologists call this behavior an orIf is the too real powerful object frustrated,ofpowerless.anotherto peoplechallenge, target--one already another some disliked. peopleisthat sometimes is will available loose punished. theirand relatively feelings Often the new target is a person Thus, when one group is or group on StateshasdisplacedMinority revealed there groupsaggression wasthat inhigh from America by correlation 1880the havedominantto 1930 often between ingroup. sufferedthe United from cotton A study prices and the number of blacks lynched. (continued) 223 As prices MATERIALS/RESOURCES Social scientists theorize CONTENT went down, lynching increased. LEARNING ACTIVITIES Although this is not proof violent bycriminationthateral an prejudice interactionfactors. are and caused ofdis- sev- anti-blackPersonalitymightthat frustrationbe abehavior, causalneeds overrelationship it economicdoes support betweenmatters the theproducedtheory two. that there dicedTheretowardality people.is traits rigidityevidence that inthat are beliefs, moredifferent prejudiced possession from thosepeople The highly prejudiced person has tendencies of conventional ofof less others, preju- and have person- Howtheserespectvalues, does traits for intolerancea personauthority are referredacquire of to weakness, an thisto unusual as type "authoritarian suspicion of degree. personality? Persons having personalities." Social dependentsonality,arescientists extremely on ashisindicate aimportant. parents.child, that tends influences to be very early insecure in a Some say theSchools authoritarian and other per-institutionsthis type of personality if child's lifeand highly tomaintainstheycantime whom contributeare releasingfre rigid outward feels andto displacedsuperior. respectdeelopingcoercive. foraggression authority, against while at As an adult, the authoritarian powerless groups the same prejudicedpeoplevelopSome psychologists inwho aparents themselvesperson may whenbelieve incorporateare he prejudiced. observesthat prejudicial into and hismodels own Thus, a child who has attitudes de- himself after personality ConformityaspectsSocieties of histoestablish socialparents' normsnorms attitudes of behavior that serve as towards others. guides normsforsubtle,subjected the include way to peopletoconform assumptions various should to kindsthe act.about standards. of thepresures, both obvious Members of any society are relative worth of groupsObviously, if the the norm and withinand accept the society, the assumptions. people will tend to conform to (continued) For 224hundreds of years, many CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES bycriminationthatSocial an prejudice interaction scientists are and caused oftheorizedis- several nation.racismThisAmericans assumption is nowhave deeply acceptedbecame ingrained so the pervasive notion in the thatin institutions the white culture was superior.ofthat the A system of segregated pracitices became the norm factors. Anthatreallyaccepted example pattern believed byof hadmanythis thatbecome Americans,is segregationa 1952the standard Westnot wasbecauseVirginia fordesirable, racethey study relations.necessarily butof whitebecause theirthewereminers'integration menintegrated; attitudes, attitudesbehaved in inoneabove buttoward patterns situationthey ground, blacks. followed that andsegregated. were segregationthe inconsistentnorms and in acceptedanother. with Below ground the groups Over half of tudespatternsprejudiceThisintegrated resulttoward first. and supportsminoritiesinstitutions discrimination the would theorybecame liesdecrease. thatthe in norm,changingthe key prejudicial tobehavior ending atti- Attitude change will follow. Thus, if eachplayers.offsI. trial are aseach follows: player holds up one of his two cards. EachPlay hasthe twoPrisoner's cards--one Dilemma black game. and one red. If both hold up red, they each get 3 There are two On Pay- aspoints.upone possiblered holds gets up in0 red pointsfive and rounds. andone theholds one up who black, holds the up oneblack who gets holds 6 TheIf objectboth hold of theup black,game is they to geteach as get many 1 point.points If After the game, discussDidHow theyoudid followingfeelyou feelcooperative duringquestions: theor competitivegame? toward the CanIf youyou thoughtdraw any the conclusion player?otheryou,other player didplayer? about it waschange the trying outcome your to attitude ofbeat toward the other conflictthis exercise can be and sources the theory of prejudice? that competition and (cont-mued) 225 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES criminationthatSocial prejudice scientists are and caused theorizedis- Resolved:I. Debate theprejudiceSchools following contribute when topic: they tooveremphasize the development compe- of factors.by an interaction of several I. Read "The titionChicagoscholastic in Race academic sports.Riot," achievment pp. 93-107 and inter- Cuban, Larry. The Black Man excerptsinriot.on The Race Black fromRelations Man the in investigation ofAmerica. the underlying by the reasons Chicago Do these readings reinforce or contradict This reading includes for the Commission Co.,60025:Avenue,in America. 1971. Glenview, Illinois Scott, Foresman and 1900 East Lake athe II.prejudice idea that that competition already exists? and conflict can increase Read Lottery by Shirley Jackson. Explain. This Jackson, Shirley. Lottery. whichcommunity.innocentplay dramaticallydeal victim with scapegoating.to portrayssuffer for the the idea benefit of selecting of the an Read selections from The Golden Bough Answer the following New959Frazer,1971. YorkEighth 10019: Sir Avenue, James. New York, Avon Books, The questions: HowWhy do theyou examplesbelieve innocentyoutheytimes read did selected people correspondnot do? areto be some-to punished for things Avenue,GoldenCo.,10022: 1970.Bough. New York, New York Macmillan Publishing 866 Third WhatCould would you supportyou be willinga communitypractices?innocentthe concept to do people?that toof stoppunisheddisplaced such aggression? dent,andaggression.couldII. guilty. makebe interpreted up a fictitious as an accountexampleof that displaced illustrates Write an account from your ownUse lifeIf pseudonymsyou that cannot tothink protect of an the actual innocent inci- placedplayingtheII. concept. aggressionin groups. that you see. Observe the behavior of young children Record any examples of dis- Report your find- ings to the class and discuss your observations. (continued) 226 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES criminationthatSocial prejudice scientists are and caused theorizedis- presenceWhat conclusions of displaced do youaggression make about in youngthe absence children? or eralby an factors. interaction of sev- mightterpretpersonality"scriptionIII. help the explainof meaning --the "Above authoritarianthe of relationship thisthey sayingbow, as below havingbetweenand describethey the personality kick." "bicyclist's how it Respond to psychologist T. W. Adorno's de- In- personalities.drenIII.and thatprejudice. would discourage formation of authoritarian Develop, in groups, plans for raising chil- Compare the plans of the various groups. sourcesshiporchildForm a betweenastudent growthconsensus, of information personalityfromand developmentifthe possible. classcould and toprejudice.becourse, talka guidance about invite thecounselor the relation- teacher If your school has a Other possible III.school.from your school or a professional from outside the Prepare a chart of incidents or practices at onWhatofnon-authoritarianyour personalitythe conclusionsschool persons that development?involved. dowouldpersonalities. you tendmake toabout produce the effectauthoritarian of schools or Discuss your findings in class. Do not use the names mentaryreviewductionIII. ofschoolto Julesthe memories.Behavioral Henry's thesis Sciences. based upon your Read '!Golden Rule Days," pp. 58-61 from Intro- Write a critical own ele- ences.tionSandberg, to the Johri Behavioral H. Sci- 383 Midison Avenue, Introduc- ofwhichIV. prejudice shows howwithin social a person. pressures influence the development Write a poem, short story, or character sketch Cuban,Holt,1969.New York,RinehartLarry. New-York and Winston, 10017: hoo.fromIV. Promise of America: Explain Morty's attitude toward blacks, Readhis friends' The Fastest Runner on Sixty-first Street" Sidewalks, Gunboats, and Bally- 60025:Avenue,andAmerica: Ballyhoo. Glenview, Illinois Sidewalks, Gunboats, 1900Promise East of Lake. attitude toward blacks, and his subsequent behavior with (continued) 227 Co., 1971. Scott, Foresman and CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES criminationthatSocial prejudice scientists are and caused theorizedis- peerblacks. group pressure? What conclusion do you make about prejudice and eralby an factors. interaction of sev- individualshortindividual'sI \'. story treated that resistance you by arethe familiartogroup? group withprejudice. that concerns an Describe a movie, television show, novel or Make a list of the How was the ciD IV.groupcharacter prejudice. traits that you think are helpful in Read "William Wilson's Story," pp. 142-148 resisting CN2 dice.thehoo.from frameworkPromise of of America: the four theories of the causes Interpret Schelhaus' attitude and behavior Within Sidewalks, Gunboats, and Bally- of preju- Anframeworkthe Introduction causes of of thetoMiss thefour Lawrence's Behavioral theories racial ofSciences. the attitudescauses of Read "A Profile of Prejudice," pp. 248-252 from Hypothesize within theprejudice. NewSandberg,Holt,ences.tion York, toRinehart JohntheNew BehavioralYorkH. and 10017: Winston, Sci- 383 Madison Avenue, Introduc- dice.Summarize259 from An-IntroductionAllport's, explanation to the Behavioralof the causes of Read "How Children Learn Prejudice," pp. 253- Sciences. preju- 1969. combinations(behavior). of prejudiceA. Prejudiced (attitude) and discriminatingand discrimination Study the following categoriesA ofperson the possiblecan be: Make up an example forD.C.B. eachPrejudicedNon-prejudiced category. and non-discriminatingand non-discriminatingdiscriminating Two examples for prejudicedpredominantlymangratedcategory who football is B.toward prejudiced-toward white team."blacks store." but plays whites on buthis school's inte- - "Jocko Crunch "Jack Armstrong is a black sales- is a white athlete who is works in a (continued) 228 CONTENT. LEARNING ACTIVITIES MATERIALS/RESOURCES byeralcriminationthatSocial an interactionfactors.prejudice scientists are and causedof theorizedis-sev- beofattitudeExplain mostthe fourinfluential theand theories circumstancesbehavior in of causing contradictcauses that anof might inconsistentprejudiceeach makeother. aseems person's pattern? to Which

229 LEVELInstructional IV Objective 3: THEME III: BARRIERS TO EQUALITY: victimsGivento list the of and definitionsdiscrimination. explain someand theoriesways that of ethnic, prejudice cultural, and discrimination, the PREJUDICE AND DISCRIMINATION and religious minorities have been the learner will be able Ethnic, cultural, and CONTENT I,A. ViewLEARNING the sound ACTIVITIES filmstrips Indians: MATERIALS/RESOURCES Strangers in Their List the group assoc- ASSESSMENT TASK beenStates.criminationreligious victimized minorities in bythe dis- United have areasandDiscussIndians: whiteof conflictthe culture. value that differences separated and Indian other Strangers in Their Own Land. AudioProducerTime:Ownand Land. recordsVisual and Distributor:Narrative(2). 49 min. Filmstrips (2) Color, $35.00. plaincriminationtellfollowingiated thewhat with term, theterms, eachwas dis-and in ofex- the I. Discrimination culturalagainst ethnicgroups and present.AmericantoIJA. produce Indian an illustratedhistory from time 1607 line to theof SourcesCooperate you with might class consult members Sandifer,Finkelstein,Arts., 1972. Jawn; Milton; and Wright, each case. InvoluntaryFritoBilingualAnti-Semitism Bandito bondage A.B. American Blacks Indians MeltingU.S.A.,AmericanBrown,include: Pot, pp.pp. History, pp. 23-30;1-61, 43-70; andpp.The Minorities:materials3-48;Underside Cracks fromof in the the Red and Yellow, Black and GlobeNewU.S.A.Elfreda. York, Book New Co., York Inc., 10010: 1971, 175 Fifth Avenue,Minorities: RelocationPriest-riddenPolygamyLynching E.D.C. OthersOrientalsMexican Americans againstofcompleted,library. the Indians. discriminatory use it to helppractices in a discussionused When the time line has been NewHistory.UndersideFrazier, York, NewofThomas, AmericanYork ed.10017: 757 Third Avenue, The YellowTrail ofperil. tears II. Discrimination againstgroups religious ,I,A. games,television and shows,American novels, paintings children's to deter- Make a study of movies, Viewpoints:HarcourtHildebrand,Inc., 1973. Brace Ernest, Jovanovich, ed. Red and Yellow, A.B. Catholics Jews mineanactionstheagainst oral thestereotypes kindsreportevidentthe American of to inandprejudice your these discriminatory Indian. class areas.. manifested about Make Identify Press,MinnesotalandBlack Terrace, and1973. Brown.55403: Minneapolis, Winston25 Grove- C. Others your findings. GlencoeinSteinfield,Beverly the MeltingPress, Hills, Melvin. 1970.Pot. California: Cracks 230 Ethnic, cultural, and CONTENT I,B. LEARNING ACTIVITIES MATERIALS/RESOURCES beenStates.criminationreligious victimized minorities in bythe dis- United have Conditions,Theaccounts chart ofshould Familyslaves contain Life,and their Workingfour reactionscolumns: Conditions, to slavery. Construct a char based on actual Living NewStates.HistoryAptheker, Jersey of Herbert, 07094:the Negro ed. People in the United 120 Enterprise Avenue, Secaucus, The Citadel Press, A Documentary handofLeisure sources.accounts and can Recreation. be Afound Documentary in the followingHistory of list the Negro People in Case studies and first- 1900ofCuban,1969. America: East Lairy Lake and Avenue, Roden, Glenview, Philip. Illinois Struggling for the Dream. Promise Promise246-250.the United of America:States, pp. 120-125, 206-208, Struggling for the Dream, History:Frazier,60025: Thomas R., ed. Scott, Foresman andPrimary CO., 1971. Sources. Afro-American 757 Third pAfropp. 127-143.-American History: Primary Sources, Gardner,HarcourtAvenue, NewBraceWilliam; York, Jovanovich, NewBerry, York Robert; Inc.,10017: 1970.and pp.Eyewitness:Selected 127-167. Case The Negro inStudies American in History,American History, Olson,02210:740in American Atlantic James. History. Avenue, Boston, Massachusetts Allyn and Bacon, Inc., 1969. Selected Case Studies Vol,. 1. CVCYD Negro,pp.'In 106-134.Their 1619-1865, Own Words pp. 36-50, 60-68, 85-96. A History of the American PitmanNegro43rdKatz, in Street,PublishingWilliam American NewL., Corp.,History. York,ed. New1971. York 10017: Eyewitness: 6 East The NegroesNegro Viewsin American of America, Life, pp. 7-13.29-45. Meltzer,YorkA 1865.History 10003: Milton, of theed. American Negro 1619- 666 Fifth Avenue, New York, New In Their Own Words drawevidenceWhen aboutthe incharts slavery?class. are completed, discuss your What conclusions can you NegroConnecticut:Oliver, Views Donald of America. W. and Newmann, Fred M. Thomas Y. AmericanCrowell Co.,Education 1964. Pub- Middletown, Wade,Life.lication, Richard 1967. C., ed. 1 Beacon Street, Boston, Massa- Negroes in American 231 1970.chusetts 02107: 'Houghton Mifflin Co., CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES beenreligiousEthnic, victimized cultural, minorities by dis-and have PlaceI,B. on the chalkboard the following statements: Find the origin of the term "Jim Crow." 105LivingDavid, Madison BlackJay and Avenue,in Crane,White New America.Elaine, York, Editors.New York Statescrimination in the United , Anyoralty Caucasianin ofcompany six monthsor with Negro eachin willprison other receive ifin theyany a maximumgame"play together pen- of cards 1971.10016: (Mary WilliamChurch Terrell)Morrow and Co., Inc., phonePeopleor dice, booths, of dominoes the Coca-Cola Negroid or checkers." racemachines, will haveand drinkingtheir own 10017:245JaneGaines, EastPittman. Ernest. 47th Street, New York, New York Dial Press, Inc., 1971. 1 Dag Hammarskjold AutobiographyPlaza, of Miss Negroesinbooth,fountains. prison. machine,will bury or their fountain dead willdogs receivein a dog a year Any Negro who uses the "white only" NewanJohnson,Knopf, Ex-Colored York, Inc.,James New Man.York1927.W. 10022: The Autobiography201 East of 50th Street, Alfred A. lawsDiscuss by legislaturesthese statements. dogscemeteryafter of 1880. white separate owners. from the cemetery for dead List other "Jim Crow" Some suggested York,Publishers,BigRobinson, League.New York Jackie. Inc., 10022: 1965. 10 East 53rd Street, New Breakthrough to the Harper and Row, BreakthroughofWorldmanreferences an by Ex-Coloredby Ernest Mary are: to ChurchGaines, the Man Big byTerrell, Colored LeagueJames W.TheWomanby Johnson, JackieAutobiography in a Robinson. and Autobiography of Miss Jane Pitt- White declaredWhenI,B. did illegal?"Jim Crow" laws begin? Watch the sound filmstrips The KKK: Why? When were they Our TheFilmstrips KKK: (2) and records (2). Our Anti-Social Klub. $38.00. membersAnti-mittedmembership?these Social. filmstrips,persecutedKlan Klub. violence? black what Americans.factors encouraged Klan What aspects of American' society per- Discuss the ways that Klan Investigate attitudes toward According to Productions,Distributor:Time: Inc., 1969. 34 min. Life Educational Color. Producer and members?andturetheactivity Newsweek. Klanmagazines and and similar ofsocial the groupslateand economic1950's, shown insuchfrustration news as andLife, pic-of Klan If these social and economic problems were Do you see a connection between Klan Time, alleviated, would organizatiOns such as this persist? 232 Ethnic, cultural, and CONTENT I,B. LEARNING ACTIVITIES MATERIALS/RESOURCES States.criminationbeenreligious victimized minorities in the by Uniteddis- have thiscriminationinganswer adiscrimination? deadly to thein weapon? thequestion: film. View the film I'm a Man and write the HowDiscuss can the the discrimination evidence of dis- Was he convictedWhat might of carry-have caused Americas,McGrawColor.I'm a -Hill,Man. New Inc.,York, 1221New YorkAvenue 10020, of the 1970. Distributor: 16 mm. $250.00. Contemporary Films Time: 26 min. beInI,B. alleviated? the film, Mr. Hunt says, "I think it is Watch the film Richard Hunt Sculptor. Corp.,EncyclopediaTime:Richard 425Hunt North Sculptor.Britannica Michigan Educational Avenue, Chicago, 14 min. -Color. Distributor:16 mm. $195.00. dividuals,culturestereotypedinteresting and and thatthinkingto thispoint some may aboutoutof give thisthat Negroes a rubstheresort offandofis distortedonNegroa lotin- of AmericanFranzier,Illinois History. Thomas, ed. 60611, 1970. 757. Third Avenue, The Underside of proveevidencespicture or disproveof of their discrimination thisdevelopment." quotation? in the film? How does the film Are there Hildebrand,Jovanovich,New York, New Ernest,Inc., York 1973. 10017:ed. Viewpoints: Harcourt Brace Red ti Viewpoints:Americans:readingbyI,C. Mexican-Americans such sources asin pp.the 202-227United Statesin The afterMexican- List the types ofAn discrimination AwakeningRed Minority, andfaced Yellow, pp. 41-46Black inand Brown, and WinstonTerrace,and Yellow, Press, Minneapolis, Black 1973. and Brown.Minnesota 25 Groveland 55403: CNI groups.ienceDiscusspp. 194-205 is the typical waysin The thatof Underside discriminatiOn the Mexican of American American against History. exper-ethnic How is the experience of this group unique? California:AnServin, Awakening Manuel. Minority. Glencoe Press, 1970. The Mexican-Americans: Beverly Hills, discriminationofListI,C. life characteristics as depicted are found by of the inthe thefilm. Mexican film? American's way View the film Chicano from the Southwest. What evidences of Why do you EncyclopediaTime:425Chicano North from Michigan Britannica the Southwest. Avenue, Educational Chicago, Corp., 21 min. Color. Distributor: 16 mm. $200.00. diminishedI,C.think this or discrimination removed? exists? Watch the filmstrips, Portrait of a Minor- Portrait of How could it be Illinois 60611, 1970. a Minority: Spanish-Speaking recentish-speakingstates,ity: reports "Prejudice Americans of a andfederal isdiscrimination widespread, civil rights accordingagainst comm- Span- to Spanish-Speaking Americans. The filmstrip Color.$37.00/f.s.orAmericans. cassettes and (2).' cassettes. $35.00/f.s. and record Producer: Filmstrips (2) and records (2) The Associated Press. Time: 32 min. discussion.defendission." or refute this statement in a panel Using the evidence in the filmstrip, 233 Distributor: Scott Education, 1972. CONTENT LEARNING ACTIVITIES -MATERIALS/RESOURCES C\2CID . beenreligiousEthnic, victimized cultural, minorities by dis-and have thecourtI,C.. Orient. decisions which affected ethnic groups from Research some of the legislationSome and of the topics might be: Cushman,Crofts,Decisions. Robert1970. E. New Yorij--Appelton-Century- Leading Constitutional States.crimination in the United ImmigrationGentlemen'sUnitedChinese StatesExclusion ActAgreement versus of Act,1924 Wong of1882 1907 Kim Ark, 2898 HirabayaskiExKorematsuExecutive parte Endo, versusOrderversus 2944 9066, UnitedUnited 1942 States,States, 1.944 1943 MinnesotaRedHildebrand,25 andGroveland Yellow, Ernest, Terrace, Black ed. and Minneapolis, Brbwn. 55403: Winston Press, 1973. Viewpoints: orIn theseyour judgment,laws passed? whyEmergency were these Detention decisions Act ofrendered 1950. WarrenTime:FilmstripsImmigration: Schloat (6) Productions,and records (6).Inc., 120 min. The Dream and the Reality. Color. Distributor: $90.50 anddiscrimination.articlesI,C. Brown. from Viewpoints:"Japanese and White Relations," pp. 180-186 Write a critical reviewContrast of the the following presence or absence of Red and Yellow, Black FilmstripsJapanese-AmericanNew150 YorkWhite 10591, Plains (2), 1971. records Road,Relocation, Tarrytown, (2), reading1942. book- I,D.TEACHER: "Ethnic Heritage Aided Nisei," pp. 217-227. Show one of the following filmstrips con- MinoritiesOlcottlets (24), Forward, andHave game. MadeInc., America 1970. Great. $45.00. Distributor: Film- Warcerning II: Japanese-AmericanImmigration: relocation during World The Dream and the Reality, part 6 WarrenTime:strips150 White Schloat(12) Plainsand Productions, records Road, (12).Tarrytown, Inc., 130 min. Color. Distributor: $90.50. MinoritiesJapaneseRelocation American Have of JapaneseMade Relocation, America Americans: Great, 1942 part 11 Right or Wrong? Relocation of Japanese-Americans: Newor YorkWrong? 10591, 1968. Filmstrips (2) and records (2). Distributor: Right newspaper,paperandcentersI,D. givesupporting or yourassuming write opinion the a theletterestablishment regardingrole to of the a relocation. Japaneseeditorof relocation of American the same Write an editorial for a California news- Use a Zenger$29.00. Productions, Inc., 1972. Time: 33 min. date in January of 1942. 234 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES criminationbeenreligiousEthnic, victimized cultural, minorities in the by andUniteddis- have stereotypingDistortedII,A,B. Image. and scapegoating. View the slide-tape presentation The Discuss the meanings of the terms Describe the stereo- Color. recordThe Distorted or cassette. Image. Producer and Distributor: $35.00. Slides (6) and Time: Anti- 28 min. States. TEACHER:athetype purpose? slides. of the Irish Catholic and the Jew as shown in If so, whatWere purpose.these stereotypes used to serve Defamation League of B'nai B'rith. inPossibletheoneII,A,B. American othergroup sourcesstudy Life, discrimination aboutpp. 124-126, Catholics Immigration:against include Jews.Catholics, Immigrants Divide the class into two groups. AHave Wright,GlobeFinkelstein,175 FifthBook Elfreda. Co.,Avenue, Milton;Inc., New 1971. Sandifer,York, New Jawn;York 10010:and Minorities: U.S.A. Minority,Minorities:U.S.A.,foundStudy inunit pp.CracksAmerican 5.144-150. Anti in Values, theSemitism Melting pp. discussion 20-26,Pot, chapter Minorities: can be7, U.S.A., unit 6, and The Majority Steinfield,02107:Mann,1-Beacon Arthur. Street,Melvin. Boston, Massachusetts Houghton Mifflin Co., 1968. Immigrants in American Life. Cracks in the Melting CatholicsHavethe eachclass. andgroup Jews report revealed its findingsby their toreading. the rest of Discuss with the class the fears about List Stroud,Press,Pot. 1970. Drew McCord. Beverly Hills, California: Viewpoints: Glencoe The whetherbeencriminationusingon orthediscriminated notevidence chalkboard there against uncoveredare againstthe indicationsthese ways by ingroups that students.American that theseis lessening dis- society,groups haveor Ask students Traverso,Minneapolis,MajorityPress, 1973. Minority.Edmund. Minnesota Immigration.25 Groveland Terrace, 55403: Winston A Study wouldingrowing. writing. be the least discrimination? Read the following questions andIn respond which communities do you feel there Why? D.C.Lexington,in AmericanHeath and MassachusettsValues. Co., 1964. 125 Spring Street, 02173: A communesmalllarge Protestantcity...30% townCatholic, with 32010%40% Jewish Catholics Jewish, families 60%30% Protestant 235 Ethnic, cultural, and CONTENT II,C. Use library research to dicover the issues LEARNING ACTIVITIES Mormons - MATERIALS/RESOURCES States.beenreligiouscrimination victimized minorities in bythe dis- Unitedhave waspolygamy,ofJehovah'sin theeachthese discrimination of Amish groupsWitnesses the following discriminated caused situations: by against? the same required school attendance age, pledge to the flag. If so, factors Were any domlythatethnic causedselect or racial anti-Catholica price, identity racial and of pattern anti-Jewishseller, of and neighborhood, feelings?ethnic or Role play a house-buying experience. Ran- racialshouldcoulddrawing identitybe role themindividuals playout of ofbuyer.a real aor hat. marriedestate agentcouples. trying to The variables are as follows: This couldThe be buyersdone by and sellers Someone complete the sale.AllResidentialIntegrated whiteblack pattern of neighborhood PriceOver$7,000-$10,000$25,000-$30,000$15,000-$18,000 range$35,000 of home JewWhiteEthnicBlack Protestantethnic or racial Catholic identity of seller EthnicJewWhiteBlack orProtestantethnic racial Catholic identity of buyer (continued) 236 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES beencriminationreligiousEthnic, victimized cultural, minoritiesin bythe dis- Unitedand have Discuss the followingWereHow questions didthere the any ethnic after refusals ortheand racial role toseller buy playing:identities oraffect sell thethe of conversation?house?the buyer States. Were there any randomlydiscriminationwhatseemedWhat selected doesreasons unusual? that combinationswere inindicate America?given? about that prejudice and Why did they seem unusual and appearTEACHER:theyto members wouldon papers. ofadmit the theclass. listed group. Administer the following social-distance scale Ask students to which step No names should JewishW.A.S.P.GroupBlack 3.2.1. To To my closesocial street kinship club as neighboras by personal marriage friend JapaneseChineseMexicanGreekPuerto Rican 6.5.4.7. AsTo Would visitorscitizenshipemployment exclude only in infrom to mymy my placemycountry countrycountry. of work within my occupation PolishItalianRussianAmerican Indian scaleacceptableWhichTotal revealgroupsthe stepsto prejudice? arethis earnedthe class. most by andeach least group. Discrimination? Does this 237 PREJUDICE AND DISCRIMINATION LEVELInstructional IV -- THEME ObjectiveIII: 4: BARRIERS TO EQUALITY: groupstheGiven learner thein thisknowledge will country. be ableof American to describe discrimination the discriminatory against ethnic,practices cultural, used against certain other and religious groups, American society practices CONTENT TEACHER: LEARNING ACTIVITIES MATERIALS/RESOURCES politicalDraw a series cartoons of ASSESSMENT TASK discriminationclass,basis ofand sex, age. oneconomic the idealangroups. assignment female" writtenpaper with at the"describe top. the Give the studentsDivide the in classone group into three The women,ticescriminatingdescribing usedthe poor,against theprac- dis- II. I. Women A.The Peoplepoor of mentnotscribesecond"describe allowuntil thegroup students theyidealthe should idealhave male," to be finished humandiscuss assignedand being."the writing.the thirdto assign- "de- to Do the young.elderly, and B. Migrant work- Appalachiaers topicHaveshouldthey each andused compare listgroup on thethe readand chalkboard.descriptive contrastthe essays the adjectives on three their ad- Students III. IV. YouthThe elderly calonjectivestereotyped whetherand lists.emotional or rolenot characteristics.theexpectations lists revealed and physi- Discussion should center V. Others yourfollowingatI. thename top attitudeon whetheryour papersurvey. you butare male or female. Answer the questions on the doDo indicatenot write Should littlemarried boys women outsidebe work the home? Yes No Comments Should males and femalesandbedolls?allowed admittedgraduate to play toschool collegewith on an equal basis? (continued) 238 .CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES basisdiscriminationAmerican of sex,society economic on practicesthe Should men and women receive the Yes No Comments class, and age. WouldShould you athletic use the scholarships serviceswomanofferedsame doctor?wages of to bea womenfor the as samewell work?as men? , Would you usehire the a maleserviceswoman nurse? lawyer?of a WouldWould you you hire hire a awomanmale womanmale secretary?teacher?auto kindergartenfirefighter?' me- ShouldWould youwomen vote be forencouraged party'syourifchanic? shepolitical topresidentialhappened be- to becandidate a woman? Should women in theroles?vicesrabbis? militarycome beministers, assignedser- priests,to combat and Prejudices?femalesDiscussTranslate inany theyour differences results class. of in this the surveyresponse into of males and Were any stq'eotypes revealed? percentages. discriminatedforI. this information againstThe ininclude:American American Woman, society. pp. 7-12 Conduct a study of the ways women have been Readings 1667,SocialBorg, Evanston,Kirsten,ed.Change. Illinois P. 0. Box U.S.A. WomenTheUndersideU.S.A. Woman in SocialAmerican inof American Change, Life, History, pp. 59-6864-72 pp. 80-90211-246 UndersideFrazier,and60204: Co., ofThomas,1974. American ed. History. McDougal, Littell The Filmstrips which cover this topic (continued) 239 are: vich,York:757 1973.Third Avenue, New York, New Harcourt Brace Jovano- American society practices CONTENT The Changing Role of Women LEARNING ACTIVITIES MATERIALS/RESOURCES C\Z basisdiscriminationclass, of andsex, age. economic on the SpeculateDiscuss in on class the possiblethe Feminisminformation causes as aforyou Radical Movement discovered.such dis- Addison-WeslyHistory.1971.Lerner, Gerda. Publishing Company, Menlo. Park, California: The Woman in American crimination.poverty.II.TEACHER: AskDiscuss students the todefinitions write a definition developed ofby EducationMiddletown,Merrick, Toni. Publications, Connecticut: 1972. The American Woman. American thePoor:Show class. the sound filmstrip program The A Self-Portrait. After reviewing the American achusettsLife.Scott, Anne 02107: Firor. 2 Park Street, Boston, Mass- Houghton Mifflin Women in American program, discuss the followingDoIfHas so,you your how?believe definition that mostof poverty people changed?receiving questions: FeminismCo.,Filmstrips 1970. as a(2) Radical and record Movement. or cas- $14.95/f.s. and record; WhatAreDo thereyouare believethey? stereotypes thepublic people ofsound poorassistance shownfilmstrip people? in don't are exceptionalwant to work? in their this Media21$16.95/f.s.sette. min. Productions, and cassette. 1972. Color. Distributor: Time: Multi- Appalachia.II,A. desire to find work? View the film Todd: In class discussion, determine Growing Up in The$37.00/f.s.settesstrips Changing (2).(2) andRole and records ofcassettes. Women. (2) orTime: cas- 35 $35.00/f.s. and records; Film- oftheytothe life discrimination, waysdiffer. in that a city life ghetto, inor Appalachiaare asthere well isas Are these people poor because other, more similar the ways min.TheDistributor:Filmstrips American Poor:(2) and records (2) or Producer: Scott Education, 1972. The Associated Press, A Self-Portrait. Nightyourpressing conclusionsComes reasons, to the by forCumberlands. reading their pp.poverty? 325-351 in Check Associates.min.$41.50/f.s.cassettes (2) and cassettes. Color. Distributor:Producer: $37.50/f.s. and records; Guidance GuidanceTime: 24 Hypothesesthe650-661II,A. exercise in Peoplefrom "Gathering Personal Make a EvidenceNation.Testimony" and on Read the accounts on poverty pp. Complete Making Todd:Associates,Pleasantville, 23 Washington New York 10570,Avenue, 1971. Growing Up in Appalachia. page 661. 240 $230.00. (continued)Time: 21 min. Color. Pro- CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES class,basisdiscriminationAmerican ofand sex,society age. economic on practicesthe cantionsp.II,A. 55 reach inat Negro thea consensus end Views of theof on America. readingsociety's and responsibility see if the class Read "Policies for Problems of Ambition", Answer the ques- tionca.ducer: of America, 1970. Distributor: Learning Corporation of Ameri- Learning Corpora- DiscusstoII,B. the poor. the following questions in class: Watch the filmstrip The Migrant Workers. BrownBoston,Cumberlands.Caudill, and Massachusetts Harry.Co., 1962. 79410: 34 Beacon Street, Night Comes to the Little, HowWhatIs dotheinstances you term think "fruit of prejudice racial nationtramp"same and/or affectsmannerdidderogatory youethnic as thefind "wop" inmigrantdiscrimi- in the orthe "honky"? filmstrips? MakeandSandler; aMartin, Nation. Martin Edward W.; C. Rozwenc, Edwin C. 470 Atlantic Avenue, The People Who benefits from migrantsocially?workers labor? psychologically, economically, and Why? NegroOliver,andBoston, Bacon,Views Donald Massachusetts Of-America.Inc., WI and1971 Newmann, 02210: Fred M. Middletown, Allyn ComparegicalII,B. effects the migrant of migrancy childhoodTheChildren Early on children ofexperiencesLife Crisis of afterMigrant or toUprooted reading: "nor- Farm Workers.Children: Prepare an oral report on the psycholo- Theandlication,Connecticut: Migrant records 1967.Workers. (2) or cassettes (2). American Education Pub- Filmstrips (2) cvCso III.class.mal" experiences when you present your report to the Conduct research on one of the following utor:ducer:and$37.50/f.s. cassettes. and records; $41.50/f.s. Guidance Associates,Guidance Associates. 23 Time: 22 min, Distrib- Pro- criminatedcanstopics are tosocially against: determine neglectedSocialNursing whether Security orhomes or economically not and elderly homes dis-forAmeri- aged Coles,YorkWashington 10.570, Robert. Avenue, 1972. Pleasantville, New Children of Crisis. MedicareInsuranceGrayGolden Panthers Ageand and ClubsMedicaid retirement plans Coles,Inc.,New1 Dag York Robert.1968.Hammarskjold 10017: Plaza, New York, Uprooted Children:Dell Publishing Co., SourcesReader's for Guide the necessaryto PeriodicTaxOver relief 65information employmentLiterature include and agencies, the lishers,Newers.The YorkEarly 10022:Inc., Life 1971.of Migrant Farm Work- 10 East 53rd Street, New York, Harper El Row Pub- such as the following: (continued) 241 LEARNING ACTIVITIES MATERIALS/RESOURCES discriminationAmerican society on practices the CONTENT AssociatedBaltimore CatholicAging and Charities Retirement Education class,basis ofand sex, age. economic MarylandCommissionJewishBaltimore CommunityState onCounty Human Department Aging CenterRelationsCommission Commission of Health and ModelOverMeals Cities Sixtyon Wheels EmploymentSaga CentersMentalof Counseling Maryland, Hygiene-Aging ServiceInc. Services IV.Report to your class on your findings. Investigate one of the following topics in C\1 areorder discriminated to determine against. MotionAmendmentwhetherStudent picture or pressXXVI, not censorship youthfulU.S. Constitution Americans GuardianshipCivilWorkDrinkingPregnancy laws rights alcohol in high schools thePresent proposition, your research Resolved:Teen-age in a panel marriage discussion. criminated-Youth is the against most dis- part Debate Action"IV. on page 697 from People Make a Nation. Complete the exercise "Values as a Basis for of American society. Was it EdwinSandler, C., Martinand Martin, W., Rozwenc, Edward C. possiblesixIV. young to peopledo the mentionedexercise withoutin the readings?stereotyping the Study the cartoons about youth found on andMassachusetts470The Bacon,AtlanticPeople Inc.,Make Avenue,02210: a1971. Nation. Boston, Allyn bestpp. 700-701 liked andin Peopleleast likedMake acartoon Nation. from the selection (continued) 242 Pick out your CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES class,basisdiscriminationAmerican ofand sex,society age. economic on practicesthe onIV.and the explain status yourof youth choices.Legal in therights following in the areas:justice system Project yourself to the year 2000 A.D. Speculate AverageLegalDecision-makingBuying agepower age cf of marriage males powerat andmarriagein femalesschools UsePercentage of drugsleisure of timeyoungcollege peoplepeople whowho gomarry to yourandagetweenRemember notandposition. yourselfyour that own.speculations inand the your year children?refer 2000 toyou your will children's be approaching generation middle Do you anticipate a "generation gap" be- Give reasons to support

