IV DOCUME T RESUME

ED 118 509 SO 008 914

AUTHOR Dye, Joan G.; Alle Rodney . TITLE Religion in Eleme ary Social S udies: Level Three. Teacher's Guide :nd Student Materials And) Evaluation Rep t. INSTITUTION Florida State 'niv., Tallahassee. Religion - Social Studies Curric lum Project. SPONS AGENCY National Endo sent for the Humanities (NFAH) , Washington, T C.; W. Clement And Jessie,V. Stone Foundation, C cago, Ill. PUB DATE 75 NOTE 163p.; For vela ed documents, see SO 008 852 and SO 008 698 and

EDRS PRICE MF-$0-83 HC-$8.69 Plus Postage DESCRIPTORS Centers ofaInterest: Curriculum'Development; Curriculum Evaluation; Elementary Education; Ethnic Groups; *Ethnic Studies; Grade 3; Instructional Materials; Learning Activities; *Religion; *Religious Cultural Groups; *Religious Education; Resource Materials; *gocial Studj,es; Social Studies Units; Teaching Guides; Teaching Methods IDENTIFIERS *Religion in Elementary Social Studies Project; RESS

ABSTRACT These th!rd -grade materials, from the Religion in Elepentary Social Studies (RESS) project, explore the relationship religion to ethnic traditions in our multiethnic and multireligious society. Included here are the teacher's guide, the printed student materials, and an evaluation report from RESS level 3. The materials ../'-' stress active learning: Interest centers are used to introduce 'even 4 modules on ethnicity. Students are involved in a discovery approach to learning through the use of printed, visual, and auditory materials. The modules on ethnicity presented ithe teacher's guide include the following: (1) A Metropolitan Area: he San Francisco-Oakland Bay Area;(2) Ethnicity in a Metropolitan Area;(3) A .Spanish- Speaking American Tradition in an Inner-City Neighborhood; (4) A Chinese-American Tradition in an Inner-City Ethnic- Neighborhood; (5) A Black-American Tradition in an Inner-City Ethnic Neighborhood; (6) A White, Protestant-American Tradition in a Suburb n Neighborhood; and (7)A Jewish-American Tradition in .'a Suburb Neighborhood. For each module the guide.provides.the major conce is and organizing ideas, skills and behavioral objectives, list of the classroom and student materials needed, specific tea ing methods, evaluation techniques, and lists of additional print .and non print resources. (Author/RM)

Documents acquired by ERIC include many informal unpublished materials not available from *othersources. ERIC makes every effort tc obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affectsthe quality of the microfiche and hardcopy reproductions ERIC makes available via the &RIC Document Reproduction Service tEDRS). EDRS is not responsible for the quality of the original document. ReproduciionS supplied by EDRS are the best thatcan be made from the original. hot tor PAPmriwa,',7 genera_ i RELIGIONELEMENTARY IN SOCIAL STUDIES. LEVEL THREETeacher's Guide - a ,.. ) TEACHER'S GUIDE FOR RESS LEVEL THREE Prepared by Joan G.'Dye LEVEL THREE STAFF , Curriculum GraphicsJames Callahan c ProjectSusan.Laura Santos-HorstmannSanzSecretaries MichelleWinfree'Segal Zachlod TedHaroldPhil Giordano Lum Mayo _,) ( ( . Religion ipElementary Tiie Florida State University Tallahassee, Florida Social Studies Project o. The Religion in Elementary Social Studieb Project The Florida State University Tallahassee, Florida funded by W. B. Clement and Jessie V. Stone Foundation, Chicago, Illinois, and National Endowment for Julythejlumanities,, 1, 1972 -- June Washington, 30, 1975 D.C. Dr. Robert A. Sp;vey Director The Florida State UniversityPrincipal InvestigatorsDepartment of Religion TheJoanDepartment FloridaG. Dye, Stateof Religion University TheScienceDr. FloridaRodney and F.StateHuman Allen UniversityAffairs Program - CONTENTS Preface RationaleObjectivesSeries Scope, for Religion Special inFeatures Elementary Social Studies ii UsingMethodologyImplementation,Content the ofTeacher's RESS NationalSix Guide Level Field Program Trial Program \_ vii xiixiv RESS Level Three Program ConceptsIntroduction and Organizing to RESS Level Ness Three for,Level Three 6 Learning Encounters, RESSCorrelation Materials of Mainfor LevelIdeas. Three for Level Three 10 9 3.2.1. A EthnicityMetropolitanSpanish-speaking in aArea: Metropolitan American Tradition Area in The San Francisco-Oakland Bay Area an Inner-City Ethnic 19.11 S.4. A &Black Chinese American American Tradition Tradition in anin Inner-Cityan Inner-CityNeighborhood Ethnic Ethnic 69-40 6.7. A White Protestant American Tradition inNeighborhood a Suburban 107 83 ' I A Jewish American Tradition in a Suburban Neighborhood 124 1 SPECIALSERIES-*Centered SCOPE: FEATURES: on learning about religion 'six levels as part of in-sc Ool instruction in the social studies curriculum*Emphasizing search*Conceptually for meaning', structuredpersonal knowledge \\ *Inquiry oriented *Using,mixed media *Employing cross-cultural content samples *Correlated with interdisciplinary approaches and programs in social education ti multi-religiousspiralThe RESS development program-is and of designed t for the emotional and intellectual development *Levels structured r.4a- correlate with educational lti-ethnic society. -concepts, main ideas, sensitivities, and skills which comprise the program's Each of the six grade level programs is organized for the search, on stages of learning of the child in our EachserieslongerGeneral grade-level of to Objectivessequential complete. set (see oflearning materials'peg s contains: iv-vii.) ents. ,An entire encounter may take from three days to a weekIn the third level-program each encounter is divided into or a . . *A teacher's guide with.general and'behavioral ob ctives, teaching strategies and resources, retrievalreading*Packetsand background books, ofcharts; multi-media studentinformation activity activity learning posters, books, materials game sort cards, suchcards, andas: picture-sequencemaps. cards, data slide series, audio cassettes, student analysis and -1- RATIONALE FOR RELIGION IN ELEMENTARY SOCIAL STUDIESof"One'seduclItion compgrative religion is not andcomplete its relationship without a study to whenweprogramtile have presented advancement said of education,here objectively ofindicates civilization may as notthat part be such ofeffected it study secular consistent . . . . Nothing . , C. with the First Amendment."' from the majority opinion of the United Af. doThe with religious world view,dimension, a sense or ofreligion reality in -from its variedwhich a secularperson and/orand non-secular a community manifestations, makes sense of has life. to States Supreme Court, 1963, Schempp Case. .. andThis lives. perspective is reflected in life style,.the way in which a person or a community moves, acts, Religioutauexperience is a significant dimension-of life-in all human societies',',:- studyis'oftenofThe higher educational of religion. overlooked,education. necessity however, for isstudy the aboutimpoverishment religion inof publicelementary education level iseducation recognized which at ignoresthe level the This omission was recognizedMoreover, in a anumber 1972 reportof efforts on the have treatment been made of atminorities the Secondary level. What were.thein elementary following: social studies textbooks.present,"Is the roleincluded?" of a variety of religious groups in our society; both past and Among the criteria used by the committee of seven educators "Would"Is"In the dealing thelegitimacy book with tend various,of toa varietyencourage matters, of alj.fe positivedo the styles authors self-imagef"*. acknowledged?" commit 'sins of omission'?" Treatment*Michigan DeOartmentof Minorities.' of Education, Lansing, Early:-EletentaryL.Social mithigan: 3ichigan Departmanenf Studies: Education, 1972. 4. '. A Report in-Regards to Their"' ' . f. . ..- .. ..., ,., ... , c.... .,, , , 'i' mid, rationale fdr .#16, RESS" ;, .' . Project1 affixlms that the Studys-of religion is e' , 1 i ._xhe .eiimentary- programiespOitsibiliti:ok'tke,schoola.,,..eVen prowidega mote. tcitalappOech at the early'elementery ,, to social studies education, ) level,,,and 'that the proper and necessary its incorporation into (-) A--.-..,,t..., :... Aiiintif idiknt ,arda'`ok--iiie childout -shoUldreceiv70 a Icomtifeterlucatic5i1 from' earliest CarinO.t:- be' -margically.,Auspended. until, ;higher gtade entry' into school. levels,Learning abOut The ,., , 'rin learming about.414 religibnthe failure./to.,provideearly,:.forisittioii is hOnrdennminational, cotq'ct non-proselytizing,l'nforaion; and guided and academicallyxperiences responsible. ,society stetOtAAS,,ialSOonceptione, ,distrust, and-prejudice. . in the area of religion may result The RESS progr , 'AteThe-AIESS PTogiani-each dhild' program.drawsdevelops' s, tevel a-hi-Oid Tf, 'upon development,. tonceptUal'frameWOrk, established for- research*. ihveatikating varied of empathetic attitudes, and analytic,determining skills, contentat and methodology appropriate world view's) life - styles, and tradition tradition:. * I -religionworldreligion''cohtributesto in viewtha-Child's the andelementary life 'Level style, school: ofto ,whether bOgnitidethe fosters development it attitddes andielpecular moral of:selfcon of,develop or empathy. non-secular. ent.ept and as' the child -affirisAt his the own elementary or his family's level, study about At the same time, ldarning about I educatingInthe- this working waychildren reliiioit out of-to becomeequitable'mutualin public thihking-feeling educed& accommodationd supports. citizens a primary in whose our goalmulti-religious judgments of elementary will be fic;j6i based appreciation society. that are vital to al 8 t udi ds-- on factual analysis and sound reasoning, tempered with empathy and compassion: . $t. . , . 3 *Jerome Bruner,Ronald The Gbldman, Process Readiness of Educationo for Religion, New York: A Basis for Developmental Religious Education, New York: Random House, Inc., 1960. r Seabury Press, 1965, 1968, r, % Jean Piaget,Jean The Piaget, Moral JudgmentThe Child's of theConception. 'Child', ofNew the York: World, Totowa, -N.J.: Thd Free Press, 1965. Littlefield, Adams and Co., 1969. et. .%. * - OBJECTIVESY. BEHAVIORALBehavioral objectives for eaChlencounter.within a module are clearly stated in the teacher's guide op JECT I WS . . . `GENERAL'of each encounter's forOBJECTIVES each level. organizing .The behavioralidea, sensitivities, objectives provide an evaluatiVelcheck,for the child's ti and skills. '-' understanding _Key ConceitsThe sensitivities,..andpurpose of the' RASS skills: Project w in its six levels is to develop-the following concepts, main ideas, J,' STORY , Religious[worldview, -Concepts, commitment] [lifestyle] WAY `Sacred'Sacred:Space LiteratureSacred'ObjectsSacied Time . CelebrationCeremonyMythRitual ReligiousReligious'InatitutionsReligioue communiey'TraditidhsAdherents Social .F2L5cD2t2 Sacreddihsepts SymboAs Religious addrs A AcculturationChangeInteraction.raversity- s- r. Main Ideas 2.1. WorldviewThethis religious sense is of4 sensedimensionreality of isreality has from a belief about What is,_ and a commitmentto do with worldview and lifestyle. which a person and/or a community as a at,ought tos be.sense of life; 4.3. ThereflectsLifestyle religious worldview.is dimension'the way in is which manifested a person or a community moves, acts,.and in both religious and nonreligious lives: traditions. lifestyle 5. Religious traditions develop out of the interaction of the adherents with*the sacred . 6. by4freligiouscustoms, ain community time beliefs, andtradition space.and manifestedand is ideas. a pattern of thinking, feeling, valuing, in symbols, events, persons, documents, artifacts, 'rites, and acting preserved I 7. Religidus communication is symbolic; , it points beyond itself. 8.. The religious dimension . \ is universally manifest in human . societies. / 10. 9. The religious dimension andis bothculture a personal and a community experience. . .,, ,21. Religious experiences are mutually interdependent. ' . and expressions chanie Over time. . 12. Thestudy study of ofhumankind. the religious dimension , and of religious traditions is an integr.al part of the -v- Sensitivities Developing self-concept 2.1. livingvalues,feeling openly worldview, free byto.make the lifestyle,-and commitments appropriate which religiousreferences his worldview and/or secular and to and statements about her own feelings, lifestyle entail tradition Developing empathy for3. others appreciating the diverdity of worldviews and lifestyles in human societies. 5.4. peopleconsideringreligioussupporting make tradition thea person values in of his particular beliefs andtraditions behavior which which are involvedunique to in his decisions secular or Skills' 1. relating one's knowtedge and personal experience to-the learning A situation A ,2. participating in a real experience througli fieldsimulation.sense tripsexperience 3. considering a problem which needs a anpeisonalsolution explanation or societal response `4. developing and testing concepts, generalizations, and interpretationsacquiringstating andby information checking hypothesesthroughlisteningviewing locating infokmation readinginterpreting graphic materials -vi- organizingcomparing information,and contrasting 5. attaining concepts makinganalyzing associations information' 7.6. applyingattaining generalizations personal meaning and of interpretations events and behaviors to make judgments 8. becoming sensitized through empathizingexpressingexploring feelingsfeelings andand valuesvalues 9. working with others effectively, creativitysocialexploring'implicatiq98 participation and expressive skills and communications consequences skills presentemphasisThe content activities at aof given the in RESSlevel. the program areas ofis knowledge,.sensitivities,multi-disciplinary, though and particular skills. disciplines may have greater A conscious effort has been made to balance the content so that it will CONTENT ) SocialLevel 1 Studies Correlation: ModuleRealizing on Sacred and reconstructing Space--Tie Home meaningful space Cross-Cultural Family St6tio, ModuleRealizing on WorldandSacred reactualizing View Time--Celebrations and Life meaningful Style--Story time and Way worldexperiences view ( "story of wonder ") and and life joy style ("way") and related -vii- SocialLevel 2Studies Correlation: Cross-Cultural Community Studies ReligionModuldModu. 2: as a community experienceexperience inin aa societyhomogeneous of cultural society diversity JavaThe Temple Mound Builders .ReligionModule as a3: community experience in the child's own community Our Community 414 SocialLevel 3Studies Correlation: multi-ethnicExploresthe andrelationship multi-religious of religion society. to ethnic traditic, in ouT Ethnic Studies SocialLevel 4Studies Correlation: relationInvestigates to nature secular and non-secula/frameworks for exploring humankind's Environmental /Studies SocialLevel 5 Studies Correlation: non-secularStudies the manifestations, religious dimension, in North or America,religion pastin its and varied present secular and 41# Studies of Sociology, Economics, History Social,Level 6 Studies Correlation: Tracesin the the Middle origins East of and living the Farreligions East. to early civi Studies of Old World Civilize.ons ations 110 II The basic strategy is the inquiry method applie METHODOLOGY to the program's knowledge, sensitivities, and conceptsofskills basic objectives. formconcepts the basisfor learning for further about'religi explorat ons of the religious dimension in The primary levels prow . a broad backgroundAt the intermediate of experiences levels for thesethe development experiences and human societies. provideexperience,thetasting,Each area encounter her oftouching, withor, inquiry whenbegibsan initial anditand withseems smelling,a purpose experience.an likely "opener" asfor thatwell seeking designed theas hearingarea knowledge to of relate andstudy theis entirely Many of these op nil* activities involve the s eing. area of study to the child's Theown opener provides focus for new to the child, to senses of Activearesort read cards,learning with globes, theis initiscedteacher maps, rathercharts, through than and a varietyindependently.student ofbooklets. media: Children derive informationan At the earlysllides, levels printedaudio cassettes, materialsunderstanding. study prints; for hypotheses OchareandLearning designedlaterlifeas art, styleactivitiescheck music,to andhelpthem, to drama, providethe organizeempathize child role opportunities internalizeand playing,with analyze persons poetry, fortheinformation, of thelearning differingstory child writing, throughmaketo world affirm predictions, aand'throughviews varietyhis and oflife creative activities, own or his family's world view and develop generalizations.real life experiences styles. Activities Theprogresscreativela evaluativethe classroom. projects.of each interuments child and for do thenot encounterspenalize the are less most verbal often student.individual activity sheets These individual evaluative instruments provide the teacher with a check on the or individual' Th I IMPLEMENTATION beforeThoroughThefor encounters in4ividual introducing study mayof students thethebe usedteacher'sprogram of for varying tolarge guide the abilities or Atudents.and small familiarity groupand interests. instruction. with the learning materials A one-day serVfte workshop for teachers and Frequent options are provided are essential beadministrators used to promote: will be developed to facilitateconfidence implementation ia_the-legality of the of program. learning about religion in the public school , Videotapes will workAdministrative cooperatively and withcommunity administrators support should and competenceinterested be encouraged inparents. using and thethe materialsteacher should and strategies be willing effectively to provideLocal pretests the developers, are scheduled both writerfor each'level and artist, during with its day-to-day eat lest feedbackstage of indevelopment the designing in order of NATIONAL FIELD TEST PRQGRAM "011011" to populations.programTheprototype revised is materials. tomaterials evaluate are the then curriculum, ready fdr methodology, national testing. and materials among a variety of student Experimental use of the materials will be located in six project-approved national The purpose of the national testing widerHamilton,thestudenttesting testingdissemination. diversityOntario, centers situations andinin Orindaacademic,TaVahassee,, and provideand racial,Oakland, Florida.the feedbackeconomic, California; necessary and Wilmington,religious to further composition. Delaware; revise Kembresville, the program forPennsylvania; eventual. These centers have been chosen to include` representative Staff personnel monitor C -x- The format and annotations used in the'encounters are described below: USING THE TEACHER'S GUIDE NUMBER AND NAME OF ENCOUNTER NAME OF MODULE KNOWLEDGE CONCEPTS: Concepts introduced at preCeding levels receive increasingly ORGANIZING IDEAS: complex and abstract development at successive levels. Anof Organizing a Main Idea Idea in givesa particular an example content of the samB:le. :Qperation : These relate to the two areas of self concept and empathy. (See page vi:) SKILLSSENS I Ti VIT,I ES : Theeach skills encounter. are listed in the left Amargiu complete at thelist point of skills where maythey also are beintroduced found on inpages vi and vii. BEHAVIORAL OBJECT I VES: andcompre s ension of the econcepts, b organizing ideas, sensitivittes, 118.avioral objectives provide an evaluative check on the child's 4. MATERIALS NEEDED: Thisspecial list maincludes RESS riala the teacher will need to procure. material , audio visual equipment, and any PREPARATION: Because it is assumed that the teacher will have read each encounter in 0 fromits entirety,one encounter the preparationto another, referssuch as: only to procedures which might vary setting up an interest center on th ethnic or religious tradition particularthe encounter sample arrangingprocuringmakinggathering signs, spaceaadditional variety labels, for chartsof enrichmentor materials simple and displays propsmaterials for whichsystem's simulationsfrom students your resource school orwill role centers develop plays (see Resources o, enrich the interest center for each encounter) previewingsetting upend slide checking series andthe audioaudio tapesvisual Thisdifficultiesin(or systemthe; readingwill guide) forrequire: scripts whichany technical &roommight printed darkening-rfacilities,detract from the presentation. optimal ofarrangementcarousela sound moveeblea large, level projector, audioclearfor capacity' students visualimage a projection ofon standwhich'ellows gthe good onscreen. screen,whichcassette for to andtapetheplace a projection recorder,seating the - lataInformationto the content for the orteacher toy bea particularplacedis provided in several approachin margin-to-margin boxes which throughout should-be boxes. an encounter, each box relatin used. Info This information may relate tion for theto teacherthe activity which v-4 Theimmediately INTRODUCTIONintroduction follows provides it. a way to focus the child's interest on the area of inquiry. It might encounter.betheorIt in amight ethnic thesimulation fora,$)fpresent group which beinga problemreview'and willstudied. provideto furtherprovide a basisdevelopmentan opportunity for comparisons of thefor organizinghypothesizing. idea from the It might involve sorting materials which relate to the particular content sample. with the real life-- experience of It might be a game prededing DEVELOPMENT 1 makingTheand socialdevelopment associations skills is in or,the a sequentialonmajor iVgher porti level, forming\generalizations. '-/ eries of investigati(-eof eachand analyticencounter. tasks which culminate in It involves the employment of academic where one day'ssegmentsEach activitiesencounter into still isshould divided smaller en0 intoand segmentel threethe next or morebegin. learning segments. The teacher might wish to- divide these The dotted-line above indicates appear in smaller boxes indented from (appearthe left-hand margin. fOforganizing particul: learning activities . T: -proper-questionsTheteacher symbolteacher treatment and in"T:" should relationthe ofstatements rephrase,religion to her inprovide,aassessmentexpand, public oreducation.-miDdel ofeliminate the for students' the indicates statements spoken by the . EITHER,choice4thin'an OR:of a moreencounter. expanded or a' more directunderstanding, procedure for backgfounds, information and interests. These, words They usually pfesent the teacherindicat,6./ with the ,:ernati learning activities -, activities.CONTINUE:followinganalysis. completion of one or mare of the alternate learning Indicates the point at which the encounter continues . Ij.1 'EVALUATIONTheother evaluation real situations. provides students with activities to internalize the learning and to apply it to 6 EXTENDING EXPERIENCES wouldsomeThesetheto be furthei ofteacher'sare mostthe additional extendingsupportive.individualized initial activities experiences preparation instruction. which throughout for serve presenting to the enrich encounter the tti encounter. at those points where she feels they Other activities, such as reading books on th Planding for enrichment experiences should be done during learning and to provide opportunities The teacher should intersperse particular content sample, r I : .guide.mightRESOURCEScreativeCertain be done extendingteacher by.judividual will experiences wish studentsto addwill many duringbe mostid their appro free ri time throughout th er own to the activities we have suggested in the when used_as culminating activities. e encounter's development. The 4 SCRIPTSA listthesuggested encounter'sas a 'guideList of activitiesin poems, Selecting books or materialsto films, develop filmstrips,.andfrom the resourceextending centers recordingsexperiences. in her which own mightschool be system. used to enrich The teacher should use the interruptedpresentationtoScripts it when for preparingfor slide-tapeherself discusiion usingeach presentations day'sduringthe script. activities. the areviewing. reprinted in the guide to enable the teacher to refer In this way, the presentation could be more easilyThe teadher might prefer to narrate the slide forReferencesREFERENCES the teacher. used in developing the-encounters are provided as a source of further information -xiv- INTRODUCTION TO RESS LEVEL THREE .majoritybelongingACONCEPTUAL balanced groups together inprogramFRAMEWORK our society. andof ethnicof sharing'Most studies ethnic a common should studies past, deal programs presentwith a define cross-samplingproblems, ethnicity and futureof as a feeling of ethnic.minoritrand aspirations. 'WhileparticularethnicDistinctive some groups. members emphasis patterns of allis of on religious-ethnicfamily the role-of life, language,religion traditions incustoms, ethnicity. may chooseand religion an increasingly frequently The RISS third level program treats all these aspects of ethnicity, but its differentiatesecular path Barbaraourtraditionto'a pluralistic fuller Sizemore's and participation to society. find Power-Inclusion-Model ways into ourincorpoiate society, for itsmany Excluded particular others Groups*continue attributes (see to preserveFigure into the1, nextrich tapestry their religio-ethhic 'page) lists five of \ stagestant dynamicfor full in citizenship this model. and group mobility in the American - .social order. Religion is an impor- identi'ty. Religion C:, visibleitcreation,emphasizes to enterrole history, theinStage Stage"in" 3 and (capitalism).group2 (nationalism).development, feelingthe whichinitial the resultsexcluded stage inof group's groupthis processcohesioh. (separatism), the excluded group According, to Sizemore, nationalism and religion provideBy building the dynamics a religio-cultural community of beliefs around its cohesion is intensified. Religion continues todefines play a itshighly This cohesion enabl goalpowerismforsure,of the stagein in establishmentour major powerthe society, group nationaland participation has saysof andorganizedthe Sizemore.** localeconomic initself the base Americaninto which a political isway essential of life. decision-making processes. In the.power stage each ethnic group would dxercise 'an equal mea- bloc with a measure of economic and politicalPbwer,for Stage the 4 final6(pluralism). stage, is still-a utopian In the plural- *Barbara\A.**Barbara A.Sizemore, Sizemore, "Is "Shattering There a Case th for Separate Melting Pot Myth," Teaching Ethnic Studies. SchoolsV', Phi Beta Kappan, January, 1972, p.282. James A. Banks, ed. National Council for the Social Stud es, 43rd Yearbook -1- 1973, pp. 72-101. FIGURE 1'1/44°

*Barbara Si e7-41"5ihera a Case for Separate Schools?", Phi Beta Kappan, January, 1972,-p. 282. Notedthe student'seducatc4 Jamesown ethnicity AL Banks asurges well the as developmentother.ethnic of traditions. ethnic studies u programs which treat both styles."*behelp"When humAn students studied and enable to from broaden them an interdisciplinary totheir better understandin&and understand and their comparative concept own 'cultures-and of perspective, what it meantlife-, it canto Banks'toBanks ethnic "List-ofhas content.identified Organizing a number Concepts of concepts for Ethnic within Studies the socialCurricula."** studies disciplines which relate Many of,the Concepts for the RESS third level program correlate with the , . N. .RESS acculturationchangeKex Concepts ethnicity,immigration,Level.Three,Concept language, migration, culturalDevelopment liberation adaptation and equal rights movements community , .peoplehood, ethnic group, ethnic neighborhoods multi-ethnic neighborhood interaction pluralism, ethnic ties,. fellowship , C..1- sacred time . Last Suppers Resurrection.(Judao-Christian) (Christian).; Creation, Moses at Mount Sinai . , >.1 religious literature Jewrsh"Farah and Talmud; Christian Bible; The Ten Commandments . , # religious leaderscelebrationssymbols bread-,Catholic wine, Mass,: light ChristianMethodist Eucharistic Warship Service,sprvices,,Baptist Easter Sunday, Worship Jewish Service, Sabbath, Chinese NeWyear . . .% ,.) religious adherents Moses,Christians Jesus, ("Catholics," Confucius,Jews;Christianrabbis priests, adherents"Protestants"); denominations ministers of a particular adherents (Martin( "Roman LutherJewish ofCatholiC," King,tradition ',Baptists,'Jr.), ("Re o "Methookists,"); articular Jewigh.") *.lames A. Banks, "Teaching forDecember Ethnic Literacy: 1973, p. 747. Washington, D.C.: National Council for the SocialA Studies.Comparative Approach," Social Education, **Ibid, p. 749. -3- encountersTheLEARNING RESS1third STRATEGIESwith level s"discovery" program emphasizesapproach to active learning. learning. Manlp latIve, printed, visual and auditory Interest centeA are used to introduce homewithoutmaterialsof?";the to people"Howadddirection, which todo who the you,relate'to useinterest suppose it?"; the center.andit area,of is-used?";so on. inquiry "What are do provided. you think i Then they respond to'questicins about ea h item, such a : TheseStudents might are include invited vaca to ring other appropriate items from Students fitis?"; t examine "Whaton souvenirs,-costumed these materials dolls, reli- % "What is this made e s it tell us aboUt centergious objects,becomes aempty-ethnic rich resource food center pachges, on the recordings ethnic group of music,being 'studied.and items of clothing.A -The interest * ..- . . 7 visuallySlide presentatiops with background' are.used to establish each neighborhood as a formation on the iifestyle of each ethn c group. eal place and t4 RESS maps of the San ids the child = - storyamongFrancidc-)-Oaklandinput booklets cclimunitieS cduntry.. develop Bay in fictional"Areaa large multi-urban characters areawho liveand betweenin the realethnic neighbrhoods "hon-lands" viewedand the'ethnic in 'the slidegroUps The concept "equal rightetis introduced through a s4 lation game. re used with glo es and world maps to el.lore spatial relationships A aeries of ; .L within-anaccamanyingpresentations-childrenin the slides. encounter:with activities 'Thehigher illustrations abilityfrom the'Tteacher's,guide levels in themight story proceed booklets usually at a arefastercomprises matched rate. to s reets, people, and places The booklets are written in three or more parts. In this way it may take several days to read the entire story booklet, while - One part\pfa aseparate booklet learningwith the segent' 1 problemstorysome often:probIeMsituation or write ends their in a owncrisis involving story situation ending. the story so that character's students ethnicitymight discuss and/or alternate religion. solutions to the The stories Usually develop One part-'off\,. the , ROLE OF liar-TEACHER A theTheTeaching teacherpreceding Aids: should section, read Usingaethe prefacematerial.on. Teacher's Guid pages j through xiv,, witb particularThree chartsattention which 'to follow this introduction _entirety,introdutedMaterialsprovideIdeas'for previewingan'outline for withRESS Level eachLevel the of Three:activity. thesoundThree, Level -slide Correlation Three presentationd program of RE Sand Program examining Main pupilIdeas materialsWith Level as Three, they areand RESS It is suggested that the teacher then readIt eachis'important encounter to in note its that a single encounter may take three to 4d terials'Wey ate: Concepts and Organizing -t Audiorathersequentialfive Visual daysthan learning Presentations:tofeelpg develop. undersegments. pressure to "cover" the whole program within a given amount of time.- The dotted lines The goal should be for the children to enjoy each day's activities iross the page divide each encounter into.a series of notTheAnlarge idealonroom aimage deskaudioshould toor visual bebetable sufficiently"darkeoedprojected. situationtop. is essential and tothe'projector the effectiveness should ofbe themounted sound-slide on presentations. The-distanceThe between visual theclarity projector of the and slides the screenis dependent shoilld on-the allow usefor ofa a regu- a moveable AV stand, remainingamplifiers,board...lationit can-hear projection in this theirthe may narration screen.seats mean spreadthat without °children out straining,across will the need- ,Becausewhole to classroom. sit many in smalla group cassette near the recorders recorderVolume do rather onnot the have thancassette recorder should be adjusted so that the children farthest away from The slides should not be projected on a wall, a chalkboard, or a bulletin It is recommended that teachers Evaluatingthekeep endtray the of upsideslidesthe each Program: encounter.downin the or carouselsideways. trays. However, it is easy to misplace loose slides or to re-insert them in The slides are numbered to match the scripts provided at TheA returnedtheInmember "clean"detail. two of copiesto copythe the RESS ofisProject herfor staff teacherthe Center willteacher guidevisitthe toteacher to eachkeep write trialforshould in. her teacher writeown future comments,in order use. taexplainanecdotal thenotes,' evaluation additional program acti- It is important that, as a part of this program, each participating teacher use One of This copy will be returned to the Project Center. In the copy which is to be vities and resources, and evaluations on the appropriateness of the content and materials. . . perfectlyThisRelating is perhapsthe with 'Learning each the uniquemost to importantthe learning Child's role situationOwn ofExperience: the throughout teacher, t , r no paCkaged program can correlatecounty. The creative teacher will willthatthistofind support hersheprogram ways ownsupports students to community.are apply notthose withtheall students RESSinclusivestrong learnings ethnicwho and come thatidentitiesabout from there living more areand secularin variatrelig our mho It is important that students are away ouSns within convictions eachesthat-religious or ethnic theathomes theethnic andgroup. wheresame multi-ethnic grous timeethnic studied consciousness society in She is no longer a major influence in their lifeptyle. -5- ...... / ,.. CONCEPTS AND ORGANIZIS! IDEAS' FOR RESS LEVEL THREE . ENCOUNTER . CONCEPTS ORGANIZING IDEAS 1 1. A Metropolitan Area: The San Francisco- change (populationmobility) . ,People move in and out of neighborhoodsthat arefor importantreasons to them. Oakland Bay Area . UrbanPeople areas must usuallyplan how offer to meet many their choices needs of inlifestyles. the city. 2. Ethnicity in a Metro- politan Area acculturation (immi-. grants, ethnicity) . . AnAll ethnic of us group are membershas a feeling of some of ethnic belonging group. to- . . . gether, shares the same past and holds many 1 . PeopleReligion, of many language, different customs, ethnic and areofand family theallreligious samepart lifestyle hopesof an foiethnic the tradition.future. . change (immigration, oftraditions the city. contribute to the life and growth . A Spanish- speakingEthnicAmericanin an NeighborhoodInner-City Tradition ' traditionsacculturation (Spanish- (language,ethnicity)speakingliberation) American, ReligionThere are and many language different are-important Spanish-speakingofcountrytraditions, Spanish-speaking common of Americanorigin. elementseach with American the uniCiue ethnic culturegroups. of its symbols (holy bread andCatholic,'Mexican) , Bread has been a symbol of lifeplaces. in many times and . . wine, Guadalupe) Christians believe they share the life of Jesus when . celebration( storyGuadalupe) (Last (Mass, Supper, The Virgin of Guadalupe is a Mexicanofthey life, celebratenational hope, and symbolCommunion liberation. in his memory. . Communion) V) N." -6- ' ENCOUNTER CONCEPTS 4 ORGANIZING IDEAS . 4 . , . . . 4. A Chinese American Inner-CityTradition inEthnic an . acculturationchange (immigration) (ethni- . Many-Chinese American parents providetheir childrentraining infor. both their old Chinese Neighborhood - f traditiqn-(ChineseAmerican,,Confucian)city) Right behavior, respect-loyalty for elders, aretradition traditional and familyand their Chinese new valuesAmerican based tradition. . . mythcelebration (Chinese) (ChineseNew Year) on Confucihniam. . 5. A Black American NeighborhoodInner-:e4yTradition. inEthnic an changeacculturation (civil rights(ethni-movement,city) freedom) Black religiouschurches haveleaders been have centers.equal fed theforrights. strugglesocial change. fo . , tradition (Black American,Baptist4 BlackAfrican) . -..., , . . , . 6. A White Protestant change (population Worship, fellowship, _and the study of the Bible . .8..- ' American-traditionin a Suburban Neigh- acculturation (eth,,- .mobility) _,. traditions.as God's word are important in most Protestant , - borhood. nicity) . - On Easter Sunday Christians celebrate the Resurrec- ,,A.1 tradition. (White tion of Jesns Chiist. , . AngloMethodist,Protestant Saxon) American, Sunday is the Christian weeklyand holy rest. day'of'worhhip - -1------t----- ritual (worship ser-vice) , . . ------_, interaction (fellow- . - . . . ship) . ,* , sacred scriptures (the Christian Bible), , . , . . .. 'celebrationstory (Resurrection) (Easter) . . . N . . . . , 7. ENCPN1ERA. Reform Jewish - CONCEPTS.change (population The Jewish ORGANIZINGSabbath is IDEASa weekly holy. , . SuburbanTradition Neigh- in a , - dom)dispersion, free- The Sabbath is two celebrattons in one. day of rest, enjoyment, and.peace. , borhood 1 communityacculturation (peojiJehood) (ethni-city, diversity) ItcelebratesIt celebrates thdthe comingcoming intointoof being the world. .1 tradition (JewishAmerican, Reform of-the Jewish pe people. ---J. . , . . story (Creation, MosesJewish) / ,.. . /- ments)and The Ten Command- ., . symbolscelebration (light, (Sabbath) wine, . , , . bread) . :7, .,..... e sacred scripture (Torah) J ..0 . a , L . -87 CORRELATION OF MAIN IDEAS WITH LEVEL THRE$ Key Continuing fN100 1. TheMAIN religious IDEAS for dimension RESS CURRICULUM has to do with Development . Development * world view and 1 style. . . 2. World view is a semakes_sensewhich a person of life.and/or a community e o reality from * if 3. . Life style is the wayor ina communitywhich a person moves, acts, and lives; . * 4. The religious dimensionlife is stylemanifested reflects in world view. * . , 5. Religious traditions traditions.bothdevelop religious out of and nonreligious * . 6. A religious- traditionwith theis theinteractiona pattrn sacred ofin of time the andadherents spape. andactingthinking, manifested preserved feeling, in byevents, valuing, a community persons, and * * f' beliefs,documents, and artifacts, ideas. rites, customs, ' / 7. Religious comMunikat ,Self. In Lis symbolic; * i . _ 8. The religious dimensionmanifestit points is universally in beyond human Societies. - -* . . . * I TheThe religious dimensionpersonal is both and aa community experience. 10. ! The religious dimensionare and mutually culture interdependent.t * . 4 * . 11. Religious experienceschange and expressionover time. . 12. The study of the religiousand of dimension religious tradit ons is an * / . .integral partiumankind. of the stu of -9- . RESS MATERIALS FOR LEVEL THREE OJ ENCOUNTER 1. pp. 11-18GUIDETEACHER'S , SupplementSTUDENT BOOKLETS PRESENTATIONSSLIDE-AUDIO CASSETTE CARDS 2. pp. 19-39 Supplement . Slides: 1-83: The 1 San Francisco .,- . Ethnic America .. . Audio Cassette: entireOakland narration Bay Area 3 pp. 40-68 Supplement Slides: 7-26: The Mission District . 1 Maria of the MissionDistrict Audio Cassette: specialto-Spanish English- Narration 4. PP. 69-82 PhilSupplementBread ofof ChinatownLife . AudioSlides: Cassette: 27-47: Chinatownoriginal narration . 5. PP'83-106 MarkSupplement of the Oakland Inner-City Slides: 50-66: Oakland cardsgameset of 6. .. pp. 107 23 JaneSupplement bf Walnut Creek AudioSlides: Cassette: 67-83: Walnutoriginal Creek narration 7. Pp. 124-144 David of Walnut Creek Slides:Slides: 102-138:84-101: ShabbatLearning Shalom to Make, Hallah r materialsA samples.packet ofwere Interest gathered center by staff materials members is duringprovided a visitto teachers to each in of the the RESS neighborhoods Field Trial used Program. as content It is anticipated that the teacher will neato supplement and enrich the collection of INTEREST CENTER MATERIALS The materials provided by the RESS Project Center: -10- a ENCOUNTER 1: A METROPOLITAN MODULE ON ETHNICITY AREA:° THE SAN FRANCISCOOAKLAND BAY AREA KNOWLEDGE 'CONCEPTS: , change (populatillmobility) ORGANIZING .IDEA: People mustmove planin and how out to ofmeet cities their for needs reasons in the ci y. thatee important to them. . SKILLS:SENSITIVITY: listed in the left-hand margin appreciating the diversity of world' viewsCities and lifeusually styles offer many choices in lifestyle to people who live In human societies there. BEHAVIORALMATERIALS OBJECTIVE: NEEDED: aRESS folder Supplement for each for child Encounters to keep 1 and 2 Fromto derivematerials some provided answers into anquestions interest he center, formulates all RESS materials the child will be able about city living. 