243 LEVEL IV THEME III: BARRIERS TO EQUALITY: PREJUDICE AND DISCRIMINATION Instructional Objective 5: CONTENT towardGiven groupsthe knowledge other than of hisprejudice, own has thechanged. learner will be able to demonstrate that his LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK attitude prejudiceinationaboutOpportunities and canand reflect leaddiscrim- to tolearnupon a papersSelectEditor"I.A. and the columns magazines two letters of foryour onewhich favorite week. arouse news- the Survey the "Letters to the Teaching.Sidney.Merrill;Raths, Louis; and Simon, Harmon, Values and 1300 Alum changedotherattitudeDemonstrate than by towardyourexamining that own groups yourhas a change in one's attitude. I. Attitude formation strongeststronglyclassmates,letters toreactionabout class,and them. explain from share you. whythem you with feel your Make a bulletin Bring the Merrill1966.OhioCreek 43216: Drive,Publishing Columbus, Co., Charles E. tudeproblemcausejudice. pressures theinvolving problem which pre- and List the atti- A. Social pressures 2.1. AdherencePeer group to tradition boardlettersthe class.of theby issuesletters or brought events. in by Try to categorize the Howard.Simon,ication_Leland; _Sidney; and 719 Kirschenbaum, Howe,Broadway, Values Clarif- howthealleviatethose you problem. whichwould it. helpresolve to Describe 4.5.3. Neighborhood ReligionFamily folk- wayspressure WriteDebatestrongmagazine a letterthefeelings about issue: to an ona issuenewspaperyour part.that orproduces The persuasive and HartSchrank,New PublishingYork, Jeffrey, New YorkCo., 10003:1972. prejudice.SOCIALPROBLEM (e.g.): Racial B pressuresEconomic6. School amaymagazines,dramatic healthful help influencesor books,andhinder happy radio, theof life. motionpossibilities and televisionpictures, of MassachusettsTeachingBeacon25 Beacon Press,Human Street, 02108: Beings.1972. Boston, Psychol-groupPeerFORCE bigotry.MayEncourage encourage INFLUENCEen- 3.2.1. OccupationSocialEconomic strat- ificationstatus ethnicinfluencinggroupsInvite group whicha human yourto he discuss relationsattitudesbelieves the influenceindividual towardsocial an Humanogists Tracetreatment.counter source group C. Mass communication1. Radio- e.g.,the course family, of peer,attitude religious. formation; groupstionsRela-Include your percep- "disease."offurtherto theprevent spread 3.2. Magazines-Newspaper bookstelevision objective.attions the ofendbeginning your of theattitude and Explain 4. Advertising (continued) 244 whatany maychange. have caused CnNTENT LEARNING ACTIVITIES MATERIALS/RESOURCES prejudiceaboutOpportunities and and reflect discrim- to learnupon Organizecliches: attitude grOups for reaction to the following "This will hurt me more than it does you." changeination in can one's lead attitude to a II. Social pressures hasandtheRomans"When privilege." togroups Idetermine do."was to your"Don't present theage..." do positive theiras I do,reactions and do negativeas Ito say." the aspects class "When you're old enough..." "When in Rome, do as the Ask"Rank A.individualexerted Desire onto the I,A.TEACHER:of each cliche. Administer the following opinion scale at B. Pressure for conformitybelong end.bytheGive comparingbeginning the students theirand end responsesan of opportunity the studyat the ofto beginning theevaluate objective. andthemselves the (An appropriate follow-up activity would be C. Need for approbationapproval - statements:Onusingto a have scalethe theinsights of students0 to gained10, completerate from each thethe of opinion assessmentthe following scale.) task, E.D. EmotionalAMbition to well-beingsucceed 1. A family of a minority group moves into10 - completely50 - neutralcompletely opposed toin favorcof 3.2. A memberminority of groupa minority. comprises group ofneighborhood.more isyour thanhired school 50 population. as your percentyour 4.5. Your You bestsee afriend commercial announces with groupthatatosuperior. person someone hein isa of leadingengaged froma minority arole. minority group. 8.7.6. YourA minority localschool government grouphas a membersports announces isteam ofinelected yourminoritycomposed a hiringlocalto groupprimarily government.policy members. an office based on a quota system for minority groups. (continued) 245 CONTENT 9. Your school drama department announces that the LEARNING ACTIVITIES MATERIALS/RESOURCES . prejudiceOpportunitieschangeinationabout andin canand one'sreflect leaddiscrim-to learnattitude. to upon a. lO. Your community swimming membersminorityhusband ofinmember. minoritya family groupssituation will play be admitted.will be a pool announces that 1.I,A. Some persons say that men others,bestthatare basicallytoone andserve must "mind yourwatch your own out ownpurposes, for business." himself; avoid that hurting it is Complete the following exercise: selfish; 2. Other persons say that menthathelp shouldintertwinedmust noone stick man"helpanother, is together withthosean island;orother inthey need." men's thatwill fates,eachfall man'sseparately; and thatfate oneis and whatRead you each would of dothe in situations each case. below and try to identify Situtation A TwoTwoare young youngmembers men men of of yourhigh high ethnicschool school group.age age are are fighting. fighting. Situation B BothBoth isTwoare ayoungmembers member men of of ayour highdifferent ethnic school ethnicgrobp, age are groupone fighting. is a member Situation C from yours. One of another ethnic group.Wouldcomfortablein category your response in1 orthe category tocategory each 2?situation you chose? place you.more Why do you feel more (continued) 246 CONTENT LEARNING ACTIVITIES aboutOpportunities and reflect to learnupon Why?Was your response consistent in Situations A, B, and C? If your responses were not the same in each MATERIALS/RESOURCES changeinationprejudice in can one'sand lead discrim- attitude. to a responseSubstitutethesituation, "other is various affected.explainethnic ethnic group"why you andand would racialdetermine respond identities if differently. your for visithasThe ayoungwith little them,married boy, you threecouple observe years that that old.lives they next are doorenergetically to Situation D During a friendly' you moneyA teachingman "toin shabby helptheir his clothesson hungry to hateapproaches children." a minority you and asks for Situtation E group. seeremarkstoYou be at friends. area aboutdistance. in a agroup member of ofpersons a minority with whomgroup you that would they like Two members of the group make Situationinsulting F OnIfownIn what you eachbusiness" basissubstitute of the do or situationsyou avarious "helpingmake your ethnicwere those decision? you and in a racialneed""minding person?identities your "other"Inyourfor Situtations theresponse? people?"other" D inand the F, situation,what would wouldyou say it toaffect the Do you know why? affectedshouldDescribe(e.g., marry attitudes whitesan withinethnic and among'ethnic his orblacks culturalown religion)do not andtaboo intermarrycultural whichin this has andcountry groups. one 247 Opportunities to learn CONTENT I,A,B. Role play various situations. LEARNING ACTIVITIES Participants MATERIALS/RESOURCES prejudicechangeinationabout andin canand one'sreflect leaddiscrim- attitude. to upon a identifyandshould1. minorityThe assume coachthe groups.particular thetells roles a boy group.as hemembers has been of differentdropped from ethnic Masks or badges may be worn to b.a.thed.c. He teamHeHis missedwas appeared gradesbecause: insubordinate too weretomany be too practiceson lowdrugs. 3.2. TheThree principal girls are reprrImands discussing two a.towho students Fightingthe they next should for: party. invite C\I d.b.f.e.c. CuttingParking DisruptingSmokingDestroying classin in the atheschool class.teachers' lavatory property parking lot 4. Two boys are talking about: d.b.a.c. TheA Whetherfight racialgirl they each teachersituation saw of inthemX isthein wants prejudiced thecafeteria school.to date 5. A student and his parents areb.d.c.a. Thediscussing: PlansTheInterracial latest proper after report hourgraduation.dating forcard coming home after a date orAfter6. Anyminority eachscenario roleidentity thatplay, theof discuss thestudents whether create. or not participants made any Why or why not? the ethnic difference in the way roles were played. 248 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES inationprejudiceaboutOpportunities and can andreflect lead discrim-to to learnupon a toofficeHave1,8. identify students with ethnicthemselves complete groups. bya testname, which but allowcrosses them political to Implicit and Explicit Norms Request the students not change in one's attitude. Compare2.circle1. Determine Total the the theethnic resultsif class the group listtoresults. the towould whichconstitutional fivehave they yearsbeer belong. ago requirements - or five years from n. 'le same inexplicitfor test each results. office.norms and implicit norms which are reflected Match Column A with Column B Discuss the differences between 2.1. VicePresident President of the of Unitedthe United States States A b.a. MexicanBlack-American American B 6.5.4.3. SecretaryCongressional.UnitedSupreme StatesCourt of State JudgeSenatorRepresentative f.e.d.c. WASPPuertoJewishAmerican RicanAmerican Indian Ckt HaveAlternative:for studentsyour match survey in state the useand oflocal women governments. and men in current Whenever possible, give corresponding examples 3.advertising/graphic2.1. Historical EvidenceFrequency of baseof ethnic use througharts. of representation men/women researchwestern of art. standard beauty in Ask the students to-determine: 249 CONTENT I,C. Have the students read and analyze the LEARNING ACTIVITIES 1. News items from: MATERIALS/RESOURCES prejudiceOpportunitieschangeinationabout andin canand one'sreflect leaddiscrim-to learnattitude. toupon a point1. Have of viewthe instudents the following: distinguishmationstatements. between in the the article infor- from the point of view c.b.a. BaltimoreCatholic ReviewJcwisnor Washington Times Afro-American 2. Ask the students to mimic thesuche.g.,style point as: Howof severalofwould view columnists!onand a specific topic; write about items h.f.d.g.e. NewCommonwealManchester WashingtonChristian York Times Guardian SciencePost Monitor b.a.d.c. FreeA EthnicBenignten-percent abortion quotasneglect clinicscut for in jobs. nationaldefense spending for 2. Newspaper columnist's stylepointi. or St. of Louisview, Postsuch Dispatchas: e.d.c.b.a. AnnWilliamSallyNicholas Landers Quinn RasberryBuckley Von Hoffman 3. Magazines h.g.f. Carl RussellArt RowanBuchwald Baker e.d.c.b.a. Ms.EbonyEssenceNewNational Republic Review 250 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES prejudicechangeinationaboutOpportunities and in canand one'sreflect leaddiscrim- to attitude. to learnupon a. color,rarilyofTEACHER:II,A. discrimination. hairdivided color, into height, two groups or simply on the random basis selec-of eye Conduct a class experiment on the effects The students should be arbit- inofastion. class.the ready groups identification then receives of preferentialgroup membership. treatment Some form of badge or emblem should be wornMembers of the "superior" group could One aquentbefrequently, significant spokengiven reminders moreto could morefactorprivileges, that politely.be inthegraded how students' could theymore beareeasily, grouprecognized treated. statusand could more is There should be fre- onexperienceteacherIf the the second experimentcould bothday. reverse first is conductedandthe second-classstatus a ofsecond the treatment. twoday, groups the In this way, each student could Discuss the followingRowDid questionsdid you you begin feelafter to while place?thefeel experiment: thethat experiment you deserved was thetaking kind HowWhy did is youit thatbegin "superior" to ownoffeeldeserve treatmentgroup? toward groups better membersyou often treatment?were feelof receiving? your they Toward members of the other group? How did you want to expressclass?""firstself?the unjust class"your situation attitude and angry intoward whenwhich you you were found "second your- Did you feel guilty when you were discriminationoneDid mightthis experimentfeel hadas abeen membergive practiced? you of anya group insights against into whom how Did this inexperiment American affectsociety? your attitude toward any group (continued) Explain. 251 LEARNING ACTIVITIES MATERIALS/RESOURCES Opportunitiesabout and reflect to learn upon CONTENT Viewthe thereaction film Eye of ofyour the class Storm. with that Compare the of the Color.Eye of the Storm. Producer: ABC$350.00. News. 28 min. Distributor: prejudicechangeination in canand one's leaddiscrim- attitude. to a elementaryTEACHER:of your class class differ? in the film. If so, how? Did the reaction MotionXerox18Impressions min. Films, Media, Producer: 1970. of757 Prejudice. Third Avenue, Guidance Associates/ $250.00. New York, problems,ismfromthatII,A. inyours.have American the different future, society, ethnicand thesocial or generation minority gap Arrange exchange visits with schoolsDiscussion of topics such as plural- issues, school populations New York 10017, 1974. Afterinsights.shouldor in each leadwriting visit, to aon sharing havethe the of students perceptions impact of the exchange of reflect orally and viewsExplainDid thewith thevisit the responses. studentsresult in from any thechanges other in Write a composition entitled "Is the school.attitude? C\LT. pot'Unitedconclusions.ingII,B. thatpot"? States does anot 'melting melt?" pot' or is it a Give reasons to substantiate your Should it be a "melt- 'melting necessaryrightsofIdentify a communityof proceduresothersthe types actionthat ofto would group.infringements fall within on Devise a method for coping obtain action on con- Identify the the the realm withtroversialII. problems issues. relating to the school Set up a hypothetical problem community. medicalsituation aid in and whicheliminated;survivalthetake well-beingthere place of is thewhat inno of ourfittest. preventative/curativeproblems each society. individual would be Show the changes thatWhat would, problems would be would depend uponcreated? the 252 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES prejudiceinationaboutOpportunities and canand reflect leaddiscrim- to to learnupon a II,C. 2.1. GirlsBoys areare ...... Complete the following sentence starters: change in one's attitude. 7.6.5.4.3. JewsWhitesCatholicsBlacks Adults are are are.... are...... 12.11.10. PolesPoorRich people9.8.are IndiansItalians .... are ....are are ...... 15.14.13. PrejudiceDiscrimination Middle classis .... peopleis .... are . pletingWhatthecompletedDo notclass. feelings theplace sentences your did nameyou forand experienceon thediscussing the teacher paper. as theyouto sharetopics?were com-with Discuss the sentences read to the class. Hand in the believegroupsexamineList several wouldof their people. stimulate otherideas sentenceand your feelings classmatesstarters about that todifferent you

253 MATERIALS/RESOURCES Opportunities to learn CONTENT TEACHER: LEARNING ACTIVITIES GiVe prejudicechangeinationabout andin canand one'sreflect leaddiscrim- attitude. toupon a versionversionII,D. one two of to the the questionnaire other section. to one section Divide the class into two sections. and of theRate...roach1. ratingJane isscale of21 the yearsthat, persons oldaccompanies anddescribed a senioris the 5below feet description.in incollege.2 inchesterms tall and has red hair. She She makesIntelligentShe probablyaverage gradesis: and dates about twice a week. 1 2 3 4 5 Stupid AttractiveConservativeEasygoing 1 2 33 44 5 Hot-TemperedUnattractiveLiberal 2. George Rodriguez is 34 yearschildren.a departmentold, is employed store, atis He probably is: married, and has six GoodIntelligentFriendly public 1 2 3 4 5 PoorStupidUnfriendly public speaker AmbitiousSteady speaker 11 2 3 44 5 TemperamentalLazy 3. Frank Burton is 32, Friendlygraduate, and works at a restaurant. 1 black,2 married to a high school3 4 5 Unfriendly He probably is: Happy-go-luckyAmbitiousIntelligent 11 2 3 4 5S5 SeriousStupidLazy (continued) 254 Opportunities to learn CONTENT 4. Joan works at the Bell Telephone Company, is LEARNING ACTIVITIES She probably is: MATERIALS/RESOURCES prejudicechangeinationabout andin canand one'sreflect lead discrim attitude. toupon a RationalContentCompetentmarried, and has one child. 11 2 33 4 55 EmotionalDiscontentIncompetent 5. James is a 16-year-old highsuburbanArtistic schoollocal newspaper, studentschool. in datesa almost every weekend, and 1 He works in the summer2 for a 3 4 5 Scientific PoliteIntelligentenjoys automobiles. 1 2 He probably is: 3 4 5 RudeStupid criptionsVersion two: are changed as follows:NiceLaw-abiding guy Like version one, except the des- 1 2 3 4 5 BadLawbreaker guy 1. Jane is 21 years old and aweek.makesis senior 5 feet average in 2 college.inches grades tall and and dates has aboutbrown twicehair. a She probably is .... She She 3.2. r'an'k James Burton Winthrop is 32is years34 years old,ren.department old, married is employed store,to a high isat married,the and has six child- He probably is .... 4. John works at the Bell Telephonemarried,probablyschool Company,graduate,isand .... has oneis and child. works at a restaurant. He probably is .... He 5. James is a 26-year-old highenjoyslocalsuburban sehool newspaper,automobiles. teacherschool. indates a almost every weekend, and He works in the summer for aHe probably is .... (continued) 255 CONTENT LEARNING ACTIVITIES MATERIALS /RESOURCES prejudiceaboutOpportunities and reflectand discrim-to learnupon descriptiontheTally correlation the results and thebetween for difference each the itemdifference in and the compare ratings. in the validity of the the in class Dis- inationchange canin one'slead toattitude. a holdsquestionnaires,stereotypescussand thethe ideaeffectstereotype that of the showedstereotypes;of existencestereotyping and up the in personofthese otheron pairstheto stereotypes, whomperson of it is who Conductapplied.Realizethat work your that towardown efforts "rap" the tosessionreduction alleviate and of develop prejudiceintergroup programs and dis-tensions. II,E.immediatelycrimination alleviateare long-term problems efforts of longand willstanding. not Have selected students complete the readilymanyfollowingconversations. day-to-day understood activity. cliches by most Americans. These words have connotations The following phrases representthat people use in their Explain their Attempt to DiscussHowintendedlocate did thethe theymeaning originunderlying receive and ofWhy thenthesetheir aattitudinal French analyze cliches.ethnic kiss? theidentification?behaviors stereotypes. Why not a German kiss? that thousandmay exist words." when people useIndian giver cliches that are "worthRussianFrench a kiss roulette JewMexicanScottishItalian Latindown standoff loverarmy frugality SneakyBlackGallic comedy o:rientalshumor (continued 256 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES inationprejudiceaboutOpportunities and can reflectand lead todiscrim- learntoupon a characterizeCompare these people cliches or"Old togroups broadmaid of schoolteacher"generalizations people, such as: that change in one's attitude. Observe the words that"Old"Fair"Left-handed create ladies haired the in boy"compliment"stereotype tennis shoes" and then mightapply representthe stereotype thedesignatedIs generalization. tothe friends label stereotype? true?and relatives who Do individuals fit the What qualities of emotionalII,E. health. labelingobservation people? should one develop and use before List known prejudices that affect mental and members.affectingrecorder.Organize themental class and into emotional small groupshealth, of each three-to-five group Each group selectsFrom the its class-prepared own leader andlist of prejudices following:selectedselects a prejudice,form of prejudice. eachIn what group specific will answer way(s) the can this prejudice affect Keeping in mind the HowIn doeswhat individualway(s) does responseitspositiveour the effect?mental individual toeffect?' andthe emotional forcehave Negative controldetermine health: effect? over Is it a No effect? WhatHow canare wethethe adapt forcebenefits most be inated?the strengthened?ofeffectively prejudice?adapting to thisthe force?force? Do we want to do any of these? Weakened? Elim- The hazards? 257 LEVEL IV THEME IV: ACTION FOR EQUALITY: IDEALS AND REALITIES Instructional Objective 1: Givenestablishingto explain American his them.efforts knowledge to establishof the legal the basiscivil forrights civil of rightscitizens, and theof thelearner processes will be able ASSESSMENT TASK used in Civil rights are CONTENT theI,A. United States Constitution by read- StudyLEARNING the amendingACTIVITIES process to MATERIALS/RESOURCES Writediscriminatory. a law that is Plan a ways.achieved in several I. Legal basis ing the following amendments:15th14th13th 26th24th19th willplainprotestagainst use, the campaign thishowmethods youlaw. willyou Ex- A.B. Constitution Supreme court decisions eachcitizensWhattation camerights ofinabout. theeachwere amendment amendment?given to withUnited classmates. States Discuss your interpre- Find out how ofHaveeffectivetailsuse your them,the necessary campaign effectivenesscampaign.and the for de- an II. Processes C. Laws abolitionistsmentI,A.similarities and women's reachdid suffrage you their find? movement.goal before Research the abolitionist move- Why did the What interestedevaluated bygroup. a dis- B.A. PressureMovements groups theI,A. suffragists?following statement? Do you agree or disagree with Explain why you agreeadentialThe iblepermanent oramendment disagree.for approval Congress place process andin to thegive makesbypass Constitution. its it presi-program poss- StatesofInvestigate1867. such history? Congressional the reconstruction action in actUnited of Can you find any other examples 258 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES ways.achievedCivil rights in several are things."beingyourI,A. own able experience: to exercise them are two different InvestigateInterpret this the statementgrandfather in clause,light of poll "Having rights legally and MifflinBoston,ofRatcliffe, the Co.,Constitution. Massachusetts Robert1971. H., ed.02107: 1 Beacon Street, Vital Issues Houghton Unitedvariationdiscriminationtax,least the Statesfive white of people. aConstitution. wasprimaryvoter present literacy and inthe each testliteracy one?using test. the Did they pass it? Administer it to at Why or why Write a What CourtI,B.not? cases. Could you control the passing or failing?Locate and read the following Supreme Look for the background behind each Curtis,Starr, Isidore;Merle. Todd, Lewis Paul; and Living American Documents. decision.case, the decision,Plessy and versusthe reason(s) Ferguson for equal- 1896the schools) (separate but Harcourt757 Third Brace Avenue, Jovanovich, New York, Inc., New 1971.York 10017: BakerSmithBrown versus versus CarrAllwright Board of legislatures) -Education 1944(desegregation (white of Topekaprimary) of schools) 1962 (apportionment in 1954 AmericanCentury-Crofts,Commager, History. Henry 1968.Steele. New York; Documents of Appleton- OregonKatzenbach versus versus Mitchell McClung - (18(segregated1970 year, old restaurant) voting) 1964 CaseComplete the following chart: byDecision Supreme RenderedCourt Reasoning (continued) 259 Civil rights are CONTENT What connection is there between these cases and LEARNING ACTIVITIES How would you account for MATERIALS/RESOURCES ways.achieved in several the"opportunity."I,C.the amendments decision studied?rendered and the reasoning in each case? Distinguish between a "right" and an How do these federal laws help to andguarantee Fifteenth equal Amendment? opportunityCivil under the Fourteenth Rights Act of 1957 CivilC vil Rights Act ofof 1970 196019651964 Complete the followingAct chart: Original Source of Equality ClarifiedEquality humanlegislativeDiscuss rights the andfollowingand judicialequal statementopportunities? decisions - Whyin thehave field we of had 260 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES ways.achievedCivil rights in several are licasI,C. theyaccommodations. affect transportation, education, and pub- Research the Maryland laws on segregation Write a law to correct any law StateIncludingThe Public Board Code Schoolof Education.of BylawsLaws of oT --IssuedMaryland the Maryland by I,C.which you find is discriminatory. Discuss what President Johnson meant when Maryland1970, No. SchoolState DepartmentBulletin, XXVI,of Education, July, 1. Reprinted from Annotated Civilhe made Rights the followingAct of 1964.ances,When statements machinery it is whileunderstandable does signing not exist the that to thoseredress whb griev- are ,Law Publishers,Supplement;Charlottsville,Code of 1969,Maryland Supplement 1971. Virginia: 1957, March 1969, 1971. Cumulative The Michie Co., andflicttooraggrieved conciliationprovidewrongly... from willthemachinery The streetstakechambers Civil toto and thetransferRightsand highwaystreet the Act weaponsthe whethertowas areathe established of courtsofrightly con- II,A. presentationconflict from of evidencethe club and reasonedthe brick agreement. to the Using filmstrips on as many black civil background,theirrights career, leaderleaders ideas towardin as aboutthe possible, thefollowing civil middle comparerights areas:of their (earlyeach career,civil in early NewDistributor:Series.1221Black York Avenue American 10020, of 1970.theCivil Americas, Rights LeadersNew York, $95.00. McGraw-Hill Films, Inc., Time: 100 min. Color. Marcusphilosophy,Luthercivilat the Garvey;rights King,end andof movement.Jr.; W.E.B.their and life),DuBois;chief Stokely contributionopposition Malcolm Carmichael. X; to Martinto their the Suggested leaders would be: thetwoII,A. oremphasis more of among the followingblacks is filmstrips.toward full freedom Consider this statement before viewing "Today Corp.,Color.Black 100Spectrum. Park Avenue, New York, New Producer: $91.50. Time: Westinghouse Learning 108 min. ingneurshipfilmstripsfraternizationand of equality. an toessay politicalfrom contrasting withBlack whitesoffice." Spectrum twoto economicorto moreaid in ofentrepre- thethese writ- Ths may be total rejection of any Use several of the Maryland207-209York 10017. East21225, Patapsco 1970. Avenue_ Baltimore, Distributor: Kunz, Inc., (continued) 261 LEARNING ACTIVITIES MATERIALS/RESOURCES achievedCivil rights in several are CONTENT blackfull leadersfreedom onand beliefs equality and for methods blacks. of Filmstripsachieving ways. Matthew,Young,in the seriesJr.,and KennethJohn are: Lewis, A. Gibson. Le Roi Jones, Reverend Jesse Jackson, Whitney Dr. Thomas W. Sociological Resources for the Social II,B. Read pages 54-62 in Leadership in American . TallahasseeSociety:ent?Bus Protest Bus (1955), Protest (1956) with the What other boycotts have there been to A Case of Black Leadershi How were they similar? Contrast theMontgomery theDiffer- ship. MassachusettsSociety:Studies. 02210: 740 Atlantic -Avenue, Boston,A LeadershipCase Study inof AmericanBlack Leader- Allyn and Bacon, boycotts.supportII,B. demands of other groups? Contact one of the following lobby groups Research these Inc., 1969. issue(s)to find outthey how are they supporting AmericanAirexert Line pressure andCivilPilots opposing. Liberties Association Union and the current NationalInternationalCommonAssociationAmericans Cause Association for of Ladies DemocraticMilk Producers Garmentof Manufacturers Action Workers NationalVeteransNational Education ofRifle World Association AssociationWar I, U.S.A., Inc. Sal Si Puedes: MakeChavez'stheII,B. aNew time AmericanUnited line showingFarm Revolution Workers the activities byof PeterAmerica. of Read Sal Si Peudes: Cesar Chavez and Matthiessen. Cesar YorkCesarMatthiessen,245Revolution. 10017:EastChavez 47th Peter.and Street, the New New American York, New Dell1 Dag Publishing Hammerskjold Co., Plaza,Inc., theinformation715Write reasonSouth to the Beach,behind on United the Forttheir U.F.W. Farm Worth, boycott. Workersboycott. Texas of America at 76105, forInquire about 1969. 262 CONTENT achievedCivil rights in several are NationalII,B. Congress of American Indians. Investigate the activities of the LEARNING ACTIVITIES Write to MATERIALS/RESOURCES ways. Faith.forofVine N.C.A.I.your Deloria, Sins; or Jr.,Weread Talk, one Youof his'Listen; books or Utmost Good What methods are the American Indians using who is the Executive Secretary Custer Died WhyII,A.to doprotest you believe their treatmentthey are usingin American such techniques? society? Read pages 30-36 in Roles of. Modern Sociological Resources for the Social forArecomplyingmanyWomen. one therenewspapers sex anywith group? jobs EEOCas possible.advertised guidelines that on jobare advertising?clearly only Do the following activities: Can you find any jobs that can Are these newspapers Examine as 02210:740Studies. Atlantic Avenue, Boston, Massachusetts Allyn and Bacon, Inc., Roles1972. of Modern Women. "FlightbybeResearch contactingdone Attendant."by theonly airlinesoutcome one sex ofto group? Marthfind outW. Griffith'sabout the job of letter LegislativenewsletterOrganizationII,B. ofOffice forNOW Women. andat 1107examine National it. Press Building, Investigate the lobbying of the National Obtain a copy of Do It Now, Write to NOW theyWashington,II,A. are supporting D.C. 20004, and opposingfor information at the presenton issues time. View the multi-media kit Women: The For- Women: The Forgotten Majority. $35.00. incongruitiesandofSwedengotten discriminationthe Majority. towomen give ininterviewed women the against ideasequal cite?womenpresentedrights? does inGloria the filmstrips?Steinem What practices are being used in Do you see any What evidence(s) Denoyer-Geppert Audio Visuals, 10017,355Time: Lexington 1971. Avenue, New York, New York 28 min. Color. Producer: thisargumentslatures.theII,B. amendment. United for States its ratification Constitution., by theLocate state legis- TraceInvestigate the movement the proposed behind Amendmentthe writing 27 ofto How far back in United States pro and con history does the equal rights movement extend? 