0_11 large sheet' of heavy constructiona rich collectionpaper or of sheetmaterials of chart such paperas those oakEthnicity:listed tag below: ' housePersonalchild's key safety identificationon chain in theto becity: tagworn or around bracelet neck chopsticksethnic food wrappers padlock and key placemat , napkins from ethnic- brochures on traffic safety D ethnic clothing,magazinesb ochures other utensils,suchlanguagesprinted as inguns o restaurants aHealth: "Nogarbage Littering" can sign Religion:religious objects jects of art p. hospitalbr9chures on health services et. 1 Transportationairport ticket system: 4 rollerchalkjumpingballStreet and forskates rope games: jackssidewalk game ChamberprogramsticketCultural of stubsof andCommerce cultural fromSports footballbrochures orEvents:-, sports games, from events large theater, etc. PREPARATION: _Set up an interest. center on a table or counter top. stick ball Maps of points of interest in cities (Chambercities of Commerce) Arrange a rich display 1 words "City Living"theFoldof itemsitemsthe ow sheet it on.displaysuch to ofmakeas constructionthose in thelistdd interest paperabove. orcenter. oaktag in half lengthid.se. a stand-up sign which will be placed among Print the 'General Procedure for distributingProvide RESS each print child materials: withsuchnamessuch a as manilaonas pictures theirbooklets folder. folders. and and written maps. reports. Explain,that they will receive Theymany. willmaterials also make materials of their own, All of theseDirect should the be studentskept in theto write their , When distributing newnamestudent's RESS on thebooklets, ownbooklet. folder.to always directbe used the again student and again. to write his I NTRODUCT ION,. At the end of each day'stheir activities, materials alwaysto their remind folders. the students to return TheyAfterandtodistribute should thenstudentseach open child.also copies haveit write to written ofthe their the drawing theirRESSnames Supplementof nameson a thefamily on cover their for loading of Encountersmanila the household supplement, folders, 1 and 2 making inferences from picture study ,belongingsT: onto a U-Haul van. WhyWhat do is you happenigin suppose this this family picture? 10 moving? (family is moving) (new jobs, hope of finding a job, hope of a better i4ay of living, -12- . . .) --studyidentifying questions for WhatThis arefamily some is things moving they to awill big needcity. to find out about the city? SomeList possiblethe children's questions questions are: on the sheetWhat else? of chart paper: And what else? Where will the family live, focusing on the area of inquiry work,T:transportation; play, gor:io school,find new go friends, to church, go shop,forTheYou help? findnewprobably interest noticed center the is new about interest City Living.center in our room. labeling [Write T:CityLivingPresent the stand-up sign labeled City WeLiving. can call this our City Living Center. over the questions on the chart paper.1 DEVELOPMENT PlaceAdd the it wordamong "Center" the item& to init. the interest center. examining interest formationtocenter gain materials in-7; T: ofLookDuring your at the thequestirs. dayitems you there. will have a chance to spend, some time at the center. See if they can give you the answers to some thecenterProvidefurther center. at an directiosome opportunity tim for each child to spend 10-15 minutes at the All the childrenduring to investigatethe day. the materials without Post the list of questions over EVALUATION Liter all of the children have eXamiged the materials, ask:I reporting T: WhatDid answersdidyou youfind dodidfind the we you inanswersstill find?the need?'City to anyLiving of ourCentel? questions? -13- How did you find that answer? What else? And what else? adding related itemsto a group Youmaps,Perhaps might placemats, you havewant souvenirsto stickers. put them visited d a % large cityft the withour trip Cityyour - Livingthingsfamily. Center. like postcards,. EXTENDINGanticipating EXPERIENCESfurther study againRememberto San tomorrow Francisco,to put when your awe supplementbig imagine, city on whatin our your it country's wouldfolder. be Westlike Coast.to move We'll use it withTochartfor help thereference. should theclass. children be placed gain in an their understanding manila folders. o Students Provideshould thinkthe students of an appropriate with a globe title and various maps (U.S., state, local) where they live, fill in the following chart or the^chart. The completed continentplanet , countystatecountry . Toa developmap with the colored concept pins. of mobility the children can mark places they have The city instreetcity which the'children are presently livi ived or visited on can also be marked. ToArrangeclass.contemporary make thea collection children city life. awareof books of the(see importance kesourcee offor personal this encounter) contact inwhich a neighborhoo realis Individual students might choose a book to read and r tally depictort to the discuss places where they have made friends (church, school, playground, etc.). , The childr- can Makeschools,also a findlist churches, of resources swimming which pools, people museums, in a neighborhood etc.) share (playgrounds, librariei, hospitals,. out from theirparents where they might go to make friends in the community. :transportation.vehiclesTo demonstrate which providethe importance mass transportation. of public transportation in a city, have the children make a list of The teacher may wish to discuss the need for mass ;44- \ :. Thelifestyle following and activitiepisay environment in be'used their ownto guidecity andstudents neighborhood. in thinking about the quality of the r Aboutiour Town Or City: a. What'scountry.Imagine important that yo for your friend to see? Take him on a tour of your city. are about to meet a friend, visiting your town or city from do? find out? another b. Copy the words which would best describe your town Or A city to a visitor. Exciting - Old -Fashioned- Clean - ` Religious- Noisy- Happy- . Dangerous - Crowded: Quiet- ',.. Dirty - Modern - Saf e- c. Look at the words you have copied. Fun-0"'" Changing- Empty Friendly- d. WriteCirclePut a starfour words besidesentences that wordstell that aboutthat would tellthing tell t ings-you like about your t9wn or city. you wish were different abo45:yourvisitor town about or city. your city. About Your Neighborhood: Your neighborhood is: Playgrounds,PeoplePlace you you can see stores, walk every to libraries,day or nearly bus everystops dayyou share nearly every day HowNowThink:What dohas couldyou your like you thesedo to changes?make things better in your nealborhood thahged in the last iew years? Do you dislike any of the changes? - neighbqrhood? Why? What would you do if: TheThere trash were collections no churches, stopped? synagogues, or temples in your 0., neighborhood? AThe librarynew bus playground (transit) "Bookmobile" wasservice built started stopped? in yourstopping neighborhood?' in your neighborhood every Tuedday? -15- BOOKSRESOURCES Binzen, Bill. wherelarge& Geoghegan,Inc., all city, lands a pileof adventures 1967.of real dirt can leftbe played behind out.... by builders can easily; become a mountain Miguel's Mountain. "For children who live on the flat and crowded streets of a Photographed by Bill Binzen. The photographs New ifork: ... capture the Coward, McCann Binzen,'Bill. vigorchildren...."imaginations which big and -city Library increase children Journal. the seize book's upon value whatever as a realistictheir environment image of lifeaffords among their urban The Walk. Written and photographed by Bill Binzen. New York: Coward, McCann Brown, Myra Berry. live,out& Geoghegan,to citythe country.or country,Inc., 1972. and only people can prevent them. Pip Moves Away. They realize that it is people who make messes no matterCharlie whereand his you friend Tony take a walk through the city and Illustrated by Polly Jackson.' San Carlos, California: Burton, Virginia Lee. aGolden feelslittle Gateexcited boy Juniorin, and his Books,apprehensive new neighborhood 1967. as the and moving explores progresses. his new house. The Little House. A family moves to a new neighborhood and the little boy Boston: ,Houghton, Mifflin Company, 1942. He is reassured as'he meets Busch, Phyl VirginiathroughPhiladel Burton's tee es award-winning book describes how cities change as they grow. iss S. and New./York: Exploring as You Walk in the C4ty. a naturalist. J.B. Lippincott Company, 1972. Pjiotographs show where to look, and things that Photographed by Mary M. Thacher. Children explore the city Corcos, Lucille. bemightsimple discovered be butfound comprehensive, on in a awalk city in environment thediscussing city. such many as scientific birds, insects concepts and inplants. relation to what can The City Book. New York: Holt, Rinehart and Winston,_1972. The text is Says Evan, Keith,Justus, Eros May a small boy in Harlem, "I want a chance to be lonely...in my own-way...in my own corner." A NewSmall Boy Lot. in School. Englewood Cliffs, New Jersey: New York: Hastings House, 1963. Bradbury Press, 1968. Liang, Yen..\The'Sk scra r. Philadelphia: Lippincott,-16- 1958. Lf Politi, Leo. iccOlo's Prank.noonaudienceHillLuigi Piccolo to the thegave organ getsbig the Losgrinderinto tiny Angeles mischief"that monkey add-his park. pennies pet almost monkey as he brings Piccolobowed disaster.and rode tipped the cablehis hat. New York: As Piccolo danced to the organ music, the Charles Scribner's Sons, 1965. Drawings of tall car down Bunker One after-Every day Tresselt, Alvin. &andskyscrapers Shepard give, e,Co.,,Inc., infeel the for central 1957.neighborhood, city contrast change inwith the old city. Victorian "gingerbread" Wake 1[2., City! Pictures by Roger Duvoisin. New York: Lothrop, Lee houses 1 FILMSTRIPSWoodward, Hildegard. Sons, 1961. The House on Grandfather's Hill. --x---- New York: Charles Scribner's 146-01"The"Understandingthe CommunitiesCity," Anchor "-What's Avenue, the in City."a inJamaica,City," a City?," and N.Y. "The "Cities 11435. Ever are Changing Different" City." "Where Does, the City Sto0.," A series:of 6 filmstrips including "Taking a Walk in Available from Eye Gate House, N.E.,richmentEncyclopaediaSix FamiliesAtlanta, for the ofGeorgiaBritannica theunderstanding United 30342; Educational States, of population Corporation, mobility Suite and 2Q2, social 141 adaptation.W. Wieuca Road, The following two filmstrips are recommended'is en-A series of six filmstrips. Available from thingsavailable.city"The about McBeesafter the theyLeave new have life.Kentucky." left their small community where employment is no longer The children miss their old-home but also realize there are good Tells of a family's adjustment to living in the p. wayfinds"The for Garners that,them. although Move to therethe City." are dipadvantages to city life, it is still a good The suburban family moves into -the city and -17- REFERENCES Bookchin,Banfield,Books Murray. Edward C. The Limits of the City.The Unheavenly City. Boston:New York: Little, Brown, 1970. HarperA Row, 1974. Ochoa,Cox, Harvey.Anna S. AndRodney F. Allen,Teaching.for the"Creative AboutSocial Teacher-StudentStudies, 1972. Learning Experiences AboutThe City," The Secular City. Life'in the City. New York:- pp.The 89-158.Macmillan Company, 1965.Richard Wisiewski, Editor. Washington, D.C.: .National Council

r-18- KNOWLEDGE ENCOUNTER 2: MODULE ON ETHNICITYETHNICITY IN A METROPOLITAN AREA CONCEPTS: acculturation (immigrants, ethnic group, ethnic neighbOrhood, Multi- ethnic neighborhood) . ORGANIZING IDEAS: AnAllReligion, ethnic of ua groupare language, members has a customs,feelingof some ofethnicand belonging family group.parts life sametogether, ofstylepast an andethnicareshares holdsimportant tradition.the many.of the same hopes for the future. People of many different. ethnic and religiousto thetraditions life and contributegrowth of the city. BEHAVIORALSKILLS:SENSITIVITY: OBJE listed in the left-hand appreciating the diversity of world views and life styles in human societies ewing a sound slide presentationrgin on ethnicity, students should Givenhoodsbeclearly able a inmap to the designates ofchart-inforMation Santhe Francisco'Bay bodies Area, Bay of studentsabout water,Area. ethnic shouldbodies groups colorof land, andit in.aethnicmajor way bridges,neighbor- which m sandlti-ethnic ould the be sister able neighborhood. tocities ascertainven ofexamples San,Francisco whether of ethnic he livesand groups Oakland. in anand ethnic ethnic or neighborhoods, a the child MATERIALS-NEEDED: wall RESScassettecarou sound-slideSupplement tape recorder forseries: Encounters 1 and 2 n : p of the1 Unitedprojector States The San Francisco-Oakland Ilay. Area PREPARATION: Set up and check AV system Rgss blue booklet, Ethnic America -19- s'INTRODUCTION,tsimulating-a real T: You've all had a chance to look at the things in our expeiience TodayYouFirstFrancisco.City found we'reLiving, we'll many going needCenter. pictures, tosome take maps maps,an toimaginary andfind other our tour way.there.items of Sanabout Francisco. San interpreting maps a.basicrelationUse a mapwall toreading mapthe ofstudents' skills:the United own Statescommunity. to locateRead titleSan Francisco of map. in Begin by reviewIng Thenc.bs continue: IdentifyonUse the directional map. land and indicator water areas to establishon the.Map. cardinal directions T: HowIsFind it wouldour northeast commynity. you oror travel westsouth of toof San reachSan Francisco? Francisco? San Franciscb? What mountains TellDistributeStudents them to shoulda findset oftakeMap crayons Illthe (SanRESS to Francisco7OaklandeachSupplement student.and out rivers of Bay their would Area) manila you in thecross? folders. UseBridge.Oakland,FollowSupplement. the followingsteps Golden the a,Pacific Gate b,coloring and Bridae, Ocean, c above.activity San Francisco to identify: Bay, the Oakland Bay. San Francisco, T: WhatColorFind Oakland.Sanbodyit blue.Francisco. ofof waterwater isis eastwest ofof SanSan Francisco? Francs Color it green. Color it orange. (Pacific(San Francisco Ocean) Bay) AllColorBay the Area.it landblue. which touches-on the San Francisco Bay is . -20- called the SupposeOakland isyou across were tothe-titq drive from, San Francisco to Oakland. roMSan Francisco. SupposeWhat bridge you sailedwould youacross cross? the Pacific Ocean to San Francisco. (Oakland Bay Bridge) Color it red. +F. WhatDoWhat youwould bridge think be wouldathat good isyou color a sailgood for undername the forfirst?Golden this Gate bridge? Bridge? (Golden Gate Bridge). Why?.i "- DEVELOPMENT -Color it that color. Neighborhoods San Francisco-Oakland Bay Area People ,Viewing for a IntroduceNeighborhoods""Neighborhoods"Sketch the the chart elideand and above"Ethnic series "People" on Groups"bythe indicatinglater chalkboard. will in thebe on substituted encounter.)the chart thefor. words (The terms "Ethnic "-pm-paw T:underlined below: BayWe're Area. going to take an imaginary visit to the San Francisco-Oakland See script in Resources for thisWe'll encounter..) meetvisit some some of Neighborhoods the People who in liveeach there.city.the sound slide series, "The San Francisco-Oakland-Bay Area." ow some free discussion, then ask: -21- noting similarities 4, T: Some of the neighborhoods we "visited" were city neighborhoods. (Mission IList thethe three chart. inner-city neighborhoods under Neighborhood'sWhatDistrict, three inner-cityChinatown, in neighbOrhoodsOakland Inner-City.) did you see? noting a difference T: WeManyWhatOne say neighborhoodpeopleneighborhood that Walnd,who live was didCreek in outsideyou Walnutis see a ofsuburb outsideCreek the cityofwork of Oakland. Oakland?ofin Oakland.nearby Oakland. (Walnut Creek) attaining concepts 'AddOPTIONAL: "Walnut'Creek" to the list under Neighborhoods in the chart. (inner-city, suburb) T:., On"Population"Look this at thechart Populationmeans how manypeople. Chart.people does one man qtand for? (500,000 people) sk students to interpret the Thesymbolssuburbs.It charttells by tells howtelling many us howhowpeople manymany live peoplepeople in thelivelive inner-city inin large citiesand how around many liveour country.in the T:chart.the inner-city and how many people liveOakland, inFind the cities suburbsDetroit, -where of Altanta, each more citypeople Boston.) on livethe in the suburbs. (San Francisco- FindMilwaukee.)the citiesasuburb's. city where morejust peopleas many live people in thelive inner-city. in the inner-city as live in (Chicago.) What makes you say that? (Dallas, New York, [Direct the students to look at the picture mapDo #2you of live San Francisco.'in aan suburb? inner-city neighborhood? What makes you say that? . 2 -22- 4 interpreting maps T: WhatChinatown.)Look two at neighborhoodspicture map #2 did of weSan "visit" Francisco. in San Francisco? (Mission Distiict, Direct the students to look at the pictureLabelChinatown?What map does both#3 of theneighborhoods Oakland-Walnut picture map on tell Creek.your you map about of San the Francisco. Mission District? About OPTIONAL:T: LabelWhatLook at doesthe picture twothe neighborhoodspicture map 1/3 map of tellOakland on youryou and aboutmap Walnut of Oakland? Oakland-Walnut Creek. Creek. About Walnut Creek? willallusingthatIt be materialsmightthe themore children maps becolorful wiseto again their colorto and andclose manila the attractivethey thepicture folders.might day's tomaps.wisb activitiesuse. to color at the this maps point so thatby suggesting they Tell them that they will be Remind students to return 'Indicate the chart: 44- retrieving informationfrom a chart T: MissionLet'sWe saw namelook District,slides them.at theof Chinatown, fourslides neighborhoods again. OaklAnd Inner-City,in the Bay Area.Walnut Creek.) (Children can review names by reading from the chart: viewing for a purpose Stop the presentation-oneshow the slide the series title with f'rameof theliveThis audio each intime tape.eachsequence think neighborhood. aboutto ask: the People (indicate this label on the chart) who labeling 'StopT: the presentation on the last frame of eachWhat sequenceneighborhood to aak: is this? making associations lastAfterT:(see category, thecompleted room People,is chart lighted below)as: again, by usingcontinue.development theWhat.people questions livebelow of inthe to (name chartcomplete of neighborhood)? the charting information T: WhatAmericansSpanish specialapecial.group -in speaking' chart.)group of Americans people livein chart.) in theChinatown? OaklandMission Inner-City?District? (Write Chinese- (Write (Write BlackMost Americans of the peoplein chart.) in Walnut Creekspecial(White belong groupProtestant to ofwhat people? American) San Francisco-Oakland Bay Area Neighborhoods/Ethnic Neighborhoods 'Pei:Tie/Ethnic Groups . MissionChinatown District ChineseSpanish-speaking_ Americans Americans Oakland. Inner-City Black Americans Walnut Creek . . White Protestant Americans -24- 7 .re-labeling T: Efer to "People" category inWe completed call each chart.' of these special groups of people an "Ethnic Group." attaining concepts T: Ease the label "People" andEach substitute one of us"Ethnic belongs Group" to some in the"Ethnic chart] Group." readStudentsDistribute them shouldtogether. copies put of their the bluenames RESS on theirbooklet, Let'sbooklets Ethnic read and America.to thenfind out what this means. T: mostWeWhat can ofethnic saythe\people thatgroup the livesbelong Mission in to the Districtthe Mission same isethnic District? an ethnic group. neighborhood because (Spanish-speaking) attainingre-labeling 'EraseT: "Neighborhoods" and substitute "EthAicWhat Neighborhoodff-In ethnic group liveschart. in Chinatown? (Chinese Americana) neighborhOod)group,concepts ethnic (ethnic WouldWhat(Most ethnic you ofsaysay.that groupthe that people lives Chinatownthe Oaklandwhoin thelive is Oakland Inner-City anthere ethnic Innerare neighborhood?Chineseis -City? also American.)an ethnic neighborhood? (Black Americans.). Why? WouldethnicWhatWhy? aboutyou group? say Walnut that Creek?Walnut Creek is an ethnic neighborhood?. (White Protestant American.) Most of the people in Walnut Creek belong to what- Why? relatingEVALUATION the experiencepersonallearning to T: WhatethnicIs kind it groups anaof multi-ethnic ethnicneighborhood live neighborhood? together? neighborhood, do you live in?where Many people from many different What makes Whatyou saymakes'yon that? say that? manilaAddRemind information folder. students about to place the students'their booklets, own neighborhoods Ethnic America, to the in chart. thein OPTIONAL:thegroupsBegin RESS arepresented wallmaterial. mural inon theEthnic classroom Groups. in addition to those presented in This might require comittee work and library-research. The mural should include ethnic TodifficultyEXTENDING reinforce oftheEXPERIENCES moving use of to the a newterm country "immigrants," with little and to or provide no knowledge the children of the withlanguageor some insight customs, into invite the Ns students to Mork in-pairs with the followingA. role play: Assign the roles: newly-arrivedDesignate othersome immigrants. studentsstudents toto actact-as as "newAmerican-born immigrants." relatives of the B. Give the "newly-arrivedYouYour immigrants"have American neverjust cousinarrived meta paper your is on oncousinto a whichbeplane waitingbefore, thein Newfollowing forbut York/San youyou indirectionshave theFrancisco a terminal.photograph are from written: (foreignof him/her. country.) How do u feel about leavingfeel about coming to t bur homeland? United States? , How will you greet him/her? u find your cousin? Wha do you have to help you find him/her? . C. Gi HowWill will you yougive make him himgreetings understand fromthe youyour"American-born cousin" a paper on which the following directions are written: sine ily in (homeland) first?he only speaks a little of your language? YouHe/sHeY c e does not speak English. hehave is come just to avearriving the\ never airport frommet him yourto before,pick family's up butyou e youspeakhnic have homeland.a littlea\photograph of his ofethnic him inlanguage. your wallet. cousin. WhatHow dowillcoulddo u uthink find hehim? will want to know about right away? u,think your immigrant cousin will feelou about do to leaving make him his feel homeland? welcome right away? What will you say to him first? In what language will you say it? D. After each pair of studentshomesickness?SUppose has he had_-ts a homesick.chance to work out a role play, ask them to present What could you and your family do to help him to get over his on"familyTo thehelp branches. tree."the children develop an understanding of their own ethnic traditions, they might draw a it to the class. The various relatives and their countries of origin (homelands) could be written ActuallyreturnTo strengthen toit theiris athe storyhomeland concepts about (Italy) ofthe..uthor for a visit..himself as a young boy. ethnicity" and "immigration," read Leo Politi's Little Leo. Leo ;s Italian relatives think his American customs In the story, "Leo' and his family , are "strange." T: WouldWhyWould.Leo's were an Italianthey customs called child's be"strange" "strange" customs in be inItaly? calledthe United,acates? "strange" in Italy? After reading the story ask: Why? Why not? Use ethnic holidays of the year to focus on particular ethnic groups and their contributionsSaintWould Patrick'sItalian to customs ourDay (Irish-Catholic be likely to beAmerican) called "strange" in the United States? March 17 Why? Why not? society: EmaterChinesePuertoColumbusMartin Sundayp(WhiteRico NewLutherDay Discovery Year(Italian-American) King's (Chinese Protestant DayBirthday (PuertoAmerican) (BlackAmerican, Rican varies, American) American) Catholic late January, Ethnic Americanearly February Groups) October 2 January 15 November 11 varies, early Spring. RelateTostringfirst help the immigrantsthe,can learning bechildren attached of to histrace.their the from family child's each onown homeland owna countriesglobe experience toand/or theof origin,bypresenta map.inviting havehome students eachin the student to bring locate items Homelands might be marked United States withthe coloredhomelands tacks. of the which tell about A customs,their own language, ethnic tradition and contributions to.school. of his/her ethnic group to our Individual students might wish to research ana then report on the -27 society. .To de'elop4artsarrange the child'swith a field such appreciation tripcategories to several foras: the ethnic richness neighborhoods that ethnic in groupsa nearby provide city. for our society, S clothing, language, food, churches, customs, decorations. Provide the children with Lit RESOURCEStheyt1em can make comparisons of each neighborhood fromsee their how charts.many items they are able to list under each category. On returning to the classroom Aliki.BOOKS tO\th8 Indians are highlighted. Story of William Penn. Prentice Hall, 1964. Quaker. Penn's Quaker beliefs and friendliness Baker,\Betty. madearedescribes thevividly Hopi to demonstratedchildrenthe young go reader toby school.text a true and incidentillustrations. of. Hopi Indian history when the white men forcibly The Bi& Push. New York: TheCoward, difficulties 1972. the children faced trying to live two cultures Hopi Indian. A simple story, easily read, Bulla,Brecht, ClydeEdith. Robert. wanted. puppy of his very own. Benjy's Luck. New Boy in Dublin. Lippincott, 1967. New York: 64 pp. Crowell,'1969. Amish.-4 A mall Amish boy living on a large farm \ Burton, Virginia. \\\\environmentof today's of 4 concernsthe little for house the quality'ofas the city urbandevelops life. around it takes on a new meaning in terms The Little House. Boston: Houghton, Mifflin, 1942. A traditional favorite of young children. The story of the changing Appalachian. Gives excellent GRADES K-3. Credle, Elliz. Aiought goodsturniptoinsight tradefor theythei intoin havethe the gensay1 ves rald, oftheystore mountain win but a giveprizechildren, them at theall Countryaway to fairneighbors and go on home their with way new to shoestown. and store- Down, town the Mountain. family. Award-winning book. New York: A brother and sister long for new shoes.Nelson and Sons, 1934. They grow turnipsWith one . Clymer, Eleanor. pre1ptycdmmittee lot makes and thean excitingneighborhood and much-neededadults decided of place the that newfor a park,properMike andbut park hisMike would friends sometimes be better.to play.goes there alone and pretends it is still a big pile of The Big Pile of Dirt. New York: Holt, Rinehart, 1968. A big pile of dirt in an Everyone is The mayor's dir . GRADES K-6. -28- Erlich, Amy. 'family. Ann Wiseman. Mother bakes, sews clothing.Zeke Silver Moon: Tony's Flower. New York: New York: Father Dial Press,isVanguard.; a musician.1972. 1961 Depicts. homelife of contemporaryFamily eats Italiannaturalurban. American.health foods. Child Hall, Natalie. neighborhood.German,is named Puerto Zeke Rican,Silver andMoon. other ethnic groupssas he delivers bread from his father's bakery in his The World in a City Block. Lippincott, 1960. Multd-ethnic. Small boy discovers Italian, Hodges,Hawkinson, Margaret. Lucy. the customs of their homeland when they visit their. Japanese-horn grandparents. Dance, Dance,The AmyFire -Chan. Bringer. Boston: Whitman,'1964. Little, Brown, 1972. Japanese-American. 'Paiute Indian. Two children learn about A Paiute Indian Iwamatsu, Jun (pseudonym for Japanese-AmericanTaroresearchlegend; Yashima). well-told,on myths. child good in illustrations. New York City. Will provide good baseUmbrella. for creative writing, art work, or Viking, 1958. Japanese-American. Story of a Lenski.,,iLois.Kantrowitz, Mildred. Maxie conveys a real feeling of community and shows the interdependence of all people in a Coal Camp Girl. Mftie. New York: Lippincott, 1958. Parents Magazine Press, 1970.. While this book is an intermediate grade level, the - The quiet story of aged, lonely neighborhood. .Lexau, Joan. - schoblteacher so might he has read to selectedgo home alone--Aparts to frighteningthe children. experience for a shy five-year old. Benjie on His Own. New York: Dial,_1970. Benjie's Granny isn't waiting for him after When he gets Marquar, Margaret C. homeIndianthat Benjie exist children findsside byofGranny sideEastern illin theWoodlands,and modernin need .inner-cityPrains, of help. Pueblo neighborhood. and.other tribes. Indian Children of America: A Book to Begin On. An excellent picture of the toughness and kindness Holt, 1964. Work and play of Politi,Miles, Betty.Leo. Michaelstory tellsfind how PeWrs father, a Sicilian-American fisherman A Bo et forThe Pepe. Feast on Sullivan aStreet. job on Sullivan Street during the Italian festival of Saint New York: Charles Scribner's Sons, 1959.Knopf, 1963. Irish American, Italian American, Catholic.in the old California capitalfof Monterey, Sicilian-American. Anthony. The wholeTogethergoes outfamily withhe andtakes the his boatspart. father and prepare'for.theis almost lost atfestival sea. of the Blessing of the Boats, in -29- It tells of Pepe's faith that he will return . Which the ttRoliti, Leo. village.Leo" (actually Leo 'Politi himself as a boy) and his family return to their native Italian They retraceLittle his parents'Leo. ,New immigrationYork: eastward from California'to New York and then Charles Scribner's Sons, 1961. Italian-American. "Little Squire, Roger. 'across thePrimary-intermediateenjoyable. ocean to Italy. level. Beyond this,Wizards illustrations and Wampum: serve as an excellent base for creative writingcor art. These legends of the Seneca (Iroquois) Indians are Legendsmoat of`the Iroquois. New York: Abelard, 1972. Turkle, Brinton. histhis childhood story about fears. a Quaker boy. ObidiahtheThy Friend Obidiah.Bold. Viking, 1965. Viking, 1963. usker. Old Nantucket is the setting for Quaker. Obidiah's father helps him to conquer MediaHolidaysdesignedFILMSTRIPS Materials, and to Festivalsexplore 212 Mineolathe in multi-ethnicthe Avenue, City. RoslynTwo nature filmstrips Heights', of our by urbanN.Y. Edward 11577.communities Dubrowaky: and Available to develop from the Urbanconcept .1 The filmstrip Festivals is backgroundprogramCelebrationthethat program; each is to ethnicbilingual, in thethey Chinatown, narration groupinclude with has aanofboth itsPuerto Afro-Americaneach ownEnglish celebration.Ricanculture and Folklore DayandSpanish intradition. Festival,Harlem, sound tracks.the and Feast a West of IndianSaint Anthony,Day Parade. the New Year Several events are highlighted in Festival music provides authentic The 'People of Other'335IntroducingViewers Neighborhoods.Lexington visit Leading Avenue,Italian, Cities New Jewish, York, - San PuertoNew Francisco. York Rican, 10017. Chinese, German and Norwegian parts'of a city. 24 frames, silent w/caption. 35 frames, color. Color. Filmstrip of the Month Club.. Eye Gate House, 1954. -30- a C, Tape Narration for RESS sound-slide aeries s. MODULE ON ETHNICITYRESS LEVEL THREE The San Francisco-Oakland Bay Area . Video1. (Title) 1.Audio (Advance on toile:) 2. .RESSModule LEVEL(Title) on THREE, Ethnitcity 2. (Advance on tone.) 3. GoldenThe San Gate Francisco-Oakland Bridge Bay Area -3% GateAt theBridge entrance catches,N to the'San gleamingFrancisco rays Bay; of the the famous. sun., Golden 4. Closeup of Golden-Gate 4. Hugesafe oceans inland liners harbour pass of underthe Bay. the bridge to reach - the Bridge 5., On the west side of the Bay' the hills of San Francisco - 6.5; SkyscrapersSkyline 6. Thenestledare people outlined among of theagainst the city skyscrapers. thelive sky., in many-different neighborhoods 7. The (Title)Mission District 7. First let's visit the Mission Utrict in. San Francisco. : 9.8. 'Mission CityStreet bus with 9.8. ThisThe bus must is beleaving! it -- look at the palmtrees lining the Let's run to,'catch it! street palmtrees -31- Video Audio .10. 11. OldShoppers couple, tile sidewalk 11.10. blueTheSpanish sidewalkspeople'whotiles. - speaking of live Mission countries here Streetcome in fromCentral are Mexicodecorated and Southand withfrom America. redother and A 13.12. Movie'Boy besidetheater palmtree, tile sidewalk 13.12. The palmtrees and the colorful tiles remind There's'thepeopleSpanish-speakingthe actors of their moviein thehomelands. theater. movie-speak in Spanish. If we go inside we'would hear 14, a Mexican Bakery WouldBakery? you like 'to try some Mexican bread from the ' botainguez 15. La Victoria Bakery 15.' Or perhaps you'd rather choose one of the manySpanish delicious pastries in the window of La Victdria Bakery. '. 17.16. < Gift Shop window Statues 16.17: statuesInfor thetheir Gift'ShopMissionof homes. Saints, Distritt on Angels, the cornermany and people ofthey the canbuy Virgin findreligious Mary.crucifixes articles and 19.18. Housing #1#2 dogs, talkn thetdaeighbors, streete outsidefamilieswho or watch thethe theirapartmentsstoreslive inchildren right this people around- apartient can the buildingcorner on Mission can WalkWalkat.play.Street. their 21.20. FirstSaint Communion Peter's Churchphotos 21.20... ThisInin the'photographer'sis White the doordresses to Saintand windowveils. Peter's there Catholic are photos Church. of . Do you think they couldbe brides? . little girls Letr's . . entrance . look inside., -3g- 2. Saint Peter's interior Audio22. Asthe part church of their to spend school some day, quiet time-in prayer. these children have.come to Light streams 23. P14yground 23.- OuttakenSaintthrough of doorsbyPeter's theus. onbeautiful Catholicthe other colorsSchool sine inofline thethe up stainedwindow, to have.theit glasschildren-from window. pictures 25.24. BoysGirls at at play play 25.24. TheDo studentsyou play atany Saint of these Peter's games Catholic at your School school? wear -- school uniforms. 26. Mission Street 26. Hereand comesthe Spanish-speaking our Bus. It's time Americans to leave who thelive,there. Mission District, e 27. / Chinatown(Title) 27. Now we're on our way,td visit Chinatown. , 29.28. CityCable hill cars 29.28. Jumpcrowds"Everyonetight! up onof atouristsoff clanging, for Chinatown,"walking ord-fahioned down calls the cable steepthe conductor.car street., -- then hang We join the CV 31.30. red-canopiedStorefrontsWoman on balcony balconies'with . .31. 30. ThisSo mahyChihese shops woman and lives stores in anline apartment...oiler the streets of.Chinatown. her store. 33.32. PorcelinsGift Shop inwindow Gift Shop 33.32. Wesale.toDownstairs might buy. buy inone her o Gift Shop she ells Souvenirs for the tourists the beautiful pdrdelin statues she hatOfor -33- V -.Re* a. Video34. Housing over shops, Audio34. Manyevenof Chinatown.families a single live room. in apartments above the shops and stores Several families often stare an apartment cr 35. Apartments fire escapes 35. orWith Tire so escape.much over-croWding, .it's nice to have a balcony . 37.36. ApplesShoppers for sale 037. 36. asNodA wnwelllanguage to asthe in streetproblem English. for here these -- pricesshoppers. are marked in Chinese to'almost any store they want is just a few's,teps 38. Chinese newspaper office 38. officePeople toof readthe neighborhood'tte want ads stop -- writtenat the Chinesein Chinese, newspaper of course. go, 40.39. TwoPlayground girls 40.39. A inplacespecial among to place'forthemeet towering your thebest buildingschildren friendr-- of-- Chinatownit's the Chinesehas been Playground. fitted 41. Boys with skateboard 41. or try out your new skateboard. . 43.42. PublicSchool School children 43.42. ManyTheis doordecoratedof these to another childrenwith Goldenspecial also Dragons.attend place afor Chinese the children Language ofSchool Chinatown -A-, This is the public school. 44. Statues of Buddha homeland.Manythein 4eChinese'teachings late Americansafternoon. of Confucius. follow religions they brought from their, They.might be Buddhists.. They pfobably also follow -34- S. 45.Video Girl in school hall Audio45. ThisMany littleother Chinesegirl goes Americans to a private have becomeschool Christians. run by a 46. New-Year poster ,46. whichThethere most lastsfor are Christianimportant private two church. weeks.holidayfamily ,.During,the celebrations.is the Chinese first New week Year, 48.47. Parade Dragon 48.47. Thepop.BUTi highlight everyone of is the invited parade to is the the New great Yearts golden parade. dragcn thatCrowds-line the street. Firecrackers 49.. Little dragon, 49. Wouldfiercestretches.for you would like you toa wholecarrymake theblockone dragonof down the look?thesmaller city dragons?street. How 51.50. BartThe (Title)Oakland Inner-City 51.50. HighOn thetime above east we'll the side ridestreets of athe sleek the Bay train newis thetrain streaks city to ofthealong. Oakland. Oakland Inner-City. fi This 53.-52. Oakland street Bart closeup 53.52. LOnkintoIt ag.Oakland.was a large- city. a suburb.ft slowevto a stop at our station. "I Over the years it has grown 54. Hair stylist shop 54. :At'the Oakland.4-1C styling center Black Americanshairstyle.hair can donehave in their-, 'a fashionable "corn row" or pelrhaps an "Afro" * 56,55.- Sok food Restaurant One old Victorian house .1 56.55. AteyedThe one neighborhoodpeas, time cornbread, a well-tolp restaurant greens; family sneciaiiie's sweet lived potato in inthis pie.' Soul house. Food -- black. -35- t Video 57. Several old Victorian houses Audio57. MostToday of the each houses ardsof these --have housessmall frontyardsare occupied and bylong several narrc..- families. sack 59.58.,,Girls on porch New Project .,-.. 59.58. Newbut thesehousing girls projects seem toare enjoy being playing Malt in on Oakland. their front steps. 61.60. ChildrenCloseup inof schoolProject yard 61.60. PlaygroundsFamiliesthe traffic. in theare Projectsusually fencedlive in to modern protect apartments. the children froi 62.63. ChildrenChildren playing playing or baseball climbing bars -63.62. MissionPlaygroundBaseball's District games a favorite inand Oakland Chinatown., with are boys much and the girls. same as 1.4. the No wonder 64. Lake Meritt 64. isLakeOaklandteam our Met=itt aslast is well thestop is as home a beforethefavorite of Oakland thewe leavespotfamous Raiders forthe Oakland aOakland familyfootball A's Innerouting baseballteam. -City. and LCD 66.65. ChurchBlack congregation 66.65. TheBlackThis Black buildingProtestant Church was plays Church once an a importantprivate home. part-in the lives Now it's a 67. Walhut(Title) Creek ,67. Justof Blacktheoutside people Americans. the who City live of hereOakland are isWhite Palnut Protestant Creek. Americans. Most 68. Highway and BART 68. Manyto people get to in their Walnut jobs Creek in themust City. drive-36- or take the train Video Audio 69. stationCars parked at BART 69. ridetheirtoIn the'trainthe to cars, morningthe City. thenstation. it's take a theshort train drive for from the homelong There people can park 71,70. ;Residential street Car- outside of house 71.70. UsuallyMaybeis sure that's only.one to havewhy familyalmosta carport livesevery or inhousea garage.,each in house. Walnut Creek This kind 72. Shade tree' 72. Theofa neighborhood"suburb."street is shaded away withfrom treesthe more 7- crowded city is called 73. Father and son gardening 7 , ) 73. . and many fami ies enjoy gardening in their free time. 74. .., Girl-with puppy, 74. There is room for a dog pen in most backyards. 76.75. BoySchool with playgroundbike with bicycles 76.75. bicyclesToA bicycle,get to or school likeride thethemost familyschool children car,bus. must is almosteither ause necessity. their 78.77. .Baseball Station wagon parked in driveway 78.77. ThemostBaseball falyof the seemsalso neighborhoods dependsto be a favoriteon we'vethe car visited.pastime to dothe for childrenshopping. in 80.79. InteriorShopping ofcenter an enclosed parking shop-lot ping mall 80.79. ofManylotsShopping community forenclosed thecenters centershoppers shopping are where usuallywho malls peoplemust likesurrounded drive shoO, this to Alfiplay have it.by largebecome crafts, parking a kind hold bake sales, listen to band concerts, and exhibit-37- paintings. 81.Video United Methodist Church Audio81. ProtestantThis United churches Methodist in ChurchWalnut isCreek. one of many White 1 83.82. -ChurchStained pews glass windows 83.82. andMethodistsThe tostained share come glassideas to windowsaboutthis churchhow show to topictureslive worship as Christiabs.from together the Bible. .