263 LEVEL IV -- THEME IV: ACTION FOR EQUALITY: IDEALS AND REALITIES Instructional Objective 2: CONTENT Givenissues severalinvolved major and toproblems evaluate in thethe meritsUnited LEARNING ACTIVITIES States,of various the learnerproposed will solutions. be ableMATERIALS/RESOURCES to analyze ASSESSMENT TASK the elicitAmerica's a variety social ofproblems pro-, tion:I,A-D. "We spend as much for chewing Evaluategum the following quota- youyourPrepare analyze school a newslettera socialin which for posed solutions. I. Problems massforasspendfood for hairtransit. model asmore dyeon cities.forfoodas fortobacco stamps grants thanfor to thegovernmenturban We spend as much for pet We spend as much poor. We meritssolutions.problem of andthe evaluateproposed the A.C.B. Urban CriminalEducation ills justice Corps."quarrelWeat allspend levelsover $300 $10 spendsmillion million on for higherfor jewelry the Teachers education. and II. Approaches to changeD. Poverty WhatLeastcomparisonsties does indisturbing? the doUnitedquote you implyfindStates? mostabodt disturbing? priori- Why? Which of the A.B. Conservative Liberal Suburb.I,A.Do" from American Dichotomy: [UsingView Paterson "Rivalries" (city) and "Making City and Americanorstrips cassettes. (6)Dichotomy. and 1:cords (6) $88.50. Film- C. Radical WayneUnitedurbanfilmstrip (suburb) andStates comparessuburban asin examples,the andsituation early contrasts the1970's. in sound thethe In Time:207-209Distributor:LearningProducer: EastPress. Patapsco 15 min. (each.) Westinghouse Kunz, Inc., ProvidingsubdivisionsPartinservices PartI "Rivalries," VI andare "Makingis paying theshown subjects housingDo."] forand necessarycontrasted. investigatedin the two 21225Avenue, Baltimore, Maryland pareconcernsstripDiscusstion, the with housing, theaspresentation specifictaxes,ideas and presentedzoning, attentionrace of therelations. jobs, in urban- tothe such educa- film- Com- (continued) 264 America's social problems CONTENT suburban dichotomy in the filmstrip and your own LEARNING ACTIVITIES MATERIALS/RESOURCES posedelicit solutions. a variety of pro- problemsbilitylifeareasopinion inin torequires metropolitanaboutAmerica. work theon money, theway areas? problems?things where areshould in metropolitanthe money What could be done to improve Who has the responsi- If solving the causescompiledI,A,II.come from? of byurban a committee riots in whichthe late investigated 1960's. the Read the following list of grievances First Level3. 2.1. ofInadequate UnemploymentPoliceIntensity:* practices housing or underemployment Second Level6.5.4. PoorIneffectivenessInadequateof Intensity: recreation education facilitiesof the political andgrievance programs structure mechanism and 10.Third Inadequacy Level8. 9.7. ofDiscriminatory InadequacyDisrespectfulofIntensity: municipal of administrationservicesfederalwhite attitudes programs of justice Disorders.NationalNewCo., York1968. AdvisoryTimes Editors, Commission Report on ofCavil the New York: New York Times *Report12.11. InadequateDiscriminatory ofCivil the welfareNationalDisorders, consumer practices Advisory pp. and 7-8. creditCommission practices on missionyourlisttheConduct residentsoflist Report? grievancesa comparepoll have in withyourfromany grievances.thecommunitythe listresponses. from to determinethe Com- if How do you believe economic and Construct a How does social class factors influenced the two lists? (continued) 265 America's social problems CONTENT Were racial and/or ethnic factors ,LEARNING ACTIVITIES significant? MATERIALS/RESOURCES posedelicit solutions. a variety of pro- neededwhattheConstruct ways?grievances to bring a plan aboutlisted. that a willsolution? remedy one or more of What resources will be Where do you deFactoproposementsI,B,II. forSegregationto getusing the busing moneywhich as togives asolve means pro the ofand con argu- View the film The Bill of Rights: desegragatingproblem? ProducerThe$295.00. Bill andof Rights:Distributor: Time: 25 min. Color. deFacto Segregation. BFA Educational a city's schools. In your opinion, whichsuasive? speaker was most per- Least persuasive? Discuss the following questions: Why? Media,California 2211 Michigan90404, 1970. Avenue, Santa Monica, IfIs you busing were ana memberissueplaintheyou inof issueyourvote yourthe vote.forcitycommunity?being or council, resolved?against wouldthe How do youbusing think plan? How is Ex- SupremedejureI,B. and Court defacto ruled segregation. in a 5-4 decision thatit should be resolved? Look up the meanings of the words In 1974, the busing suburbanantlyaboutandbetween Baltimore desegregation.black localsubdivision school County)subdivisions population has was a notpredominantly(such andrequired asa surroundingBaltimore to white bring City If a city has a predomin- howschoolwithschools?desegregate do membersyoupopulation, justify both of their systems?theshould existenceown anything race? of besegregated done to Should students attend schools only If you answer "no," If you answer I,B,II.that"yes," would whatThe lead should Battle to desegregation.be of done? Stonehill High," and "Malcolm X Read "The Case of the Reading Teacher," Prescribe a plan Oliver,Race and Donald Education. W. and Newmann, Fred M. Middletown, Connect- Day at Wesleyan" in Race and Education, pp. 44-55. (continued) 266 1971.icut: American Education Publications, 1 America's social problems CONTENT Complete the "Persisting Questions of Modern Life," LEARNING ACTIVITIES MATERIALS/RESOURCES posedelicit solutions. a variety of pro- concerningexercisecompensatorysegregation,pp. 56-57, asks racialwhich education,tandbusing,you raiseissuesto reflectcommunity such and violence.issuestheon control, yourschools. as own racism, reparations,feelings The last CriminalswhileNobodyI,C. inKnows. Youth House. Read the following account from The Me C.P. is a teenager who wrote this 959Joseph,10019: Eighth Stephen Avenue, M., NewThe York,Me Nobody New YorkKnows. Avon Books, 1969. Now,toainalsAs couplebewesupposing incaught,know, Newof thousandthere York therecan City.youare were policemenimaginea coupleno crimes, how of manythousand or criminalspeople crim- New York City also has and law-enforcers. givenwould2.1.Let's Policeman up:be name out aof (in(plain-clothes)couple work uniform) inof Newjobs York that City. would have to be [NIN 7.6.5.4.3. WardensLawyersJudgesJail Detectives guards Now,inalsfor8. DirectorsIthousands? askshould you, ofbe doesn't Youthtreated Housesthe with criminal positions.andconsideration many provide more becausejobs Therefore, I feel that all crim- WhyWhattheof mighttheir doapproach you aadvancement teenagerbelieve C.P. does C.P.'sin of trouble inindustry. realpresenting withmessage the his is?law story? take 267 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES posedAmerica'selicit solutions. a socialvariety problems of pro- Discussion"System,I,C,II. pp. 45-52.activities on pp. 52-53. Read "Correcting Prisons" in The Penal Discuss the "For Thought and reformers of the Make up your Publications,dletown,Pearson, Craig.Connecticut: 1972. The Penal System. American Education Mid- TheprisonownI,C,II. Penallist system. ofSystem, questions pp. 54-62.to ask the Read "Alternatives to Imprisonment"in Discuss the situa- underyoupersonaltionsgrant want whatmentioned amnesty adilemmas circumstanceshalfway toon ascriminals.housepage how 63wouldforclose which prison youto include yourbe willing home such to inmates and would Resolved:I,C. Debate the statement:forandjusticeThe thedominantUnited poor States andgroup minority hasand aanother dual groups. system system of one system for the affluent probationifinclassI,C. thethey toUnited believe officer,discuss States. that theirand thejuvenile views race, of offenderethnicity, criminal into justiceor Invite a policeman, Specifically, ask them judge, lawyer, thesocialhandlingreforms administration class theyof ofcourt think accused ofcases". wouldjustice. persons be desirable are factors in the in Ask them what reading.Answerof1,D. poverty?" the following pp. 20-26 questions in Poverty. based on your Read the case study "What is the cost bridgeDevelopment.The Institute Book Company, for Contemporary1972. Curriculum Poverty. New York: Cam- WhatHow doesfareis the povertythe relationship personal, affectnotcosts poor? social, Americansbetween of poverty? and poverty who financial are and minority groups? (continued) 268 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES posedAmerica'selicit solutions. a socialvariety problems of pro- PoorWhat people,responsibility rich people, doeshave eachformiddle endingof classthe poverty?following people? I,D. What should each groupto do?encourage each group to do something? Study the following chart: What could be done Percent of income earned by lowest 1/5 of families: 19471935 5.04.1 percent draworLook government aboutup a morethe statistics. persistencerecent figure of inpoverty a book in on the economics United 1962 What conclusions4.6 percent do you fromI,D.toStates combat Negro and it? Viewsthe effectiveness of America. of government programs Read "Measuring the Color Line," pp. 47-49, These statistics ination?tween'theseandregardingshould wIlites help the infigures yourelativeAmerica. to andanswer economicracial the prejudicequestionsstatus of andonblacks discrim- What is the connection be- page 49 EducationMiddletown,Oliver,Fred M. Donald Publications, Connecticut: W. and Newmann, 1967. Negro Views of America. American

269 America's social problems CONTENT I,D. Draw several hypotheses from the following LEARNING ACTIVITIES MATERIALS/RESOURCES posedelicit solutions. a variety of pro- A chart:pessimist? How might an optimist interpret this chart? Poor Persons By Race

1959 White Percent Below Poverty Level 1963 Black1966 1970 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES posedAmerica'selicit solutions. asocial variety problems. of pro- mentStates.II. to bring about equal rights in the United What strategiesInvestigate have been the tried post toWorld pro- War II move- andChapin,Liberty. Gross, June Richard R.; McHugh, E. Raymond J.; San Francisco: Quest for Field Edu- niquewouldLeastduce change?successful?wouldmost likelyyou be succeedmost willing today? to use to bring Which tactics were most successful? Why? Which of the tactics Why? Which tech- riculumThecational Institute Development, Publications, for Contemporary Race. Inc., 1971. Cur- New York: Somefollowers?about possible change?change, sourceswhat would are: you recommend to your If you were a leader in bringing NewFeder,Cambridge York: Bernard.; Book Company, Viewpoints: 1972. AmeriCan Book Company, U.S.A. Race,NegroQuestViewpoints: pp.Viewsfor 158-192Liberty, of America, pp. 625-634pp. 55-62 U.S.A., pp. 337-342, 346-350 Middletown,FredOliver,1967. M., DonaldNegro Connecticut: ViewsW. and of Newmann, America. American teambriefingDissentII. as "conservative,"and exercises Protest, is pp. to "liberal," 42-47.describe the"reactionary," winning Role play "The Polarization Game" in One of the de- test.Pollock,Education George Publications, F. 1967. Middletown, Connecticut: Dissent and Pro- areach the"radical,"political term.a consensus oror social"moderate." on a actionmeaning that for wouldeach termexemplify and Which approach would you use to bring See if the class can American Education Publications, 1970. approachaboutsuccess? desired do you social believe change has inthe America? best chance of RespondDefend your to theanswer. following statements Which _about minorities and politics..In JanuaryNoneof 1971,theof theseatspopulation, blacks following in madeCongress. but hasup held 11.2ever only percentbeen 2.4 elected percent equalQuotasAmerican,AmericanPresident political should Indian,ofa Jewishthe be representation Unitedestablisheda American.Spanish States: American, to for guarantee all a minor-black a woman, an ity groups. (continued) 271 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES posedelicitAmerica's solutions. a variety social ofproblems pro- .Everyone.The age the hasrequirementsand United.an Senators equal State. chance fordiscriminate Presidents, in politics against Congressmen, young people. in

272 LEVEL IV THEME IV: ACTION FOR EQUALITY: IDEALS AND REALITIES Instructional Objective 3: CONTENT actionsGiven thenecessary commitment to reduce to social prejudice change, and the discrimination learner will inbe Americanable to demonstratesociety. attitudes and LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK positivediscriminationdiminishConcerned action.prejudice individuals through and can readAfro-AmericanmentI.B. inadvertisements your community. and another in the newspaper Baltimore widely Compare real estate and employ- What significant onareTEACHER:If the tohonest assessmentbe elicited answers I. Changing institu- A.tions Political parties practices?devicesaccountdifferences usedfor are thesewhich evident? differences?indicate discriminatory if so, is this illegal? How would you Are any themselvesquiredchecklist,should to not identifyonstudents be their re- B. Mass media 2.-Motion1. Newspapers pic- feelmodelsampleDesign would employment realand not submitestate reflect advertisement toadvertisement the any newspapers racial, which and re- ayoua necessarytudesDemonstratepapers. and toactions atti-reduce D.C. EducationEmployment tures mittingnewspapers,crimination.ligious, these ethnic, suggestions.explain social your class, reasons or forsex sub-dis- In a cover letter to the honestlycriminationprejudiceloweach that statement checking andis by nowdis- be- F.E. HumanMerchandising relations organizations stereotypes,humantostudents. theirI.B. relationships. potential prejudice, to damage racism, or ethno-cement Review moviesEvaluate for yourthe filmsfellow according Cite examples of year.withinthattrue hasforthe beenyoulast ortrue G. Volunteer or- ganizations Contacttheytocentrism, the can school local beand seen sexism.theatrenewspaper by the managers studentor post to body.them compli- where Submit your reviews 1. mationoutsivelyI havemore in agres-sought infor-an II. Changing individual haviorbeliefs and be- whichI.C.ment theythem chooseor to complainto exhibit. about the films Assume the identity of a person awarenesshanceeffort myto ownen-and ofjobgraduated yourain minority his race fromfield or group college ethnicof preparation.who originsand has applied recently you werefor a Because prejudiceothers,discriminationunderstanding(talking reading,and with of not hired. What would you do? (continued) 273 listening). CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES ASSESSMENT TASK diminishConcernedpositivediscrimination prejudice individualsaction. through and can ligious,lyzesectionCollect the ofjobethnic,forms employers application for or evidencesex in bias.yourforms of area. fromracial, a cross re- Revise any Ana- 2. attitudesaminingrecentlyI have spentmy inand own ex- timebe- ' sationrevision.theform employeryou with feel the withis employerbiased an explanation and could submit also for it be yourto a A meeting or telephone conver- tionandcombatcontributehavior discrimina-around prejudiceas thy tome. or andvaluableinI.D. audio-visualyour supportschool foractivity.materials derogatory currently stereotypes. in use Examine textbooks, library books, 3. I have reevalu- termsated myor usephrases of tion.sentyourIf you yourfacts discover case and toseek any your anstereotypes, schoolopportunity administra- organize to pre- thatfulgradingceived mayto others.as beor de- per-hurt- low-incomeofsuburbanI.E. a major shoppingpartsupermarket of thecenter. communitychain located and ain a Visit several branch supermarkets Compare prices, 4. I have openly toryadisagreed discrimina- comment, with thequalitystoresthere general anyoffor the appreciableappearancethe fresh categories produce ofdifference the examined? andstore. meat, in the and If so, Is aroundbyjoke, someone orme. action correctthestoresubmit differences and theany request resultsdiscrepancies with an of theopportunity your managementwhich research might to todiscuss exist. the 5. programs,minatoryincreasinglyawareI have of become TV adver-discri- Humancity,I.F.If so, Relationsor investigatecounty orhas Civil setthis up Rightsgroup some toorganizations.kind determine of its Find out whether your community, broadcasts,totising,I thosehave andcomplainedre- and news powers,Invitefunds. program,a member membership,of such a group and sourcesto your ofclass 6. mentsponsible.stepsI have discussions to taken imple- to explain the organization's activities. (continued) 274 with friends,' Concerned individuals can CONTENTS If your school does not have a human rela- LEARNING ACTIVITIES MATERIALS/RESOURCES colleagues,ASSESSMENT so- TASK positivediscriminationdiminish action.prejudice through and sand establishprogramcharterlationstions such group, forwhichregardinga group. your examinedelineates organization. clubs your andthe school's organizationsgoals and-regu- Prepare a diceAimedstandingchurch.cial and atclubs, dis-under-groups, preju- or tistExperiment,inI.G. Imageshypothesized ofsuch People. asthat the when one peopleon pp. who17-23 Read an account of the Sherif This social scien- oftheSociological People. Social Studies. Resources Images for 740 Atlantic 7. investigatingIcrimination. have been reduced.ofsityare mutual antagonisticto cooperate benefit, areto their completeforced hostilities by a neces-project are What implications does this Avenue,Bacon,setts 02210: Boston,Inc., 1969. Massachu- Allyn and anddatespoliticaloflevels activitytheir at inall candi- stanceterms haveclassDiscussexample? concerning and the then experimental schoolexamine integration, your findings community's infor your practices.againstgovernmentcrimatory dis- volunteerneeds.ganizealleviated a corpsmulti-racial, by volunteerto work onmulti-ethnic action. this communi- Identify a problem that could be Or- 8. butedagency,orI have money time contri-fund, toand/ an localty project. religious groups in getting started. Request the assistance of discrimination.problemsfrontsactivelyor program theof con- that 9. My buying torynondiscrimina-habits shops, support 10. My school is a targetpersonnel.companies, for myand (continued) 275 spondingfortseducational in re- ef- to LEARNING ACTIVITIES ASSESSMENT TASK diminishConcerned prejudice individuals and can CONTENTS WhyIL was it written in the form it was? Interpret the following poem. MATERIALS/RESOURCES discrimination.prejudice and positivediscrimination action. through face on sidewalk Wino? Junkie? Sick? Man on Medicine Dangerpocket?Knife in without die May pocket? in ForgetLeave him?him it CN?00 Or try to help? cops?the to Answer the following Wouldquestions. youthe helpethnic the or person? culturalwould it identitydepend? Upon what McCallFroman,1971.Poems. Publishing Robert. Co., New York: Street How does this poem "Goodway?fluenceofrelate the Samaritan" persontoyour the decision? on parable?the sidewalk in- In what nicII. jokes by firmly informing the offender Discourage the telling of eth- (continued) 276 Concerned individuals can CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES positivediscriminationdiminish action. prejudice through and family"II.thethat subject. you forobject an Americanto such ethnicField Servicehumor. exchange student Persuade your family to apply as "host Politely change maythehaveAmericansor beorganizationapplysuch obtained aAbroadto program, be from: ofprogram.an a exchange startchapter one. studentand yourself under the If your school does not Informationprogram concerning applications TEACHER: .AmeriCan New313Field York,East Service 43rdNew YorkStreet 10017. diagramII. A. to one student and have him or her verbally , Encourage student communication skills. Give otherreproduceordescribe"describer" answer or ask the anythe questions. figure questions.maydiagram not to looktostudents scale at other butat their maystudents, not desks. help use each Students at their seats must gestures,The

(continued) 277 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES diminishpositivediscriminationConcerned prejudice action. individuals through and can A.

273 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES positivediscriminationdimiAshConcerned action. prejudice individuals through and can RepeatdidReview you theand learn experimentdiscuss about the one-way with drawings diagram communication? which B. the class made. This time the "de- What StudentsB.scriber" at may their look desks at the may audience help each and other. answer questions.

totime?Discuss personal these and results.group relationships? Why? How might you apply what you have learned Were you more successful this 279 CONTENT LEARNING ACTIVITIES MATERIALS/RESOURCES discriminationdiminishConcernedpositive prejudice individualsaction. through and can well-beingwhichTEACHER:II. one learnerof a fellow must learner.be responsible Be aware of the risk involved for the physical in an activity in aGive guidetrust each willwalkfor student thebeactivity. totallyother the opportunity responsible learner who is blindfolded.One partner will be designated as minute periodtofor choose of the time. well-beinga partner forof The A hiswindowprovidedvariety thepartner facial could ofby for touchingthe allfeaturesa guideten-to-fifteen be excitingand forof other someoneelse,his sensory partner.sense or experiences experiences.should be .After sunlightFeeling a throughchair, a regroupthe trustten asto walk. afifteen class tominutes, reverse Once both partners have played discuss the activity. and a blind person? the roles and repeat each role, WhichWereWhatHowHow did thesekinddorole ityou ofdidexperiencesfeel feelexperiences you to about enjoybe a rewardingeach guidethedid othermost?you or now?have in each role? frightening? TEACHER:velopes.puzzlepaperII. and pieces cut apartand place on three RepeatEnlarge forthe eachfollowing group puzzleof five the indicated lines. pieces in each of five en- diagrams on students.sturdy Mix up the (continued) 280 diminishConcerned prejudice individuals and can CONTENT studentsCooperate mustat completing put together a group five task.puzzle squares in fifteen LEARNING ACTIVITIES Each group of five MATERIALS/RESOURCES positivediscrimination action. through fifteenpiecesnotmemberminutes. throw tothatminutes, otherall you pieces memberswantdiscuss ina piece ofathis centralyour whichexercise. group. pile. he possessed. You may not speak or signal to another group At the endWere ofYou youmay frus-give You may otherWhatnizeplishmenttrated didthat situationsby youwhentheanother learn rules?you can personcompletedabout you applynon-verbalneeded a square?what a piece youcooperation? learned?in your possession? Why? Did you feel a sense of accom- How did you recog- In what asoutmuseumII. artsyour which andcommunity. crafts, can be musicaldisplayed instruments, at various literature,locations through- Organize, as a class project, a portable ethnic The display could feature such items tionCommunitytoethniccostumes, recognize and group. materials support and the pictures contributions canfor bethis ofenlisted project.outstanding of asmany a sourceethnicleaders forgroups. of informa-each The museum should be changed periodically

281 SUPPORTIVE LEARNING ACTIVITIES FOR SENIOR HIGH The following supportive activities are suggested for use in various classes in the senior high school. Some may be used Manyin theare followingusable in classes:English classes; even more are music, art, home economics, industrial arts, primarily appropriate for social studies classes. students work in several classes toward an foreign language, science, mathematics, and interdisciplinary notproject.physical just education.in social studies, and not just It is essential that the students learn about In some activities, it is suggested that in a special unit on "those people." people of all different ethnic backgrounds in In these last years of public school, all of their classes, highstudents school need students to continue are able to developbeyond thea positive capacity of younger students to explore the causes self-image and respect for individual and group throughand results our democraticof prejudice. differences. Senior Andinstitutions. they need, as they reach voting age, to learn how to promote equality for all Americans activities in this section for those activities within the preceding units in Level III, if they find it ThereTeachers are arealso encouraged many supportive to substitute activities appropriate in the desirable or necessary to do so. middle school-junior high section that are appropriate, forsection senior can high be schoolused with students. their students). Teachers are urged to adopt activities from other is introduced, teachers will keep a brief levels (even some in the elementary record of their successes refinementsin using these of theselearning guidelines. experiences--activities It is hoped that as intergroup education which need revisions, activities which do not work well--for use in future 204 1. Self-Analysis LEVEL IV: 13. Analyzing Paintings of variousSUPPORTIVE LEARNING ACTIVITIES 25. Protefts, Protests, and More 2. Thein RoleEthnic of Culturesthe Family 14. AmericanEthnic Groups Architecture 26. IndiansIndianProtests Problems or Problem 3. andComparing Magazines Ethnic Newspapers 15. Folk Dances and National Dances 27. Frito Bandido - Fact or Fiction 5.4. Celebration of Holidays 16. Making Jewelry 28. Is Archie Bunker Home? 6. America The Ethnic 18.17. Physical Fitness Around the World 29. International Organizations 7. OriginalMexican AmericansAmericans The Todayers 19. ANational Fashion Games Show 31.30. AAn Multi-Cultural Assembly Program Exhibit 8. Spanish"Walking Americans in the Shoes" of the 20. The Miracle of Language 32. Minorities in Sports 9. ForeignEthnic UnderstandingLanguages Through 21. A Tasting Party 33. Peso, Cent, Pound .10. Say It With Gestures 22. ofEnvironment Ethnic Groups and Settlement 34. Ethnic Stratification 12.11. ReligiousA Musical JubileeMusic in a Culture 24.23. HouseWorldwide for Sale? Business Procedures 36.35. RightsAnalytical or Wrongs Book Reviews 285 37. Doctor - Which? 38.39. PrejudiceAnalyzing inPrejudicial American HistoryWords 40.41. WeOutnumbered! and They 42.43. MakePolitical It Work Action 44.45. Action!Students in Action

286 TITLE MPOSE LEVEL IV SENIOR HIGH LEARNING ACTIVITIES 1. SELF ANALYSIS aneeds imageTounique realize to and individualhave to that abe positive respectedevery person self- as group,dentsorThe to teacher each. divideif he shouldwishes,the class determine what into he smallconsiderswhether groups to to use ofbe aboutthehis wholesuccesses, six stu-class Have each student share with the rest of the oranswer,shouldInhis role-playing.order interests, be but toused. helpifthey his the talents,wish, student they andto may dohis answerthis, goals specific byfor drawing, the questionsfuture. writing, The studentsThe do questionsnot have toare: give an oral - What is Your mostWhat importantdo bestdoarearetwo you theor goal hate orenjoytwo more inthethings most?life? ofmost? youror activities values or thatstrengths? you I toEach the student group, shouldand the have group an shouldopportunity give eachto explain student -his Whatpositive answers three words asWhatdescribe you would would you you likebest die to (asfor? be)? you (or are live or for?) 2. THE ROLE OF THE FAMILY IN ETHNIC inTo identifythe role theof thedifferences family personA feedbackquestion-answer to comeby telling to theperiod himclassroom* maythe bestrengths plannedand by whichhavingby inviting they the observestudents a Spanish in him. CULTURES societyinencesto theirexplainsome may ethnicadjustment affect how thesegroups individuals to differ- andour ask questions. - (decisionWhat is the making, role ofatas the home,a father)man work, in Spanish in social countries? life, Some questions may be: Whatwith children,is "machismo"?the -atrole socially)school of the children?woman? (at home, at work, How--socially do these-at differences homeSpanishin terms in countries culture of age, affect withchaperones those the adjustmentin the United States responsibilitiescomparison to parentsof dating and practices siblings in 287 - Is the role of eachwhatof family Spanishway? member people changing? in our society? (continued) If so, in TITLE PURPOSE LEARNING ACTIVITIES Holdpeoplesolutions a face.follow-up to the paneladjustment class problemsdiscussion on some This activity may also be done with Japanese. which the Spanish possible other ethnic References:conduct*groups If a resourcesucha research as Indians,person study is Chinese,on not different available, or ethnic groups. Jamieson.McCleary. MexicoLatin America the students might 3. COMPARING ETHNIC NEWSPAPERSMAGAZINES AND ethnicthepapersTo analyzelife groupsand style magazineshow ofethnic various reflect news- CompareCollecttoadvertisements, style, thesenewspapers objectivity, newspapers andand magazinescultural concerns,with the insights. whichlocal representnewspaper points of view, cartoons, Examples might be: various groups.with respect Theand Jewish Paris-Match, Times, The Baltimore Sun, New Sukkoth may be compared in order York Times, Ebony, 4. CELEBRATION OF HOLIDAYS waysstandingTocelebrate develop in which by culturaldifferentidentifying ethnic under- groupsholidays ChristiantoInthe note winter,November,relationships the churches, similarities. occasions Thanksgiving betweenand which the Passover, andEasterwould extendof the In the spring, students may study the Easter of the western the knowledge aboutGreek Orthodox Church. References:withtheanother Iroquois the entiregroup winter ofschool peoplefestivals. in arean assemblythe Chinese program. Ickis - The Book of Religious Holidays The class can share information New Year, Tet, and and McSpadden Celebrations The Book of Holidays if only one ethnic group S. AMERICA THE ETHNIC toethnicTothat makedemOnstrate it groupsAmerica is today have thatthe helpednationmany ImagineofdramatizeIndians)(for many theexample, ethnic had whatUnited been groups.itif States permittedmightonly thehaveas aEnglish,to beencountry enter. like or As a second approach, the students the blacks, withoutHaveor the some the students contributions thecally"deport"might contributions deported,begin one withethnic discuss theof groupsthatUnited what group at StatesAmerica a to as time. American culture today,would e.g., be likeit exists without Astoday each and group is theoreti- would not have: without the Spanish288 speaking Americans, we (continued) TITLE PURPOSE Feliciano,chili,rhumba, tortillos, mambo, Roberto six-string fritos,Clemente, avacado,guitar, Mike Cuellar, flamenco,mantilla, Luis Pabloponchos, Aparicio, Casals, Jose LEARNING ACTIVITIES 6. MEXICAN AMERICANS THE TODAYERS Tolife describe of Mexican the cultural Americans Mexicanspeakingand Orlando Americans people Cepeda. inrepresent the United the Stateslargest today. group of Spanish- Have the students References:andresearch the characteristics the reasons for of this their fact, culture. the location of this group, Clark,McWilliams,Samora, Margaret. Julian. Carey. La Raza: The Mexicans in America Forgotten Americans ofeducation,Broad people. areas economics, of investigation religion, are and the family community life life,of this language, group The class might predict what they think the future CultureHealth in the Mexican-American 7. ORIGINAL AMERICANS To investigate the uniqueness Thewill class be for may the investigate Mexican Americans the life inof theIndians, United the States. original c\1 ofethnic Indian group cultures as an asWay,Indiansbeck'sAmericans. the students NavajoBook of theof Sunmay IndianPlains, Dance,become Life and "pubertyacquainted Crafts,(3) John rites," (2) withCollier's Robert suchmarriage, IndianH. Onthe Lowie's mourning, customsGleaming Using source materials such as (1) Oscar E. Nor- similaritiesFindCeremony,forfuneral Indiansexamples ceremonies.Sioux ofbetween that suchGhost illustrate rituals theDance, Indian asand other the wayPueblo Apacheofactivities liferain-making Sun and Dance, whichthat rites. ofshowPeyote other The class should investigate the meaning 8. "WALKING IN THE SHOES" OF THE To discover how relations Studentsethnic groups.will do extensive research on relations between: SPANISH AMERICANS nationsindividualsaffectbetween relations two withincountries among these may demonstrateAfter discussing their thesefeelings relationships, by doing one the of studentsthe following UnitedUnited'Statesshould States and PuertoCubaMexico since Ricosince 1959;since 1900; 1898. 289 activities: (continued) TITLE PURPOSE ...Role play a Puerto Rican who lives in LEARNING ACTIVITIES the United C\.? ...Invite resource persons Americancommonwealth,dayStatesto getdebate andtheir relations, aboutwho state, gives the Cuban-American orstatushis independent reaction of Puerto to relations,nation. the present- views on Mexican-Rico as a and/or ...Members of the class mightSpanish-speakingPuertoandin imagine the portrayRican--American shoes" how of Americans.they some relations.would member feel. of one of Have them try to "walk that they are these groups Sources: DinnersteinGonzales,"Those Amazing Nancie. and Jahor.Emigres."HarolEthnic and by Minorities Bierck.Toni Alexander in America.) The Spanish AmericansU.S. of and New Latin Nexico America The Aliens (A History of 9. ETHNIC UNDERSTAND- ING THROUGH FOREIGN communicationsTo explore barriers and the to Conduct a survey in the school and community to How many learnedpeople speakEnglish a foreignas a second language? language? find: LANGUAGES theeffects feelings they ofmay individuals have on - How did they HowEnglish?What did difficulties they learn English?did they encounter? feel if they were unable to understand Utilizeitacarry specialfeels ona tapeawhen happeningconversation recordingthey do in not aor'have understand a foreign what Analyzing Feelings about the foreignweather, language. current events, or is being said.language teacherAsk the class how Using immigrantsthis background may have experience, felt and conductreacted. a Language Study discussion of how language.languagesoundStudy differences,the and major listen features special to stories, (singulars/plurals, lexical poems, features) or folk tense songs system, of a particular in that 290 (Continued) TITLE PURPOSE LEARNING ACTIVITIES Example: Spanish lexical features (Dialectical Variants) MopearLoncharLiquiar to mop to lunchleak aAdvanced tofield various researcher students institutions ofin foreignsociolinguistics where language they can mayabout hold go problemsona discussiona field which trip with Field Trip ton,ofcomealsopersons Languages theseD.C.;discuss of problems.Foreigndifferent andways Linguistics, inServices, whichlinguistic different Rosslyn, Georgetown backgrounds personsVirginia; University, face.attempt Defense Washing-to Lan-over- Suggested institutions are: TheyInstitute may Resourcefeasible,guage Institute, persons a research whoWashington, mayperson give may D.C.assistance be utilized are: very effectively. 8224-14thMr. Irwin AvenueFeigenbaum If a field trip is not ProfessorNavalVisitingHyattsville, Academy, officersJohn Maryland Yarbocontact: at the 20783 United States InternationalAnnapolis,U.Department S. Naval Maryland ofAcademy Y.W.C.A.Language 21401 and Area Studies AmericanizationEnglish for Speakers teacher of or Other Languages teacher. Cultural Enrichment Class whichtoArrangeskills. elementary might for includestudents schools songs, fromand conductupper-levelgames, andcultural basiclanguage enrichmentconversational classes classes to go 291 TITLE PURPOSE LEARNING ACTIVITIES CVCD 1.6.4 Organizebecomehelp foreign more a "partners at students ease infor overcometheir friendship" environment. communication group Partners for Friendship whereby students barriers and 10. SAY IT WITH GESTURES meansToa demonstrateforeign of communication culture how variouscan in activitiesandInterpret gestures andwhich convey. discuss involve the cultural emotions situations which Improvise a series of socio-drama facial expressions facial expressions.that use the sometimes be misinterpreted Suggestedforeign language, situations appropriate are: gestures, and 21 - A wedding - A vendor chasing a teenager who has just 354 - AAn mexican immigrant vendor greeting selling a relativehis product atA airporttakencar to accidenta something after ona longfroma busy periodhis street cart of intime Rome, the Italy tourist you?particularWhich gestures emotions? and facial expressions were 6 - A funeralWhich gestures and facial expressions would What effect, if any, did these have on used to convey Americans woulduse in most comparable likely besituations? misunderstood by both Which gestures and expressions groups? from different 11. A MUSICAL JUBILEE Toculturecontributewhich appreciate many toethnic the our music Americangroups musicmusicalUseethnic recordings from programgroups. many ofethnicfor music presentation groups. which has to originated the Viva - The Music of Mexico (Columbia Study the background of this music. Suggested sources: community, provide Recording) In a TheTheodore50Fiesta SoulGuitars enof Bikel Spain SanGo SouthJuan SingsI, II (Puerto ofCompany, Jewish(Somerset the BorderRicanFolk Inc.) Records) SongsRecording Manufacturing 292 TITLE PURPOSE LEARNING ACTIVITIES 12. RELIGIOUS MUSIC IN A CULTURE whichperformcontemporaryculturalTo listen characterizesreligion.::-, groups to, society learn, in music variousour and mass.ofStudy a mass. in detail one of the following present-day adaptations Misa Criolla (recorded by Philips PCC 619) Give a performance of one part or of the whole - a dynamic CatholicliantMisathespiritual rhythmsFlamenco performance mass. performance and (recorded traditions of the of by contemporarythe Philipsof CatholicHispanic PCC Spanishmass623)America. based Roman on - a bril- - Sacred Service-AvodathMSMisacomposerin 6221) pureIoba Kakodesh - Congolese(recorded ofa recordingstature (recorded styleby Philipsof byandthe Columbia native JewishPCC 606) songsworship of bythe a Congo. Ernest Block). - a mass sung 13. ANALYZING PAINTINGS GROUPSOF VARIOUS ETHNIC paintingsethnictheTo demonstratelife groups maystyles reflect theof variousway C.InvestigateethnicTeacher Orozco, people. should Diego Mexican get Rivera, studentspainters David toincluding A.compare Siqueiros. thepaintings "Big Three," of various Jose Analyze the style technique and medium of each. Relate these N.SalvadorMexicantocomparison Wyeth, the paintingsenrichment Dali,Pablo of JimPicasso.these to Dine,of paintings paintings?American Max Ernst, inLife? other Ben cultures.Micholson, Andrew What conclusions can you draw from a In what ways have they added For example: 14. AMERICAN ARCHITEC- TURE AmericanToof demonstrate various architecture cultures the influence ontoday features:searchwhichUsing other slidesand discusscultures or pictures, in have detail influenced.show the examples following of architecturallocal buildings Have the students re- MoorishItalianGreekSpanish columnstowers villashomes DoorsWindowThe archdome types collectOn a tour them through from currentthe community, newspaper take advertisements slides and ColonialEnglishpictures Dutchand gables Tudor homesor homes TransomsRoofs 293 (continued) TITLE PURPOSE LEARNING ACTIVITIES prepare.magazines.Reference:architecture through an illustrated lecture which the students HamlinStudents - Architecturecan trace the Through influence the onAges local 15. FOLK DANCES AND NATIONAL DANCES Tois discover a cultural how heritagethe dance of StudyStates. foreign dances and the dance of groups in the United Research, discuss, learn the steps of the dance, and many ethnic groups giveand amusic. folk festival of these dances with appropriateCossackKorabushba costumes dance TarantellaThe TwistMadison HoraMerenguePolkaDanzasSquare Dance WatusiMexicanCzardasRhumba Hat Dance 16. MAKING JEWELRY To realize that the jewelry If examples of jewelry which represent differentSamba Tango ethnic groups whichethnicreflects many groups thepeople culture wear ofoften Somejewelryjewelry.forare theavailable,students reflectsstudents may have thetowish visittheculture, to students trya museum toand make the to replicasuseobserve of the samplesof jewelry. Make a study of the symbolism, the way in which the bring them to class. the jewelry of Arrange variousasjewelry projects ethnic is inused groups:art by or Americans shop. today. BeadsPeinetas (beans, (Spanish rocks, combs) seeds, bones, seashells) .Discuss the extent to which this Examples of jewelry from 17. PHYSICAL FITNESS To demonstrate the methods Demonstrate, teach, and have SwedishRings (ear, gymnastics nose, finger) students perform samples of: Japanese karate AROUND THE WORLD theirStatespeopleofethnic physical origins todayuse groups infitness andinthe otherwhich United which have ChineseIndian shadowyoga boxing CyclingJudo 294 18. NATIONAL GAMES TITLE havetheTo identify sportsinfluenced of ways ethnic American in whichgroups PURPOSE country.Describe, demonstrate, and play a national game of Lacrosseanother Examples: LEARNING ACTIVITIES Road bowling sports CurlingSoccerGaelic football PoloJaiCricketBocci alai 19. A FASHION SHOW dayturestheTo demonstratestylesfashions have andinfluenced of fashions howother many cul-present of body.reflectsHavestyles. students the influence research ofthe other design cultures and construct on our clothingWooden thatshoes Include male and femaleUse these fashions. garments in a fashion show for the student Head band Examples are: onStudents other cultures.can investigate the influence of American TurbanPonchoSarapefashions Examples are: GuayaberaMantilla 20. THE MIRACLE OF To recognize and understand Show a film on language, for example, Definition AfroofAdoption Language, hairdo of Western dress by Japanese LANGUAGE morewillship,guagesthe effectivelybestructure,and ableso history that to communicatetheinterrelation- andof studentlan-to discussion,discussAirport,Education,which is with Baltimore,available P.raise the 0. classBoxthese fromMaryland, 8717, the questions:the meaningBaltimore-Washington Maryland 21240. of Statelanguage. Department International of Are all languages theAfter showing the film, For further patternsappreciate of otherthe linguistic people affairsusesame?languageistions of byof alanguagetheir groupan arbitrarysociety." of which humans maysystem as be a usedmeansof articulated as of a carryingstarting sounds onpoint: the made "A How does a language begin? The following are defini- W. Nelson Frances whichwith"Language whichmen can peopleis cooperatea systemlearned can communicate of inarbitrary patternedsociety." withinsystem vocal a ofbehaviorculture." vocal soundby means symbols of Albert H. Marckwardt Gerd Fraenkel 295 C\1 TITLE PURPOSE language.Role play a situation in which the class develops They must create new words and symbols. LEARNING ACTIVITIES its own The class can be a withbersofdevelop languages ofthe the itsword class. own spokeninin alphabetthe byforeign members and languagesymbols, of the thatclasse.g., ora dog may nn (pronounced bow-wow). Compare a word or words used in English Survey the class for knowledge has the same meaning. studied by mem- MOTHERDOGExamplesEnglish are: MOTERSpanishPERROLithuanian HUNDGerman MATERLatin METER MATAR CHIENFrench Greek SABARARussian Persian YiddishHUNT MEREFrench MADREbetweenGuideoftenItalian the arbitrary,a worddiscussion and itsand toward referent.that therethe conclusion is no natural MUTTERGerman However, there is some that language is connection moderninsimilaritylanguages. different German between languages.and in the English: spelling and the pronunciation Have the class compare the following selection Have the class research the origin of The circus is here. of words in DerDer Elefant ZirkusClownElefant sitztistist sitztist intelligent.bier. aufin auf demdem dem Zirkus.Ball. Stuhl. TheThe elephant clown sits issits intelligent.inon on thethe the circus.ball. stool. Use,Derconclusion Ball Clownthe rollt.following isfallt. komisch.that languagesactivities are to systematichelp the class and complete:to The clownball rolls.falls.is comical. reach English The young man killed the big bears Word Order and Sentence Patterns Spanish TheLosEl (The young muchachoosos bearsboy bearsjovenes young jovenyoung killed killedmataron matokilled the losthe albigthe ososbearsmuchacho manman grandes big) grande '296 (continued) TITLE PURPOSE LEARNING ACTIVITIES HowGerman does the change of position of words affect the meaning? DieDer (Thejungenjunge young MannBaren bearsmanhat haben theden the bigdengrossen big beargrossen man Bar diddid ManngetOtet kill)kill) getotet exclamationoccurpunctuationCompareIn Spanish, at thethe abovemarks endpunctuation of sentences.occursuch the assentence.at marks questionboth suchthe marks beginningas question and exclamationand marks at the and endmarks Punctuation marks: Oh! How are you? In English, ofatsentence theusing sentence.end punctuationis of the the inverted sentence. marks? form of the English punctuation mark The mark at the beginning of the Spanish IsiAh! there any value in this system LCOmo est6 Usted? Have the'class repeat the following sentences: Intonational Patterns Pitch Each of the following sentences can be read in more- waysWhat's than that in theWhat road,road are ahead?a wehead? having for dinner tonighttonight, - Mother?mother? ofyourone. its voice meanings so that clear. each reading of a sentence will -make The oneson Readof Pharaoh's each Pharaoh'ssentence daughter aloudson. is inthe at daughter least two of ways. Control Havetime, the put class the pronouncestrongest thestress following on the wordsfirst twice;syllable; the- He thefirst doesn'tattended second talk a small to anybody. bus' school. Stress time, put the stress on the second syllable: IncreaseConvictContest Refuse PermitDesertObject 297 TITLE PURPOSE LEARNING ACTIVITIES C.eDe.."1---4 inRead meaning the following because ofpairs juncture of sentences (pauses): to note the difference I see Mable every day. Juncture pitch,Use these stress, activities and juncture to help affect the class meaning. conclude that- -I Icescreamin cream when is I see aI mouse.seem able to do this problem. delicious. Exampl from Engllsh Spanishother languages for comparison purposes: pisobebbeber (baby)(floor) (to drink) El beb6 bebe leche (The baby drinks milk) mediapiso (past(half tenseor stocking) of verb Media'El pis6 media piso media(He(Half stepped media the yardaonstocking the floor) measured half a yard) to step on) Thegeneral activities characteristics below are toof aidlanguage in the - Language media (imperfect tense of verb to measure) development of the is symbolic. bolsDiscuss do we"Man use is in a oursymbol-making language? being." - WordsLetters composed to represent of letters referringof a series to objectsof wordssounds to convey ideas What kind of sym- Comparesymbol ourmay symbolsrepresent with more those than in one other word. languages where- Sentences a composed ChineseArabic HebrewRussian OtherDiscuss kinds ofthe symbolic statement: languages:.. SignBraille language "Language is symbolic." Mathematical symbols TITLE PURPOSE Thecharacteristics following activities of language are designed to develop the general LEARNING ACTIVITIES Languages are in a constant state EnglishFromof change foreign language? and influences: development. - British Ancientpeople Britons,of Britain the original Celtic, How did certain-words get into the - French words GermanDanishWhisky words- Gaelic word for water of life violin,birth,fiber,sauerkraut, dirt, harmonicaliter, egg,hinterland, baton, reindeer, chauffeur, kindergarten, sister, flute steak Words that have changed their meaning over the course of time: VillainSpanish words greatfarm servantcrimes or rustic to a person guilty of mesa,mantilla, tortilla sombrero, poncho, fritos, LadyMarshal - breadmaker or "kneader of loaves" to woman of A orgroom official or master of various of the kindshorse to an officer r:\.? MeatStewardDeer - -food any ofquadruped any kind or to wild a food animal derived to a fromparticular the kindsocial of positionanimal keeper of pigpens (sty) to a host or manager CID Words with many meanings are called "radition" words:Stop means: NiceSilly ignorantflesh of toanimalshappy good or or good pleasant to ridiculous To blockbeceaseprevent unable doingmoving from to somethinggodoing any somethingfurther Compound words and hybrids: CompoundStringTo closeexert to.permit wordspressure are air asformed toa fingerpass by unitingthrough on a violin twoas inor anmore organ words. stop 299 Examples of compound words: (continued) TITLE PURPOSE Kickoff LEARNING ACTIVITIES Blackboard or chalkboard Hybridslanguages. are words that take elements NeverthelessDugout Examples of hybrids: GentlemenWeekend of two or more different Demo cracy GreekGreek - -Latin French AutoHydro mobile plane Middle EnglishFrench - Danish - Middle English Gentle menPay load the name of the person. Greek - GreekLatin - FrenchAqua plane Examples AcronymsWordsare: are are often words formed formedOhmPasteurization from by combining the first letters of AmpereSandwich each word in a phrase.OKNATORadar - -North radio Atlantic detecting Treaty and Old Kinderkook - home of ranging OrganizationMartin Van Burenblending two words together: Words formed from telescopingTwirlSmogMotelFlush -- -twistsmoke motoristflash or andand and whirlfogand gush hotel usingWords theformed remainder: by usingCurioMobBrunch parts from from -of mobilebreakfast curiosity and lunch words by clipping off.part andPhoneZoo from zoologytelephone Words may be formed fromMeowBrigBus fromsoundsfrom omnibusbrigatine SizzleHisslike its referent:PianoGoodby from from pianoforte God be with you S-S-S-S-S-SZ-Z-Z-Z-Z-ZCuckooAuf-aufBow-wow TickSwishZoom tick tick 300 TITLE PURPOSE LEARNING ACTIVITIES literaturethroughhelpBeginning the historical students withshould a studybe tochanges. readdiscover of ina worktheir how of theoriginal Old English English form. language literature, has developed "Beowulf," History of the English Language Where possible, the early pieces of HowHuWhat!HwaetOld oaEnglish:the aebelingaswe prices Gar-Dene deeds-of-valor alien in geardagum frendeon! wrought! beodcyninga brym gefrunon We of Spear Danes in yore days of folk-Kings pro%vess have heard "Beowulf" and other short poems. Examples from "Beowulf": WhereOaerArtFart thou gitbuye-two sewlencethat Beowulf for Beowulf wadapride se swimmingcunnedon hebeof whowiowaves againstBrecancontendedand made for wunneand Brecadolgilpe for onstrove foolishsid on saedeopon wideymb waeter sundsea inflite MiddleAldrumLives English.nebdon risked boast in deep water SooI tellis talige theChaucer, truth Canterbury Tales, Troilus and Criseyde. Here biginneth Athe povre Nonne widwe, Preestes somdel TaleExample stape of the infrom age,Cok Chaucer's and Hen, Canterbury Tales Chauntecleer"The and NonnePertelote. Preestes Tale" InSinThisBisydeWas pacience thilke whylomwidwe, a grove, daydwellingladdeof thatwhichstonding a fulshe inI telleasimple was innarwe alast you dale. lyf,cottage, amy wyf, tale, ThreeSheByFor housbondrye, litelfond kyn,large hir-self, wasand sowes hireek of catelhadde .asuchand sheep eekasandshe, God hirthathir and hir doghtren rente; hightenamo, sente, Malle,two. InFul which sooty she was eet hir ful bour, many and a sclendreeek hir halle,meel. (continued) TITLE PURPOSE LEARNING ACTIVITIES AttempreeReplecciounHirNoOf pynauntdeynteedyete was dyete sauceMorselne accordantmade washir passed hir alneded hirneverto thurgh hirneverphisyk, syk; cote. hira deel. throte; TheAndHirNoN'apoplexye gouteexercyse, wynbord ne lettewas drank shente andserved hir she,hertes no-thingnat most neither hirsuffisaunce. with heed;for whytwhyt to nedaunce,and reed; blak, WithASeyndMilk Foryerd stikkes,andshe bacoun,she broun washadde, asand breed, it enclosedasomtyme weredrye in adich which analmanner eyaboutc'with-oute, sheor deye. tweye,fond no lak, Reference: HumphreyfromIn alwhich numerous the Milford,sheland haddemanuscripts of crowingPublisher Thea cok, Complete bynashight toWalter his the WorksChauntecleer, peer. University.W. of Skeat. Geoffrey Chaucer. Edited Modern English: Renaissance - Edmund Spenser OxfordMelbourne,London, University Edinburgh, Capetown, Press, Glasgow,Bombay, Amen House, Calcutta,New York, E.C.4, Madras.Toronto, 18th Century Alexander Pope FrancisJonathanWilliamChristopher Bacon ShakespeareSwift Marlowe 19th and 20th Century - SamuelWilliamRobertEdmund BurnsBurkeTaylor Wordsworth Coleridge SirA.MatthewAlfredLord WalterCharles,Swinburne Byron LordArnold Scott (George Tennyson Gordon) 302 WinstonGeorge BernardChurchill Shaw (continued) TITLE PURPOSE The English Language in America - Mayflower CompactDiaries of Colonists JamesLEARNING Joyce ACTIVITIES (Finnegan's Wake) Frederick Douglass FrancisEdgarWashingtonBenjaminPhylliss Allen Scott FranklinWheatley PoeIrving Key MarkJamesStephenPaulWalt Twain RussellLaurenceWhitman Crane Lowell Dunbar ErnestJohnF.Richard Scott Steinbeck HemingwayWright Fitzgerald H.Richarde.Sherwood BrautiganAnderson e.L. cummingsMencken AssessmentdemonstratePresent-day tasks thecolloquial forfollowing the entireEnglish concepts: activity. - magazines and newspapers- Language is arbitrary James Baldwin Have the student - -LanguagesLanguage ManWord is order a is aresymbol-making systematicdetermines constantlyIntonational and meaningbeingchanging complete patternsin the English affect languagemeaning in English C`O oralhasDemonstrate learned presentation, theseobservable concepts. a written behavior essay, which a chart,indicates diagram, that- Many aoverhead student languages are Languagesinterrelated have a common origin It may include the following: an findUseprojection, theout followingtheir cartoons, similarities spellings and skits. infor sound "sun" structure in various and languages meaning: to SONNEEnglishSUNWhyGerman are most of these similar in meaning and spelling? DutchZON SOLEILFrench SOLSpanish ItalianSOLE ChineseRI SwedishSOL Are FOOThowthere are somethe groupingslanguages different?which tend to be grouped together? PIE FUSS PIED PIEDEOther examples: PESLatin If so, 303 English Spanish German French (continued) Italian TITLE PURPOSE LEARNING ACTIVITIES MONTHARMEnglish MAANEDBRAZODanishSpanish MANAD Swedish ARM§wedish MONATGermanARMGerman DutchMAAND MESARMDutch Spanish 21. A TASTING PARTY To familiarize the students variousHoldEnglish a "tastingethnic groups. party" to discover Have the class prepare the food the taste of foods of in withethnic the groupsfoods of different andArrangeconjunctionthe the food methodsfor differs. thewith ofclass the their Hometo preparation.research Economics What elements do they have in the background of theDepartment foods if possible. Discuss ways in which common? SevenShoe-flyPennsylvaniaPrepareWhat Sweetsnourishment Pieand andDutchserve Seven valuesseven Sours ofare these ethnicfound dishes. in the different foods?TurnipCornbreadBlack orgreens Negrowith cracklingsInfluence Apple Pan Dowdy ChitterlingsWildBlack-eyed greens peas - PokeWeeddandelioncooked and as (fresh greens) in salad or MexicanChiliTortillas and Spanish Influence SpaetzleSauerbratenGerman Influence GuacamoleTacosTamalesRice and beans DresdnerSauerkraustsalat Stollen Christmassalad) Fruit (Dresden(sauerkrautBread) NorwegianScandinavianEmpanadasDanish Apple and Influence SwedishPudding breads ChineseHaap to Influence Ghuy (chickenwalnuts) with SwedishKransekaaker Limpa Bread HsiaTinLuttze JenSua Ch'As YokeDango (sweetYung (Peking (shrimppork). andfoo dessert) souryung) 304 (continued) TITLE PURPOSE LEARNING ACTIVITIES KatseturaNikuKamabokoJapanese Dango (fish Influence(Japanese (braised cakes)balls) spongemeat AmarettiItalianLasagnaRisotto Influence (ItalianAll'Con FunghiAntuo Macaroons) with(Lasagna(Risotto mushrooms) old style) ThiouAkaraBlack (beanAuAfrican Poisson balls) Influence (fishcake) stew) 22. ENVIRONMENT AND To identify situations where GaliPalaraInsight Akpono (Spinach into (corn ansauce mealethnic cookies) group's culture can be gained by under- ETHNICSETTLEMENT GROUPS OF backgroundstheofa roleenvironmentpeople in andshaping theirhas theplayed cultural lives anddistribution,standingstudyIf socialone of understandsthe citiesaspects locationa partial andof location, acivilizationsand cultureunderstanding land landusecan patternsbe(Greek,use ofgained. patterns, the Roman, ofeconomic, their andand activities. spatialByzantine).historical, Make a historical featuresforreasonsSuggestedtigate the spreadforthe whichtopics thesedevelopment ofdistinguish forthelocations, investigationculture. of citiescities spread todaytoday.are: of theirfrom man'sculture, earlier reasons Following this study, inves- Suggestedlocation of topics cities, are Throughwholecreatedincities; earlier new the byreasonsurban useurbantimes ofgeography whyliving.(Brasilia);pictures, many spatialmodern develop reasons citiesinteraction, such for would vocabularythe developmentnotand haveproblems words survived ofas a Study the origin of the word "ghetto." inGrantsville;land.developmentinner Washington, city, suburbia, withLittleD.C.; concrete areasItaly megalopolis, ofinexamples migrantBaltimore; satellitefrom workers Spanish-speakingthe geographyoncity. the Eastern of areaMary- Examples: Ethnic enclaves in Maryland are the Amish around Continue the writtenbasisShore.*Loscan beofAngeles, articlesdoneinformation through Montreal, describing gained,lay-out Brasilia, the ourplans, city cities Lisbon, constructionof theof theMoscow,future. future. buildings, Jerusalem, or As a culmination for this activity, construct on the This Cairo, Tokyo, Johannesburg305 TITLE PURPOSE LEARNING ACTIVITIES 23. WORLDWIDE BUSINESS PROCEDURES nessproceduresTo collect enterprises usedexamples by around busi- of HumblearoundInvite Oil thea resourceand world Refining (e.g., person Company) McCormick froM an to American anddiscuss Company, companywith Cocathe with studentsCola, plants their foreign the ,,,orld thetoofoffices.employment athisproblems person person practices employedof tojobs, inquire byandas the he operationalabout seescompany histhem. inlife procedures a foreignstyle incountry. From this resource person, obtain the name and address Request samples of and cultures and Write Unitedusedwhichshorthand,the inareinfluence States a used.business bookkeeping and of athe letter,correspondent, Unitedprocedures, the States life the and styleon businesssamplebusiness of a business secretary machinesprocedures forms used, Compare the replies, and discuss the style in the *foreigntheouraround Style businessattitude thecountries.of type,world, procedures.toward model and Americans theof typewriters,influence as employees of andother otherand countries tourists on With careful investigation, role play business in 24. HOUSE FOR SALE? To analyze the problems Relate the story ofmachines. a black family of four which has returned Americansthatfortableto buyconfront liveable, whohomes attemptblack com- Forces.fromain home aoverseas motel to the because where family. thereal father estate has agencies been serving refuse into therent or sell They return to their home state and are forced to live Discuss: (1) the effects which this (2) the feelings which Armed situationthiswhichdemocracy family servicemanhave could at helpedexperienced. homehave could toandon createsuchabroad,have a after situationsfamily, and serving(3) circumstancessimilar his country to the in toone preserve Have the class research civil rights America which suchstagetolegislation establish legislation a model equal onlegislative isthe rightsenacted. local, insession state,housing. showingand national the process level which attempts Compare the value of this process Based on this research, solve their by which presentproblems.familyoperateto other legislationsuch more means as effectively? theby whichisone effective, described people sometimes discussabove might thechoose resourcehave. to What forces would help to make the legislative process In light of the extent to which our What can the which a estatefamily do?practices for all Americans?306 What can you do to help secure impartial real TITLE PURPOSE LEARNING ACTIVITIES 25. PROTESTS, PROTESTS, AND MORE PROTESTS prejudicebyTosolve variousexamine problems and minoritythe discrimination actions that groups arise taken tofrom Havethe theUnited students States write to discuss letters their to various views on:organizations- Discrimination in inGoals theDemands Unitedof theirof Statesminorities organization of America today theDiscussare organizations failing the findings; to solve. feel comparethey are the solving problems and andthose demands whichChicano whichthey Student MovementMethods employed to achieve their goals Some minority organizations are: Y.L.P.352LosP.O. WillisAngeles, Box(Young 31322 Avenue LordsCalifornia Party 90031 Puerto Rican) ProspectTheBronx, United NewAvenue Bronx York Parents,10454 Inc. (Puerto Rican) N.A.A.C.P.Washington,321 D Street, - D.C. BaltimoreN.E. 20001 Branch Washingtpn, D.C. Branch 1346TheBaltimore,1390 NationalConnecticut West MarylandNorth Congress Avenue, Avenue 21217 of N.W.American Indians Schurz,P.O.TheWashington, NationalBox Nevada 118 D.C.Indian 89427 20036 Youth Council 307 26. INDIAN PROBLEMS OR TITLE byTo Indiansexamine asproblems they see faced PURPOSE matterThe Indian of deep situation concern in to the Indians United and States other today Americans. has become a LEARNING ACTIVITIES Have Ce'D PROBLEM INDIANS familiarthemsuggestfor andsolutions withto become proposals which they Momaday,thearein class White-- how or readAmerica, similarthe accounts Indians byreferences Edgarin see Our them,Dahn; Brother'sto discoverhowHouse Keeper:Made what of theDawn problems by Scott they developed, how the The Indian writewhichYork,solveIndians tothey them.13683, Akwesasnefeel may forabouthave aMohawk hadfilmthese on list Nation,problems,visits which Boxto dealsand an435, Indianhow withRooseveltown, they reservation,Indians. propose Newto or Where possible, have the students share experiences Have the book,dualthestudentsof Americas. WeIndiansituations Talk, become Affairs You infamiliar Listen, whichdescribes thewithor John formerthesuch Collier'simpact referencesUnited which Statesbook, aswestern VineIndiansCommissioner European of Have small groups of students role play indivi- Deloria's book.havingandChapter Indian a single3 cultures group had role on eachplay other.a chapter from Collier's Examples: "The Incas and Pizzaro;" Chapter 4 - "The Aztecs and Chapter 2 - "Indian Life before the White Man;" This can be done by Cortez."iningthe matters (SeetheBureau IndiansBrophy whichof Indian and toaffect participateAberle Affairs, their daily andmore plan livesdirectly some in strategiestheirIn decision-making homeland. for Have the students assume the roles of members of The Indian America's Unfinished help- 27. FRITO BANDIDO - To identify the extent Newspaper,Business ormagazine, Levine and Turrietelevision - The advertisements American Indian often Today) use FACT OR FICTION tomediasentedare which accurately inethnic the mass repre-group sentations.representations of ethnic groups which are sometimes misrepre- Examples: NewspaperFrito.Bandido ads portrayedwith white by features)simply shading faces (Blacks are usually moresuchtheWhatFind groupaccurately.aseemsasmany way being thatto other be represented?the their examples ethnic purpose? groupsof these involved advertisements will be representedas possible. Revise these advertisements inHow accurately do they portray 308 28. IS ARCHIE BUNKER TITLE To analyze problems in inter- PURPOSE LEARNING ACTIVITIES HOME? thefrequentlygroup mass education media illustrated which throughare magazinesrelatingStory,"AllArrange in the "Portraitforandto Family,problemsthenewspapers, class of Our inLife," to Street,intergroup andview "Guesssee a orseriesfilms relationships.SanfordWho's (e.g.,of Coming TVand programs"West Son);to Dinner?")Side examf0(e.g., study,problemssuggestthe makeproblems are solutions.a filmportrayed explored portraying as they the actually facts behind exist. the problems Try to determine the extent to whichidentify the the issues involved, and After this Analyze 29. INTERNATIONAL ORGANIZATIONS tions,To examine and achievementsthe purpose, offunc- Studyin intergroup in detail relationships. one or more of the following international nationalininternational order cooperation to evaluate organizations inter- andorganizations failures. emphasizing purpose, functions, accomplishments,Internation'al Court- ofWho Justice composes its Whatmembership? is the source of the laws it enforces? WorldInternational Bank and MonetaryTelecommunicationPostal Union Fund Union What are some casesdecisions before which it atit thehas presentrendered? time? 30. AN ASSEMBLY PROGRAM membersTo describe of several the role ethnic which tionsHave of eacha person student of anconduct ethnic angroup in-depth to study of the Worldcontribu- Health Organization a field of interest societyformationgroups have of played our pluralistic in the cationSciencefor presentationWeek. during Brotherhood Week - Sigmund SomeFreud,,Louis examples Pasteur,are: Ivan Pavlov, or American Edu- Music - MarionWeinerCharlesAnthony Anderson,von Drew,Van Braun Leeuwenhoek, George Leontyne Washington ChristianPrice, Carver,Count Eijhan, Basie, Anton EdwardDukeStrauss,Bernstein,Paul Ellington,Robeson,Grieg, Johann Hugo Jan Ludwig BuffySebastianBlanco,Sibelius VanSt. Louis Beethoven,Marie,Bach, Armstrong, RimskyZaltan Leonard Korsakoff,Kodaly, Johann 309 (continued) LEARNING ACTIVITIES TITLE PURPOSE EntertainmentGeography - James:).Banneker(FamOUs Beckworth, TV personalities) Mathew Henson, Edie Gorme,Benjamin Harry Art - VincentFrost,Neiman,Belafonte, PonceVan Harry Gogh,JosePonce, O. Feliciano,AlexanderTanner, Sidney Gordon Poitier Archipenko,Tom Jones,Parks, DavidAdolphE. SportsUsing their findings, students may choose to - SimmsJimJoeWinslow, Thorpe,Louis,Campbell, Grant JesseeRed FrankWoods Grange, Owens, Lloyd Althea Jackie Wright, Gibson Robinson, Homer work cooperatively fields.theeducation,in their contributions English, and music socialof personsclasses studies, fromto prepare art,many an assembly ethnicscience, groups physical in these illustrating 31. A MULTI-CULTURAL EXHIBIT variousToitems compare associatedethnic cultural, groups with Preparecommunitygrounds an of exhibitand/or people the ofwho itemsUnited make related upStates. the populationto Such items may includethe multi-cultural back- of the school clothing, stamps, daywith Americanthose in societypresent-. postcards,utensils,displayedconclusionsclosely astoys,and and possible aboutmoney. givehandicrafts, thereasons and differences discuss fornewspapers, the their ordifferences similarities flags, Permit the class to examine items as observations. and similarities. in the items Draw 32. MINORITIES IN SPORTS manycoverTo help ethnic that students peopleback- dis- of Havetheteams theWashington in students the area, Redskins, make such a survey asor thesimilar of several teams Baltimore Orioles, Blades, Colts, If possible, arrange for and identifyprofessional sports ingrounds all fields participate of sports correspondenceinformation.anmembers interview who represent With are: one ethnicof groups. A comparison of the particular sport in the Areas which may be covered in the these athletes; otherwise, write for interview or United - DiscriminationRoles of inStates the andUnited the Statesplayer's and native in the country. player's minority groups in management and ownership experienced. native country. 310 andReactionsIntra-team the player's andrelationships. actions native of country. spectators in the United States TITLE PURPOSE LEARNING ACTIVITIES 33. PESO, CENT, POUND familiarasystemTo means understand of ofwith otherbecoming peoplethe countries currency moreof other as followingtoWhenstudents understand one travelsactivities: apply the thetocurrency otheridea ofcountries,system. conversion, it isgive usually one of the In order to help the necessary cultures Italy,minorityWorkof currenciesout Ireland, ethnicsome currency Israel,groupsfrom several mightexchangeGhana, becountries China, examined:problems. Japan. associated with Germany,Examples A practice Unitedexercise$.08 States in inthe conversion United States; might 1be pound used in(e.g., Great $1.00 Britain in the $1.02 in Canada; 1 peso in Mexico - countryComparetherates$2.44 local arewiththe in newspaper.usually incomethethe Unitedprice offound the heStates). inpaysaverage the for Financial workeressentials in Section another for hisof Present currency exchange Howofaffectfamily doesliving.living worldinthe inorder devaluing trade?other to countriesgain of anthe insight Unitedand in intoStatesthe Unitedhis dollar standard States? How does it affect the standard 34. ETHNIC STRATIFICA- TION andwhichToand distinguishimages prejudicialresult in betweenfalse attitudes myths facts directorquestions,Using develop aobservations. current specialhold asituation panelprojects, discussion, or usingone or sociological atwo small of thegroup followingstudies discussion, and likelyIssubordinateDo theall toequalitydominant be groups?achieved ofgroups whites soon? have and the blacks same inattitude American toward society How? - Is there a relationstudentDoesthe betweenblack highthe involvement racialschooland the white racialcompositionand students?inthe compositionco-curricular kind of of the relationship ofschool activities? influence between - What determines asituationsWhyof person's another do some behaviorandrace? whites reject accepttoward them someindividualsin others, blacks in certain or vice-versa? 