-38- REFERENCES Banks,Books James A., ed. National Council for the Social-Ktudies, 1973. Teaching Ethnic Studies: Concepts and Strategies. Washington, D.C.: Novak,Glazer, Michael. Nathan and Moynihan, Daniel Patrick.Press, 1963. The Rise of the Unmeltable Ethnics. Beyond the Melting Pot. Cambridge: New York: Macmillan, 1972. Harvard University. Fitzpatrick,Articl Joseph, S.J. pp. 52-53, 80-83. "The Church Is Always Ethnic," New Catholic World, March-April, 1972, Sphall,Magalis, JamesElaine. V. S.J. -"On Building CathedralsOnU.S. building cities, and Tearing of New New World ThemSaint Outlook,Down," Mary's Catholic CathedralDecember, World, in1973. heart March of 5, downtown 1969. San Francisco. "Power and People in the City on the Bay." Third in a series on religion in ENCOUNTER 3: *A SPANISH-SPEAKING AMERICAN TRADITIONMODULE ON ETHNICITY KNOWLEDGE CONCEPTS: change (immigration, liberation), acculturation'(language, ethnicity)ltraditions IN AN INNER-CITY NEIGHBORHOOD ORGANIZING IDEAS: celebrationand(Spanish-speaking wine, Guadalupe), (Mass, Communion)American, story (The Roman Last Catholic, Supper, Mexican),the Story symbolsof Guadalupe), (holy bread ReligionThere are and many language different are Spanish-speakingimportantAmericanthe unique common ethnic culture Americanelements groups. of traditions,itsof Spanish-speakingcountry eachof origin. with TheChristiansJesusBread Virgin madehas beenofbreadbelieve Guadalupe a andsymbol they wine isofshare thealife Mexican symbolscommunionthe in lifemany national of of timesinhis Jesushis lifesymboland memory. when atplaces. ofthethey life, first celebrate hope, communion supper. SENSITIVITIES: and liberation.showingfeeling an free interest to make in appropriatelearningtraditions about statements other'world about views one's and own lifestyles religious or secular BEHAVIORALSKILLS: OBJECTIVES: listed in the left-hand margin slides,Given interest-center and an audio tape,materials; the student a chart will on ethnicmake statements groups, RESS which maps, 3 beGivenpeopleindicate able resourcetoof hiamakethe appreciation Mission statementsmaterials District. onWhichfor the the indicatemaking religious of their bread and undeistanding culturaland wine, life students of of the the willuse of bread and wine as symbols of life and nourishment. -40- ononeGiventraditions. andChristiat.communion thecompare RESS communionbooklet, celebration, Breadcelebrations of Life, students in as other an example14111 Christian report of MATERIALS ,NEEDED: wallcassettecarouselRESSinterest map Map of4 proftapecenter#2 the rworld cordermaterials an Francisco) or RESSaRESS sign tape slidesbooklet,story, reading nar=ration 1-26Maria Bread of inof the SpanishLife Mission and DistrictEnglish (reprinted(yellow booklet) in Resources for this -rWilish-speaking Americans" encounter) sciencecharttray developedcontaining books from in,Encounter as your many school of the.following2 library on bread-makingingredientsbarley,small as(see paper loafpossible: suggestions ofcups unsliced in bread, Resources) matzah crackers, yeast, grapes, grape juice, flour, wheat, PREPARATION: MakeFind.Set aslideupSpanish stand-up and trap check narration signto AVbegin readingSystem. on onaudio slide"Spanish- cassette. #7. speaking Americans." Asspeakingpeople citizens of Americans ourof thecountry. United were "Americans"States we sometimes before immigrating assume that to the the term United States. In presenting this encounter, it is important to remember that Spanish- 11/4 Americans" applies only to the INTRODUCTION ii Direct the children to find picture map #2 (San Francisco) interpreting maps T:in their RESS supplements. Find,the Mission District. I Is it in Oakland or in San Francisco? -41- F retrieving information (DirectT: attention Look at the chart we made on ethnic neighborhoods in the Bay Area. to the chart on ethnicity developed in encounter 2.1 labeling from a chart(' onDisplay a table the or sign counter reading where "Spanish-speaking a second interestWhat Americans." ethniccenter groupsis to beof people live in the Mission District? speaking Americans) Place it (Spanish- sorting T:developed in the following activity: TryLet's to findsortstart thingsthrough a center that the about tellthings Spanish-speakingsomething at the "Cityabout Living Spanish-speakingAmericans. Center." Americans. ' explaining criteria fr.tovide time for the children to sort and discussAmericans."Put all the of materials. the things you find with the sign that says "Spanish-speaking A Ask themd for sorting j: WhatHow isdoesis it this itused? tellitem? us about Spanish-speakingliving in the Mission Americans? District? DEVELOPMENT 'After they have sorted the interest center materials contincie: I avoiding closure T: WhereDo youallneighborhoods, else supposeSpanish-speaking might all Spanish-speaking inSpanish-speaking suburbs Americans and inAmericans'live?live Americansthe in country.) ethnic-neighborhoods? live in cities? (in multi-ethnic (no) (no) 'Direct attention differentLet'sThe people find countries theseof the countries Missionwhere Spanish Districton our is map. thecame to to the wall map of the world.' common language. khi ited States from many T: headingWho can Country.)find Mexico? -42- Puerto Rico? Cuba? (list on chalkboard under Indicate South America. labelinglisting T: TheWhatOther people countries Spanish-speaking of each do weod findthese people in Spanish South come America?from.South- speaking America.countries think of themselves as:as (write on chalkb'oard beside each related country under heiding People,Panama,Country PanamanianPeople Americans PeruCubaPuertoMexico Rico or ...CubanPeruvianPuertoMexican Americans Rican AmericansAmericans Americans noting differences T: AdericanWhenEachThereto their"homeland"countrypeople are countries, many firsthas American its move theyinown to a countries specialcontinue specialthe United foods, way.tooutside thinkStates its of of ownfrom thethemselves customs oneUnited of and theseStates.'as specialbelonging other holidayp. In their "new" country, they keep Cq SheWeLet'smany willwill lookof hear telltheir at someoneusthe old about slides ways. telling each of slide theus aboutMission first the inDistrict MissionEnglish, again.District. and then in Spanish. reviewing information, lationlanguagelistening trans- to a Presenttape. slides 7 through 26 with the separate English-to-Spanish audio(See script for the tape narration in Resources for this encounter. noting similarities T: WhatDoabovealike? youis them.)oneknow important what any(Gi,ve Spanishthe onewaywords, orwords?most twomean of examples inthe English? people if the of childrenthe Mission can't District offer any.)are (Most speak Spanish.) (List on chalkboard, and write Spanish (Write translation beside each word and write English above them.) -43- T:Distribute copiesistrict, of tothe each yellow student. RESS booklet, Maria of the Mission They should put their names on their boOklets. (Maria of the Mission District.) interpreting . Let's'regCthe title of the story. , . making-associations-graphic materials;. . Church and LookCan(Espanol atyou the find. pl.ctureMovie any Theater,' of on the-places the cover.Mission we Street,saw in 'theBakery; slides? ,Gift Shop, *Saint Peter's school playground.), What places? ., TheyHow many have Spanish been underlined words can soyou that find you in canthe findstory?', theM more easily. . .-:- . WhereSpanish can word.)you find theire students English mightmeaning? add the Spanish words from the story to (In parenthesis fallowing each the list on CO, Projectthe chalkboard., slide 1120 (photo of two girls in Communion dresses) on the sc'reen agatnl makingfocusing associations on the T: PerhapsTheMaria's girlname picture we'llinof the find 4.e.thebottomstory out is photowhyto Maria the is ofgirlsher the friend, hadMission their Laura. District. pictures taken in white one in the photographer's window on Mission,Street. inquiry ReadTheUse dressesthestory folkowing shouldandPart veils: beIquestions.to ofread Maria in twoof analyzetheseparate Mission the learning information District. sessions. on each page. p. 1 What languageschool do aredo Maria theythey and speaklearning Manuel at home? atattend? school?. (Spanish) (Saint Peter's Catholic,School)(English) p. 2 'Would it not?besayIf difficult shethat? got lostfor Mariawould toshe shop be ablein her to neighborhood?ask for directions? (Host store clerks would speak her language.)' (She knows many of the people in.the neighborhood and What makes Why they or-why you Wouldspeak shebe her language.)able to buy her favorite foods in the grocery -44 ° tores? (Yes) Not.for EXPERDIMMIMATERTALS general distnibution p. 3 WhereWhatWhy (Multi-ethnic(Irish did'the kinddo you ofCatholic) childrensupposeethnic neighborhoods) neighborhood mostspeakin people English ofdid that theto'the ethnicMission old grouppriest?District live usednow? to be? (He is Irish) p. 4 DidWhy (Laurawasyou Laura'sfind comes out way fromwhy of thePanama. speaking girls wereSpanish wearing a little white different..from dresses and veils? Maria's? Maria comes from Mexico.) . best.)Catholicoutto (They thatwear andwhilehadspeCial Protestant.churchesmade it clothesistheir the First customto, makeHoly atchildren theirSaintCommunion. First Peter'smay simplyCommunion, for weargirls attheir and other boysSunday Roman It might be wise to point The concepts' of celebration and story were introduced with separate modules on each in the RESS ThisitBuildersstudentsLevel.One withencounter children culture,studiedprogram. continues who theand have "Newthe the not"slametan"Fire spiral.developme'nt been Ceremony" exposed (a communal (a to ritual the of ritual earliertheseoffering)'of feast)same RESS two levels,of-contemporary the key prehistoric concepts.it would JavanesebeTempleBefore helpful Moundinitiatingculture. to use The same two concepts were expanded upon in, the Level Two.program when ,,The story, Mariaofthecore this concept of Catholic encounter,,the attainment-Mission celebration. District, ctivity Part immediately I, following the heading Extending Experiences at the end The Catholic Mass:is basically divided into two parts: provides entry into the study of the Mass as the the Liturgy of celebrates-theInreadingthe this Word, fromencounter, and the Risenthe Bible. LiturgyparticularChrist. of theemphasis Eucharist. is given to the latter half of the Mass. It is followed by the. Liturgy of the Eucharist, a ritual meal whiCh' The Liturgy of.the Word centers on listening to a This isappropriate ,ChristianChristianCommunionIt,isbecause traditionally'ta traditions.Catholic traditions,'is unique, children many momentousthe Protestantusuallyuniqueness event make childreninof their theireach "Firsttradition's'particularhavespirittial also Holy had life.Communion" exposure atEucharisticto secondCommunion or celebration thirdservices grade in should their While noting similarities among the communion seryices.of the various Male the Catholic sacrament of level. not, be understated. - -45-- "Maria's"weofThethat might partictlar they findteligious are in Catholicpart other practiCesof Catholic thecommunity tradition are parishes-in uniquetreated of antoa larger Fragnisco'sher.this ethnic country.multi Mission District - is somewhat more traditional in their religiods inthe preceding encounter tradition in some ways; at the same tihaeThe students should be made aware that - the Spanish-speaking people practices than ,Current Catholiccelebration,fields ofinstructional educational a'tgathering material*psychology together for and of young childthe Catholicchildren development. community,follows sound - ethnie Catholic community; The-Maas is presented as a joyful a holy meal, and an offeting..of praitie guidelines in the mature,ofpresent,-but,theyandis the thanks_topresented'as theymeaning learn God._of themoretheare The sharing Risennotabout elements emphasized Christ.theof life mysteryof the-to giving youngbreadof the nourishmentchildren. presence of Christ in the form'of as the Body 4 Christ and the wine as the Blood are - the "Bread of Life."Rather 'As Catholicthe celebration children of the Eucharist bread and wine and Silver*Brusselmans, Burdett Christian Company, andCatholic Brian SchoolA..Haggeriy., DtOision, We 1972.Celebrate. the Eucharist,. .Morristown, New Jersey: Amongreceivingsoof thatpenance theOM 0 atunique the-sacrament. presentand fasting.elements the communicant ,Requirementsof the Catholic need for refrainCommunion fasting from beforeCelebration taking taking food are the traditional practices nlymmunion one hourhave before°been modified .traditionallypowerThe sacrament of absolutionconsisted of Penance ofvested three is in presentedmajor the priestelements: as and-thea celebration prOper ofdispositi God's me confession, absb ution, and-Amendment. y 6fanti the. love.* penitent are It has ; The C lassentialFirstisofsome Penancethat experimentationtoCommunion. Penancethe prioki-to validity is a makinsnecessaryofwith'the the thesacrament.. requirement partFirst of Holy child's thatCommunion, spiritualthe young life,child butshould that it heed not ,precede the Instead, parental responsibility and judgment in preparing the child to receive For this reason in` At present theCatholic Church's position ecent yeftrs,there has been the sacrament / Thecelebrationthe following' sacrament7of as encounter twb Penance major focuses withelements the' on theinproper,understanding thesymbolism rich liturgy of the of breadand the disposition andCatholic the story Mass. is'emphasized. of the Codmdnion for*Joyte,Brian First Penande. T. Penance: New York: Parent and Child. William H. Sadlier,.Inc., Sadlier Sacramental Program, 1973. For Parents Who Are Preparing Their=46- Children OPTIONAL:theIn orderword "Celebration!''onto review or :to attainthe chalkboard. the key concept celebration write July;graduation;mightasmany birth,ofa include: different Baptism, baby, kinds BarThanksgiving of Mitzvah, celebrations Day,and Passover,as they can think of. bifthday, wedding; homecoming, house-warming, so on. Ask the children to list Easter, Fourth of These atta.ning a concept: celebration T: ACanLet's celebration people think celebrateabout would what have alone?---*(yekrith people to be doMightheld when inthe theysome othersothers? celebrate.place. be friends as well as family? (yes) Where might that What others? Might the place be decorated forcandles,be? the celebration? Or other special lights, colorful clothsWhere could you hold a celebration? (home,.church, school,. In what way? or paper decorations (flowers, . .) demonstrating creatively Allow time for students to draw pictures ofFood a celebrationis an impOrtant they partknow of manyatand acelebrations.so celebration? on) What food might be served or have thean understandingconcept of CONTINUE/BEGIN:atparticipated the bottom in.of the drawing. The children might wish to add several explanatory sentences examining materials to gain information Arrange a bread-making:tray as describedencounter. in Materials Needed for this ,, 4 4 EITHER:Arrange a collection of primary science(see suggestions books on bread in Resources and yeast., post the following study questions where they can be easily viewed, for this encounter.) 1- OR: prepare the study questions as mimeographed handouts for each student. P4 -47- CAN YOU FIND OUT? WhatHow doesis bread yeast made? do to bread dough? About Bread WhatWhat must fruit be isdone used to tothe make fruit? wine? About Wine WhichWhiceWasWhich.wasLookLook at wouldat the madethemade crackerstake loaf withoutwith longer of yeast? (hatzah).bread. yeast? to make? Why? WhichSuppose drink you would didn't be'fresh haveeasier -a fruit refrigergtot.to keep juice or milk? Students should discover the answers to the study Studentsquestions should by: discuss their findings afterexchangingreadingexamining they haveprimary andinformation identifying science baded books the on onitems personal bread on andthe experiences tray yeast had OPTIONAL:sufficient time to complete their investigations. withbatchesPrepare yeast, breadof thebread dough.other dough for from matzah packaged bread mix. At the beginning of the school day, or unleavened bread without yeast. One batch of leavened bread prepare two separat Let the ofnotThechildren how rise-aschildrenunleavened long help itdoes should takesmatzahwith the'leavened observekneadingfor should the that leavened bethebread perforated breadbread dough. bread doughand punching down so that ittoThey willrise should notandwithout tendcomparealso toleaven,keep rise.'the records timesmatzah, for does the leavened dough.. makeisvariousStudentsthe bread-making becomingkinds, might of visitmorebread. process appreciativethe localbetWeen supermarket theof leavenedthis and In our present days economy, the average American home- to make notesgrocery on Itemthe priceswhich isof athe basic'part the unleavened bread. obtainof the breaddaily pricesAmerican and diet. then compare-the prices between the Other,students-48- might visit another supermarket to two stores. , CONTINUE: reinforcingparticipating the inTA. learningtasting' experience AsAskand students a thenstudent give eat to athe break.small bread, piecethe review leavened to each the loafstudent.learning: of bread with hisfingersThis kind ofbread was made with yeast. hypothesizing T: WhyLong do ago, you insuppose the country thatThisYeast was? ofprocess makes Israel, breadtakes bread doughseveral was rise. thehours. most important food. madenoThetime supermarkets fromteacher of wheat Christ should flour. withmade use atheir widethe followingbreadvariety daily of information* enticingfrom barley choices to flour, augment in forBible the it times.children'swas a rich responses:man who could afford bread The bread had to be made daily by the woman of the household. Most Palestinians at the This time-There were The"killingtuckedconsuming loaves into the weredaily abread." person'sbroken task givesor belt torn us.during apartthe expression withthe daythe when fingers."our one daily was bread."off tending sheep or working in the vineyards.' Small pieces of bread were expertly molded into scoops which could be dipped in fact, cutting bread was thought of as The loaves were round and could bes%, C.000 participatinginto a stew ofin meata and-vegetablestasting experience to be eaten with the fingers. 'Provide each student with a sample of grape juice in a paper cup.! hypothesizing T; WhyMostof-IsraelOften do people youthe suppose longwinein Israel ago?was wine mixed long was with agothe drankwater.most commonwine. drink for the people *From the Goldman series: Readines'k for Religion, "Symbols." -49- New York: Morehouse-Barlow, 1970. The teacher should use the following information* to 10, supplement the children's responses: At that time the Wine as ScientistsChrist,climatea nourishing Israelwas have well-FUited drink, isby believedothesized easy to to togrowing keepthat have inthe beengrapes. the stflpping a verdant of landthe Cher climactic factor's to turn most of the area into a hot climate without modern refrigeration.though much of Israel today is arid land, at the time of whereforested vineyards hillsides and olive by thegroves inhabitants flcurished. acted desert. in combInation with andgiviAg a sample to participating in a tasting experience WriteContinueeach the student. termsby breaking underlined Off piecesbelowon of thematzah chalkboard. . T. This"matzah"Is special matzah on kindmadethe chalkboard.)ofwith Jewish or without bread:is yeast? called (without) matzah: (Indicate the word making associations "JewishMatzahWhich couldis Passover" used be tnmade theon faster theJewish chalkboard.) - Papscivermatzah or celebration.yeast grdad? indicate ',matzah) CT) interpreting symbols OPTIONAL:inlearnirfg the RESS aboutLevel -I theprogram. Passover story andCan cele anyone tell us why? The Jewish Passover celebration was The children mi ation. t enjoy reviewing - or, died in some detail (Resources for interpreting symbols, T:Onethe Teacher's study of Guide.)Passover mhy be found on pagesThe early Hebrews lived as slaves in Egypt. (Indicate Egypt on 1189-190 of the RESS Level lt, makingandamong a associationssymbols,celebration a story, ThereMosesTheira world theywasholyleader"at map.) toldwouldbook to tellsthatbe lead free. time them-thatthe wasHebrews Moses. God o Israel.poke to Moses. *from the Goldman series: Readiness for Religion, "Symbols." -50- New Y rk: Morehouse-Barlow, 1970. TheThere Hebrews was nohad"passed time to heave.rigbt t/over" frbm away. sAtwor wait for the bread dough to rise. Egypt to freedom TothisOninflat Israel.that bread, veryPassover day just etthey 7BPassover thehad earlyto itept is Hebrewsflat the bread. Jewishdid long tradition ago on theto (Indicate route on world \ irst relating the area oflearning to personal T: DoPassover.is you used? know of a other religious celebrations in which bread . experience Direct the studen i s to take out the yellow-colored b oklets, Mari reviewing information T:of the Mission 21 tookWe read thtou som thing about bread in Maria of the Mission District. . / Part I. trict,..from their folders. TheWhatLet'sFind picturepageis a read happeningpig is tellstheureit on?firstabout aboutin the paragrapha an celebrationpicture? important again: withpart bread.of the Catholic Mass. (page 4) (priest is giving bread to girl =) TheThey"Last priest had year worn had the whitegiven girls dressesthem had themade and small theirveils pieces Firstto Mass ofHoly holythat Communions bread."Sunday. together. (holy bread) \ interpretii4 sacred symbols 'Let'swithout.WeHowWhat tasted dokindread you ordinary ofto suppose findbread bread.out. didholy the bread girl's is differentreceive at from Communion? the bread we ate One kind was made faith yeast and the other in class? -51- followsencounter.).The symbolicterm ahas similar Theterm,been RESS takenpresentation"Bi-ead emphasis from of the Life," onin Gospel thea current appearsCatholic of St. guideas Communion 'Johnyfie for title6:48, Catholic bread of51, the as 55-56.education: lifeRESS -booklet Riving fornourishment this encounter. (See Resources for this *Brusseimans, Christiane, and Brian A. Morristown,Haggerty. New Jersey: Silver Burdett Company, Catholic School Division, 1972, p.89. Guidelines for Parent and Catechist. TheCommuniontheDistribute booklet basic celebration.elements tenet/hecopies ofof story theits RESS reactualizatIonof theLastbooklet, Supper Bread in theofand Life. Catholicexplains .000 Locatecover.,theDiscuss cover JerusalemTheythe of manytheshould booklet.differenton writea world their symbols map, names then of onbreaduse their the as followingnourishment questions on Allow the children time to color the booklets. p. 1 T:as a model to guide the reading: Find,This pageout whattells was a storydone toabout the breadbread a litine. ine. -52- T: What(After did heJesus reading tell do his tothe friendsthe page, bread? ask:) to do with the blessed bread? (He'blessed it.) (Eat it.) WhatmyWhat life. did did heJesus Jesus tell do tellhis to friendsthethem wine? about to dothe with bread. the wine? I share my life with you.") (He blessed it.) ("This is the bread of (Drink it.) P FindReadWhatI will didoutthe gibeJesuswhatfirst my.life thistelltwo mealparagraphsthem for is aboutyou.") called. onthe page wine1\ 2. ("This is my. life. T: WhyJesus (Afterdowas hadChristians the withreading meal his called today thefriends paragraphs, share,the before "Last communion heSupper?"ask:) died.) meals of holy bread 'and wine? (It was the last supper - relating the learningperienceto personal ex- f HaveDidWap you(Jesussomeonethere ever holytold bless bread?them the to bread do so and in wine?his memory.) been to a communion celebration? hOly wine? WhatRead people the next shared two theparagraphs holy meal? to-find out-about a Catholic communion adults? children? both? . T: Whatcelebration.