311 interact?changeDo the inreactions any patterned of blacks way toas whitesthey continue (or vice-versa) to (continued) TITLE PURPOSE LEARNING ACTIVITIES the people Thecurricularof teacheraction (letters mayactivities, want toto editors, helpor mock the legislative - What are most likely to resist desegregation the social characteristics of elected officials),students co- organize programs ofsessions the schools? dis- 35. ANALYTICAL BOOK To distinguish between Historianscovered in treat the activity.Nat Turner as a historical figure Slave Rebellion. His book such as REVIEWS dealhistoricallytwoof pointsminoritywith the of basedgroupsroleview ofandwhich members which are writerHerbertreadConfessionsincludes aof Aptheker'shistorical fiction,the of full Nat WilliamNat accounttextTurner. Turner's of Styron,ofNat Nat Turnerwrote awhile Ask some members of theTurner's class 1831to "Confession." book entitled The. others read A HerbertTurner.Styron'sof the Aptheker,authorfictionalized, and in present all yethis their Have individual students historicallyworks, based, takes accountrole a Marxist playing,of Nat approach). (2) anfindings imaginary to the classinvestigate (e.g., the background TheDiscussinterview presentation such based ideas couldon as:the be information (1) blackHow would community? Styron's account be obtained, or (3) a diary.received in the NatHowbeDoes factual?Turner?has the Styron historical used literaryevidence presentedthelicense two authorstoseem portray to present? If possible, invite a historian to HowWhatviewpointsauthor important different and hehis is viewpointspresents? purposeit to consider for do writing visit the class and react the background of the when weighing the 36. RIGHTS OR WRONGS To identify and analyze Haveto views the whichstudents the studyclass the presents. portion of the 14th Amendmentequal protection to of the laws. minoritythecitizenshipexperienced difficulties groups rightsin havesecuringthat basedtationsIncludethe Constitutionon thepertainingin followingthis study dealing to questions: thissome with subject.of the What Supreme Court decisions Supreme Court interpre-have alteredHold the a classinterpre- discussion 312 tation of the fourteenth and '(continued) fifteenth amendments.to TITLE PURPOSE protection"Havethe theConstitution Supreme been consistentCourt of the decisions United or have States?concerning they changed? "equal LEARNING ACTIVITIES Reference: - Why has the UnitedsuchCite States severala great found examples.volume it necessary of laws concerningto legislate "equal protection?"Interpretation""The Constitution United of the States U.S.A., Government Analysis Printing and 37. DOCTOR WHICH? discriminationTo become aware experi- of the whoInvite is not an aintern native or of a themember United of theStates staff (e.g., from Johnsa local Hopkins, hospital Office, Washington, D.C., Small and Jayson Editors cineinenced the fieldby ethnic of medi- groups Hospital)University to Hospital, speak to Sinai,the class Provident, on such ortopics Public as: Health- ReasonComparison Services for comingof trainingUnited to the and StatesUnited experience withStates that in inthe the home country Interview persons who are from countries where English- Proposals is not for overcomingProblems(e.g., thesecommunicating offaced adjustingproblems as a doctorwith to Americanpatients; in the cultureUnited ethics) States spoken, but who are residing in the United States to- PoliciesDifficultiesfind out: (written in gettingspeakhospitals or verbal) English. medical and/or about assistance doctors treatment for bypersons who do not werepatients.theingInterview, discussedappropriatearea concerning if in possible, thelegislators abovethe experiencesa activities.monolingual for consideration and doctor problems inand a inpossibleforeign treating speak-action. Write legislation to solve some of the problems which Send your proposals to 38. ANALYZING PREJU- DICIAL WORDS usnnotations*whichcertainareTo recognizeoften have ethnic associated prejudicial words groups which with and immoraldentswhichPrejudice(Italians); identifyare niggers, oftentoward examples.. rich,associated lazyethnic unethical,(Blacks); groups with is certaindumbclannish sometimes (Poles); groups. (Jews); expressed shiftless primitive, in words For instance: greasy or impulsive Have the stu- (Mexicans) ; 313 (continued) TITLE PURPOSE sneaky (Japanese); superstitious and priest-ridden LEARNING ACTIVITIES (Catholics). PoliticsViewDiscussandfilm theconsequences "Boundary howoffilmstrip, Prejudiceconnotations Lines," of "Exploding stereotypedby orRogerassociated read Danielsthe ideasideas Myths with intothat ofthesesuchdiscover have words not Prejudice,"bOoks or theas The other causesbeen sug- developed. thesocietysocialstereotypedgested home byconditions fosters andthe beliefs ifclass. womenthe assumed beliefsometimes have by littlethat these succeed women opportunitybeliefs. arein producingincompetent to Have the students cite examples of how (For example, if exercise their the very outside withtalents,theIdentify variousmass in waysmedia manyethnic in helpedinstances which groups. togoverning dispelthe stereotype someagencies, is stereotypes associated the courts, and fulfilled.) 39. PREJUDICE IN AMERICAN HISTORY . Tofeelings view in towardperspective immigrants Theinfluence teacher ofshould certain direct historical the attention events ofin thethe history ofclass the to the Unitedin the Stateshistory of:the ExamplesUnited States are: in the formation of prejudicial betweenChineseBuilding Irish Exclusionof theand transcontinentalChinese Act of 1882 railroad - relationship between attitudes. relationship - National OriginandCaliforniaRelocation Japanese and duringCamps Japan -World relationship War II of Act quota system the United States prejudicial prejudicialwhichattitudes.Discussfor example,society the attitudesevent todaythe andprejudice might whichexplore have arosetoward theattempted duringdevelopment Germans eachto incounteract historicalof the event, Plan a presentation that will illustrate ways Baltimore during the in AmericanizedWorldStreetcabbage; War becameI: German them. Redwood was not Street; taught manyin the people public with schools. people did not eat sauerkraut; they ate liberty German names German 314 TITLE PURPOSE LEARNING ACTIVITIES 40. OUTNUMBERED! whichpretfacedTo analyze poemsreveal by manyand andobstacles storiesethnic inter- Havefoundsimilar the in references. classliterature read Theanthologies Outnumbered to analyzeby Charlotte and interpret Brooks (It is also possible to use selections or thesetheyhistorygroups obstaclesused throughoutand to theovercome means our Outnumberedactivitiesliterary worksare: in whichrelating students to ethnic may engagegroups.) after reading- Compare The the Irishman'swith that situation of most Irishmenin "O'Halloran's today. Luck" Some types of RicansDescribeAmerica.Citedescribed ways referred how in in somewhich "Panic" to ethnicinseveral "Theand groups, roseLandItalians toIs such highRoom overcame as positionsEnough," the Puertoobstacles stillin Suggest some factors that made this possible. relateexperiencedRelateProposeexperience the the some agonizing aspersonallow possiblea wages,Negro frustrationsindignities andactionspoor which housing, to arewhich overcome describedand MarionRichard discrimination. these Anderson inWright problems.Shock; - Analyze Langston intwodescribedHughes' terms artists "Let ofin theshared Fate.America following their Be America experiencesquestions: Again" and their talents. What does Langston Hughes mean when he says "Let Compare the means through which these - WhatWhy shouldchallenge people does beshattered?Init Hughes abewhat part the waygive ofdream has thisto itthe dream? used people?dream to hebe"? speaks of been What people are speaking out today? Dream for whom? 41. WE AND THEY relationsToimproving involve studentsintergroup in mayandmutualOrganize plan community understandingintergroup a club (e.g., in activitieswhich assemblyabout black the forprograms minorityand the white entire for experience. students Martin student Luthermay body, promote King class, Students slovakiaGeneralgroupanemiaDay; holiday,fund or PulaskiDay, UNICEF; raising October suchMemorial class foras 28. Republica commemoration Day,specific October of causeLithuanian 11;of such aRepublic particular asDay, sickle ofFebruary Czecho-ethnic cell 16; 315 TITLE PURPOSE LEARNING ACTIVITIES 42. POLITICAL ACTION politicalstructiveToto suggest overcome actionprocess ways problems inthrough may which bein thetakencon- inter- ConsultonPoliticallibraries the apercentage World orPower a Almanac,source In of America such census asto Chuckfindreports recent ethnic groups in selectedStudents areas may develop a series Stone's Black found in many statistics group relations varioustheseofextent thegraphs inUnited ethnictorelation to which illustrateStates. groups theseto thein various thesetopextent government groupsof statistics. representation byparticipate in the positions, the Study theorelection judicialclass process,attempt decisions toand analyze whichsome recent these affect many groups. legislative,ideF:-i; executive, jiz t;':.rmspoM:tir-:1 of process Have howcampaigns,campaigns;can andconstructive best multi-ethnic be suchparticipateachieved. actionas legislation.consumer throughin or protection, form Organize voter registration action-oriented equal employment, 43. MAKE IT WORK Tolearnedapplying assist to studentswhat the theyproposal in have Makesomenational a problemsstudy legislative of relatedlegislation bodiesto before which attempts minority groups. the local, state, or Compareto overcome this ofgroup solutions problems to inter- bylegislativeethniclegislation choosing minorities'. some procedures,to thepressing kinds have currentof lawsthe After becoming familiar with howstudentsenacted they in wouldstage theissues pasteffecta relating to problemshowhavelegislativemock they thelegislative relatedwouldstudents changes effect to sessionstage intergroupto legislative deala tomock withshow relations.legislative sessionlegislative to show changesprocedures, to deal with relationsShowHave howthe theystudentsamong would groups. construct bring about a Attention might be Orgiven to such education,"Model Youth districting, Local Government."changes to improve cultural recreation,orhowforareas judicial theya asDay" housing,wouldetc. (orbody operateover toemployment, a givenas an period Have them assume roles facilitateas intergroup understanding executive or as a legislative of time). "Officials Demonstrate 316 and cooperation. TITLE PURPOSE LEARNING ACTIVITIES 44. STUDENTS IN ACTION aintergrouptoTo continuum problemsdemonstrate tensionsofthat activitiesthe result solutionthrough from theAspoliticalDividecreative eachproblem thegroup equality, manner classdepicted exchanges intoa problem housingand groups itssuggest inwork,or and humanequal a have seesolution. relations: protectionifeach they group can under depictperceive the in law. a Have the studentsemployment, mighttoplan do abe:something project inabout which the they solution could ofbecome these involved problems. in helping CampaigningLetters to the in editoran election year Examples 45. ACTION! To work with community Divide the class into small groups to investigate employment- RecommendationsTelevision for legislation appearances relationsthroughagenciesemployment intergroup to improveopportunities questionnaireopportunities inwhich the wouldcommunity. provide data on the following:- Evidence of discriminatoryminorityEfforts beinggroups. hiring made practices. to hire qualified members of Have the class develop a humantoHave obtain relationsother similar groups groups, dataof students anddealing the contactOfficewith the ofemployment aforementionedEqual Opportunity agencies, ideas. rates.Relationship of employment practices to unemployment Theactionagenciestakegroups entire to proposals andalleviate involvedclass prepare should with theseor proposals invite thediscuss problems. class. a forrepresentativethe action findings which of to agenciesthe discuss individual canthese Request a response from the 317 SELECTED BIBLIOGRAPHYLEVEL IV -- Theme I ---4 A. Acuna,BooksBook Co.Rudy. $6.95. A Mexican American Chronicle. 1971. 450 West 33rd Street, New York, New York 10001: American CrJ ofPresents contemporary the history Chicano of figures, the Mexican such Americanas Cesar fromChavez, Pre-Columban Corbey Gonzales, Ernesto Galaza, and Luis Valdez. times to the present. New York 10001: Includes capsule biographies New American whoAzuela,ALibrary. translationis forcedMariano. to of side Los withde Abajo, the rebels considered to save the his greatest family. $.95. 1960. The Underdogs. 1301 Avenue of the Americas, New York, novel of the Mexican Revolution. The story of a young hero AThomasBacon, biography Margaret.Y. Crowell of the Co. Quaker abolitionist and his Lamb's Warrior: $4.50. 1970. The Life of Isaac T. Hopper. activities, bold and even reckless, to eliminate the 666 Fifth Avenue, New York, New York 10019: sin of slavery. ReinforcesNewBanks, York James 10026: the A.,and importance Grambs, of Jean self-image D., Editors. and its McGraw-Hill. $3.95. 1972. Black Self-Concept.relationship to discrimination. 1221 Avenue of the Americas, New York, PortraysPress.Barrio, Raymond. the anguished life of migrant Mexican $2.45. 1971. The Plum Plum Pickers. 350 Montgomery Street, San Francisco, fruit pickers in the Santa Clara Valley of California California. 94133. Canfield TheCo.,Bates, storyInc. Daisy. of Elizabeth Eckford's experiences $5.50. The Long Shadow of Little Rock.1962. during the integration of Little Rock's 750Central Third Avenue, New York, New York 10017: David McKay High School. _A good biographicalBeckhard,1957. Arthursketch J.,of theBlack famous Hawk. Sauk West 39th Street, New York, Warrior who lived under four flags in the New York 10013: Julian Messner, Inc. Mississippi Valley. $6.50. 320 A. NewBrown,Books American Claude. Library, Inc. (continued) Manchild In The Promised Land. 1301 Avenue of the Americas, $1.50. 1965. New York, New York 10010: anDeals example with forthe noauthor's man. life in the ghetto of Harlem. He extricates himself, becoming a law student at one of America's leading universities. Claude Brown, former dope pusher, finally realizes that he is New York, New York 10017: Holt, Rinehart, SynthesizesWinston,asBrown, Chief Dee.Inc. Joseph, an Indian Geronimo, history and based Crazy largely Horse, upon carefully the records documented of treaty and designed.councils and the words of such Indian leaders Bury My Heart at Wounded$10.95. Knee. 383 Madison Avenue, 1971. It covers only 30 years, 1860 to 1890. $3.95.RelatedBrownmiller, the storySusan. of the first black woman to be elected to Congress and how she1971. has become the liveliest representa- Shirley Chisholm: A Biography. Garden City, New York 11530: Doubleday and Co., Inc. Pocketbooks,tiveBuck, in Pearl.the House.Inc. My Several Worlds: $10.00. 1954. A Personal Record: 630 Fifth Avenue, New York, New York 10020t Cepeda,inTells 1973. the Orlando. true story of Pearl Buck's life in China until forced to leave for America where she lived until her death My Ups and Downs in Baseball. 200 Madison Avenue, New York, New York 10016: G.P. Putnam's RelatesSons. the trials and successes of this famous baseball player in his $5.95.own words. 1968. Hawthorne Books, BostonDescribesInc.Cutler, area. John. in a vivid manner the life, work, personality, and$2.50. leadership of the head of the Catholic Church in the 1970. Cardinal Cushing of Boston. 260 Madison Avenue, New York, New York 10016: OldThe Dahl,World.story Borghild.of a second generation Norwegian girl who resents her mother's insistence on retaining the customs of the Homecoming. 2015 Park Avenue, New York, New York 10003: E.P. Dutton and Co., Inc:$3.95.1960. 321 A. NewBooks D'Amelio,York 10022: Don: (continued) Taller ThanViking Bandos Press. Mountain: $3,50. 1968. The Story of Hidey Noguchi. 625 Madison Avenue, New York, BasedInc.David, on the Jay. life ed. of Growing the renowned Up Black. physician and bacteriologist.$7.95. 1968. 105 Madison Avenue, New York, New York 10016: William Morrow and Co., Contains$7.50.David, a Jay.collection of autobiographies of prominent black Americans, 1968. Growing Up Jewish. 105 Madison Avenue, New York, New York 10016: including Ethel Waters and Gordon Parks. William Morrow and Co., Inc. Association,GivesDelury, autobiographical George.Inc. ed. selectionsThe World Almanac.of 25 people 230 Parkof Jewish ancestry in $2.95. 1974. Avenue, New York, New York Europe, America, and Israel. 10017: Newspaper Enterprise NewContains Douglass,York, factualNew Frederick.York knowledge 10022: on many items. Life and Times of Frederick Douglass: $2,45. 1962. The Complete Autobiography. 866 Third Avenue ofProvides stirring an determinationaccount of the with life thich of a someslave slaves in the pursued city with comparisons to The Autobiography of W.E.B. DuBois. the golden dream of education.381 Park Avenue South, New York, New York 10016: that of a rural slave; offers an example foundationsPresentsInternationalDuBois, the Williamof feelingsPublishers. the revolutionaryE.B. of a legendary movement freedom today. fighter, the $10.00. 1968. father of black power, the "third world" concept, and the Highlights1952.Ellison, a Ralph.black man's experiences in the North and the South; Invisible Man. 201 E. 50th Street, New York, New York 10022: his search for identity, and his confrontation with Random House, Inc., $7.50. racialErdman, hostility. Loula. 4- Room to Grow. 79 Madison Avenue, New York, New York 10016: it possible to acquire new customs while still Dodd,Mead and Co., $4.50. 1962. holdingSettling on in to Texas the heritageafter immigrating of their motherland.from France, this family finds 322 A. Books (continued) DescribesWinston,Ewen, David. Inc. the life of the popular song composer. The Stcry of$3.59. George Gershwin. 383 Madison Avenue, New York, New York 10017: 1943. Holt, Rinehart, PresentsFord,191 SpringNick an Aaron. anthologicalStreet, ed. Boston, Black survey Insights:Massachusetts of black writers 02173: from Phillis Wheatley to lion Lee. Significant Literature by Black Americans, 1760 to the Present. Ginn and Co. $6.95. 1971. TellsSquareFrank, thePress. Anne. autobiographical Anne Frank: story of a 13-year-old Jewish girl under the Nazi terror. 18.95. 1964, Diary of a Young Girl. 630 Fifth Avenue, New York, New York 10022: Washington House,andRelatesFriedenberg, handicapInc. the agoniestheirEdgar growth Z.of Coming"our toward last of Ageresponsibilitydepressed in'America. minority," and201 adulthood_E. the 50th young Street, people New in York, the UnitedNew York States, 10022: and Random the way schools hinder $7.95. 1963. TakesNewGaines, York, the Ernest Newrecollections York J. Autobiography10017: of a black of womanMiss Janeas she Pittman. relates 1 theDag historyHammarskjold of blacks Plaza, in 245America E. 49th from Street, slavery through the Dial Press, Inc. $7.95. 1971. Gaspard,militant$5.90. 1960's.Jean. Man as an Individual. 440 Park Avenue, New York, New York 10016: Appleton-Century-Crofts.1962. Goldschmidt,$8.95.Relates man's Walter. fight against stereotyping. 1953. The Ways of Mankind. 25 Beacon Street, Boston, Massachusetts 02108: Beacon Press. Gregory,Coversand Co., introduction Dick. Inc. Nigger: to anthropology with scripts and recordings. $5.95. 1964. An Autobiography. 201 Park Avenue South, New York, New York 10003: E.P. Dutton Depicts Dick Gregory's struggles to success. 323 A. Books (continued) Refusing$6.25.Hagedorn, to Hermann.give up his loyalty to his native country, an immigrant German father1960. brings disaster upon his wife and The Hyphenated Family. 866 Third Avenue, New York, New York 10022: Macmillan Co. 10016:childrenHall, Calvin who are S., torn and between Lindzey, two Gardner. countries Theories all their of Personality.lives. 605 Third Avenue,John WileyNew York, and Sons,New York Inc. $12.75. 1970. DescribesHano, Arnold. theories Sandy of Koufax:personality as developed by leading psychologists.$4.39. 1964. Strikeout King. 200 Madison Avenue, NewYork, New York 10016: G.P. Putnam's TellsSons.Hano, the Arnold. biography Roberto of aClemente: great in the field of baseball with Jewish ancestry. Batting King. 200 Madison Avenue, New York, New York 10016: G.P. DepictsPutnam'sHersey, theSons. John. difficulties Hiroshima. of 201 a baseballE. 50th Street,player inNew adjusting York, New to York a different 10022: way of life and discrimination. $4.89. 1968. Modern Library, $2.95. 1967. NewRecountsHill, York Herbert. 10022:the effects ed. Soon,of the One first Mo,--ing: atomic New weapon Writing on aby city, American and theNegroes. attempts of the survivors to survive and understand. Alfred Knop'. $7.95. 1963. 201 E. 50th Street, New York Wright,ContainsHosokawa, and a selectionothers.Bill. Niser, of theThe workQuiet of Americans. American Negro WriterS, 1940-1962: Biographical notes. 105 Madison Avenue, New York, New York 10016: Brooks, Petry, Ellison, Baldwin, Hughes, William Morrow StudiesHoward,and Co., the JamesInc. second H. Thegeneration Warrior AmericansWho Killed of Custer: Japanese descent and their immigrant parents, the Issei. $3.95. 1969. The Personal Narrative of Chief Joseph White Bull. haveRecords901 Northkilled the 17th Custer.life Street, of the Lincoln, Teton Dakota Nebraska Indians, 68508: narrating the Battle of the Little Big Horn where White Bull claims to University of Nebraska Press. $9.50. 1969. 324 A. Books (continued) toGivesInc.Jacobs, find the aEmma. placestory A forofChance howhimself theto Belong. eldestand his son383 family ofMadison a inCzech theAvenue, family,United New States.while$3.97. 1953. York, New York 10017: protesting the authoritarianism of his father, tries Holt, Rinehart, Winston, GivesAlfredJohnson, anA. JamesoutstandingKnopf. W. Autobiography account of ofthe an feelings Ex- Coloured of the Man. black $5.95. 1927. 201 East 50th Street,man during, New York, the NewReconstruction York Period. 10022: whiteRobbed2223Kroeber, man,Fultonof hishisTheodora. Street,homeenemy. and IshiBerkeley, bereft in Two of California Worlds:his people, 94720: Ishi, A Biography of the LaSt Wild Indian in North America. University of Californialast Press.of the California Indians, lives his final years $7.95. 1961. among the RaisesPublishers.Lewis, Davidmany questionsL. King, Aabout Critical Martin Biography. Luther King and his non-violent $7.95. 1970. 111 Fourth Avenue, New York, New York 10003: movement Praeger PuertoDepictsLewis, Ricans Oscar. the lifeand La otherVida.style deprivedof a low andincome marginal Puerto Rican slum family 201 East 50th Street, New York, New York 10022: groups in our society. in San Juan and New York which is common Somewhat stereotyped.Random House, Inc. $12.50. 1966. among MalcolmTellsGrove Press,theX, andlife Inc.Haley, of Malcolm Alex. Little from his childhood to his infamous $7.50. 1966. The Autobiography of Malcolm X. 53 East 11th Street, career as a Black Muslim. New York, New York 10003: Mann,Co.are Arthur. described in this book. $5.50. 1959. LaGuardia. East Washington Square, Philadelphia, Pennsylvania 19115: J.B. Lippincott and His ideas and beliefs Marshall,HillPortrays Book Catherine. Co. in an interesting A Man Called way Peter. the life and times of this former $6.95. 1951. 1221 Avenue of the Americas, New York, New York mayor of New York City. 10020: McGraw- theComing United to theStates United Senate. States in 1927 as a poor Scottish immigrant, he rose in 19 years to the office of Chaplain of 325 . A. Maslow,Booksand Row Abraham. Publishers, ed. MotivationInc. (continued) $7.50. and Personality. 10 East1970. 53rd Street, New York, New York 10022: Harper NostrandMaslow,Includes Abraham.Co.,the explanationInc. ed. Toward of a $5.95. 1968.self-actualization ofPsychology individual of great Being. men 450 West 33rd Street, New York, New York 10001: in history. D. Van Matthiessen,Summarizes10017: the Peter. humanist Sal Si Puedes. Dell Publishing Co., Inc. psychologist's views of man and $2.95.1 Dag Hammarskjold Plaza, 245 1969. his behavior. East 47th Street, New York, New York Discusseslabor regulations. the plight of migrant workers,. including health hazards, living Ten Lives. Garden City, New York conditions, and lack of protection from 11530: Doubleday and Co., Merriam,bookInc.Introduces supplies Eve. Growingten some fascinating of Up the Female American women $7.95. 1971. missing history of women. in America: through excerpts from diaries, letters, journals, and autobiographies. This JulianMeyers,Tells Messner,theElizabeth biography Inc. P. Angelof a of $6.95. fighter against social problems. Appalachia:1970. Martha Berry. 1 West 39th Street, New York, New York 10018: Miller,Tells$4.95. Warren.the story of a young 1959. The Cool World. black boy who is a member of a 34 Beacon Street, Boston, fighting gang inMassachusetts Harlem. 02106: Little, Brown and Co. -GivesMoody,New a graphicYork Anne. 10017: andComing moving of Age in Dell Pu listing Co., Inc. account of a. young black Mississippi. $2.45.1 Dag Hammarskjold Plaza, 245 girl1970. coming to grips with East 47th Street, New York, her identity during the civil rights Newlon,movement$3.95. Clark. in the Famous deep Mexican 1972. South. Americans. 79 Madison Avenue, New York, New York 10016: Dodd, Mead and'Co. Relates in a collective biography of twenty Mexican Americans, many 326 overlooked facts about their history. A. Books (continued) :New York 10016:DescribesNorris, Marianna. the successes and failures of this mayor who served for 20 years. Dodd, Mead and Co. Dona Felisa: A Biography of the Mayor of San Juan. $3.95. 1969. 79 Madison Avenue, New York, RelatesNewNorris, York, Marianna.the New life York and 10016: contributions to Puerto Rican history of Munoz Marin and his father. Father and Son For Freedom: Dodd, Mead and Co. $3.95. Story of Puerto Rico's Luis Munoz. 79 Madison Avenue, 1968. EducationOliver,isProvides one of Donald Publications, insighta series W., into fromand Xerox the Newmann,the problems HarvardFamily Fred EducationofSocial M. adjustment The Studies Immigrant'sServices, common Project. Education Experience.to the many Center. Columbus,million immigrants Ohio 43216: who 1971. cameAmerican to'America. This DepictsPublishers,Parks, Gordon.quietly, Inc. A butChoice bluntly, of Weapons. the personal 10 East history 53rd Street, of a gifted New York, black New in Yorkhis formative10022: $7.95. 1965. Harper and Row years. Glimpse of the world 19102:from the ghetto to Ribalow,personal Haroldrecognition U. Autobiographies as a composer ofand American photographer-historian Jews. 222 North Publication for15th Life. Street, Society. Philadelphia, Pennsylvania $6.00. 1965. $5.50.Rose,Describes Peter the I. life Nation history of Nations. of famous 201 Jews East from 50th the Street, 1880's New through York, 1920.New York 10022:1971. Random House, Inc., Norman,Ruby,Excerpts Robert Oklahomamany'. H., good 73069:and readingsBrown, Johnfrom A.outstanding Half-Sun sources.on the Columbia, A Biography of Chief Moses. 1005 Asp Avenue, University of Oklahoma Press. Strongly recommended$7.50. as a text in ethnic studies. 1966. Ruiz,DoubledayDiscusses Ramon. andin South anCo., interesting by inc. Southwest: way the biography of Chief Moses. $3.75. 1969. The Mexican American and His Heritage. Garden City, New York 11530: Describes the Mexican-American's heritage. Excellent. 327 A. Salom,Books Rizhy. Syrian Yankee. (continued) Garden City, New York 11530: Doubleday and Co., Inc. $4.50. 1972. Holt,PortraysSandberg, Rinehart, the John autobiography Winston,H. Introduction Inc. of the to Americanization the Behavioral of a Syrian $7.44. 1969. Sciences. 383 Madison Avenue, New York, New York 10017: orphan. Offersexamine several human chaptersbehavior ofin readingsthese fields. on coming of age in America, the search for identity, and race and prejudice which Prentice-Hall, Inc. $2.45. 1969. A Schulz,studySterling, of David the Philip. livesA. Comming andThe problems QuietUp Black. Rebels. of several Garden families City, New living in an Englewood Cliffs, New Jersey 07632., York 11530: Doubledayurban and public Co., housingInc. $3.95. project. 1968. AlfredGivesSterne, aA. biography inopf,Emma Golders. Inc. of four Benito prominent Juarez: Puerto Ricans and their role 1967. Builder of a Nation. 201 East 50th Street, New York, New in the political life of the island. York 10022: periodStrugglingSterne, of Mexico's toEmma earn G. struggleaI livingAm A Woman forand selfgainand Agovernmenteducation, Jew. andthis contributes poor Indian to in 330 Madison Avenue, New York, New York 10017: the shape Oaxacoof modern-day state enters Mexico. politics during the crucial Arno Press, New YorkGives Times in Co.a realistic fashion the autobiography of a well-known 1926. Ernestine Rose. 1 West 39th Street, New York, New York 10018: social worker and author. Julian Messner,abolitionistBornSuhl, in Yuri.Inc. a Polish Elomovements uent ghetto, Crusader: here. Ernestine Rose emigrated to the .3.50. 1970. United States and joined the early suffragist and Continues1972.Thomas, Piri. the author's life story begun in Down These Mean Savior, Savior, Hold My Hand. Garden City, New Streets. York 11530: Doubleday and Co., Inc. $1.50. 328 A. AmericanThomas,Books Library.Piri. Down These Mean Streets. (continued) $1.50. 1967. 1301 Avenue of the Americas, New York, New York 10019: New NewTells Thomas,York, of growingNew W. YorkLaVerne, up 10017: as aand Puerto Anderson, Rican Robertin the J.slums of Manhattan, realistically. Harcourt, Brace, Jovanovich, Inc. Sociology: The Study of Human Relationship. 757 Third Avenue,$3.95. 1972. TracesVasquez,Presents the Richard.severalSandoral chaptersChicano.family through on959 minorities Eighth the revolutionsAvenue, and prejudice New inYork, early and New discrimination.20th York Century 10019: MexicoAvon Books, $1.25. 1970. Publishers,whereWong, they Jade becomeInc. Snow. itinerantFifth Chinese farm Daughter.workers facing 10 East prejudice, 53rd Street, discrimination, New York, New and York police 10022: $4.79. 1950. to their flight to Los Estados Unidos harassment. Harper and Row Excellent. arisingofRelates life. from the the story conflict of Jade of Snowcultures. who had to conform to Chinese custom until college, where She grows independent, earns the respect of her family, and is able to help them she learns the Americanto cope way with the problems Cr-, Relates$1.25.Wright, the Richard.story of Blackhow Richard Boy. Wright as a black child tried to 1945. 10 East 53rd Street, New York, New York 10022: Harper and Row Publishers, Inc. $1.25.questionWright, ofRichard. race. Native Son. 1969. 10 East 53rd Street, New York, New York 10022: come to grips with the complexities of the baffling Harper and Row Publishers, Inc. B. FilmsGives perhaps the hardest hitting account of life in the blackand ghetto in the 1940's. Filmstrips The "granddaddy of protest novels." C. NoRecordsNo recommendations recommendations and Tapes made made by by the the Intergroup Intergroup Education Education Revision Revision Committee Committee of of 1974. 1974. ,-A 329 D. Pictures and Prints the Intergroup Education Revision Committee of 1974. E. NoNo recommendationsKits recommendations made made by by the Intergroup Education Revision Committee of 1974. SELECTED BIBLIOGRAPHY A. Books LEVEL IV -- Theme II Co.ExcerptsAdams, William. from many Afro-American of the outstanding Authors. black 1 Beacon writers Street,$2.64. in American Boston, literature,Massachusetts 02108: 1972. Houghton Mifflin MacMillanAdoff,Baraka (LeArnold. Co. Roi Jones).Black on Black: $5.95. 1968. Collier $.95. Commentaries by Negro Americans. 866 Third Avenue, New York, New York 10022: from Frederick Douglass to Imamu Amiri Agee,DouglassContains James, to a Dick collectionand Gregory).Evans, ofWalker. speeches, letters, and personal interviews Let"US'NOW Praise Famous Men. on the Negro experience in America (Frederick. byHoughtonReports an excellent Mifflinon the writerAlabamaCo. and tenant photographer. farmers predicament during the Depression. $10.50. 1941. 1 Eeacon Street, Boston, Massachusetts 02108: Applicable in many ways today. A classic includesHighlightsAllen, SteVen.both an anecdotesaccount The Grounri of and the facts. ismigratory Our Table. worker Garden in City,the western New York United 11530: States, with Doubleday and Co., Inc. $3.50. 1966. an indictment of agri-business; Tells$.75.Anderson, the autobiography Mariam. My Lordof this What great A Morning. concert 959 artist. Eighth Avenue, New York, New1956. York 10019: Avon Books, thatThe$4.95.Archer, historywhite Jules. dishonesty of the Indian annexation and Foe, brutality Indian of Indian Friend.caused Territory the866 IndianThird told Avenue,uprising, through New thetried York, life Newof Lt.York 1970.10022: Gen. William S. Harvey, who, convinced Macmillan Co. $3.95.Armer,the Indians. Laura Adams. In Navajo Land. 1962. 750 Third Avenue, New York, New York 10017: to change United States government policy toward David McKay, Co., Inc. Gives a friendly, personal account of the Navajo Indian. 331 A. Sons.BooksBaldwin, Gordon C. How Indians $4.29.(continued) 1967. Really Lived. 200 Madison Avenue, New York, New York 10016: G.P. Putnam's 10017:RecountsBaldwin, reconstruction James. Blues of for the Mister cultures Charlie. of the Dell Publishing Co. $.60. 1964. 1 Dag Hammarskjold Jlaza, 245 E. North American Indians prior to their displacement 47th Street, New York, New York by European Colonists. NewRecounts Baldwin,York 10017:the James.murder Goof TellEmmett it Till,on the in play form. Dell Publishing Co. Mountains. 1 Dag Hammarskjold Plaza,$.75. Paperback. 245 E. 47th Street, New York, onRelates hisBaldwin, own the terms. lifeJames. of Thea black Fire preacher'sNext Time. family1 in Dag Hammarskjold Plaza, 245 E. 47th Harlem. A boy and his father confront white society Street, New York, New York together, each Contains10017:Baldwin, two James.essays Nobodyin which Knows Baldwin My Name. discusses Dial Press. $3.95. 1963. 1 Dag Hammarskjold 'Plaza, 245 E. the philosophy and desperation of the black 47th Street, New York, New York citizen in the Urited States. Describes10017:Baldwin, the James. agony Notesand frustrations of a Native ofSon. a Negro Dial Press. $5.95. 1965. 1 Dag Hammarskjold Plaza, 245 E. youth in Harlem during the late fifties. 