(After willis the bethe tablethe reading food for ask:)forthe theholy meal? meal? (bread and (thewine) altar) P 3 T: CatholicsWhatRead(After did page the believethe 3 priest tbfeading:)- find the do whatblessing to the breadpriestchanges anddoes the wine? .to bread the andbread wine. and wine. (He blessed it.) . What(makes do theyit holy, believe makes the it blessing the Life does of Christ,to the breadmakes andit thewine? pread of Life,...) Read page 4. -53- p. 4 T: Whatmeans,"Yes,What(After does does"ThisI dothe thebelieveis personreading:) priestthe Body thatmean mean of thiswhen whenChrist.") ishe he theanswers, says, Life.of "Body "Amen." Christ." of Christ?" (He means, (He interpreting symbols Remind students to keep the newWhyJesus bookletare chosebread in breadandtheir wine andmanila goodwine folders. symbolsas symbols for oflife? his life. Sometraditions.Students students might might report wish on tocommunion role play celebrations the communion in othercelebration Christian They should note similarities and differences. toteacherenvironmentparentsof theirdgvelop shouldonown theof tradition: theappreciationestablishappropriateness classroom. an that,atmosphere of forthe the roleof adherents,reverence.and play in the a religious secularrespect The teacher should consult the child's If the parents approve, the Mosttheiraboutritual Catholic seven communionis different yearschildren veils, old. from make communion play-acting their Firstcandles, or Holy a same.or Communion photographs when of they the are These children might be permitted to bring girlwhiteoccasionthethat that veil traditional it she toisis schoolmight.weaf1theone symbol ofCatholic totwo share oftomesa whiteinnocence.church with in veil thetheirwedding. liturgical- theclassmates. other life time of being a Catholic in It is interesting to note The traditional t -54- Partpresent II of day the celebration. story,.Naria of the Mission District, The miracle happened on a hill at Guadalupe not far'from Mexico introduces the story of a miracle and its connotationsandCity becamein 1531. known for theas "OueLadyMexican peopleof Guadalupe in ad ition to being an object of pious According to Catholic tradition, the Virgin Mary appeared to an Indian peasant ' The Virgin of Guadalupe has a multitude of devotion. The fact Virginathat thestruggleSheThassense she isof appeared also seenbeing for embodiedby "chosen"toMexicanmany an astheIndian atindependence.a political sourcea timeshortly of aspirations warmtha ter the Spanishof the conquest when most elements of their culture were threatened. andlove;.she stands for life, health, and hope. people and served as an inspiration in of Mexico gave the Indians The deal with Biblical narrations, may' Theofusuallycannotbe followingfaith.helpful andinadequate shouldto paragraphs, the notteacherto satisfybe whichanswered in approaching thein theirskeptics,in this original the and, contexton curriculum. subject. the other, it is not neededThe byOn questiontheone personhand, "Do empirical miracles evidence happen?" is William*Wolf, A.Eric. Lease and Evon Z. Vogt, eds., New York: "The Virgin of Guadalupe: A Mexican National Symbol," Reader in Comparative Bawer and Row, 1958, p. 153. 3 Religion, Co.,**Spivey, 1969, Robertpp. 187-188." A. and Smith, D. Moody, Jr. Anatomy of the New Testament. -55- New York: The Macmillan using maps (Direct the children's attention to a wall map of the world. I T: GuadalupeJustMariaCan(Write outsideyouwas findbornisGuadalupe aof itinver Mexico onthe onthe capital Citythe map? chalkboard.)'is of the Mexico. city of Guadalupe. special place for the people of Mexico because of something What is its name? (MexicolCity) 4, elthatLet'sA beautiful happened read to thbig find church out whyhas Guadalupebeen built is on such the aspot special where place. it happened. e long ago. interpreting symbols UseRead the Part following II of Maria questions of the to Mission analyze District. the information in the ti story.' p. 5 HowtoHow isfollow (Studentsis it Saint different? the Peter'sstudyCatholic many Catholic tradition.) of the School same subjects.)like our school? (Students pray in the classroom, wear uniforms, learn -p. 6 ManyWouldchanged,How 4idethnic you life enfordedsay groups changetjorthat labor,haveJuan livedhad thedisease, aIndians underhard population life?someafter kind they decimation)of were slavery. conquered by Spain? (cultute 17, p. 7 \ \ wayswithoutWhatWould of happened youpay.the saySpanish tothat make.the conquerors.)Juan was bishop a slave? believe Juan's story? He had to give up many of his Indian ways and follow t'le Why/Why not? (He worked long hours (The image of the lady HowThehadWhatof didbishop Guadalupea did newlife hesaidsense changemean appeared the of by forLadypride that? onthe was andJuan's Indians the-mW.Tiin hope. telma.) after Mary."the miracle at Guadalupe? ("Virgin Mary" is another name for the mother of Jesus.) In later years banners bearing the image of (The Indians p. 8 partWhyGreatGuadalupe do ofRevolution youthe thinkwereMexican carriedinthis 1910.)Tradition? story into that battle happened during so the long War ago of isMexican still Independencean important and the (It has become a symbol of life, hope, national _._ pride, and liberation.) -56-- \ withMariatheof herthem? neighborhoodshares Spanish-epeaking an important also share neighbors.part it. of her life with most (Her Catholic tradition.) What is it that she shares The old Irigh people of 'Students should place yellow booklets in their manila folders. I questionsGuideEXTENDING the belowchildren,;in EXPERI-ENCES ab-Out theMaking-ahalytical Mission District. observations about land use and population by asking the DidWhatHowwalking you manyclosechurch see distance,families together somedid youplaces liveor arsee r in-Mostghtwherein thisnext people ofneighborhood?door the work? tohouses? one another? homes in the Mission District? One (Saintfamily, Peter's or several Catholic faMilies? Church.) (Right nextAre door.)they within driving distance, (Multi-family.) WhatDidin youthekindis seethestreets of anybusiesttransportation placesafter street? school.)where can children the people might of play? the Mission District depend on? (Mission Street.)Are these safe places to play? (Bakeries, shops, movie theaters, small'businesses.) (At the school playgrounds during school hours, Why/why not? (buses) December 12 is the Catholic feast day ofWhat IsOur theethnic Lady Mission ofgroupgroup Guadalupe. District liveslived inthere anthe ethnic beforeMission or them? ilistricta multi-ethnic now? neighborhood? (Irish Americani._) (Spanish-speaking Americans.) The children might read the book What makes you say that? ofTheisabout the childrendrawn Missionthis with feastmight District."dark dayput 80:T Our-tatyon end the of features Guadalupe of (seea Mexican Resources.) Indian. pray with costumesria's neighborhood and a few simple might propsbe established to re-enact at theone story,end of "Mariathe classroom, Ask them why they think the Virgin Mary, includeand the everyone"hillat Guadalupe"in the class:, at the other end of the classroom. MariaManuel the youngold " "People'sIrish" priest priest "' There 'are enough characters to ClassmatesSister Marguerite at Saint Peter's School -Mr. GuarezMr. Garcia Laurathe girls' parents -57- TheJuan bishop VirginDiego Mary Shoeboxstandcould upbedeoramaadepicting inside.drawn with crayons the andMission pasted District to the insidewould be-funwalls. to -Red and blue bits of paper pasted to the bottom of the interior Cutouts of people could be mademake. tc A scene of Mission Street could make a Totravel furthercolorful posters develop "tile" of ansidewalk.Latin understanding American countries. of the countries Palmtrees can be made from brown and green construction paper. (See "Free Materials" in the. Resources for this enccur.t.er. of origin of Spanish-speaking Americans, display LocateDistrict.Angeles.to the Los class. Angeles on a map of California. Ask the studentsAsk them how in a whatLos Angelesways the barrio two neighborhoods is differentThe booksare describe life in the "barrios" Read several of the Politi Rooks (see Resources) (Spanish-speaking neighborhoods)alike. of Los from San Francisco's Mission , childrenGame: sin Pickity, p El lo Se Cayo (The Stick Fell Down).kety palo Mexico. To the tune of "The Bear Went Over the Mountaiil" the ElEl palo palo sese se cay. cayo(cayo (the (el stickp, fell down) ap, clap), AllBoys extra and boyagirls are get in intothe middle,pa,rsPickety, Elanform Onepalo of picketyse.cayo2 whomcircles, holds pal',(clap a girls on the outside, boys on the inside.stick. Couples skip to the right of the withcircleto the the holdingandother right. for boy. hands.all the boys to grab for a partner. Then the boys in the center, including the A second clap signals Whenthe boythe holdingleader claps,the the bOys turn and skip to The game may be varied by having the girls be in The extra boys go to the center with one as one,holding the stick, get into the circle stick to throw it into the center of the the left. The girls ccntitue the inside circle. the Recipestick forholder Flah and (A theSpanish game caramelstarts1/2 again. custard)cup sugar 4 eggs 1 1can can condensed evaporated milk milk 1 tbs.8 ounces vanilla package cream cheese -58- In the top of a double boiler place the 1/2 cup sugar. Cook over medium heat until caramelized (sugar Inturnsbottomis atightly Smooth. bienderrich.brown). of withthe add double aluminunthe remaining boiler foil which soingredients' that is noabout water alternately 2/3 can full get of intoand boiling blend.afterthe flanwater. mixture. each addttion so that the mixture When all the ingredients have been well blended, pour into the sugarcoated pot.Turn pan so that the bottom and the sides are coated with the sugar. Cook on low heat for about Place the pot on the Put aside. " Cover TakeRecipe1 112 Onehours. for can Dulce of unopened de Leche condensed - Milk Candy milk and place in a pot of water so that the water covers the, can. Let it cook for 1/2 hour in the pot and then turn it over on a plate. Thespoonedlevel.Boil children for outabout mighton 1a 11,2plate.enjoy hours learning replacing to count the waterto ten that in Spanish.has evaporated, haviing the waterRemove at fromthe same-heat and cool in pan unopened at room temperature. ''When cool, the candy can be threetwoone dos,treauno 'eightsevensix 'ocho seissiete A pinata is used in the celebration of many special occasions infivefour Me ico. cincocuatro nineten '' dieznueve The class can make one by ropeastotails,covering animals, breakwhich wings, theais stars,large suspended pinataetc: paperpeople, with frombag aplanes longwiththe ceiling. stick.rowsor toys. of crepe paper. The bag is then filled With wrapped candy and pean is and attached to a long The person whose turn it is shouThe childrenConstruction stand in line paper can be, sed as accents such as ears, The pinata can be made to resemble such things d each gets a'turn to try be blindfolded while he/she candiestries Useto as hitthe they thefollowing can. bag. questions to simulate When the bag is broken the children try to pick up the problems of being a newly-arrivea, immigrant Ns many of the scattered in a Spanish-speaking country: WhatImagineSuppose problems thatyou weremightall yourto you emigrate newhave classmates, at to school, a Spanish-speaking youron the country. teacher, and the store clerks sppke only playground,Spanish. at the store, in a church, a synagogue, or a temple? -59- Binzen,BOOKSRESOURCES Bill. Carmen. Written and photographed by Bill Binzen. New York: Coward, McCann and Binzen, Bill. mountainarrivedGeoghegan, iswith aInc., pileanother 1967.of littledirt left girl'''at behind a bywindow builders, in the which opposite-.building. makes a great place for the Miguel's Mountain. A photo story about Carmen, a little Pue-rto Rican girl, newly New York: Coward, McCann and Geoghegan, Inc., 1968. Migutl's neighborhoodproblemyillthat the only kidsbe person considered to play. who can simplistic do anything by someabout and it realisticis the mayor. by others. When Miguel hears that the mountain is to be moved, he knows A picture book story of a Mexican The solution to Miguel's- GRADES K-6. Bolognese,Brusselmans, Don. Christian and migrantstory offarm the worker Nativity and inhis a pregnantmod rn.setting. wife which, without mention of God or Christmas, is the A New Day. New York: an A. Haggerty. Delacorte, 1970. We CelebrateGRADES the K-9. Eucharist. Morristown, Burchard, Peter NewInc., Jersey: 1965. A Silverphoto storyChito. which explores the feelings of a Photographedrdett Company, by KatrinaCatholic Thomas. School Division, 1972. New York: newly arrived boy in Spanish- Harlem -- Coward, McCann and Geoghegan, Burt, Olive\ W. sciencehis doubts, book. his fears, and finally his acceptance Let's Find Out About Biead. Franklin Watts, Inc., 1966. of an alien neighborhood. A primary level Edell,Cocagn 'ac,Cel A.M.ste. movesillustrated f m Puerto presentation Rico to Newof theYork. story and the celebration of the Catholic Mass. When I Go toA PresentMass. from Rosita. New York: Messner, 19521 The Macmillan Company, 196,5. Puerto Rican American. A delightfully Rosita's family Feldman, Estel New York: J ish EducationPesah Committee and the ofYoung New ChildYork, Inc., 1968. (Jewish Childhood Education Library).' -60- Kohn,Hughes, Bernice. Marge Ronald J. Ourldman). . inThe Importance of Bread (Readiness for NewReligionServants: York: Series, edited by MoldsMorehouse-Barlow and Yeasts. Company, 1970. Englewood Cliffs, New Jersey: Molnar, Jose. Primary-intermediatePrentice Hall, level. Graciella: A Mexican American Child Tells Her Story. 2. A primary level science book. A balanced photo-journalistic account of how one teenage girl New York: Watts, 1972. Newsome, Arden.. Crafts and Toys from AroundIntermediateareof-a the told minorityWorld. simply level. group and belieVably.views herself, her family,and her future. An introduction to the origins and creation of native crafts from New York: Messner,Her ambitions 1972. and aspirations Primary- Parish, Helen Rand. entertainmanyto makeWestdrn thestudents. andcrafts Oriental are easily nations. obtainable and often inexpensive. Our Lady of Guadalupe. The directions are clear and easy to follow and the materials used The activities described should inform as well asIllustrated by Jean Charlot. New York: Viking Press, 1955- \ Paliti, Leo. JuanitaIn the carriesspringtime, her dove,-andon the Saturday Senora beforeCarmela Easter brings Sunday, her burro. the animals of Olvera Street were blessed.Juanita.i New York: Charles Scribner's'Sons, 1948. Mexican-American.Goats and lambse rabbits, roosters, Catholic. Politi, Leo. Mexicantoand the basketsAmerican, Old Mission'Church of Catholic.puppies, kittens'follow. where the Padre blesses the animals one by one. Pedro, The Angel of Olvera Street. Caldecott Honor Book. The, procession winds slowly through Olvera StreetNew York: Pedro lived on Olvera *Street in the heart of Charles Scribner's Sons, 1946. becausewaseasilx.beLos the Angeles. Posadaeverione"said, re-enacted procession. in"Pedro a pageant. sings like an angel." On Olvera Street were little Mexican shops and houses, and every Christmas there On this particular Christmas Pedro is chosen to lead the procession Songs are provided so that the story could . Politi, Leo. moneywaslittle a beautifulto Mexicanbuy the doll girl.doll, which but Rosaher'mather longed givesto have. birth to a baby and Rosa feels her wish has been Rosa. New York: Every day after schOol, she went to the toy store. Charles Scribner's Sons, 1963. On Christmas Eve, there,is still not enough Mexican. Catholid. There in the window Rosa was a fulfilled after all. -61-- Foliti, Lec. theSwallows. New York: Charles Scribner's Sons, 1949. Mexican American, LovelyMissionCalifornt:atheCatholic. bells cc az ":f':,1 Zan Juan oictures Capistrano. show the Mission, the California coastline, and the swallows'. ...aIdecott award-winningwelcome*the story.of swallows friendship as they between cameof Juan, flyingCapistrano, a inlittle from and boythe insea the- on St. Joseph Day. He tel ian, the old gardener and bell-ringer atJuan the of Catholic old days'at the Mission.. Tagether.Pley ring -return-.lostCatholic. in the holiday crowds. Leo. There are twoThe songsNicest withGift.It music is Christmas which the time in the barrio of East Los Angeles. New York: Carlitos and his family search everywhere for Blanco and Christmas Charles Scribner's Sons, 1973. children might enjoy learning. Carlitos' dog Blanco becomesMexican-Americnn, FILMSTRIPS DayCarlitos arrives is with certain no sign he hasof thereceived dog. the nicest gift any boy could hope for. But at Christmas Mass something wonderful happens and TheliAanPuerto'Ricocan Media Materials,and the Puerto 212 MineolaRicans. Avenue, Roslyn Heights,eused asN.Y. "acus 11577.resource is on bothfor learningthe life aboutof Puerto another ethnic group, the Two filmstrips by Edward Dubrowsky. Ricans in the United States and on the life and Puerto Ricans.These filmstripsAvailable from .'cultu soundFILM t -of,their home island, This program is also,bilingual, with English and Spanish to l'Bread"Educational Corporation, 2494 Teagarden 2nd Edition. 11 min. Color, No. 1813. Street, San Leandro, California94577. B/W, No. 1814. Encyclopaedia Britannica FREE MATERIALS avel photos of Latin American countries) '(Flights,260'Stockton to:SanBraniff StreetFrancisco, International California Air Lines Buenos Aires, La Paz, LiTa, Rio de Janeiro, Santiago, Sao Paolo) O RECORDS A 117large W. collection46th Street, of Neigauthentic York, N.Y.Latin 10036. American folk music is available from Folkways Recordd, A free catalogue can be requested. 0 i, . '5264 BrookvilleAnMEDIA"Creative "Introductory, Road, Uses," Indianapolis, Set"for 254of colorfulis Indiana-46219. also accessoriesavailable. on Latin America is Available for $1.50. for further information writ:. The Wright'Studio, A folder', BIBLE REFERENCES ->1/4 I ammyself the breadam the of.life.-. living bread . . andFor my bloodflesh realisreal drink. food' theheIfcome shallanyone breaddown livefromIeats.this will forever;heaven. give bread remainsandThe drinksman inwho me,my feeds bloodand onI inmy him.flesh CNI is my flesh, for the life of the world. . John 6:48, 51, 55 -56. r; 00 O TapeVideo narration for lides 7-26, "The Mission District." Audio 7. American(Title), NeighbOrhccd: A Spansh-speaking The 7. Letisvisit.theVayamos'a visitar Mission el Distrito District. de'la`Mission. . 8. MissionCity bus bistricj 8. The bus is leaving! Let: run to catch it! o! fission Street ,.. 4ith palm trees 9. ..1Se nos va el omnibus!Look at the palm trees. ICori-amos para alcanzarl , i . Mirep las palmas. ShOPpers i 10. MuMan as jlersonasSpanish-speaking de hable hispana people viven live aqui. here. 12.11. sidewalkBoyOld couple,`-rflibeside palm tree, sidewalk tile ,12. 11. EstethisLasT e acerassidewalks ni5oboy isse estan ondirige are his decoradas decorated alwat° cine. the con with movie azulejos red theater. and rojos blue yt azules.les. 13. Movie Theater - i3., Here' is the movie theater. Este es el cine. 14. Mexican Bakery Ir . 144 *,Thisbbakery sells Mexican. bread. Esta panaderia vendt pan mejicano. 15. La Victoria Baldry g s. . This bakeryreposteria sells vendeSpanish dulces pastries. hispanoame'ricanos. ! ; Esta 16. Gift Shop windof 16. ThisEsta shop t sells religious articles. nda vende artfculos religiosos. ' 17. Statues 17. ofThere the areVirgin drucifixes'and Mary. statues Of. Saintsihngels, and . VirginHay crucifipos Maria: y, estatuas de.santds,-64- / t, angeles y de la I Video18,. Housing #1 / /1 Audio18. The homes are built cjose together. 4. 1 19. - Housing #2 19. MostLasfew peoplecasas blocks sonc fro construidas muy cerca una de otra. walk to sto es that eiT,homeare just a C 44' 20. First Communion ho to 20. TheseMuchassolo little quedanpersonas girlia unaspu are cuadras Maria de and dis- Laura. ancia. en it a ya que las tiendas 21. Saint Peter's Ch rch 21. TheirSusEstas familiasfhmilies nfrias pequenas_so_npertenecenbelong to Sainta Mariala IglesiaPeterfs y Laura. CatOlicaCatholic deChurch. San Pedro. 4 23.22. PlaygroundSaint P.eter's Ch utchinterior 22.23. TheySusTheir maestras goteachers tb Saint son are monjas.Peterrs4Tdtholic,School. Catholic nuns. 24. Girls at play it , 24. EllasThey wearusaasisten ustiformesunifotii a la atescuela en school. la escuela.catplica de San Pedro. 25. Boys at play 25, So1Y do tambien the boys! los ninos! ti 26. Mission street 26. Mission."Leamos-unLet's read cuentroa story acercaabout Maria1ofTOTiria delthe DistritoMission District.de la 0 4400- -65- REFERENCES Brusselmans,Books:. Division, ChriE4ian,1972.1 and BrianParent A. Haggerty.and Catechist. Morristown, New Jersey: We Celebrate the Eucharist: Silver Burdett Company, Catholic School Guidelines for A ' Cox, Harvey. York: Simon & Schuster, 1973. The Seduction of the Spirit: The Use and Misuse of People's Religion. New Day, Dorothy. the founder of the Catholic Wdrker. They Long Loneliness. Garden City: University of Chicago Press, revised edition.Doubleday Image, 1959. Autobiography of Ellis,Feldman, J. T.Estelle. American Catholicism. 4 Chicago: Pesah and the Young Child. Jewish Childhood Education Libra . ,New'York: Fitzpatrick, Joseph P., S. J.Jewishland. Educatidn Committee of New York, Inc., EnglewoOd Cliffs, New Jersey: Puerto Rican Americans: Prentice-Hall, 1971. 1968. The Me of Migration to the Main- . Gleason, Philip. Catholicism in America. New York: Harper d Row, 1970. Goldman, Ronald J Readiness for eligion,, "Symbols."' ed.New TheYork: Importance of Bread, Notes for the Teacher. Morehouse-BariOU5;7, 1970. From the Goldman serie utierrez, Gustavyce, BrainWilliak T. H. Sad ier, Inc., 1971. ommunion: A Theology of Li Parent and Child. ation. Maryknoll,Sadlier Sacramental New York: Program (Catholic). Orbis Booksi1973. New York:. t McKenJoy e, ie, Brian John T. L. illiaka H. Sad ier, Inc., 1973. enance: S. J. The Roman CatholicParent and Church. Child.. Sadlier Sacramental Program (Catholic).-66- New York: Holt, Rinehart, and nstpnNew 1959. McWilliams, Carey,. New York: Greenwood Press, 1968. North from Mexico;, The Spanish-speaking People of the United Englewood Cliffs, N. J.: Prentice-Hall, 1970. States. Ethnic Moore,Pfeiffer, Joan Marcella.W. York:Groups in American Life Series. William H. Sadlier, Inc., 1971. Mexican Americans. Guide for Take and kat. Sadlier Sacramen ogram (Catholic). New Wolf,Ruether, Eric. Rosemary Radford. and American Power. "The VirginWilliam of Guadalupe: A. Lessa and Evon 2. Vogt, eds. New York: Liberation Theology: Paulist Press, 1972. A Mexican National Symbol," Human Hope Confronts New York: Harper and Reader in ComparativeChrisfkan History wt_1958, pc. 149-153. Articles Religion. _Dunne, JohnCelestin, Gregory. George. Dean G. PeerMan, eds. "A Christian Looks at Revolution,""To Die Standing: New York: The Macmillan Company, 1969, pp. 93-102. Cesar Chavez and the Chicanos," New Theology No. 6. The Atlantic, June,Martin 1971, E. Marty and Lavender, David. pp.thesents '39-45. California a balanced coast. historical account "Building a New Worley" of exploitation of Indians -- early SpanishAmerican West, November, 1971, pp. 36-41, sevtle7ent cr. 6C-61. Pre- Smith,Post, Don. Rolland F. Peerman, eds. "Mexican-Americans and 'La Laza", The Christian Century,New York: "Ar,Theology of Rebellion," The Macmillan Company:1969;pp. 135-150. New neology No. 6. Martin F. Marty and Dean G. 5, 1969. -67- LeagueThe fo oflowing B'Nai materialsB'Rith (National are available Office: through regional offices of the flt 315 Lexington Avenue, New York, N.Y. 10016.) Anti-Defamation "B.1p2/MexicanJFPam 107 Americanshl ts in the Southwest. ( MeXican Americans: A Brief Look at Their History. Mexic+AFilms Americans: Brief History of Mexican Americans. An Historic Profile. 12 minutes/black and white. 29 minutes/black and white/cleared for TV.

-68- -Q. MOD411E ON ETHNICITY A LS KNOW LEDGE ENCOUNTER 4: A CHINESE AMERICAN TRADITION IN AN INNER-CITY ETHNIC NEIGHBORHOOD I CONCEPTS: 1 change (immigration), acculturation (ethnicity), tradition (Chinese'American, OlIGANIZING IDEAS: Confucian), myth, celebration (Chinese New Year)ManyRight Chinese behavior, Americane-parents respect for elders, bothprovide their andtraining, oldfamily Chinese orloyalty their tradition arechildren traditional and in-their new American tradition. SENSI IVITY: 1 appreciating the diversity of religiousstyles in andhuman non-religious societies world Views and life- Chinese values based on Confucianism. BEHAVIORALSKI LL OBJECTIVE: 1 listed in the left-hand margin materials,Given information maps, slides, on this and ethnic an audio group tape, in thethe formchild Of will interest be able center to coco 1 makegroup appropriate studied in comparisons the preceding between encounter. this ethnic group and the ethnic MATERIALS NEEDED: .RESS MapRESSRESTSwall #2interest (San tapemapslides ofFrancisco) narrationcenter the27 - world 47materials forin SupplementChinatown from Encounter (seebooklet Resources 1 for this encounter) - carouselRESS green projector booklet, Phil of Chinatown PREPARATION: SetSet uptape slide and recorder checktray toAV to beginsystem. begin on on slide Chinatown I27. segment of narration.'cassette tape recorder Make a sign reading "Chinese Americans". for new interest center. -697 I 1 INTRODUCTION 1Children should take the RESS Supplement out of their interpreting.maps r". T:,m Find Chinatown.anila folders and open'to Map 1 {2. Display the sign reading "Chinese Americans"whichWhatstorefrontsparade do theand is pictures fireworks andto berooftop placed on indicate the map someten kindus about of celebration; Chinatowm? distinctive ell that it is an ethnic neighborhood.) (Dragon labeling T:groupon &table will orbe counterdeveloped top in where the followingan interest Theactivity: centerpeople onof Chinatown belong to-this ethnic group. this ethnic sorting IThe children should sort out items to be placed SeeSortLet'swith how throughtheread many sign it. thingsthe things you canat thefind "City to tell Living aboilt Center." this ethnic group. ("Chinese American") making associations, T:"Chihese Americans". WhatHow is doesis it this used?it tellitem? tA about Encourage rational sorting by asking: Chinese Americans? about living in Chinatown? Inopposition theDEVELOPMIT 1880's to a thesenew wave new ofimmigrants immigration from to Europethe United and AsiaStates who began. gladly worked long ho LI 17' Labor unions apon voiced their s for low wages. `In institutedInemphasized1929,1882, 1965 n4tionalityCongress 'the a Immigrationperson's halted groups countryChinese andfrom Nationality ofAsiaimmigration origin were ratheragainAct with abolished excludedthanthe Orientalthe the bycountry thenational Exclusion "national from origin whichActa.- origins quotahe ap system.lied for a visa. a new quota system which has led to a great influx of immigrants frcm Hong Kong to S ill later, in " This law It childrenChinatoWn ofin Americanrecent years. citizens, may enter without quota restrictions. Under present immigration laws certain persons, such as the spouses and -70- IDirect'artention_to a wall map of the world. 1 interpreting maps T..° Let's find the continent of Asia. HowLookchalk,from wouldfor China? theor Chinese piecescountry peopleof of string China have onin to Asia.the travl wall - tomap get and to the San globe.) Francisco (Children should.travel routes with their fingers, hypothesizing WhyWouldTheWhat dofirst ocean they-haveyou Chinesesupposewould crossed they cametthey have here thewanted tooceanover cross? to 100 byleave airplaneyears China ago. orto bylive boat? in a new country? checking hypotheses TheyThe earlycamefound to Chinesejobs find as jobs. immigrantscooks and laundrymen.worked in the gold mines of C lifornia. ' 1 T: ChineseNoIn more1882 peopleourworkerswho governmentalready from helped Asialived passedto were buildhere allowedimmigration couldthe first notinto become lawsrailroadthe Unitedagainst Ameecan across States. Asians. our country. citizens. TheyTodayThese can couldAsianslaws bring havenot can their bring beenbecome familieschangedtheir American wives'or inhere recentcitizens. to children live years.. with to them.live here. anticipatinginterpreting mapsproblems (LocateT: Hong Kong on a map and a globe.' Every month new Chinese immigrants arrive from Hong -Kong. MostWhat(jobs, o4..tirwill thehomes, new new immigrants schools,immigrants health from need Hong services,to makeKong a want Englishnew tolife livelanguage, in in America? Chinatown.. . viewing for a purpose TryLet'sWhy doto look youfind atthink out the why thisslides new is Chineseofso? Chinatown immigrants again. want to live in Chinatown. Afternarration.Reshow the slides viewing, 27 -ask: 47 with the ChinatownTry segment to find out why many American-born Chinese (See Resources for Script'of Chinatown audio of the audio tape like to live in Chinatown. tape.) making inferences T: oftenWhy(Their do live you friends withthink relatives andnew relativesimmigrants until can theyfrom help findHong them theirKong to wantfindown housing.tojobs. live in (hinatcwn? They can. _heir Theyneighbors can celebratespeak Chinese. their traditional holiday, They can get Chinese newspapers and . .) ManylearnfoodChinatown?Why of do and Chinese themyou other thinkhave language goods goodmany in businesses American-bornand the customs.) stores. there. Chinese still like to live in (They enjoy living near Chinese relatives and friends.. They want their children to They can buy Chinese wishTheothers,Chinese teachingsto know.. Americans,Confucianthese of teachings Confucius playa have thought moreexerted minorhas a remainedprofound role, serving ainfluence pattern'for as simpleon Chinesehuman proverbs and civilization. societal which the conduct. individual may In the following story, Phil of Chinatown, Phil learns a proverb and finds that he For many For qnfucius4npdtocan decide apply strongly uponit to a hisstressedcourse own oflife. the action. quality andprivileges mode of humanof each relationships.. family member Thewere duties, clearly obligati,ons, defined. It is significant that his interaction with his grandfatherFor Confucius, helps filial him piety was the root of all good conduct. It was primarily in the area of human relationships that man could come to realize his proper human essence. students.Distribute copies of the green booklet, Phil of Chinatown, to the The story should be read in two parts. OR:EITHER: The following 'questions might be used to guideandMore then advancedthe joinreading instudents aof whole Part might groupI. read discussion Part I independentlyof the information. p. 1 HowWhich (Lettingis cousinPhil's them wasisfamily the bornlive helping inwith America? them.) Sam's family? immigrant from Hong Kong? (Phil) (Sam) What(Public two schools school do and the Chinese boys attend? language school.) -72- p. 2 WhyNewWhathis (ChildrenYear'swould firstis going itNewparade.) be willtoYear especially happen bein pickedhis today newnice to country.)at carfyif Chinese Sam the were languageLittle picked? Dragon school? in the Chinese (This is WhatWhy (When(This wouldproverb isyouit the doesbepay especiallyfirst backMr. Chenyearkindness wantsnicehe is withif theold Phil boys,kindness,enough were to to picked?learn?, thenbe ?hosen.) people will want aCan is(Ittogood youdo partwill storygood.)think ofhelp the torof the Chinesetwothis children reasons particular New toYearwhy understand 'a daycelebration.) fairy at the talethe Chinese proverb.about languagea dragon-is school? The dragon pp.4-4 p. 6 WhyHow(Some(The does dragonday Mr.the it Chenproverb returnedmight want helpfit Panthe thethet Ch'ui'schildren fairy to choose kindness tale?to remember the withright thekindness.) way proverb? ih their lives.) p. 7 (After theHowedoHow students do you thinkhave readPhilSam feelsPartfeels I about abouteither notbeing independently getting chosen? chosen? or with the developinganalyzing informationa concept: T:guide questions, discuss the informationWhat schoolSamwith doand the theand Phil whole boysChinese go learngroup.to languagetwo at kinds public school.) of school?schools. What(Academic are they? subjects, (Public appreciating diversity:cultureChineseacculturation lantuage and ButTheandWhatEnglish boys'thereculture, do thelanguage, parent,,.is boyssomethingthe Confucianlearn American want elseat them Chinese Tradition.)culture.)they to learnwant language tothtm speak toschool? learnand write at the Chinese. Chinese How does that help them?1.aw does that help them? (Chinese language followschool. the Chinese proverbs, th What do you suppose that is? Confucian Way, (The Confucian Tradition, xo . . .). CC avoiding closure . . ToConfucianDo whatyou supposeother Tradition? traditions all Chinese might Americans,in Chinese Americans our country belong? follow the (No, but it is. part of their ethnic tradition.) . O OPTIONAL:'T: $t ...... , comparingi..6 HowMariaRemember is goes herMaria's thetoschool only story,Catholic likeone school.a Schoolltkepublic school? Phils Chinese"language school? Maria of the Mission District? : want_Whatdoes(TheYlearn their this children about tellus their to about learn own theseaboutethnic=religious twotheir ethnic -old groups?traditions.) andnew traditions.) (They both' -, pp.8-9 AtPhil'sof the the next littlegreen learning booklet,brother sessionguide wasPhil very reading ofetudents Chinatown,excited activity shopld about either -withcontinue Phil independentlythe being readingfollowing picked Part orquestions:to asIItarry the Little Dragon. , .01)1).10-11 WhyWhy did couldn'tdo hisyon'suppose mother Phil tell be Phil happyhim Oants to with be to 'quiet?his visit good his luck: grandfather? ,(He felt surry for Sam.)- rememberedHaw did Phil the decide proverb.? what to do? -,- (He talked with his grandfather. , He (He was kind by giving Sam. '7 p. 12 How did Phil fallow theChinese proverb? . i What:didhisflowers place.) peopleand food. do to get ready for the Chinese-New Year? . Made costumes.,,. Practiced for parade.) (Bought '7 p. 13 Howgiving did Samhim followfirecrackers.) the Chinese proverb? . .( (He repaid,Phil's kindness by ti EVALUATION After tie students have read Part II discus's the story by asking: comparing experiences 4. personal T: PhilHaveBut wonyouhe wasaever chance disappointed had toa problembe in foi the like his parade. Phi's?cousin who wasn't chosen. appreciating diversity r;ir whichWhy.WhatCan waswould youwas Phil's think partyou haveof.ofway the anyrightdone Confucianother iffof you him?way wereTraditionto solve Phil? the he problem?is learn gat the (He followed the prow ; =1. WhereDoChinese you elsethink language might allall ChinesetheChinese school.) people AmericansAmericans of this live-in liveethnic in ethnic'groupcity'neighborhodds? live?neighborhoods? v (In. multi- Thethem students to their might manila golor'the folders. drawings in,thsuburbsethnic neighborhoods'asor the country as well well as as ethnic in the neighborhoods, city.) in the booklets before returning tet StageEXTENDING a Chinese EXPERIENCES New Year's parade. Students could fashion a dragon's WE- ead .f -macHZ. A long presentThebooksgift-givingcloth Caldecott on tail daythe; San should areChineseaward-winning Francisco all be part Newattached Yearcelebrationof book, the celebrationto celebration.theMei withhead.LI, frombyone Thomas inthe Peking school Handforth, in library the 1930's.might (se e read for a co parison of the Stilt-walking, house-decorFor additional ting, ideas fo, props'and costumes, borrow suggestion ebt-pa ing, and Resources..) ofTheto many Artfashion booksof Chinese birdson this andPaper subject animals Folding with from foreasy brightly Young -to- follow andcolored Old directions. bypaper. MayingSoong Yount. children will enjoy 1 See Resources) is one -75.- /- HAPPY NEW YEAR KurtLearn Wiese's to say book,"Happy You New Can Year" Write in Chinese,Chinese: might interest home "Gung Ho Sun nAn" words.students It provides directions for - writing some sithple'Chiness - Chinese:TheChinesethe children English, proverbs might equivalents. have enjoy been matching passed theon fromfollowing generation'to Chinese proverbsgeneration. with English: OutsideA butmanfeed insidewhohe his isknows family.dressedhis tooheart manyin isadsheep skillsa wolf's. skin,cannot A'wolfJackof none.of in all-trades sheep's clothing.' and master WhenTheout thetomud stretch catbUddha has themselves.scoldsgone, thethe ratsclay comebuddha. Theplay.When pot the calls cat's'away the kettle the miceblack. will Cm

I ,..., betorestaurantsChinese-American arranged see how forthe frequently thefood restaurants class. is prepared.have Chinese can be Americanfound in proprietors.most1 cities and towns in the United States. A tour of the kitchen would provide the students withan,opportunity A field trip to such a restaurant might These Chinese games give children a chance to testGame.front their of strepgth them and and their dexterity; arms'folded. Chinese Getup. Two children sit on the floor back-to-back with their legs straight in. At a signal they both try to st norup without unfolding s f foldedtheir armsis the by winner.pushing against each other's backs. The first one to s and-up with his arms still ti 1 -76- Game: Chopstick Relay. The children should be divided into equal teams with a set of 1 / . .each teambeans./chopstickchopsticks is anWhen empty and forthe returnsbowl. eteacher ch team. putting gives thethe signalnut in thethe leaderempty bowl.runs, picks up a nut with his The teams line up in Aciossparallel the rows. room is a bowl which is filled with peanuts or Then he gives the chopsticks Next to the leader of Students might visit the school library.againtheto the bowland next continfor perseac e. n in line who repeats the relay. member wins. If a child drops a peanut in transit he must pick it up They should use the card catalogue to find books The first team to have a peanut in ft bookson Chinese-and to read and ChineselAmerican report on to the culture class. and (See suggestionsfiction. in Resources for Individual students might be assigned this encounter.) RESOURCESBOOKS Bulla, Clyde Robert. ' ,; Johnny Hong of Chinatown. , New York: Frowell, 1952.,. Flack,Burton; Marjorie. VirgOgia Lee: based on civic action to save antiquated cablecar operation in San The Story About Ping. Mable the Cable Car. Illustrated by Houghton Mifflin Company, 1952. Kurt Wiese. Viking, 1933. Francisco. A true story` Through - . colordealthe medium ofillustrations. informatiOn of Olio. livelyabout lifeand humorouson the Yangtze picture River. book, Doubleday, 1938. small childrenThis childhood will absorb favorite a-great has harmonious With her three lucky pennies Handforth, Thomas. relationships.lithographiconand a hervisit three to qual theluc tyNewy marbles,'and gentle Mei textLi, atell young a storygirl ofof Northa C ldecottMei Medal Li. winner. Year'l Fair in Peking. Illustrated. Expressive black-and-white drawings with lively little girl and warm frienSgli China, accompanies her brother Huai Nan Tzu. AArthur simplified W. Hummel version from of the a subtlebook Huai story Nan concerning Tzu written before You C n Never Tell. Adapted and illustrated by Janice Holland. a'piece of philosophigAl wisdom: 122 B.C. New York: Translaled"One by can never tell."Scribner's, 1963. mialortune Themay melon=coloredsometimes bring illustrations fortune, whereas make the story interesting fortUne may sometimes bring misfortune. -77- for younger children. ( Keating, Norma. ofJohnnyIt the shows adventureswas manya young of the. theorphan twosights havewho and wouldtogether, sounds visit the Mr. au every Mr. Chu. Illustrated by.Bernarda Bryson. df China1town through its illustrations and poetic 14fices they go 'And the friendship they share. night for dinner.The Macmillan Company,'"New York. This book tells words of the text. J.B. Lippincott Co., 1955. Liang,Lenski, Yen. Lois.. San Francisco Boy.giving,children house-decorating, celebrate debt-paying, Happy New Year. GraVese New Year in the traditional Chinese way: Illustrated. Philadelphia, Pa.: music-making, fireworks,Lippivott, parading 1961.with the dragon A picture story of how two gift shopping\end Pine, Tillis, S. and LeNfine, Hill,Joseph.blockdance, 1958. printing,and stilt-walking. compass, ship, waterproof A simple account of ancient Chinese The Chinese Knew. cloth, and wheelbarrow. inventions: Illustrated by Ezra Jack Keats. kites, porcelain, gunpowder, ink, McGraw- Politi, Leo. lionina littleEnglish.and dance American and thein-Chinese. girldragon parade. Moy Moy. New York: whose parents immigrated from China. The book tells about the ChineseCharles New YearScribner's Sons, 1960. Her brother learns toChinese-American. reati and write celebripn with the children's May Moy is Wiese,Soong, Maying.Kurt. Fish in the Ain. The Art of Chinese Paper Folding for Young Illustrated. Viking, 1948. and Old. Little Fish convinces his father, Illustrated.On their way home, a gale Harcourt, 1948. Wiese, Kurt. Bigblows fascinatedFihh, the to kite buy to andhimlearn carriesthe a biggestfew LittleChinese kite Fish words by You Can Write Chinese. Illustrated. made in the intoform theof asky. fish. becoming aware of the way the Chinese express Viking, 1945. A fanciful and hilarious picture Readers of all ages will be bock. ideas Yoshiko, Samuel. Abingdonthrough Press,symbols. 1972. Twelve Years, Twelve Animals. A simpTe\folktale recounts how in many The story not Illy explainsIllustrated by M 0 ientarlands,he years each got goyear Locke.their has names been but why Nashville, Tennessee: FILMSTRIP giventhe catthe andname the of mousean animal. are enemies to this da . GeorgiaEncyclopaedia"The Changs 30342. Celebrate Britannica the Educational New Year." Corporation,From Suite Six 202,Families 141 W.of Wieucathe United r -78- States. Available from .E., Atlanta, Tape Narration for slide presentation on "Chinatown." Video27. Chinatown(Title) Audio27. 'Now we're on oun way to visit Chinatown. 29.28. steepcable hillcars 29.28. Jump"Everyonethen up hang on aonoff clanging, tight! for Chinatown," old-fashioned calla cablethe conductor. car - 30. storefronts with red-canopied 304 We joinSosteep many the street. shopscrowds and of storestourists-walking line the streets down the of Chinatown. 31. woman on balconybalconies 31. Thisstore. Chinese woman lives in an apartment over her 00Cn 32.33. porcelainsgift shop windowin gift shop 33.32. /for t e touristsWeDownst to buy. ight buy one of the beautiful porcelainrs statues in her Gift Shop she sells souvenirs 34. housing over shopii 34. Manysheaand small familiesstores apartment of live Chinatown. inor apartmentseven a single above room. the shops as for sale. Several families often share 35. -""apartment fire escapes 36.35. AWith atrip balcony so tomuch almost Arover a fireany- crowding, storeescape. they it's want nice is to justhave aa few 17.36, applesshoppers' for sale 37. 'steps, down to the streetChineseNo language for as thesewell problem asshoppers. in here English. -- prices are marked in 38. Chinese newspaper office -79- 38. paperPeopleof course. office of the to neighborhood read the want stop at the Chinese news- ads - written in Chinese, Video39. 'playgroufid Audio39. A special place for the children of Chinatown 40. two Chinese-American girls 40. Abuildingshas place been to fitted-- meet its yourinthe ambns Chinesebest thefriend Playground.towering -- office 42.41. boyspublic with school skateboard 42.41. Theor todoor try of out another your newspec kateboard. 1 place for the childr en 43. school children, 43. LanguageManyisof theChinatownof thesepublicSchool children is schoolin decorated the inlatealso Chinatown. withafterdoonattend Golden a Chineseafter Dragons. they This 44. statues of Buddha 44.. broughtManyget Chinese-Americansout from of publictheir homeland.school. follow They religions might bethey Cn 45. girl running down school hall 45. OtherofBuddhists. Confucius. Chinese-Americans are Christians. They probably also follow. the teachings Their 46. Newoleir poster 46. whichTheChristianchildren mostleap importantmightforchurches. two attend weeks. holiday private is theschools Chinese run Newby Year, During the first week 47. Chinese New Year parade 47. 'street. Year'sBut thereeveryone parade. are inprivate San Franciscofamily celebrations.- is invited to the New Firecrackers pop. Crawda line the "Is 49.48. Big Dragon, Dragon 48.49. TheHowWould thathighlight fierce youstretches like do of you tothe for carrythink parade a whole oneyou is ofcould.make blockthe the great downsmaller thethegolden dragons?dragoncity dragon street. look? Little. RA -80- REFERENCES Chu,Books Hsi and Tsu-chtien Lu, compilers. 