47th Street, New York, New York The10017: experiences of the author poignantly and Dial Press. $4.95. 1963. incisively written. Random House, Inc. Tells$4.95. Bardolph,the biographies Richard. of Theoutstanding Negro Vanguard. blacks from 1959. middle-class values, attitudes,201 E. 50thand behavior.Street, New York, New 1770 to the present, with an emphasis on their York 10022: origins, their Tellscareers, Barrett,how and a blacktheir William truckapproach E. driver Lillies to whitehelps of theGerman and Field. Garden City, New York Hungarian nuns build a mission. 11530: Doubleday and Co., $.95. 1963. 332 A. AlfredBarron,Books A. MiltonKnopf. L., ed, (continued) $5.50. Minorities in a Changing1962. World. 201 East 50th Street, New York, New York 10022: OfferstheBartlett, South a comprehensive Irish, Irving; the Fenton, Poles,survey Edwin;theadapted South Fowler, to Italians, the David;standard the and Japanese,theme Mandelbaum, for andthe Seymour.manysociological others. study of ethnic minorities, such as A New History of the Unitea States. An383 inquiryBarzini, Madison approach Luigi. Avenue, FromAmerican New CeasarYork, history Newto theYork book Mafia. 10017: with 50many Liberty good primaryAvenue, sources.Freeport, New York 11520: Library Press. Holt, Rinehart, Winston, Inc. $7.88. 1969. Sets$8.95.Barzini, forth Luigi.an historical The Italians. treatment 122 ofE. Italians.42 Street, New York, New York 10017: 1971. Atheneum Publishers, Inc. Relates$6.95. history, experiences, and culture of Italian-Americans. 1964. Ce'D Reveals$.90.Bennett, the Lerone, author's Jr., feelings The Negro on the-Mood. Negro 201 community E. 50th Street,structure New and York, white New1964. power. York 10022: Ballantine Books. Relates1965.Bennett, the Lerone, biography Jr., of What Martin Manner Luther of Man?King, Jr., noting his tactics and criticisms of those tactics. 630 Fifth Avenue, New York, New York 10020: Pocket Books, Inc. TellsDialBerger, aPress. cowboy Thomas. and IndianLittle storyBig Man. from the viewpoint of a cowboy who has become an Indian. $6.95. 1 Dag Hammarskjold Plaza, 245 East 47th Street, New York, New York 10017: Recounts$1.95.Bernard, influences Jessie. Marriageof American and lifeFamily on AmongNegro Negroes.family structures Englewood andCliffs, personalities. New Jersey1965. 07632: Prentice-Hall, Inc. 333 A. Books10022:Birmingham, Stephen. The Grandees: (continued)Harper and Row Publishers, Inc. America's Sephardic Elite. 10 E. 53rd Street, $10.00. 1970. New York, New York JewishTellsBone, theAmerican Robertstory heritage.ofA. America'sThe Negro SephardicNovel in America. 92 A Yale Station, New Haven, elite and their Spanish-POtugese ancestors, adding Connecticut 06520: another dimension to the Yale UniversityGivesBontemps, a commentaryPress. Arna. onAmerican Negro novelsNegro Poetry.and their $2.45. 1965. 19 Union Square, New York, New York themes, particularly pertinent to status and 10003: Hill and Wang. roles. $4.95. Serves1963.Bontemps, as an anthologyArna. One of Hundred the poetry Years of of the Negro Freedom. 79 Madison Avenue, New American Negro. Good source for poems in dialect. York, New York 10016: Dodd, MeadIncludes and Co. many little-known as well as famous $5.0-0. 1961. East Washington Square, Philadelphia, Negroes in the United States. Pennsylvania 19105: J.B. ofTellsLippincottBorland, the thewhite storyCo.Hal. man. Whenof an The Indian Legends boy Die.in Colorado who is torn $5.95. Good commentary on the problems of the Indian in 1963.contemporary between the traditions of his tribe and the complex American society. culture TellsbusinessesBosworth, about Allan theand summer placedR. ofunder 1942 guard when inabout relocation 110,000 centers.people Pmerican's Concentration Camps. New York, Newof York:Japanese ancestry were removed from W.W. Morton and Company. $7.95. their homes and 1967. NewBoyle, DescribesYork, Sarah Newt aR...TheYork personal 10019: Desegreg,:ted transition Heart:from traditionalism Apollo Editions, Inc. A Virginian's Stand in Time of $2.95. in a race to advocacy of Negro rights. 1966. Tradition. 666 Fifth Avenue, Notes the price paid by SouthernCo.Braithwaite, liberals. E.R. Paid Servant. 1221 Avenue of $5.95. 1968. the Americas, New York, New York 10020: McGraw-Hi11 Book officialismDescribes the of author'sothers. career as a caseworker, revealing 334 his struggle to overcome racial prejudice and the petty A. Books (continued) ProvidesNewBrandon, York, a NewWilliam.history York of10017: American Indians from prehistory to present. The American Heritage Book of The Indians. 1 Dag Hammarskjold Plaza, 245 E. 47th DellStreet, Publishing Co. $.75. 1969. NewCompilesBrandon, York 10016: William.narrative ed. poems, The Magicreligious World: songs, nature lyrics, love songs, and lullabies from many different tribes, all William Morrow and Co. American Indian$6.00 (book).Songs and Poems. 105 Madison Avenue, $2.50 (paperback). 1971. BrownBronfenbrenner,expressing and Co. aspects Urie. of AmericanTwo Worlds Indian of Childhood. culture, harmony34 Beacon with Street, nature, Boston, and respect for tradition. $7.95. 1961. Massachusetts 02106: Little, DepictsBrown, andDale, contrasts and Field, the Michaelworlds of cultures of children in the USSR and the USA. and Frances,. Editors. American Cooking: The Melting Pot. 250 James Street. Time-Life.traditionsPresentsMorristown, fascinating and New old-world Jersey contributions 07960: kitchen habits. to American cuisine made by the wives of immigrants who preserved their ethnic $6.51. 1971. Silver Burdett; Separate chapters on Italian, Jewish, Russian, Polish, and PuertoTime Rican Life Building, Rockefeller Center, New York, New York 10020: StatecookingBrunn, University andHarry cultural Press.0. The contributions Story of the areOriginal included. Dixieland Jazz Band. Baton Rouge, Louisiana 70803: $5.00. 1960. Louisiana RevealsBulla, DixielandClyde. Indian as a Hill.foundation for jazz in the early 1900's. 666 Fifth Avenue, New York, New York 10019: Thomas Y. Crowell, Co. $3.00. 1963. 10017:DepictsCahn, Edgarhow an S. American Our Brothers Indian Keeper: boy faces the problems of adjusting traditional customsWorld toPublishers, city life. Inc. $3.95. The Indian in White America. 1101969. E. 59 Street, New York, New York UniversityAnalyzesCallcott, the Press. Margaretstatus of L. American The Negro Indians in white American society. $7.95. 1969. Maryland Politics, 1870-1912. Baltimore, Maryland 21218: Johns Hopkins Includes black leaders of the past who made an impact on the politics of Maryland. 335 A. Carson,Books Josephine. Silent Voices: (continued) The Southern Negro Woman Today: 1 Dag Hammarskjold Plaza, 245 East Chopin,Portrays47th Street, June black R.;New women York, involved New York in 10017:Civil Rights. McHugh, Raymond J.; and Gross, Rubard E. Quest for Liberty. Delacarte. Good picture of contemporary life in the South.$6.95. 1969. Field Enterprises Publication, Courlander,ProvidesInc. the Harold. inquiry Negro approach Folk toMusic, United U.S.A. States history. $9.50. 1.971. 562 West 113 Street, New York, New York 10025: Columbia OffersCurry,University a Gladyscomprehensive Press. J. Viewpoints study offrom Negro Black folk America. music inEnglewood the United Cliffs, States, New spirituals,Jersey 07632: game songs, blues. $3.25. 1970. Prentice-Hall, Inc. I's a attitudePresents$2.95.number of andan contemporary excellentthought since collectionblack the scholars 19th of Century.speeches and opinion and essaysmolders. setting forth the ideals 1970.and ideas, on selected subjects, of Several attempts are made to show the changes in ANew Denlinger,pictorial York, New recordDonald York 10022:ofM., Amish and Warner,living, James.the most The beautiful Gentle People: yet produced. The Grossman Press. $20.00. 1969. A Portrait of the Amish. 625 Madison Avenue, Contains1969.Dowdey, musicGerald. of theJouney Civil to RightsFreedom. Movement. 1139 South Wabash Avenue, Chicago, Illinois 60605: Swallow Press, Inc. PresentsWorldDuBois, Library. oneW.E.B. of theThe firstSouls expressionsof Black Folk of (Orig.black power1903). and 1515 the Broadway, use of this New powerYork, asNew a Yorktool 10036:for gaining Fawcett full citizenship $.75. 1970. $4.95.forDylan, black Bob.Americans. Bob Dylan Songbook. 51 Madison Avenue, New York, New York 10010: Grosset and Dunlop, Inc. Compiles many of the social protests songs by Dylan. 336 A. Books (continued) Eban,House,Gives Abba. Inc. "the best short history of a long-lived people." My$17.50. People: 1969. The Story of the Jews. 201 East 50th Street, New York, New York 10022: Random Relates$6.75.Eiseman, a Alberta.general historyFrom Many of Lands.immigration 122 East to America42nd from 1820, including the contributions1970. of major ethnic groups in Street, New York, New York 10017: Atheneum Publishers. 1970.Embree,shaping thisEdwin. country. Indians of the Americas. 866 Third Avenue, New York, New York 10022: Macmillan Co. $1.50. Faderman,LakeA study Avenue, ofLillian, civilizations, Glenview, and Bradshaw, Illinois manners, Barbara.60025: customs, white conquest, and Indian status in the modern world. Scott, Foresman and Co. Speaking for Ourselves: $6.50. American Ethnic Writing. 1969. 1900 East Yet,Middlechapters:Provides this Eastern workan anthologyshows writers. universalities of American ratherwriters than of manypeculiarities different ofethnic experience. backgrounds; systematically arranged in sixNegro American, Oriental American, Spanish American, Jewish American, American Indian, and European and All of these groups have experienced poverty, rejection, and alienation between generations. AnStanfordFagen, account Richard University of the R., adverse etPress. effects of the Cuban revolution on brown people. al. $5.95.Cubans in Exile: 1968. Disaffection and the Revolution. Also their life in America. Stanford, California 94305: NarratesFairbairn,a1970. better the life,Ann. story Fiveand of laterSmoothone man's returns Stones. search to 666 thefor Fifth Southdignity Avenue, to andjoin Newlife. the York, fight New for York equality 10019: and human rights. From a New Orleans ghetto, a black child reaches out for Bantam Books, Inc. 81.25. Outlines32Fitzgerald, East 57th the S.Street,relationship China Newand York,the between Overseas New motherYork Chinese: 10022: country and immigrants throughout the world. CambridgeA Study of University Peking's ChangingPress. Policy 1949-1970. $19.50. 1972. 337 A. Books (continued) Englewood Cliffs, New Jersey. 07632: Prentice-Hall, Inc. Forbes,AfricansExplores$1 95 Jack of the theD. dynamicsTheUnited Indian States. of ininter-ethnic America's Past.relationships by examining interactions of Americans with Europeans and FocusesStreet,Franklin, Newattention John York, Hope, Newon theandYork 20thStarr, 10022: Century Isidore. because ed. Theit isNegro in thisin the period Twentieth that theCentury crusade America. for equality 201 East began 50th to break Random House, Inc. $2.95. 1967. ProvidesFranklin,through thea Johnthorough curtain Hope. historyof From public Slavery of apathy.the toAmerican Freedom. black Vintage people. Press. 1969. $3.45. A kaleidoscope of human nature with its bigotry, hatred, and violence. Not in Book. SummarizesUniversityFrazier, E.ofa studyFranklin.Chicago that Press. reveals the past of the black family and how it reflects on present day problems of power, Negro Family in the United States. $2.45. 1966. 5801 Ellis Avenue Chicago, Illinois 60637: 1965.Frazier.family stability, E. Franklin. economic Black support,Bourgeoisie. and alienation. 866 Third AVenue, New York, New York 10022: Free Press. $2.95. SomePresents have Howardinterpreted University's it as a socialplea for scientist's their involvement critique inof effortsthe upwardly to remove mobile, race urban, barriers. middle-class Negro people. 757 Third Avenue, New York, New York shoresPresents10017:Frazier, of ThomasaAfrica collection R.,to Americaed. of statements in the late and 1960's.position papers from the black communityHarcourt, which describe Brace, andblack World, life Inc.from the Afro-American History: $4.25. Primary Sources.1970. RevealsInc.Freeman, aMae. biography of Einstein and his contributions to science.$2.95. 1958. The Story of Albert Einstein. 201 E. 50th Street, New York, New York 10022: Random House, 338 A. Galaraza,Books Ernests; Gallegew, Herman; and Samora, Julian. (continued) Mexican Americans of the Southwest. 315 Lexington GivesAvenue,1900. an New in-depth York, Newstudy York of 10016:the evolution of the Mexican American CommunityDiscusses in the theSouthwestern survival ofUnited the MexicanStates sinceAmerican cultural heritage despite changing relationships with the Anti-Defamation League. $2.50. 1970. Glazer,surroundingItalians, Nathan, society.and Irishand Moynehan, of New York Daniel City. Patrick. M.I.T. Press. Beyond the Melting Pot: $1.95. Not in book. The Negroes, Puerto Ricans, Jews, 866Goldston,Discusses Third Avenue',Robert..Thethe unmeltable New NegroYork, ethnics Revolution:New Yorkof New 10022: York City. From Its African Genesis to the Death ofMacMillan Martin Luther Co. King. Shows that ethnic enclaves exist in the melting pot. $2.48. 1968. 02108:Gonzales,Recounts inEdward. an interesting way the story of the black man. Houghton Mifflin Co. Cuba Under Castro: 1973. The Troubled Revolutions. 1 Beacon Street, Boston, Massachusetts Up-to-dateGoro,succeeding Herb. assessment dozen years. of the revolution that has shaken the Western Hemisphere and its consequences through the The Block. 201 East 50th Street, New York, New York 10022: Random House, Inc. $3.95. 1970. tenementssuffe-ring."Twoagainst tenement theand guttingworkbuildings in forcesthe in area, a ofblock anresult exploitiveof 174thin a vividStreet environment. portrait in New York'sof ghetto Spanish lives Harlem" in which reveal hope physicaland aspiration decay andstruggle human One hundred and twenty photographs and a text, composed of interviews with the people who live in the New York Times Book Review. $11.00.Greenway,Gives a John.perspective on the role of folk music in social movements. 1970. American Folksongs of protest. 19 Union Square, West, New York, New York 10022: Octagon. Greer,RevealsFree Press.Scott. race Lastroles Man in In:labor Racial unions, Access union to power,Union Power.and the obligations of union leaders. $5.00. 1959. 866 Third Avenue, New York, New York 10022: 339 A. Gregory,Books Dick. (continued) The Shadow that Scares Me. Garden City, New York 11530:. Doubleday and Co. $4.95. 1968. Contains10019:Grier, Williamten essays H., onand life Price, in AmericaM. Cobbs. by a most sensitive and aware individual. Bantam Books, Inc. $:75. 1970. Why Do They Act That Way? 666 Fifth Avenue, New York, New York psychologicalOffersGriffin, a simplified Johr case H. Blackstudies. edition Like of Me. BLACK RAGE, examining the emotional conflicts of blacks through a series of 1301 Avenue of the Americas, New York, New York 10019: New American Halich,DescribesLibrary. Wasyl. the white author's experiences in travels in the South as a black man. $.95. Ukranians in the United States. 330 Madison Avenue, New York, New York 10017: Arno Press, A communitiesbalancedProvidesNew York Timesoverviewa reprinthere. Co. of of Ukranian-American a 1937 study of onelife; of whyour theyethnic left groups the Ukrainwhich hasand receivedhow they littlewent about attention. buiidin Particular emphasis on the cultural$7.50. contributions and the kind of folklore developed in the new 1970. Offers a clearly their Anland. excellentHall, Edward account T. of the importance of, and need for, spatial privacy. The Hidden Dimension. Garden City, New York 11530: Doubleday andlCo. $5.50. 1968. ProvidesPrentice-Hall,Handlin, Oscar.a classic Inc. look at immigration as a factor in making American history. Immigration as a Factor in American History.$1.95. Englewood Cliffs, New Jersey 07632: DealsStreet,Hawkins, with Lexington, Hugh. the successed. MassachusettsBooker and T.failures Washington 02173: of Booker and his T. Critics:Washington. D. C. Heath and Co. (Problems in American Civilization).TheX2.25. 125 "AtlantaSpring Compromise Speech" where he was honored 1962. Heaps,by1967. the Willardwhites butA. scorned by some black political leaders, like W.E.B. DuboiS. The Story of Ellis Island. 815 Second Avenue, New York, New York 10017: Seabury. $3.95. Presentsincludes a manydef.niuve ..:',,t-hand history reminiscences- of Ellis Island, of individual and its roleimmigrants. in "processing" some 16 million immigrants from 1892-1932; 340 A. Books (continued) Presents1973.Heller, Peter. a collection of 40 biographical sketches of boxers from several ethnic groups. In This Corner. 1 West 39th Street, New York, New York 10018: Simon and Schuster. $1.75. originsNewPresentsHolland, York, and NewRuth.a relationship documentedYork 10019: accountto'urban of problems. the rural crisis that has been building in America since the 19th Century, its The Forgotten Minority: Crowell-Collier. America's Tenant Farmers and Migrant Workers.$4.50. 666 Fifth Avenue, 1970. ments.Presents$.Horowitz, 75. aGene. delightful story of two middle-class Jewish families and their1967. relationship, aspirations, and disappoint- Home is Where You Start From. 630 Fifth Avenue, New York, New York 10020: Pocket Books. Harrisburg;Hostetler, PennsylvaniaJohn. 17108: The Amish in American Culture. William Penn Museum and Archives Building,- Box 1026, Pennsylvania Historical and Museum Commission. 1962. "C" NarratesOffersHughes, a thebriefLangston. American survey blackof the man's Amish adjustments people showing under their tradition culture and in change. an interesting way. The Big Sea. 19 Union Square, New York, New York 10003: Hill and Wang. $2.45. 1963. ContainsIndianaHughes, modernUniversityLangston. poetry ed.Press. prefacedNew Negro by Poets: a critical introduction by Gwendolyn Brooks. $5.95. 1964. U.S.A. Tenth and Morton Streets, Bloomington, Indiana 47401: TellsSons.Hunter, how Louretta Kristin. Hawkins, a lonely Negro teenager in an urban ghetto discovers$3.63. her deep identification with her 1968. The Soul Brothers and Sister Lou. 597 Fifth Avenue, New York, New York 10017: Scribner's DescribesJeffers,own people Camille. the and life learns of theto beauthor proud in of a theWashington, positive D.C.values public of black housing life. project. Living Poor. Drawer 145. Ann Arbor, Michigan 48106: Ann Arbor Publishers, Inc. 1967. 341 A. John,Books1966. David P. (continued) The American Negro Reference Book. Englewood Cliffs, New Jersey 07632: Prentise-Hall, Inc. Jones,WilliamContains LeRoi. Morrow an annotated and Co., bibliography Inc. of the Blues People: $1.95.Negro Music in White America. 1963. significant contributions of American Negroes. 105 Madison Avenue, New York, New York 10016: Kahn,Relates Roger. black music in terms of cultural The Boys of Summer. 10 East 53rd transitions. Street, New York, New York 10022: Enlivened with anecdotes. Harper and Row Publishers, RevealsKelley,Inc. insights William intoM. A howDifferent the Brooklyn Dodgers $6.95. 1971. Drummer. Garden City, New York became the first integrated team in major league 11530: Doubleday and Co. $1.45. baseball.1969. C*0 farmerTakes placesparks in others an imaginary to abandon state their bounded farms Twenty-Four Seconds Too Short. by Alabama, Tennessee,and and follow Mississippi, him northward. 866 Third Avenue, New York, New York where the revolt of a single Negro 10022: Macmillan Ca $5.95.Koppett,successGives an Leonard.of account the sport. of professional basketball 1968. and the role played by America's ethnic groups in the development and Gives1963.LaFarge, an empathic Oliver. description of Laughing Boy. 1 Beacon Street, Boston, Italian-American relationships. Massachusetts 02108: Houghton Mifflin Co. $2.45. The1953.Laird, fascinating Charlton. story of our language told The Miracle of Language. 1515 with wit an Broadway, New York, New York 10036: imagination, a thrilling voyage through the Fawcett Libraries. world of words. OffersInc.Langley, an L.analysis Cuban Policyof United of States dealings $4.50. 1966. the United States. 605 Third Avenue, with Cuba and Cuban refugees. New York, New York 10016: Wiley and Sons, Q. 312 A. $5.45.Leckie,Books Robert. (continued)1965. The Story of Football. 201 East 50th Street, New York, New York 10022: Random House, Inc. PresentsLee,Provides Calvin. Chinese-Americans an interesting accountas they ofconquer football life and in thethe contributionsUnited States. of Chinatown, U.S.A. Garden City, New York 11530: Doubleday and Co. many ethnic groups to the sport. $5.50. whichContainsLeinwand, stem a fromcollectionGerald. different Minorities of selectedbackground All. readings 630 experiences. Fifth which Avenue, attempt New toYork, show New multi-cultural York 10020: Each reading poses certain questions for further inquiry. Pocketheritage Book. $.95. and the1971. intergroup problems DescribesDellLester, Books. Julius. lives of real black slaves from capture in Africa, through plantation $.75 (paperback). To Be a Slave. 1970.1 Dag Hammarskjold Plaza, 245 East 47th Street, New York, New York 10017: life, to emancipation. Studies$7.00.Lewis, theOscar. background material for author's la vida Study of Slum Culture. 201 East 50th Street, New York, New York 10022: case studies of families. Random House, Inc. TracesNew Lincoln,York history 10003: C.of Eric.black Americans in North America from their beginning Praeger Publishing Co.,The Inc. Negro Pilgrimage: The Coming of Age of Black America. $5.95. 1967. to the mid-sixties. 111 Fourth Avenue, New York, Provides1965.McGovern, a'biographyAnn. of Harriet Tulman. Runaway Slave. 50 West 44th Street, New York, New York 10035: Four Winds Press. 2.95. ProvidesMalin,1221 AvenueIrving short of andstories, the Irwin, Americas, poetry, Editors. New and York, essays New on York Jewish 10020: identity in modern America. Breakthrough A Treasury of Contemporary American-Jewish Literature. McGraw-Hill Book Co. $7.50. 1964. 343 A. Books (continued) Manuel,Texas 78712:Hershel T. University of Texas Press. Spanish-Speaking Children of the experiences of Mexican-American high $2.25. 1965. Southwest. Box 7819 University Station, school students written by the students. Austin, TellsMarshall,Includes vividly descriptionsPaule. the story of ofthe an school Brown Girl, Brownstones. adolescent Barbadian girl growing up in 959 Eight Avenue, New York, New Brooklyn and coping with various York 10019: Avon Books. $.95. problems of Mayerson,identity:Rinehart, beingCharlotte Winston, West Leon.Inc.Indian, ed. being Two $3.95. 1965. Blocksblack Apart. in 383white Madison America, Avenue, and becoming a woman. New York, New York 10017: Holt, TheMendoza, livestory two ofGeorge. blocksa white apart boy ofin IrishNew York The World From My Window. City.background and a Puerto Rican boy. 260 Madison Avenue, New York, Describes their lives, homes, families. New York 10016: Hawthorn Books, They drawings.PresentsInc. the world of the ghetto $5.95. 1969. through the eyes of its children in a stark, moving collection of their poems and 'T44 NewMitchell,Provides York, NewLoften.a criticalYork Black10016: history Drama: of the Hawthorn Books, Inc. The Story of the American Negroblack American in the theater from $2.45. 1970. in the Theater. 260 Madison Avenue, the 17th Century to the present time. Newman,Relates10017: Robert. history The and Japanese: 'culture of the Atheneum Publishers. $4.25. People of the Three Treasures. people of Japan as represented1964. 122 East 42nd Street, by the three ancient symbols: New York, New York the mirror, the Publishers,Thesword, 1902 and Edition theInc. stone. of the Sears Roebuck $3.95. 1969. Catalogue. 419 Park Avenue, South, New York, New York 10016: better thingsCrown now. Orth,Permits Samuel nostalgia P. for the price Our Foreigners. of goods at the92 turnA Yale of Station, the Century New Haven, Connecticut and exhilarations,and their great grief relief that we have 06520: Yale University Press. 1920. and gumption. Relates the experiences of newcomers to our shores, their agonies 344 A. HowellPalmer,Books North Phil, Books. and Walls, Jim. Chinatown, San Francisco. -1050 Parker Street,(continued) Berkeley, California $1.00. 94710: Brace,Pearson,Depicts Jovanovich, theKeith life L. and TheInc. cultureIndian inof AmericanChinese-Americans. History. 757 Third Avenue, New York, New. York $3.95. 1973. 10017: Harcourt, Library.Pei,ofRelates the Mario. United brief Language States.history for of Everybody.Indian-white 1301 relations Avenue ofand the the Americans, role that NewIndian York, societies New York have 10019: played $.75. 1968. New American in the development FawcettPotok,Provides Chaim. World derivations $.95. of English words. The Chosen. 1 West 39th Street, New York, New York 10018: Simon and Schuster. $4.95. 1968. Potok,Provides Chaim. a sensitively written and heartwarming novel that revolves around the My Name is Asher Lev. 201 East 50th Street, New York, New York 10022: friendship of two teenage Jewish boys. Alfred A. Knopf. Potok,Gives$7.95. aChaim. study of conflicts surrounding the youth of an Hasidie artist in 1972. The Promise. 201 East 50th Street, New York, New York 10022: contemporary New York. now,Shows1515 and theBroadway, for continuing each New of York,them,story Newtheof theYorkcommitment two 10036: boys he (Hasidic) has made whoseboth togrowing the tradition that nurtured him and Fawcett World. $1:25. 1970. up was told in "THE CHOSEN." Alfred A. Knopf. $6.95. "They are toyoung the menfuture he 1969. hasPhilosophicalPrpic, chosen George hangs J.Library. in the balance." The Croatian Immigrants in America. 15 East 40th Street, New$11.95. York, New York 1971. 10016: Herder.Quigley,Narrates Michael.the story of the Croatian (Slavic people) immigration to America. $1.95. 1971. April is the Cruelest Month. 815 Second Avenue, New York, New York 10017: Herder and Relates the story of life in Appalachia. 345 A. Books (continued) Tells$7.95.Ritter, the Lawrencestory of S.baseball and 1966. The Glory of Their Times. 866 the contributions made to the game Third Avenue, New York, New York by many ethnic groups. 10022: Macmillan Co. Boston,Robinson,Describes Massachusetts Donald the imageW. ed. that02108: Americans project to As Others See Us: Houghton Mifflin Co. International Viewsforeign of American nations. 1969. Gives reactions to American foreign History. 1 Beacon Street, policy, domestic andSaint-Marie,events, Dunlop. etc. Buffy. 1971. The Buffy Saint-Marie Song Book. 51 Madison Avenue, New York, New York 10010: Grosset IncludesBaltimore,Sandler,, the Gilbert. Marylandsongs of 21201:the well-known The Neighborhood: Bodine and Associates, Inc. folk singer Theand Storyother offolk Baltimore's artists. Little $3.95. 1974. Italy. 901 North Howard Street, RecountsBoston,Sandler, theMassachusetts Martin history W.; ofRozevine, 02210:an Italian AllynEdwin; and and Bacon, Martin, Inc. Edward. enclave in Baltimore. 1971. The Pe ple Make A Nation. 470 Atlantic Avenue, givingRecounts the American student historyample opportunity in a two to volume, inquiry technique approach. develop investigative skills. New York, New York 10020: Abundant primary evidence is presented, Paperback Library. $1.25. A 1971.Shaw,sensitive Arnold. study of the The World of Soul. 75 contributions of most of the great composers that distinctiveRockefeller sound whichPlaza, came to and performers of Negro iazz,be known as soul. from its beginningsExploresSmith, Elsdonthethrough 2000 C. themost evolution common family to names American Surnames. Radnor, in America, their origin, Pennsylvania 19089: Chilton,derivatives; Chilton Way. estimates the number of $9.95. 1969. people bearingAvenue,Smith, each NewWilliam surname. York, Carlson. New York 10017: Americans in Process: Arno Press, A New York Times Co. A Study of Our Citizens of $15.00. Oriental Ancestry. 330 Madison1970. Stressesmajorityhistory the toacceptance. traceadjustment the effects problem of racialfor the discrimination second generation and theof Chineserejection 346 and Japanese people in Americaof Oriental-Americans who earnestly using personal sought A. PresentsStone,Books Chuck.a collection of the author's columns covering issu* (continued) Tell It Like It Is. 630 Fifth Avenue, New York, New York 10020: of welfare, Negro-Jewish relations, Negroes in foreign Pocketbooks. $.95. 1970. 10017:service,Strong, andEdward various K. Jr. personalities. The Second-Generation Japanese Problem. Arno Press, A New York Times Co. Offers an important contribution to black-white understanding.$12.00. 1970. 330 Madison Avenue, New York, New York children.immigration,theirDescribes traditional the thecultural extentheritage conflict of differedanti-Japanese faiced so greatlyby prejudice,children from of theand immigrants, majoritythe educational culture. especially and occupationalJapanese-American opportunities for these The author reviews the history of Japanese youth since toPresentsInc.Styron, understand William. a fictional and help. account of Turner's view of the rebellion.$7.95. 1967. Confessions of Nat Turner. 201 East 50th Street, New York, New York 10022: InclUdes black pride and hatred of whites who pretend Random House, Shows10022:TannenbauM, the Negro-American Frank. in different New World cultures. Random House, Inc. Slave and Citizen: $1.45. 1963. The Negro in the Americas. 201 East 50th Street, New York, New York arts,Brings$6.95.Trager, etc. BurmaHelen toG. life for young American readers; its harsh realities, its romantic1969. side, sports, the beauty of its We the Burmese: Voices. From Burma. 111 Fourth Avenue, New York, New York 10003: Praeger. Combines02173:Traverso, excerpts 'Edmund. from many sources concerning immigration. D. C. Heath and Co. Immigration: $6.95. A Study in American Values., 125 Spring Street,1967. Lexington, Massachusetts i.e.,RecoUnts$3.95.Tripp, theEleanor asituations different B. inapproach Europe toand the Asia history which ofled immigration many to migrate which todeals America. with the 1969.push rather than the pull factors; To America. 757 Third Avenue, New York, New York 10017: Harcourt, Brace, Jovanovich, Inc. 347 A. Books (continued) AnalyzesArnoTurner, Press, theLorenzo AGullah New D.York dialect, Times tracesCo_ names, Africanisms in the Gullah Dialect. $12.50. words,1969. and grammar to West African sources. 330 Madison Avenue, New York, New York 10017: WeU.S. The Department Americans. of Commerce, Social Washington, D.C. 20402: and Economic Statistics Administration Superintendent, U. S. Government Printing Bureau of the Census. Black Americans; 3) Our Homes; Office. $6.30. 1972. Americans;We4)A seriesDo;We, 10)the of 34)We,American fifteen We,the theAmerican Wemen;booklets Youth 5) Elderly; of onOur America;the Incomes; 11) 15)We, We, following areas: 1) Who We Are; 2) We, the colorful6) charts, Nosotros; graphs, 7) Our and Cities theillustrations. Young and Marrieds;Suburbs; 12) We, the First the American Foreign Born. Gives statistics from the 1970 Census Americans;8) Our Education; 13) We, 9)the The Asis- Work in10020:Van an dereasy-to-read Post, Laurens. style with many simple Time-Life Books. African Cooking. Time$7.95. and Life Building, 1970. Rockefeller Center, New York, New York CYJ4-41 WittilyRonaldVander, combinedPress Co. accounts of African food Zanden, James W. $9.75. 1963. American Minority Relations. and life with techniques and recipes for 79 Madison Avenue, New York, New African dishes. York 10016: IncludesandVincent, Schuster. 'Case Ted. studies on dominant-minority $5.95.Black Power and the Garvey Movement. 1970. relations from the disciplines of 1 West 39th Street, New York, New sociology, anthropology, and psychology. York 10018: Simon A detailed1966.Walker, accountMargaret_ of black nationalist Jubilee. 1 Beacon Street, and black power ideologies in America from Boston, Massachusetts 02108: Houghton-Mifflin Co. $6.95. 1918 to 1941. Tells"rebel the time" terrible was over.story of a slave, the The Social Systems of American daughter of her master, and the more Ethnic Groups. hopeful story of her struggles after 29 A Yale Station, New Haven, theyRelatesConnecticutWarner, encountered theLloyd 06520:backgrounds W., in and their of fight many forof the Yale University Press. Srole, Lee. survival. ethnic minorities in America, their struggle to1945. survive, and the handicaps 348 A. Books (continued) ReportsInc.Warren, Roberton the P.black revolution by a distinguished Southern born$7.95. novelist. 1965. Who Speaks for the Negro. 201 East 50th Street, NeW York, New York 10022: Random House, Wheat,NewWentworth, York Margaret 10019: Harold, M. and Flexner, Stuart B. Thomas Y. Crowell Co. Survival Arts of the Primitive Painter. Reno, Nevada $8.95. Dictionary of American Slang, 1960. 89507:666 Fifth University Avenue, Newof NevadaYorlz, Press. White,Depicts$10.00. Josh. early Indian attempts at basic survival. 1967. The Josh White Song Book. 10 East 53rd Street, New York, New York 10022: Quadrangle Books. ContainsWhite,$2.95. Williamsongs of Foote. the famous folk singer and other black and white folk artists. 1963. Streetcorner Society: The Social Structure of an Italian Slum. 5801 Ellis Avenue, Chicago,Describes Illinois the social 60637: structure of an Italian slum. Hurry Home. University of Chicago Press. 757 Third Avenue, New York, New York 10017: 1949. Harcourt, Brace, Jovanovich, PortraysWideman,alienInc. to Johnthe both. dilemmaEdgar. of an educated black lawyer who works as $5.95.a janitor caught between two worlds, black and white, 1970. Woodson,RelatesPublishers, Carterthe Inc.social G. factors leading to segregated religion and the social organization of church systems. 1945. History of the Negro Church. 1407-14th Street, Washington, D.C. 20005: Rev. Associated peopleTellsYoder,sent theJosephanhave honeststory adhered W. ofand an forsympathetic Irish-Catholic more than account two girlhundred of who the andwas religious, fiftyadopted years. bysocial, the Amish. and economic customs and traditions to which these Rosanna of the Amish. Scottsdale, Pennsylvania 15683: All the episodes are based on fact and pre-Herald Press. $3.95. 1969. 349 A. Books (continued) 757 Third Avenue, New York, analysisNewYount,Relates York A.S. 10016:ofthe eachBlack careers of Champions their of these 1968 of twogames.the Gridiron: Harcourt, Brace, Jovanovich, Inc. college athletes with interesting O.J. Simpson and Leroy Keyes. -$3.50. 1969. facts about their backgrounds and a detailed B. Films1. and Filmstrips Films Action43rd Street,Against theNew Law.York, Time: New 30 min. York 10036. tensions, Blackinflamed and byWhite, one careless Teaching Films Custodians, 25 West media reportage, turn "respectable" citizens AprilSanintoDramatic Francisco,Film,a lynch film The. mob. showing CaliforniaTime: 25how min. 94110.interracial Black and White. San Francisco Newsreel. 450 Alabama Street, A assassinationcompendium of andtwenty the importantlong peace march $5.75 Rental. Time: 30 min. New Left events of April, BFA Educational1968.in the Media, New York2211 area.Michigan Avenue, The aftermath of Martin L. King's AllSanta signConcernedThe Monica,Wayin oneHome. with community.California integration 90404. in housing, film shows what happens when a Negro family steps in front of a For Sale" BillBFA of EducationalRights, The. Media, 2211 De Facto Segregation. $240.00. (Approx.)Michigan Rental: Avenue, $13.00. Santa Monica,Time: $295.00. 1970. California 90404. 16mm film. Time: 6025 min.min. Color. Black and White. BlackquestionsANational report and White Educationalinof Atlanticvalue. Together? TV,City, Inc., New Jersey,Indiana University,in which a bi-racialBloomington, couple spend several weeks Indiana 47401. living together pxnlnripa 350 B. Films and Filmstrips (continued) Rental: $13.00. Time: 35 min. Color. Producer: BFA Educational BlackpeopleThisMedia, and film in White:2211 our explores Michigansociety the andAvenue, subtle encourages Santaas well Monica,a closeas the Californiaexamination obvious, sometimes90404. of individual unconscious Uptight. $420.00. attitudes. manifestations of prejudice against black BlackA IndianastudyCop, The. of University, the "man in Bloomington, the middle" Indianain many 47401.racial confrontations, the black $100.00. Rental: $5.00. Time: 16 min. Black and White. National Educational TV, policeman.Inc. Chicano425 Northfrom theMichigan Southwest. Avenue, $200.00. Chicago, 1970. Illinois 60611. 16mm film. Enchclopedia BritannicaRental: Educational $12.65. Corp., Time: 80 min. Black and White. .ACivil documentaryofProducer: Disorder:racism inin threethis country.parts which analyzes the Kerner Report in terms of the symptoms National Educational TV, Inc., Indiana University, Bloomington,The Kerner Indiana Report. 47401. It documents examples of attempts to promote racial harmony. $300.00. and probable future effects Order #CS-1913. Confronted.AEducational view of $250.00. how TV, confrontation Inc., Indiana of University,several Northern Bloomington, communities Indiana with 47401. the issue Rental: $13.00. Time: 60 min. Black and White. 16mm film. Producer: Order #NET 2552. of Negro integration in schools, jobs, National and housing has evoked varied reactions in both Negroes and whites. , EqualityThe1967. effect Under on Lawthe -community The Lost ofGeneration the closing of Princeof schools Edward in County.Prince EdwardTime: Encyclopedia Britannica Educational Corporation, 425 North Michigan Avenue, County rather than25 min. integrate. Color or Black andChicago, White. Illinois 60611. . TEye of the Beholder; The. 1953. Time: 25 min. Producer: General Electric Company. NewGeronimo,Eye York, of the Jones.Yew Storm. York 10022.$ $240.00. 1972. Tim 50.00. 1970. Time: 28 min. Color. Xerox Films. 245 Long Hill Road, Middleton, Connectictt 21 min. Color. Producer: Learning Corp. of America, 711 Fifth Avenue 351 B. GoodbyeFilms and and Filmstrips Good Luck. (continued) $150.00. Rental: $7.25. Time: 30 min. Black and White. National Educational ATV, I'mdocumentary Inc., A Man. Indiana 1970. of an University,16mm. encounter film. Bloomington,betweenColor. advocates Indiana of 47401."black power" and a Negro Vietnam veteran. Distributor: Contemporary Films McGraw-Hill. Distributor:The1221 Immigrant Avenue ofExperience. the Americas, New York, New York 10036. Learning Corp. of America, 711 Fifth Avenue, New York, New York 10022. $390.00. 1973. Time: 31 min. 16mm film. Color. Producer: Linda Gottlieb. Mexican-Americans:pluralismWritten and theme. made for use in school. Quest for Equality. $100.00. Time: It has an emotional impact which lends itself to teaching immigration and the 28 min. Anti-Defamation League of B'nai Discussion315 Lexington of Avenue,history Newof Mexican-Americans'York, New York 10016. struggle to attain equality. Encyclopedia Britannica Educational YS Avenue,Todd:Corp.,Richard 425NewHunt, NorthYork, Sculptor. MichiganNew York $195.00. Avenue,10022. Chicago, Illinois 60611. Growing Up In Appalachia. $230.00.1970. 16 mm film. Distributor: 1970. Distributor: Learning Corp. of America. 711 Fifth AmericanBaltimore,Learning2. Dichotomy. Press, Maryland 100 21225.Park Avenue, New York,Filmstrips New York 10017. Filmstrips (6), Records (6). $88.50. Time: 90 min. Distributor: Producer:Kunz, Inc., 207-209 East Patapsaco Avenue, Westinghouse The$41.50 American f.s./cassettes. Poor: A Self Portrait. Filmstrips (2), Records (2),1971. or Cassettes (2). Distributor: 'FilmstripsGuidance (5), Associates, Cassettes (5).23 Washington $95.00. 1972. Avenue, Pleasantville, New York 10570. $37.50. f.s./records; BlackDistributor:East Spectrum.AmericanPatapsaco Civil FilmstripsAvenue, Rights Baltimore, (6), Leaders Records MarylandSeries. (6). 21225.$91.50. 1970. Distributor: McCraw-Hill Films, 1221 Avenue of the Americas, New York, New York 10036. Kunz, Inc. 207-209 352 B. Films and Filmstrips (continued) FeminismTheHolyoke,$37.00 Changing f.s./cassettes.As Massachusetts aRole Radical of Woman. Movement. 01040. Filmstrips (2), Records (2), or Cassettes (2). $14.95. f.s./records; $16.95. 1972. Filmstrips (2), RecordsDistributor: (2), Cassettes (2). $35.00. f.s./records; Scott Education Division, 104 Lower Westfield Road, Color.Indians:f.s./cassettes. Producer: Strangers in Their Own Land. Filmstrips (2), Records (2). $35.00. 1972. 1972.Time: Audio Visual Narrative Arts. Multi-Media Productions, 4901 East Fifth Street, Tucson, Arizona 85732. 40 min. TheJapanese-AmericanProductions,$45.00. K.K.K.: Inc., Relocation, Box 834, Radio1942. CityFilmstrips Station, (2), New Records York, New(2). York Reading 10019. Booklets (24), and a 1970.game. Our Antisocial Klub. Filmstrips Distributor:(2), Records (2). $38.00. 1969. Olcott Forward, Inc. Producer: Life Educational ThePortrait Distributor:Migrant in Workers. Black and White. Guidance Associates, 23 Washington Avenue, Pleasantville, New York 10570. Filmstrips (2), Records (2), or Cassettes (2). $37.50. f.s./records; Filmstrip. $300.00. Rental: $25.00. Time: 54 min. Black and White. $41.50. f.s./cassettes. CYD PortraitbasisAn examination of ofa nationwidea Minority: of black poll attitudes and a series toward of theinterviews white community by C.B.S. and white attitudes toward the black Spanish Speaking Americans. Filmstrips (2), Records (2), or Cassettes (2). produced on the Avenue,Prejudice.Westfield$35.00 Pleasantville,f.s./records; Road, Holyoke, $37.00New MassachusettsYork f.s./cassettes. 10570. 01040. Filmstrips (2), Records (2). $37.50. 1972. 1972. Distributor: Producer: Scott Education Division,Guidance 104 Associates, Lower 23 Washington TheyRelocationProductions, Came toof America.Japanese-Americans: Inc. Filmstrips (4), Records (4), or Cassettes (4). $70.00. f.s./records; $78.00. f.s./ Right or Wrong? Filmstrips (2), Records (2). $29.00. 1972. Zenger, Women:Geppartcassettes. Audio Visuals, 5235 Ravenswood The Forgotten Majority. 1972. Time: 80 min. Filmstrip (2), RecordsColor. venue, Chicago, Illinois 60640.Audio-Visual Narrative Arts, Box 398, Pleasantville, New York 10570. (2). $35.00. 1971. Distributor: Denoyer 353 C. No1.Records recommendations and Tapes made by the IntergroupRecords Education Revision Committee of 1974. History2. of American Immigration. Tapes Cassettes (20). S89.50. 1973. Time: 800 min. Kunz, Inc., 207-209 East Patapsco Avenue, Producer: Westinghouse D. PicturesBaltimore,Learning andPress, Maryland Prints 100 21225.Park Avenue, New York, New York 10017. Distributor: E. NoKits recommendations made by the Intergroup Education Revision Committee of 1974. $99.00. 1971. Time: 36 min. B'rith,TheColor.Conflict Distorted 315in AmericanLexington Image. Values: SlidesAvenue, and New record York, orNew cassette. York 10016. Distributor: The Center for Humanities, Inc. Life Styles vs. Standard of Living. Slides. $35.00. Producer: Anti-Defamation League of B'nai NewEthnicFilmstrips York Studies: 10011. (4), Tapes (16), and Spirit Masters (36). The1973. Peoples of America. Educational Design, Inc., $185.00. Time: 291 min. 47 West 13th Street, New York, 383Introduction Madison Avenue, to the NewBehavioral York, New Sciences York 10017. Audio-Visual Inc. Kit. $99.00. 1969. Hartsdale, New York. Holt, Rinehart, Winston, Inc., 1970. JapaneselearningFilmstrips inAmerican games, a(2), detailed 33-1/3andRelocation, four way Record, headlinewith 1942. aand great pictureOlcottRelocation variety Forward,cards Readings,of for activitiesclassroom and source observations. materials. along with 28 spirit masters, 120 information Presents the relocation of the cards for

354 t SELECTED BIBLIOGRAPHY A. Books LEVEL IV -- Theme III Allport,Presents1958. Gordon.a reputable and often quoted study of the dilemma of prejudice and discrimination in America. The Nature of Prejudice. Garden City, New York 11530: Doubleday-Anchor Books. $2.95. Offers120Aptheker, Enterprise many Herbert, hard-to-find Avenue, ed. Secaucus,A sourceDocumentary materials New JerseyHistory dealing 07094: of the with Negro the Peopleblack manin thein AmericanUnited States. history. The Citadel Press. $17.50. 1969. Three volumes. Very useful. Presents$3.75.Aronson, Elliot.social science data in an interesting and lively style. 1972. The Social Animal. 625 Madison Avenue, New York, New York 10022: The Viking Press. GivesAldine-Atherton,Barkin, case Michael, history Inc. of laws with court cases that deal with personal liberties. ed. Law a:1-1 the Social System. $9.95. 1972. 529 South Wabash Avenue, Chicago, Illinois 60605: ConsidersandBarzun, Row Publishers, Jacques.the influences Inc. of social changes in Western civilization through a biography of racism. Race: A Study in$2.45. Superstition. 1969. 10 East 53rd Street, New York, New York 10022: Harper GivesChicagoBecker, economic Press. Gary. analysis of racial discrimination; differentials in achievement, costs, policies. The Economics$5.00. of Discrimination. 1957. 5801 Ellis Avenue, Chicago, Illinois 60637: University of Relates$1.25.Bennett, 17 Lerone,biographies Jr. Pioneersof men and in womenProtest. who have contributed to the civil rights protest.1969. 7110 Ambassador Road, Baltimore, Maryland 21207: Penguin Books 355 A. BooksBorg,1974. Kirstin, ed. U.S.A. Social Change. (continued) Box 1667, Evanston, Illinois 60204: McDougal Littell and Co. movements;ExaminesBrown, Inasocial e.g., Corrine. changeAbolition, throughout Unions, the New history Deal. of the United States in general, Understanding Race Relations. Englewood Cliffs, New Jersey then goes through the various 07632: Prentice-Hall, In Brown,Recommends$7.95. Turner. an activeBlack Is.and forceful approach to race relations in America. 1973. 53 East 11th Street, New York, New York 10003: Grove Press. $1.25. 1969. OakCarawan,Gives Publications, a clever Guy and Inc. Candie, comps. We Shall Overcome. 33 West description of the meaning of blackness. $1.95. 1963. 60th Street, New York, New York 10023: OffersMassachusettsCaudill, a comprehensive Harry. 02106: work on the music of the Civil rights movement of the early Night Comes to the Cumberland: Little, Brown and .Co. $2.45. A Biography of a Depressed Area. 34 Beacon1963. Street, Boston, 1960's. legends,DescribesChandler, and with David. tales horror about what Appalachia, has happened by ato man the who Cumberland loves the Plateau region inand eastern the people. Huelga. 1 West 39th Street, New York, New York 10018: Simon Kentucky. Schuster. $6.95.The 1970. classic work on Appalachia. A book of facts, figures, growersFocuses ofon Californiathe rising andtide their of Mexican-American allies in politics, militancy crystallized in the long and 25 Beacon Street, Boston, the big labor unions, and banks. Massachusetts bitter strike against02108: the grape Beacon Press,. Tellsdiscussions.$1.95.Clark, the accountKenneth ofB. thePrejudice psychological and Your impact Child. of prejudice upon children. 1963. A good volume for parent-teacher Tells10017:Coles, the storyRobert. of black school children who entered white schools in the early, Dellturbulent Books, days Inc. of Children of Crisis. $2.65. 1973. 1 Dag Hammarskjold Plaza, 245 East 47th Street, New York, New York desegregation, by an intelligent, sympathetic psychiatrist. 356 A. Books (continued) Conot,GivesWilliam Robert.an Morrow account and of Co. the Watts riot that is much more than a mere account. Rivers of Blood, Years of Darkness. 105 Madison Avenue, New York, New York 10016:$7.50. 1968. Consists10022:Cuban, Larry, of how physical appearance can have a part in prejudice. The Free Press. To Make A Difference: $4.95. 1970. Teaching in the Inner City. 866 Third Avenue, New York, New York SummarizesAppleton-CenturyCushman, Robert most of F.Crofts. theLeading Supreme Constitutional Court cases Decisions.that are well known. $5.50. 1971. 440 Park Avenue, South, New York, New York 10016: -David,Brings10016: Jay together and Crane, a collectionElaine, Editors. of 22 autobiographical selections which express blackWilliam frustration Morrow and alienationCo. and $2.95. 1971.Living BlaCk in White America. 105 Madison Avenue, New York, New York the predictableDavidson,10017: Jessica.consequence; militancy McCall Publishing Co. What I Tell You Three Times is True. $4.50. 1970. 330 Park Avenue, New York, New York andOffers how anlack introduction of understanding to the canuse preventand misuse communication. of semantics. Chi Shows how words can be used to prejudice and distort, DescribesNewDunn,"nature" York L.C., 10019: aand scientificand "nurture" Dobzhansky, explanation in scientificTheodosius. of humanterms. differences. New American Library. $.75. Heredity, Race, and Society. 130 Avenue of theExamples Americas, of events New York, 1952.to illustrate the fallacies of various racial theories. An analysis of the facts of heredity and presents cases of TellsFarar,Dunne, theJohnStraus story G. andDelano: of Giroux, Chavez Inc.and his organization and leadership of the Mexican migrant grape The Story of The California Grape Strike.19 Union Square, New York, New York 10003:$2.25. pickers. 357 A. 105Feldstein,Books Madison Stanley. Avenue, New York, New (continued) The Poisoned Tongue: York 10016: A Documentary History of American William Morrow and Co. 55.95. Racism and Prejudice.1972. PeterFrankfurter,Gives Smiththe history Publisher,Felix. of racism Inc. (its sources, Case of Sacco and Vanzetti. 6 Lexington 54.00. 1972. etc.) and its effect on the individual in ethnic groups. Avenue, Gloudester, Massachusetts 01930: AnalyzesHarcourt,Frazier, the Thomas,Brace, circumstances Jovanovich,ed. The Undersideand Inc.transcript of$9.00. American History. 757 Third Avenue, of the famous 1973.case by a famous American juristNew York, in anNew interesting York 10017: manner. victors.Provides an untraditional look at AmericanPolitics. history 160 Tices by selected Lane, New readings Brunswick, which focus on the victim rather New Jersey 08816: than the HarperPresentsFuch, andLawrence aRow collection Publishers, H. American of Inc.essays Ethnic which $2.25. show the influence of various1968. ethnic groups on American politics. VD1.(7, Gardner,Rockleigh,Sets forthWilliam; New many Jersey Berry; case 07647: studiesand Olson, in James. Allyn and Bacon, Inc.American history when there were strong Selected Case Studies in American $6.50. 1969. reactions for or against certain action. History. Two Volumes. Graham,RelatesLibrary. Lorenz. an account of race tensions $.60. South1966. Town. 1301 Avenue of the and their evolution. Americas, New York, New York 10019: New American $1.75.Greene,Recounts Graham. the story of negative intergroup 1957. The Quiet American. 625 Madison relations in the Soutjwest. Avenue, New York, New York 10022: The Viking Press. Greenleaf,DepictsPress. history Barbara ofKaye. U.S. immigration $5.95. 1970. America Fever. from Colonial days to the present, 50 West 44th Street, New York, New including all majoi racial and ethnic groups York 10036: Four Winds and the prejudice and discrimination which each encountered from the preceding 358 group. A. Books (continued) powerinsightRecountsGregory, movement. into the Susan. theyear problems the author of ghettospent inresidents Chicago whichand her emphasizes experiences the inneed attending for white an adultsall black to understandghetto school. the black Hey White Girl. 500 Fifth Avenue, New York, New York 10036: W. W. Norton and Co. $4.95. Shows 1970. Presents33rdGrier, Street, George housing New and York, segregation;Eunice. New York extent, 10022: costs, governmental policy, citizen action. Equality and Beyond: The New York Times Co./Quadrangle. Housing Segregation and the Goals of the Great Society. $1.45. Most readable 1966.summary of trends 10 East RelatesGuetzkow,available. the Harold.contributions of varying ethnic groups. Groups, Leadership and Men. Garden City, New York 11530: Doubleday and Co. $12.50. 1971. OffersHansberry,10020: a visual Lorraine. documentary record of the Negro's plight as he moves forward in hisSimon struggle and Schuster. for human rights. The Movement: $2.95. 1964.Documentary of a Struggle for Equality. 630 Fifth Avenue, New York, New York GivesLibrary.Hansberry, the textLorraine. of a Broadway play centering on a young Negro father facing prejudice and discrimination.$,75. 1961. A Raisin in the Sun. 130 Avenue of the Americas, New York, New York 10019: New American Describes1964.Haas, Ben. anti-freedom forces in the South, and the more militant Negro resistance. Look Away, Look Away. 11 West 39th Street, New York, New York 10018: Simon and Schuster. $5.95. powerAnalyzesHarris,(Webster) movement. Janet, various Co. and slave Hobson, revolts Julius with W. a focus on their leadership, showing their relationships to the current black $4.95. 1969. Black Pride. Princeton Road, Hightstown, New Jersey 08520: McGraw-Hill 359 A. Books (continued) The Germans in the United States of American During responsibletheHawgood,Presents Nineteenth John a for story,Arkas. Gentryestablishing orginally manypublished ethnic in sub-cultures. 1940 through a The Tradegy of German America:and After. 330 Madison Avenue, New York, New York 10022: Rockefeller grant and shows how majority rejection has been Arno Press. $13.50. 1970. Heller,ContainsBrunsw,ick, Celia a studyNewS. Jersey of Mexican-American 08816: youth; includes special Mexican-American Youth: Harper and Row Publishers, Inc. Forgotten Youth at the Crossroads. characteristics of these$1.95 youth (paperback). such as family size and 160 Tices Lane, New 1970. OklahomaHenderson,its effects 73069: George. on the socialization in the home, school experiences, University of Oklahoma Press.To Live in Freedom: Human Relations Today and Tomorrow. $3.75. 1972. language problems. 1005 Asp Avenue, Norman, Hentoff,StudiesPublishers, madeNat. ofInc. the relations among groups and ways to Jazz Country. 160 Tices Lane, New$3.95. Brunswick, 1965. improve social contacts in these groups. New Jersey 08816: Harper and Row Herndon,wherebyShows jazzhe learns as a twoto understandway street theof raceproblems relations. of black musicians as James. The Way It Spozed to Be. 630 Fifth Avenue, New York, New York Portrays a white high school boy trying to enter the they learn to understand his problems. 10020: Simon and world of jazz, DescribesSchuster. the author's joys and frustrations in a $.95. $1965. The Myth of the Negro Past. California urban ghetto school. 25 Beacon Street, Boston, Massachusetts 02108: Herskovits,preservedRelatesBeacon Press aninMelville America.anthropological (paper). J. study of the African roots $2.95. of American blacks and how that African culture has been Hildebrand,MinnesotaProvides 55403:Ernest,a series ed. of Viewpoints: articles from periodicals which deal Winston Press, Inc. Red and Yellow, Black and1973. Brown. with ethnic relations and viewpoints. 25 Gorveland Terrace, Minneapolis, 360 A. Books (continued) TellstoGrossetHolland, American of the andRuth. variouslife.Dunlop, wavesInc. of German immigrants, the location of their communities, their Gustoms and contributions German Immigrants in America. 1969. 51 Madison Avenue, New York, New York 10010: today'sBringsWalbashHoward, togetherAmericanAvenue, John R. aChicago, society. Awakeningcontemporary Illinois Minorities: collection 60605: of American-Indians, Mexican Americans,Aldine PublishingPuerto Ricans. Co. 529 Southessays, analyzing the paradoxical position of partial minority $2.45. grouns in ContainsInc.Hughes, Helen readings MacGill, which help develop an understanding of racial1970. and ethnic relations in the United States. ed. Racial and Ethnic Relations. Rockleigh, New Jersey 07647: Allyn and Bacon, GivesHughes,$2.50. a Langston.description of the psychological implications of blackness. 1969. Black Misery. 60 East 55th Street, New York, New York 10022: Paul S. Erikson. CYDCZ ExaminesProblem. all aspects of race as a social problem. 488Institute Madison Avenue,for Contemporary New York, Curriculum31,/ York 10022:Development. Cambridge Book Co., Inc. Race: Is Integration the Answer to America's Racial 1972. Jackson,Katz,Dramatizes William Shirley. the L. idea of using a scapegoat to meet community norms. Five Slave Narratives:The Lottery. 959 Eighth Avenue, New York, New York 10019: Avon Books. $.95. 1971. lifeGivesArno onPress explicit, the andSouthern New detailed York Plantations. Times. evidence of the inhumane treatment of slaves during the $3.75. Explores the development of stereotypes.' 1969. A Compendium. 330 Madison Avenue, New York, New York 10017: voyage to the United .states an' their 361 A. PaperbackKillens,Books John Library. 0. (continued) And Then We Heard the$1.25. Thunder. 1968. 75 Rockefeller Plaza, New York, New York 10019: DetailsKohl,Library. Herbert.of American Negro soldier's growing awareness $.95 (paperback). 36 Children. 1301 Avenue of the Americas, New of segregation. York, New York 10019: New Ameri:- Konvitz,Relates theMilton author's R., and year Leskes, as a Theodore.teacher in a Columbia University Press. A Century of Civil Rights.Harlemelementary$2.25. school. 1967. 562 West 113th Street, New York, NewOffers Kozol,York a10025: Johnathan.study of federal and state laws that were Death at an Early Age. 34 Beacon Street, passed against discrimination. Boston, Massachusetts 02106: Little,Brown, andDescribes Co. the year of an elementary school, teacher $5.95. 1959. The Rise and Fall of "Jim Crow": in a BostonThe Longghetto Struggle school. Against the Supreme Court's Separate, thatButLatham,Examines Equal, allowed t'rank Ruling.the suchB. laws laws used to inexist. many states to deny 845 Third Avenue, New York, New York 10022: black men equal opportunity with whites, and the Supreme Court Frdnklin Watts, Inc. $3.95. 1969. ruling TellsJ.Lee, B. Harper. Lippincottthe story ofCo. a little girl's father, a To Kill a Mockingbird. East Washington Square, $4.50. 1960. lawyer, who undertakes to defend a black man. Philadelphia, Pennsylvania 19105: SummarizesLerner,Publishing Gerda. the Co. role of women in our history The$3.95. Woman in American History. 1971. from the colonial period to the 20th century.Reading, Massachusetts 01867: Addison-Wesley Presents$4.25.Locke, Alain, the crucialed. The ideasNew Negro. of a generation 1959. 122 East 42nd Street, New York, New York in revolt. It's major thxust is clearly integrationist 10017: Athenebm Publishing Co. rather than separatist. 362 Books (continued) Loye,EvaluatesCo., Inc. David. the history of America from a sociological and psychological viewpoint. $8.95. The.Healing of a Nation. 1971. 500 Fifth Avenue, New York, New York 10036: Examines the theoriesW.W. of Norton Pavlov, and McCullers,problemFreud, Marx,based Carson. andupon Myrdal these intheories. a penetrating analysis of racism in America and offers a pc,sible solution to the racial Clock Without Hands. Pennington-Hopewell Road, Hopewell, New Jersey OFt525: Marshall,ShowsHoughton racial Catherine.Mifflin bias Co. and its effects on a blue-eyed black boy. Julie's$1.25. Heritage. 750 Third Avenue, New York, New York 10017: David McKay Co., Inc. Negro.Relates$3.50. how a girl finds out the difficulties of being judged as a person first, though1957. people see her first as a dayAnalyzes06457:Merrick, movement Toni.the againsthistOry sexism.of women's position in American Society as well as in other Americansocieties. Education Publication. The American Woman: Her Image and Her Roles. $1.75. 1972. 55 High Street, Middetown, Connecticut Looks at the present ContainsCo.Mezey, Robert. poems which highlight the Jewish experience$4.50. from Biblical times to the present. 1973. Poems from the Hebrew. 666 Fifth Avenue, New York, New York 10003: Thomas Y. Crowell Montagu,GivesMacmillan aAshley. critical Co. examination of biological concepts of race and their influence. $2.45. The Concept of Race. Front and Brown Streets, Riverside,1964. New Jersey 08075: VanMontagu,Provides Nostrand Ashley. a andprimer Co.Race: on racism and the biological and social significance of race. $2.75. Science and Humanity. 1963. 450 West 33rd Street, New York, New York 10001: 363 A. Books (continued) Moynihan,ServesBasic Books, as D.P., an Inc.updated ed. On collectionUnderstanding of articlesPoverty. on the nature, $4.95. 1969. 10 East 53rd Street, New York, New York effects, and ideology of poverty. 10022: Myrdal,GivesLane, NewGunnar.the Brunswick,Carnegie-supported New Jersey study 08816: which has long been the An American Dilemma: The Negro HarperProblem and and Row Modern Publishers, Democracy. Inc. major source book on Negro-white relations in the United $,5.95 each. 160 Tices 1962. Nava,States Julian. in accessible form. Mexican Americans: Van Nostrand and Co. An Anthology of Basic Reading_ 450 West 33rd$4.95. Street, New York, 1971. Americanthem.SurveysNew York thesociety.10001: history of the Mexican-Americans with an Includes a bibliography and a list of contemporary Mexican-Americans examination of the distortions and stereotypes still who have contributed significantly to surrounding Newman,Brings$3.25. Edwin to focus S. the changing role of the federal government 1970. Civil Liberty and Civil Rights. Dobbs Ferry, in establishing laws that deal with civil libertiesNew York 10522: Oceanea Publications, Inc. C-0 andPantell, civil rights. Dora, and Greenridge, Edwin. Includes freedom of expression and religion. DellIf Not Publishing Now, When?: Company. The Many Meanings of Black Power. $.60. 1969. 245 East worlddemandingA4th book Street, and that atheir Newrestructuringtalks York,just of andblackNew properYorkof power personal 10016: share; seen values inattempts the and to perspective of an historic march, in this beliefs.case, long continue a dialogue which demands that all of us delayed, of a peopleface a changing Reitman,Dealsand Co., withAlan, Inc. some of the major concerns of civil $6.95.' ed.1968. The Price of Liberty. 500 Fifth Avenue, New York, New Yorkliberties 10036: today. Civil rights, right to privacy, speech, and W.W. Norton religion Robinson,Harperare covered and Jackie. Rowseparately. Publishers, Inc. Breakthrough to the Big League. 160 Tices Lane, New Brunswick, $3.24. 1965. New Jersey 08816: Relates the story of Jackie Robinson and his baseball successes. 364 A. NewRose,Books York, Peter New I. York 10022: (continued) They and We: Random House, Inc. Racial and Ethnic Relations in the United States. $2.75. 1964. 201 East 20th Street, Rose,Press,Contains Peter Inc. a1. primer on race and ethnicity in American life; prejudice, discrimination, and personal reaction. $1.95. The Subject is Race. 1968. 200 Madison Avenue, New York, New York 10016: Oxford University 10016:Sampson,Attacks theEdward many E. prejudices Social Psychology that make and up Contemporarythe vicious circleSociety. of racial discriminatiOn.John Wiley and Sons, Inc. $12.95. 1971. 605 Third Avenue, New York, New York Co.Scott,Presents Ann Firor.scholarly information about attitude and $2.60.behavior changes among. groups. 1970. Women in American Life. Pennington-Hopewell Road, Hopewell, New Jersey 08525: Houghton Mifflin 1 Selznick,tionExamines movement. theGertrude, American and way Steinburg, of life inStephen. view of the experiences of the women from colonial days to the current libera- The Tenacity of Prejudice: Anti-Semitish in Contemporary America. thesamplePoints160 AmericanRices ofout almost Lane,an commitment intensive New2000 Brunswick, individuals. tonationwide a democratic New analysisJersey pluralistic 08816: of anti-semitism society. based. on hour-long interviews with a representative Studies the degree and sources of anti-semitism in the 1960's and the extent 'of Harper and Row Publishers, Inc. $8.95. 1969. ShowsServin,1970. the Manuel. Mexican-American is aware of his place in American society today. The Mexican-Americans: An Awakening Minority. Beverly Hills, California: Glencoe Press. $3.95. TellsSelberg,longing about Cunard. to alove confused beautiful, and troubled black Sheila young instudent this novelstruggling of today's to free disaffected himself of and his vulnerable white past, youth. which frustrates his Sheila. Pennington-Hopewell Road, Hopewell, New Jersey 08525: Houghton Mifflin Co. $4.95. 1969. 365 A. Books (continued) JerseySocialDeals 07627: withScience in-groups Staff ofand the out-groups Educational before Research looking Council at prejudice of America. and Allyn and Bacon, Inc. 1973. discrimination along Prejudicewith problems and Discrimination.of several Rockleigh, New AllynminoritySociological and groups. Bacon, Resources Inc. for the Social Studies. 1969. Images of People. 470 Atlantic Avenue, Boston, Massachusetts 02210: Staupers,Examines$4.95. theMabel way K. images or ideas affect our attitudes towards others. 1961. No Time for Prejudice. Front and Brown Streets, Riverside, New Jersey 08075: Macmillan and Co. Narratesnursing aprofession. history of the segregated association of nurses and its part in the effective integration of the American Harper and Row Mexican-AmericanPresentsPublishers,Steiner, Stan.a collectionInc. movement of reports,for recognition narratives, and power;and impressions also contains covering a collection the major of Chicano poetry. La Raza: $1.95. The1970. Mex.ican-Americans. 160 Tices Lane, New Brunswick, New Jersey 08816: incidents and individuals in the AmericanAttacksSteinfield, thehistory. Melvin."melting pot" concept by documenting examples of racist and discriminatory Cracks in the Melting Pot. Riverside, New Jersey 08075: Glencoe Press. policies and practices in 1970. MinnesotaGivesStone, caseJulius. 55455: studies through laWs that have been passed since 1950. Law and the Social UniversitySciences in of the Minnesota Second Press. $4.50. Half1966. Century.- 2037 University Avenue, S.E., Minneapolis, Civil rights laws are studied in-depth. WinstonStroud,Provides Press,Drew a McCord,series Inc. ofed. articles from periodicals which deal with the majority $5.95. Viewpoints: 1973. The Majority Minority. 25 Groveland Terrace, Minneapolis, Minnesota. 55403: minority, white ethnics. 366 A. Summers,Books James L. (continued) You Can't Make It By Bus. ButPortraysPress. Paul thesoon story learns of thata Chicano he has youth a responsibility who almost has it made. $3.95. 1969. Witherspoon Building, Philadelphia, Pennsylvaniato his people 19107: and that no Chicano has the right to be just a high He is a track star, an excellent student, and in love. Westminster Examines,Unitedschool Stateskid in with an Commission excellentgames and onpamphlet,girls Civil on Rights. hisinstitutional mind. racism in America. Racism in America and How to Combat It. Clearinghouse Publication. 1970. OutlinesStreet,Vose, Clement landmarkBerkeley, C. cases California and other 94720: legal attempts to integrate housing. Caucasians Only: The Supreme UniversityCourt, The .Of NAACP, California and The Press. Restrictive Covenant Cases. $7.50. 1959. 2223 Fulton NarratesWilliams,10017:, the Jamye rhetoric Coleman, of contemporaryand Williams, black McDonald, leaders. Editors. Noble and Noble Publishers, Inc. $3.20. 1970. The Negro Speaks. 750 Third Avenue, New York, New York DocumentsLibrary.Williams, discrimination John A. faced by Negroes who travel by automobile. $.75. 1965. This Is My Country, Too. 1301 Avenue of the Americas, New York, New York 10019: Eye-opener for white students. New American AidsPress.Woodward, in the C. understandingVann. of the black-white past in relation to present day problems.$1.95. 1974.. The Strange Career of Jim Crow. 200 Madison Avenue, New York, New York 10016: Oxford University A forYette,well-documented unskilled Samuel people.F. study by a black author that discusses the plight of black Americans in The Choice. 200 Madison Avenue, New York, New York 10016: G. P. Putnam's Sons. a society that has no need $1.25. 1971. mainstreamYoung,Presents Whitney aof statement AmericanM. life.of racism in America and offers Beyond Racism. Princeton Road, Hightstown, New Jersey 08520: a plan for the total integration of black Americans into the McGraw-Hill Book Co. $6.95. 1969. 367 A. Young,Books Whitney M. (continued) To Be Equal. Princeton Road, Hightstown, New Jersey 08520: 'McGraw-Hill Book Co. 81.95. 1966. RecountssettsYuan, 02138:D. black Y. struggles through civil rights Chinese-AmericanSchenkman Population: Publishing Co., Inc. A Study of Voluntary Segregation.$5.95.organizations. 1972. 3 Revere Street, Cambridge, Massachu- B. FilmsReveals and the Filmstrips problems and solutions of an unassimilated minority. C. RecordsNo recommendations and Tapes made by the Intergroup Education Revision Committee of 1974. D. NoPictures recommendations and Prints made by the Intergroup Education Revision Committee of 1974. E. NoKits recommendations made by the Intergroup Education RevisionRevision Committee Committee of of 1974. 1974.

368 SELECTED BIBLIOGRAPHY A. Books LEVEL IV Theme IV Commager,ElProvides Desatipa inHenry Latwo Realidad Steele.volumes most of the outstanding documents in the building of America. Documents Aof Challenge: American toHistory. Reality. Advisory Committee from the Education of the Spanish- New York, New York: Appleton Century Croft. $17.00. 1968. RelatesSpeaking difficultiesand Mexican Americans.encountered in language by bilingual Spanish speakers. May 1, 1973. HEW Report. $4.60. 1971. Holt,RevealsFroman, John. Robert.the multiplicity of people and viewpoints in-urban America. How Children Fail. Street Poems. New York, NewNew York,York: New York: McCall PublishingPitman Co.Publishers. $4.50. 1971. .'Describes theNewJaramillo, failure Yprk ofPari-Luci. our school systems to meet the needs of our children in a changing world. 10027: Teachers College. Cultural Differences Revealed Through Language. NCRIEE0 Tipsheet #8. Box 40, Columbia University, New York, AnJoseph,$.95. anthology Stephen of M.,poetry ed. and prose written by ghetto children ages 7-18.1969. The Me Nobody Knows: Children's Voices from the Ghetto. New York, New York: Avon Books. MaterialsSan Diego, AcquisitionanCalifornia Marcha Parsel 92113:Project Esfuerzo Parallel Bilingue Curricula in Spanish and Portuguese. San Diego City Schools. Bicultural, ESEA Title VII. 29SO National Avenue, Oliver,DepictsNesbitt, survival DonaldPaul, etW., tactics. al. and Newman, Fred M. Survival Book. New York, NewRace York: and Education. Funk & Wagnall.Middletown, Connecticut: $1.95. 1969. American Education PresentsPublications.Paradis, historical Adrian A. events and case studies in dealing with the issue of race in American education. $8.95. Job Opportunities for Young Negroes.1971. New York, New York: David McKay. $4.95. 1969. Provides a book on guiding young blacks toward useful and interesting career opportunities. 369 A. Pearl,BooksPresents (continued)Arthur, a theory and ofRiessman, training F. the poor as para-professionals in the human services field. New Careers for the Poor. New York, New York: The Free Press. $6.95. 1966. Pearson,Uses a case study approach to analyze the pros and cons of penal reform. Craig. The Penal System. Middletown, Connecticut: American Education Publications. $8.95. 1972. DescribesPollock,to bring George someabout historicalF. change in eventsa democratic and contemporary society. issues which reveal the legitimacy and limitations of methods used Dissent and Protest. Middletown, Conncticut: American Education Publications. 1970. Charlottsville,fromTheIssued PublicAnnotated by SchoolMaryland CodeVirginia. Laws ofState Marylandof MarylandDepartment 1957, Including of1969, Education, Cumulative Code of Maryland Bylaws Supplement; ofSchool the March,MarylandBulletin 1971. StateXXVI, July,Board 1970,of Education. No. 1969, 1971. The Machie Company, Law Publishers, 1. Reprinted GivesRatcliffe, outstanding Robert, Supremeed. Court cases with their background and the court decisions. Vital Issues of the Constitution. Bos'ton, Massachusetts: Houghton Mifflin Co. 1971. rs. GivesCharlesRaths, the Louis,E. rationaleMerrill. et al. and practical classroom suggestions for value clarification. $8.95. Values and Teaching: Working with Values in the Classroom. 1966. New York, New York: CID Presents$3.45.Schrank, Jeffrey.experiments, experiences, and activities to help prevent schools from handicapping1972. kids. Teaching Human Beings: 101 Subversive Activities. Boston, Massachusetts: Beacon Press. GivesHartSimon, Publishing79 Sidney strategies B-; Co., Howe, for Inc. clasSroomLeland W.; activities and Kirschenbaum, dealing withHoward. value clarification. $3.95.. 1972. Values Clarification. New York, New York: ProvidesSmith, William an insight J. into the Italian experience from Dante to the present. Poems from Italy. New York, New York: Thomas Y. Crowell Co. $4.95. 1972. 370 A. SociologicalBooks -(continued) Resources for the Social Studies. Leadership in American Society: A Case Study of Black Leadership. SociologicalGivesBoston, a Massachusetts:series` Resources f case forstudies the Socialon black Studies. people and black organizations and how they exert leadership. Allyn and Bacon, Inc. 1969. Roles of Modern Women. Boston, Massachusetts: Allyn and TakesStarr,Bacon, a sociologicalInc.Isidore; Todd, approach Lewis Paul;in examining and Curtis, the femaleMerle. role in our society. 197:2. Living American Documents. New York, New York: Sullivan,GivesHarcourt, the NeilBrace,major V., documentsJovanovich, and Steward, in Inc.American Evelyn historyS. with a brief introductory background. $4.95. Now1971. is the Time: Integration in the Berkeley Schools. U.S.GivesBloomington, Commission case studies Indiana: on Civilof the Rights. problems of integrating schools in Berkeley. Indiana University Press. Mexican-American Education Study. $5.95. 1970. Wallace,Deals specifically Irving. with the Mexican-American's educational malaise. The Man. New York, New York: Fawcett. $1.50. 1965. B. FilmsGires anda fictional Filmstrips account of a black president of the United States. C. RecordsNo recommendations and Tapes made by the Intergroup Education Revision Committee, of 1974. D. PicturesNo recommendations and Prints made by the Intergroup Education Revision Committee of 1974. E. KitsNo recommendations made by the Intergroup Education Revision Committee of 1974. No recommendations made by the Intergroup Education Revision Committee of 1974. 371 SECTION VIII

372 SELECTED BIBLIOGRAPHYTEACHER REFERENCE FOR Acuna,San Francisco, Rudolpho. California 94133: Occupied America: Canfield Press. The Chicano's Struggle Toward Liberation. $4.50. 1972. Paperback. 850 Montgomery Street, Adler,PresentsChicago, Mortimer Illinoisa controversial J., 60611:and Van viewDoren, of Charles.Chicano history and the growth of the Chicano movement. Encyclopedia Britannica Educational Corp. General Editors. Makers of America. $3.95. 1971. 425 North Michigan Avenue, Alexander,centuriesContains Arthur. tenof Americanvolumes reflectinghistory. and illustrating the ethnic diversity of the United States, ranging over more than four The Magic of Words. Provides a series of selections prefaced by historical head notes. Englewood Cliffs, New Jersey 07632: Prentice-Hall, Inc. $4.95. 1962. symbols,Explains fromdifferent secret ways language of communicating to animal signs with andwords. sounds. It also provides information from picture-writing to the origins of ,e..4 AmericanEvaluatesHistoricalGeography, Indian morePress, State Historical than Inc. and 300 Regional booksSociety. currently History, inGovernment use in our and schools. Citizenship, American Indians, and World History and Geography. $4.25. 1970. Textbooks and the American Indian. The books are organized according to American History and San Francisco, California: Indian Teachersindex.information may findhelpful texts toward from improvingtheir schools the imagecritiqued of this in thisminority book. group. The chapter called "The Background" presentsAn annotatedconcise bibliography appears just before the ProvidesArnspiger,1968. students Clyde, inet K-6 with "thinking tools" with which to consider andOne evaluate text each various for grades human 1-6. actions that are portrayed al. Human Values Series V. Special teaching pictures. Box 2028, Austin, Texas: Steck-Vaughn, Inc. $3.96 each. $5.95.Atwood,in the Ann. stories of the series. 1971. Haiku: The Mood of the Earth. 597 Fifth Avenue, New York, New York 10017: Charles Scribner's and Sons. Discuss the relationship between haiku and nature. Gives examples of haiku accompanied by appropriate color 373photographs. D.C.Banks, 20036: James A., ed. Teaching Ethnic Studies: National Council for the Social Studies. Concepts and Strategies. $6.00. 1973. 1201 16th Street, N.W., Washington, of fighters who have an whichfocusgroups,unrelentingPenned haveon by forthe a alsocommittment analyzingdistinguishedproblems been victimized ofAmerican to specific groupsocial society,byof justice. Americanstereotypesscholars, and ethnic for this and describing minorityiscultural a hard groups;promisingassaults,hitting the book white final written ethnics ones bydeal a group The authors present new conceptual frameworks for studying about ethnic strategies and materials. and women. with the problems of two groups Five of the chapters ofDescribesWashingtonBlaustein, white hostility theSquareAlbert changing Press.I., toward and status Zangrando,the Negroof the and RobertNegro the inL.hypocrisy America onfrom the earliest part of colonialthe whites days which to $1.45. 1969. Paperback. Civil Rights and the American Negro. New York, New York: the present.led the Negro to anger and frustra- It exposes the problem orderstion.Bone, exactlyRobert A.as printed. The book includes original historical documents, governmental documents, cases, statutes, The Negro Novel in America. Revised edition. New Haven, Conneticut: Yale University Press. treaties, and executive dualism.Gives$2.25. the chronological development of the novel against a background of historical1965. facts Assimilationism and Negro Nationalism play their partsPaperback. in this development of the novel from and the phenomenon of cultural 1890-1952. This CaliforniadocumentBurma, Johnis94133: an H. indispensable tool for the teacher of high school English and social studies. The Mexican-AmericanCanfield in the Press.United States: $5.95. 1970. Paperback. A Reader. 850 Montgomery Street, San Francisco, NewCelnik,A compilation York, Max New M.L.S., York:of articles and Celnik, describing Isaac theM.H.L. social status of Chicanos. Anti-Defamation League of B'nai A Bibliography on Judaism and Jewish-Christian Relations. $1.00. 1965. Paperback. Children'sBooksLibrary in for in.braille,Library the Blind Material: on andtape, Physically or talking-book Handicapped. records available. Selection Policies. Philadelphia,Free. 1974. Large print books also available.Pennsylvania: Free Library of Philadelphia, thought.PresentsChrisman, aArthur series Bowie. of fascinating Chinese stories in which the author has admirably caught the Newberry Award Winner. Shen of the Sea.' New York, New York: E.P. Dutton and Co. $4.95. 1965. spirit of Chinese life and Illustrated. 374 Clure,Provides Beth, teachers and Rumsey, with Helen.a great variety of activities that will be'useful and meaningful for extending Why Didn't I Think of That. Glendale, California: Bowman. $4.99. learning1971. related TracesCohen,to all Rabbithe school historic Henry. disciplines. struggle of Jews to obtain freedom and human dignity. Justice, Justice. New York, New York: Union of American Hebrew Congregations. Rabbi Cohen parallels the Jewish experience with $2.45. 1969. Cohen,Americansthe black Robert. experience.and offers alternatives to the present dilemma. The Color of Man. lie cites the reasons for rising anti-Semitism among blacks as cause for great concern to all New York, New York: Bantam Books, Inc. $.95. 1972. Paperback. Collier,differencesExplains Marythrough arose, Jo, textet and andwhy photographsthey persist. the concept of color. al. Kids' Stuff. Nashville, Excellent. Tennessee Discusses what color is,37212: 'where it comes from, how color Incentive Publications, Inc. $9.95. 1969. Croft,Boston,Records Dorren Massachusettsnumerous J., and activities Hess, 02107: Robert in allD. subject areas at a primary level. Houghton Mifflin Co., Educational Division. An Activities Handbook for Teachers of Young Children. $4.95. 1972. 110 Tremont Street, 'PresentsJapaneseDaniels, many Roger.Exclusion.suggestions for activities that can be used for young children. The Politic.s of Prejudice: Atheneum. $2.65. 1968. The Anti-Japanese Movement In California and the Struggle for historicalwithCitesin detailed California. labor background footnotesunions, progressives,and and in extensive revealing businessmen, bibliography. the extenuating educators, circumstances and clergymen imposed as contributorsupon the Japanese to the immigrant in The time period covered begins with the Immigration Act in 1924. Daniels does an excellent job of placing the problem against its This is a scholarly view of the problem anti-democratic movements California. NewDuran,Presents York Livie, 10022: a chronological and Bernard, collectionH. Russell. relative to Chicano history. MacMillan. $5.95. Paperback Text. Introduction to Chicano Studies: A Reader. 866 Third Avenue, New York, DealsCo:Engel,chapters with Madeline describingfour different a particular topics. form of inequality$3.95. in America; the third examines the consequences for our 1971. H. Inequality in America: The first section is a general introduction to sociology; the second is a series of A Sociological Perspective. New York, New York: Thomas J. Cromwell, society of writteninequities by or based about on the innate various group minority characteristics; groups discussed and the in fourth the text section itself. contains several short, 375 controversiaUreadings Fast,Examines Julius. the science of kinesics and the influence of culture upon nonverbal Body Language. 630 Fifth Avenue, New York, New York 10020: Pocketcommunications. Books, $1.50. 1971. Franklin,ConcentratesRandom House. John Hope.on the background and the history of the Negro in the United States. Vintage Books. From Slavery to Freedom: $3.45. 1967. A History of Negro Americans. 3rd ed. The scholarship and style are superior. New York, New York: Giovanni,Excellent1971. Nikki.bibliography. illustrated. Spin A Soft Black Song. 72 Fifth Avenue, New York, New York 10011: Hill and Pang. $5.50. York:Glock,Contains Charles a collection Y., and ofStack, poems Rodney. for and about children. Harper and Row Publishers, Inc. Christian Belief$1.95. and Anti-Semitism. 1969. Paperback.Beautifully written. Hauer Torchbooks. New York, New teachingsAnswerscollege(part the classes.ofin question,theshaping University attitudes "What ofaccounts California'stoward forthe theJews." five-year persistence study) of anti-Semitismwhich provide inanswers our to Many facts, figures, and statistics. Excellent reference book for intergroup studies in high school and democratic society?"the role played by contemporary Christian One of five studies Goldschmidt,ProvidesRinehart andan Walter. introductionWinston. to the basic concepts and understandings of the science Exploring the$8.00. Ways of Mankind. 1971. 383 Madison Avenue, New York, New York of anthropology, and gives us a knowledge 10017: Holt, Grambs,specialof our Jean owninsights Dresdan.social into milieu our inown light social of environment.those understandings. Intergroup Education. Englewood Cliffs, New Jersey It deals both with the familiar and the exotic; it provides 07632: Prentice-Hall, Inc. $3.75. Gives1968. suggestions and methods for teaching intergroup education. New York, New York: majorityContainsFawcett.Grant, Joanne. ofselections writings ed. concerningcome from thethe 20thconditions Century. of the black man in America from the 17th Century to $1.25. 1968. Black Protest, History, Documents and Analyses, 1619 to the Present. Each section of the book is preceded by an introduction. the 1960's. The 376 Greer,Palisades, Mary, California and Rubinstein, 90272: Bonnie. Goodyear Publishing Co. Will the Real Teacher Please Stand Up? $6.95. 1972 15115 Sunset Boulevard, Pacific SecondaryHalliburton,Provides Schools. situations, Warren J., activities,and Katz, Wm. and Loren. simulations for teachers to incorporate into their business. New York, New York: Arno Press. American Majorities and Minorities: $2.95. 1970. A Sylqabus of U.S. History of Handlin,students.Presents Oscar.a total ed. course in U.S. History for teachers with lesson plans and annotated bibliOgraphy for teachers and byDiscussesHall, writers Inc. contemporary the ethnic impactto. the on various American periods history treated. and culture and the subsequent $1.95. 1959. Immigration As A Factor In American History. Englewood Cliffs, New Jersey attempts at restriction. 07632: ProvidesPrentice- excerpts AnalyzesHandlin, the Oscar. acculturation of immigrants into Boston Society by an eminent historian in Boston's Immigrants. New York, New York: Atheneum. $3.25. 1970. detail. culturalAttemptsPaperback.Herskovits, heritageto Melville."set thehas recordinfluenced straight" the life on theand unitybehavior and ofcomplexity the American of West Negro. African culture and The Myth of the Negro Past. Boston, Massachusetts: Beacon Press. $2.45. 1967. the extent to which this ComparesHoltrop, Donald.to C.S.Lewis' Screwtape Letters, notes from one worker to another for whom Notes on Christian Racism. Grand Rapids, Michigan: Wm. B.E. Erdman. $.95. 1969. God is the Enemy, emphasizing church Paperback. Paperback.Hoover,hiring,and scripture Dwightand housing. W., used ed. against blacks, and church members who Understanding Negro History. Chicago, use economic and political power against blacks in education,Illinois: Quadrangle Books. $2.95. 1968. worksConsidersindivided Negro published intotheHistory." majorthree within problemsmain the sections: last in tenstudying years, and primarily writing concerningNegro history. the 19th "The Uses of Negro History," "Problems in Writing Negro History," and "Major Most of the selections in the book were Century.taken frnm The book is arranged topically and is Trends 377 Hostetler,Observes the John interaction A. between a secular Amish Society. Baltimore, man-made world and a small family-life society.Maryland: JohnsThis bookHopkins attempts Press. to understand custom $2.95. 1968. Revised. The Amish communities are and change in this underHubbard,materialsmall stress society Alice,and as effects surroundedtechnology and Babbitt, on the byencroaches aindividualAdeline, dominant upon eds. one. Amish. their society.Golden Flute:The successful scholarly investigation An Anthology of Poetry for Young Children. includes both theoretical background 257 Park Hughes,SelectsAvenue, Langston.South,poems thatNew Don't York,have You beenNew Turn Yorkgathered Back. 10010: from 201 East 50th Street,John New DayYork, Co.,old New andInc, York: new poets. $4.95. Excellent to develop interest in poetry. 1932. 10022: Alfred A. Knopf. 83.95. despair.Consists1967. of a collection of poetry which deals with basic elements and emotions in life: love, hate, aspiration, and TheHunt,Gives Ronald Sarah a varietyPress. Ethridge. of games for children from $6.00. Games and Sports the World Around. 1964. all over the world. 79 Madison Avenue, New York, New York 10016: Hunter,91201:Emphatizes Madeline, the andeveryday Carlson, influence Paul V. of family Bowmar. $6.99. 1971. Improving Your Child's Behavior. members on each other. Gives a systematic plan to improve the 622 Rodier Drive, Glendale, California child's Jaye,behavior.Co. Mary Tinnin. 1966. Recommended for parent conferences. Making Music Your Own. 250 James Street, Morristown, New Jersey 07960: Silver Burdett Jordon,Presentsand specialWinthrop learning .days D. experiences in proper order. in a sequence White over Black: American Attitudes Toward the Negro. 1550-1812.that moves from the first day of school to the last and includesBaltimore, the seasons Maryland: intellectSeeksPenguinsettlement to Books. determineto sex.in what "the became attitudes the United of States $2.95. Recommended for teachers. 1969. white men toward Negroes during the first two ,of America." Professor Jordan examines white attitudes centuries of European and African toward blacks from 378 Kanowitz, Leo. Women and the Law--The Unfinished Revolution. . Albuquerque, New Mexico: University of New discrimination.LooksMexico atPress. a much neglected area which only in recent years has come to the forefront in social justice $3.95. Examines the respective roles in sex in every sphere of American1969. life. Gives a unique and interesting sex-based legal ContainsinsightKatz, W.L.into factual Teachers'the inequitiesinformation, Guide andto a Americanhowbibliography, best Negroto end andHistory. them. suggestions for teaching. Chicago, Illinois: Quadrangle.A valuable$2.45. guide for teachers in developing 1968. McLaughlin,Records,a black historyInc Roberta, course. and Wood, Lucille. 1969. The Small Singer. 622 Rodier Drive, Glendale, California 91201: Bowmar ContainsMcWilliams,activities a collections Carey.give the'children of songs a thathead smallstart singersin the loveenjoy and. year understanding 4after year. of music. North from Mexico. 51 Riverside Avenue, Westport, Conneticut Familiar and new songs with varied musical 06880: Greenwood Press. $12.50.PresentsMoyer, Joan a classicE. portrayal of Mexican-Americans in the United States. 1949. Bases for World Understanding and Cooperation - Suggestions For Teaching the Young Child. ProvidesWashington, activities D.C.: that the teacher can use in the classrOm organized by "process'," e.g., "knowing," "loving," Association for Supervision and Curricupm Development, N.E.A. , 1970. National"organizing,"O'Rourke, Association Terrence of J. the Deaf. - excellent for early childhood and elemeOaryA. Basic school Course teachers. in Manual Communicatn. $4.50. 1972. 814 Thayer Avenue, Silver Spring, Maryland 20919: S3.79.ProvidesParish, aPeggy. refel-ence in manual communication. 1972. Illustrated.Let's Be Indians. 49 East 33rd Street, New York, New York Illustrates over 500 basic signs utilized in sign language. 10016: Harper and Row Publishers, Inc. Street,Quigley,Shows how Boston, Charles, to make Massachusetts andsimple Longaker, things 02173: Richard.for use in activities and arts and crafts projects. Ginn and Co. Voices For Justice, Role Playing in Democratic Procedures. 1970. Excellent resource. 191 Spring Presentstopics onmaterial constitutional and activities questions. to use in role-playing democratic procedures, in addition to suggestions for discussion 379 Redon,Paperback. Armando. Chicano Manifesto. 866 Third Avenue, New York, New York 10022: MacMillan. $2.95. 1971. Rivera,$5.00.Provides Feliciano. references and information about Chicano history as well as contemporary1970. events. A Mexican American Source Book. Menlo Park, California: Educational Consulting Association. Rubin,$3.50.Deals Ruth. with important people of Mexican or Spanish descent. 1950. A Treasury of Illustrated.Jewish Folksong. 67 Park Avenue, New York, New York 10016: Schocken Books, Inc. $3.95.Servin,Contains Manuel. a collection of Jewish folksongs which represent the cultural history of1974. Paperback. An Awakened Minority: The Mexican American. Riverside, New Jersey the Jewish people. 08075: Glencoe Press. Shabazz,andProvides Pathfinder Betty. excellent ed.Press, reference Inc. material about Chicano history, culture, and contemporary Malcolm X on Afro-American History. $1.00. 1970. Paperback. 873 Broadway, New York, New York: issues. 10003: Betty Shabazz period.aofCites rich, the abundant speechesold cultural evidenceand theheritage autobiographyabout whichthe past was of achievementsblotted Malcolm from X oriented ofhis the mind blacktoward peoples improving of thethe by the machinations of the slave-masters during the slave world. An editedself-image and illustrated of the black man as a man with collection Sheehan,ContainsDodd, MeadEthna. a andcollection Co. of stories that are fun to tell. Folk and Fairy Tales from Around the$4.50. World. 1970. 79 Madison Avenue, New York, New York 10016: Sheffey,Scribner'sShort Ruth,stories, Sons. and poems,Collier, and Eugenia. essays pertaining to different ethnic minorities. $4.20. 1969. Impressions in Asphalt. 597 Fifth Avenue, New York, New York 10017: 380 Rath'sFocusesStrategiesSimon, Sidneyapproach, on forhow B.;Teacherspeople theseHowe, come authorsandLeland toStudents. holdW.;consider andcertain Kirschenboom, valuing beliefs to beand Howard. composed establish of certainseven sub-processes. behavior patterns systematically. 719 Broadway, New York, New York 10003: Values Clarification, A Handbook of Practical Hart Publishing Co., Inc. This manual provides the teacher $3.95. Based on the 1972. Follett.Smith,with 79 R., specific, and Leonhard, practical C. strategies to help students build the seven valuing processes into their lives.$6.95. 1968. Discovering Music Together. 1010 West Washington Boulevard, Chicago, Illinois 60601 SocialContains Studies songs Strategies.about American Indians. Activities File Box. Also presents a Spanish carol, "Zomba-Zumba." $5.95. 1972. Producer: Educational Insights, Inc., inartProvides211 elementary S.experiences, Hindry in easy-to-read schoolAvenue, documents social Inglewood, form andstudies aancient numberCalifornia curricula. writing,of excellent 90301. and filmstrip-makingstrategies, such foras dramaticimproving play, the teachingrole-playing, and learning simulation-gaming, processes Center.ContainsResearchWagenheim, andexcellent Karl. Resources source Center. material for teachers as recommended by Dr. Pantoja, Director of the Research and Resources Puerto Rico A $2.95.Profile. 1971. 1519 Connecticut Avenue, N.W., Paperback.Washington, D.C. . 20030: Puerto Rican $6.95.GivesWaldo, recipesMyra. from all countries for meat, vegetables, and soup dishes. 1967. The Complete Round-The-World Meat Cookbook. Garden City, New York 11530: Doubleday and Co., Inc. IncludesBackWatters, Bay, a Lorrain P.O.Boxcollection E.,191, etof Boston, songs forMassachusetts: children in early childhood education. al. The Magic of Music Ginn and Co. Kindergarten. 1966. Xerox Education Group, Statler Building, writesTellsUniversityWhite, the Walter.of poignanthisPress. life storyand the of fightWalter for White racial as writtenequality. by the late general secretary of the NAACP. A Man Called White: $12.00. 1969. The Autobiography of Walter White. Bloomington and London. With great poignancy he Indiana. 381 Woodward,10016: C. Vann. Oxford University Press. The Strange Career of Jim Crow. $1.95. 1974. 3rd revised ed. 200 Madison Avenue, New York, New York humaneDiscusses perspective. segregation from 1877 to 1965. Sociology andAn Socialessential Life. guide for placing contemporary race relations in 450 West 33rd Street, New York, New York factual and 10001: Young,humanAmericanDevelops Kimballand,personality Book a systematicCo. andand Mack,growth. interpretation Raymond W. of the major elements $7.95. 1965. of sociology. Includes a section on the development of