'ReflectionsColumbia, 1967. On,Things At Hand: Translated with notes,.by Wing-tsit Chan. The Neo-Confucian Anthology. Han Fei Tzu. mainlytheSelections more'recent in achieving from feelingsa prominenta strong of andmen.writer well-controlled of the Legalist state schdbl, regardless political of strategists Han Fei Tzu: Basic Writings. (UNESCO Collection of Representative Works). Columbia paperback, 1964. Translated traditionalby Burton Watson. practices or interested Hsun Tzu. ofasocialRepresentative thehuman universal andnature psychological originallyselectionsorder.' (UNESCO functionevil,from aCollectionand majorof supported rites, classical of stressed Representativea-"rationalistic" Confucianist, education Works). whoor naturalisticexpoundedHsun Tzu: the explanation Basic Writings. Columbia paperback, 1963. Translated asby aBurton means Watson.of correcting Lin,Isaacs, Yutang, Harold. ed. shifting image ofThina and the Chinese throughout American,history. Scratches onTtie Our Wisdom Minds. of Confucius. New York: New York: John Day, 1958. Random House, 1943. An analysis of the Miller,Lyman, StuartStanford. C. Berkeleyof Nevada, and 1970. Los Angeles: The Asian inThe the Unwelcomed West. Immigrant: University of California Press, 1969. Reno: The American Image of the Chinese,Desert 1785-1882. Research Institute of the University A study.of the American Mo Tzu, Hsun Tzu, and Han Fei Tzu. Columbiaimage of,\ 1967.the Chinese prior to the Chinese Exclusion Act'of 1882. Translated by.,Burton Watson. Basic Writings of Mo Tzu, Hsun Tzu, and Han Fei Tzu. Selected from three classical Philosophers. Mo ofTzu"rationalistic",universalexpoundingthe absolutism. was good know based of'for the on his functionthe advocacy desires order, of ofrites,of universalandHeaven Santhe andFeivalue love, materialTzu of afor educationmartial hisusefulness; legalistic social in correcting Hsunorder, interest Tzu, and human for in histhenature, Confuciantechniques and a definition of a -81- Morgan, Kenneth W., ed. Ronald, 1956. The Path of'the Buddha: Buddhism Interpreted la Buddhists. New York: Saxton,Pratt i. JamesAlexander. B. 'Berkeley andanti-Chinese'airtation Los Angeles: in California's developing labor movement and Democratic Party. The 'PilgriMage of Buddhism. MyThe York: Indispensable Enemyi University Of California Press, 1971. Labor and the Anti-Chinese Movement in California. Macmillan, 1928. A study of the roots of Sung,Spencer, Betty Robert'F., L. ed. -Minnesota Press, 1971. The Story of the Chinese in America. Religion and Change in Contemporary Asia. New York: Collier Books, 1967. Minneapolis: University of Articles"Succeps.Siory Of One Minority Group in U.S.," U.S.'News and World Report, December 26, 1966, pp- .# Jung,"Beware Raymond the Wah K. Chjngl" pp. 309-312. "The Chinese Language School in the U.S.," Newsweek, AxIgust 30, 1971, pp. 63 -64. School and Society, Summer, 1972, t-D -82- t:' KNOW LEDGE ENCOUNTER 5: A BLACK AMERICAN TRADITION IN AN INNER -CITY ETHNIC NEIGHBORHOOD MODULE ON ETHNICITY ORGANIZINGCONCEPTS: IDEAS: American,acculturation Baptist) (ethnicity), change (civil rights movement), tradition (Black Black churches have been centers for social change. SENSITIVITIES: appreciatingfeeling free theto makediversity appropriate ofone's world ref own views religious and lifestyles and/orBlack religioussecular in human traditions leaders societies have led the struggle for equal, rights.' ences to and statements about BEHAVIORAL OBJECTIVES: Otiven'who a arecrisis makedeniedAfter situationstatements equalparticipating rights. in which story 14indicate form, several students their role abiiplty play will situations, be to able feel to empathy studentswrite afor will people Givenroletheparagraph, students theofa,Black story draw will writer's religiousa makepicture, statementsconclusions leader or act in whichout asthe a probable conclusion. onestruggleindicate of many forappreciation possible equal rights.outcomes, for the MATERLALS.NEEDED: L. RESS role play materials (see Introduction) wallRESScarouselRESS goldmap slides,50-66Map of booklet,projector#3, the Oakland-Walnut world Mark(Oakland) of the Creek, Oakland in Inner-CitySupplement booklet PREPARATION: GatherSetPrepare carousel interest materials slide center andtray propsmaterials to'begin for theon Blacksliderole playsAmerican#50 in theculture Introductioninterest center materials relating to Black.American culture The following NTRODUCTtwo xole Iplays ON should be introduced without reference to any particular ethnic, - actftritiesThisdeniedcertaingroup. encounter's access students should to Introductioncertain willconclude be public denied with should Places, theequal discussionbe pay.presentedand will at face asthe a theendsingle problemof thelearning roleof lipited playsession. experiences. purchasingThe situations power. have applications for all people in our society. In the second role play certain students will be In the first role play The day's -MATERIALS NEEDED: JOSGroup Assignment Assignment Cards tags pins36 colored for fastening paper tags: tags on students (for Role Play(to be#1) worn throughout both role plays)18 red tags, 18 blue tags RESS set of 36 picture6 cards:,'truck drivers ' 6 television reporters Bay Envelopes 1866licarpedlers secretaries envelopes marked $10, containing 10 slips of paper both role plays) 6 waitersairplane or pilots waitresdes Job Assignment Tags "Restaurant3 tags, one ofManager," each labeled:18 "Movieenvelopes TheaterCashier" marked $5, containing 5 slips of paper (for Role Play #2) "Supermarket Cashier," Direction Cards OR:,EITHER: duplicate them so that your guide remains intact.clip the directions from the guide (for' Role Play,112) who,comesSellDirections bags intoOffor: groceries the supermarket. to anyone SUPERMARKET CASHIER

= -84- BeDoAllowDirections not.allowpolite people butfor: withpeople .-firm: red with tags' blue to tagspay admission.to pay admission. MOVIE-THEATER CASHIER DirectionscomeJust insay, here." "I'mfor: sorry. RESTAURANT MANAGER People with blue tags can't . - JustBeDoAllow politenot say, peopleallow "I'm-sorry:but peoplewithfirm. red with tags blue to People tagswith tosit sit bluedown down tagsin thein can't therestaurant. restaurant.come in here." CLqSROOM ARRANGEMENT: Supermarket:In afferent parts of MarktheTheArrange room thebags bagsset ashould table upwith the bewith even followingof amany dollarlarge different make-believenumbersums of ofmoneysizes. empty businesses.from grocery .$1 bagsto $10on it. Movie Theater: Post a sign'reading "Supermarket"PostArrange(the a sign seatingamounts reading over -andshould the "Movieset table.roughly up Theater,a screen correspond Admissionto make to a'pretend the$1" size theater. of the bag.) Restaurant: ,Arrange chairs around a table as a pretend restaurant-. -Post a -sigh reading "Restaurant,designated Lunch entrance $1" at tothe ttie restaurant.at the designated entrance to the theater. tit- a -85- developing a concept: PROCEDURE: ROLE PLAY #1 - unequal pay equal rights . Pin bluered tagstags onon halfhalt ofof thethe students.students* 2. 'Distfibu .three truckFor drivers exa with blue tags.3 ofof.e e le, thereh willjob cardcaretobe three RE-SSto studentsstudents Jobtruck Assignment driverswithwith bluered withCards tagstags. ad in tags, the following way: 3. DiscussExplain-that briefly the the card kind tells of workwhat donekind inof eachwork ofeach the person 6 Job iscategories. to do. / 4. laterthatfivetheyFor theare they,willminutesthey -.nextworking will is five earn playtwoat' minutes playhourstheirat spending moneyjobs.of the work forstudents the ondoing moneytheir should good atjobs. theworkpretend "Supermarket," and thatthat They should imagine that the Tell them 5. Atenvelopes thethe end"Movie Ofin theTheater,"t) followingfive minute and themanner:' work "Restaurant."- period, distribute the pay 6. DiscUss the amount of envelopespay workers markedmarked in each -$51,to$10 jobto workerscotegOry withwith received, bluered tagstags as: . analyzing a problem DidWhatHow muchallwas..the thepay truck diddifference? the drivers truck worlethe.samedrivers receive? amount of time? (yesY. (Red's received more pay; Blue's-recelved less) (Some'received $10, some $5) 7., Draw conclusions by comparing this.Do WhyDidroleyou shouldall thinkplay of thiswiththe£hem isreal-lifedo fair? the same situations: kind'of-work? truck drivers receive less pay? Why?/Why not?. (yes) Yip 0 -86- " /4 T: DoThis you was suppose only a thiegame everwe played. happens in our country? developing a concept: ROLE PLAY #2 - limited purchasing power,HowwagesDo denied youdo-you forknow access doingfeel of any abouttheto real publicsame that? situations work places for thewhere same workers amount are of paid different time? equal rights 1. AssignChild',tag.restaurant the explain: roles manager of supermarketto three students. cashier, movie theater cashier,As and you pin-a job assignment tag (see Materials Needed) on Remove their red-or-blue color each T: TheyEachZDebbie)(Jeff)(Lisa) areof themnot willwill towill be betell the'thegetthe anyone moviearestaurantsupermarket separate theater'else whatset manager.cashier. cashier. oftheir directions. directions are 2. Giviguntilthe threetheafter appropriate students.the game whendirection I ask cardthem (see to. Materials Needed.) to Make sure they underst d theirI directions. each of Remind 3. Give the following directions to therespectiveaskthem restof them that to the they placesdo students: so.are of not busines to tell their diet The stud nts should station'themselves at their (see Classroom Arrangment.) ions to 'anydne else until you T: WhichThere(movie-theater, businessaretwo threebusinesses'are sells businesses restaurant) something places in ourthat where classroom. every families family go must to enjoy have? themselves? (supermarket) NowYouBut thismustwill remember maydohave whatmake five- this thea minutesproblem 3is business just tofor aspend game.somepeople theof tell you.money you you when earned you goat.these to 3 each place. places. ,We'll talk about the problem* with the game later. -87- , 4. Afterdifferentthediscussion. same5 minutes jobcolor assignment of tags. role play, (for ask example,two the students "airplane to gather pilots") for a but Direct the following questions to two students with analyzing a problem:1 ted purchasing T: (Laramie),(To red tag suppose pilot) you were the head of a family of four people. 2 - p er T: HowSuppose (Jerry),(Tomany blue youdollars neededtagsuppose pilot)worth to you useof were groceriesall theof yourhead could payof a you tofamily buyhave- groceriesof bought? four peoplg for your too. family. ($10) bF YouHowSuppose bothmany youhavedollars needed the worthsame to usejob.of groceriesall of your.pay couldworked youto buyhave the grocer1§% bought?same number for yourof hours.. family. ($5) WhatDoHowYet you one,dodo supposeyouyotr of feel youthink thiswouldabout about ever bethis that?ablehappens part to ofbuyto the peoplefewet game? thingsin,real your life? family needs. analyzing a problem:publicdenied placesaccess to DidTheseWhat (Someanyone aboutare people placeshavethe movie any weren'twhere problems theater people allowed at andgo these in)the restaurant?placesr What kind of a pr,oblem? f0 enjoy themselves. - WhatWhyHowAllstand werearethewere up/raise allpeople these.peopleyou of told these'peoplewho your whenweren't hands/sitnot you allowed allowedwentalike? on to in this intothose the side the restaurantplaces? restaurantof the room.and orthe movie theater? theater (All year blue tags.) (People with blug TheLet'stags people couldn't all withsit comedownred tagsin.)again were and allowedthink about in. this part of the game.' . TheWhatDoHow peopleyou dodo suppose you}ou with feelthink bluethis about about tags,ever-happened this that?were part kept of to out.the peolple game? in real life? -88- How do you suppose they would feel? solving a problem: 5.- Ask the 3 students who acted as movie thehter cashir, restaurant providing equal rights 6. Discussmanager,class. how and the aupermarket students thinkcashier the to game read should their be. layed. dire6tions to the, Students 7. shouldRecallcards. work'in the first small game groups in which to quickly people rewritereceived the unequal three paydirection envelopes. 8. DiscussnewIf rules.time how permits,the students allow think the studentsthat game to should do the be'changed. role plays over with their Ask them if the play is more fun when the rules are fairto developing a concept:equal rights T: everyone.famousthatIn real everyone American life, hasanother who equal helped way rights. ofto sayingchange ,We're thatunfair going the rules torules be in learningare our fair country is to so say about a 00 DEVELOPMENT that there could be equal, rights for all Americans.

On that occasion he rendered a stirring address with the repetitive theme: "I have a dream . . City.TheThank wordsaddress GodAlmighty! and ended music with of the songfirst are two reprinted lines of onthe page We're free at last." These lines are engraved on the crypt of Martin old Negro spiritual: 9 of the RESS booklet "Free at last, free ast last. Mark of the Oakland Inner- Luther King. Park,*Spivey, California: Robert A., Edwin S. Gaustad,'and Rodney F. Addison-Wesley Publishing Company, 1972, p.77. Allen. "-89- Religious, Issues in American Culture. Menlo using maps Students should take out the RESS Supplement'fromtheir .manilaT:Bay folders, Area.) and open to Map #1 (San Francisco-Oakland:.We've learned something about two ethnic neighborhoois in San Francisc theNowHow Bay.wouldwe're yougoing get to to look Oakland at an from ethnicneighborhood San Francisco? on the other side of to cross? (Oakland Bay Bridge) 1. T:Direct students to turn to Map #3 (Oakland-WalnutWhatFind bridge Oakland Creek.)would on theyou map.h Thehouses,What (The Oaklanddoes newmap the Inner-Cityapartmentshows picture a church, map projects.)is tellan a, ethnic rapidyou about neighborhood.transit Oakland?. trails, old Victorian Cr) 4, relating ipe area of Reshow slides 50-66. Let'sCan(Black you look rememberAmerican) at the whatOakland ethnic Inner-City group of again. people lives here? 1-4C) Slide No. situationinquiry to a real OR:EITHER: use the following dialogue as a guide forinvolve the discussion. the students in free discussion during the viewing 51.SQ. Bay (Title:Area Rapid The TransitOakland trainInner-City) T: 51. Thispublic is atransportation rapid transit peopletrain. in Oakland can use. It's a kind of 53.52. rapidshops transit train 53.52. WhatHere iskinds the oftrain sh psarriving and etbres at the might station we expect in Oakland. to find in a Black -go- erican ethnic neighborhood?\\ 54. , hair styli center r 54. getWhat at kind the of(hairstylesOakland Hair Stylingdo you thinkCenter? people might (Perhaps 55. .restau antSdul fo d 55. Whatyou_everThiscorn row,arerestaurant someeatenAfro, soul realnatural,specializes food soul dishes? other)food? in soul food. (sweet potato pie, Have any off 56-58. old 56-58. cornWhen bread, these black homes eyed were peas, built, greens, Oakland cracklis, was just . . .) Victorian houses Howhomesin a has its suburbbecame Oaklandown ofright.multi-family Sanchanged Francisco.f. since homes.) then? As the city grew many older single family (It has grown into a city r : - 59-60.% housing project new .59 -60. WhyThese do newyou apartmentsuppose these buildings new projects arekland's called arepopulation "Projects."being built? has continued to grow whtIe at:the pllyground 61-63. Thissame playground time old housihhas a fence has deteriorated.)around it. ,, ist O 64. Lake Meritt 64. WhychildrenDo you(Peopleare think publicfrom need that'sauto parks reserves traffic.) aand good playgroundsof idea? open space important for recreation, to city relaxation,people? Why? (Fence protects 31 / 65-66. a real setting for .establishing 65-66. - WhatdoThisand you aest suppose etic enjoyment.)Black people might sing about in this church??use has been made over into a church. a story situation - WhatWhat doaPerhaps Black do you Baptistw Church in. Oakland. ou s ppose their minister might talk about with them?finduppose out they when might we read pray about about? one boy who.belonts to 4, 4tx 4P -91- developing a concept:equal.rights ReadDistribute pages 1the - 3.RESS gold b The foll klet, Mark ofing the questions Oakland mayInner-City. be used as a guide p.1 T:in further development of th Whoapartment?Why isdo Martinyou'think Luther the King?shades were pulled down in Mark's (to discourage burglars and break -ins. concept of equal rights.(Black Baptist minister iho memorialKing'sWhyled is the anniversary.this service.)civil day rightsso special movement.) for Mark? Mark is tossing a solo at the church (It is Martin Luther- ' p.2 MartinWhatWhoreligious were didLuther theythey? leaders.King teach? believed in the teachings of two famous (Jesus and Gandhi) (love and non-violence) p.3 ( orWhatHow services diddoes Martin it from mean Luther the to business.)boycott King help a business? his people to win equal rights? (not to buy-iihy goods Whatperson's-bodyWouldrights? awardother you saydidnon-violent or thatMartin destroy boycotting Luther ways any did,person'sKing is Black "violent"win? peopleproperty? use to gain equal (sit-ins,. marches) (Nobel Peace Prize) would it injure any (no) applying a simulated T: Whyrights Let'sdo you forthink suppose his about people he thewas through gamesgiven wepeacefulthe played award? means.)earlier. (For winning equal realexperience life situation to a groupsNotWhatWe decidedtoo did in long weour that do agocountry. about somemany that?oflaws the were rules unfair for theto certaingame weren't ethnic fair. (we changed the rules.) (For the advanced makingstudent) an association at Suppose unfairAreWhatandDoes equal wouldequal Martinlaws rights yourights?were Luther try madeimportant to King's justdo about fortolife yourthethat? have ethnic anything orgroup religious to you do belongwith group? your to. freedom (get the laws changed.) Why? a stractionhigher level of ab- What makes you say that? -92- bookletsDistributethree topages theircrayohs in folders.their to studentsbooklets. who wish to color the first 'Remind themto returrk the Thein Blackthe Neck church World has until played the apresent. crucial role in the Black individual's life from the time of his arrival Under slavery, the church was a place where the slave could feel 4* ofChristianitya lifemeaningful senseescape'from of of the dignity existencewasBlack bondage the andcommunity. "White andandindividual achievethe man's promise religion,"worth.some ofmeasure life it in ofheld hea*qpstatus out werehopedenied twoto theni thethemes converted in whicha White becameBlacks. part of the After Emancipatioe,*the clibrch remained a rallying point for the There too the free Negrpes in the North could search for World. The hopeAlthough social,traditions(notably educational, Martinand aspirations Luther political, King) of theandhave,led people.recreational'center. the fight for civil rights. The church was more than a place of worship; it was a In the twentieth century Black For them and for many .ther nisters , actionChristianity and it balled.was through for involvement the churches ingeeing thatthe information politicalthis action arena; was carriedits ideal out. of social justice eman Continue ading pages 4 through 6 of Mark of the Oakland aboutsituation a problem writingcanTheInner-Cit workrea a concludingout alternative paragraph, resolutions drawing to a thepicture, problem or by:acting out die ng should stop. at the efid of page 6 This part of thq story builds to a crisis situation. sothat the students p.4 . the reading:T:a story ending. apartment?Why did Mark have, to lock the door before leaving the The following questions may be used to guide p.5 WhatWhy didis ahis "Project'!" Mother call locking the ddOr "a fact of city lifer o (an apartment pompldx.) (he was afraid to WhyWouldWhy?Whichpass was the you'have.wayMark "big did Afraid boys.")Mark taken todecide takethe short tothe go? shortcut if cut? you were Marg.? (he couldn't be late for the church.servi-6e.) (the short cut past the 'big boys.) Why? /Why not? -93- Not for EXPER ge raj, d1OribUt104MATERIALS p. 6 Whyin didn'tdidhis LeroySunday Mark call best:)say Markanything a "jaybird" at first? (becaus e was too frightened !ark was dressed seeking alternativeproblemresolutions situation to a orIndividualChildren act out should astudents possible stop might hereending. thento discuss write a paragraph,ternativeto speak.) storydraw aendings.' picture, z *Slavery:Press, 1972, p.3. A Comparative Perspective. Edited by Robi W. Winks. New.York: New York University defining terms IbirectT.: attention WhyBlack do Americansyou suppose are that sometimes is? called "Afro Americans." to a wall map of the world.1 ("Afro" is derived from "Africa," using a map T: HowFind(studentstheir wouldAfrica country people shouldon the offrom tracemaporiin.) Africa(and a route globe.) travel on the to map,reach and/or our country? globe., Iriedicting broughtWhywithSuppose did chalk, hereBlack you a as wereAfricanspiece slavvi.) a ofslave. firststring, come or totheir this fingers. country? (they were relating prior learningto a similar situation workCanWeWhat learnedwithout youmight remember youaboutpay. havem,t6-do? whoanother they ethnicwere? group of people who were made to (leave your homeland, work without pay.) (the Indians in Mexico after the interpreting symbols Whatconquest symbol by ofSpain.) Mexican freedom did we learn abtinit? -94- (Guadalupe) . Whyfrom were disease slaves and brought Overwork, from they Africa? were replaced by African slave (as the Indi s died off Whatpeople.ButSlaverylaborers.) famousBlack was AmericansBlack ended'in minister have our hadcountryhelped to work toover win to 100 equalwin years equal rights ago. rights for allfor thetheir EVALUATION Finish people of our country? reading Mark of the Oakland'inner-City. The following p.7 T:questions WhatWhy did does the this big tellbOys uslle, outMark the,memory go? of Martin Luther King?may be used to guide the reading. -, - i. appreciating the ofaccomplisgents others P8 WouldHowDid do Markyou you say getsuppose thpstto the hethe churchfelt Black when on church timehe sang hasfor hisbeenthe solo? service?an important part qer p.9 LutherTheofto Mark''s lastsing King's.favorite pageit. ethnic provides tradition? hymns.the words and music for one of Martin Why?/Why not? The children might enjoy learning - vii bybaptizedBAPTISM: immersionFURTHER people INFORMATIONin the by manner-ofthe River FOR John.Jordan. TEACHERS Our word "Baptism" comes from the Greek word meaning "dipping water." Just as waterMany cleansed churches the in body,the Black it was Baptist a symbol Tradition of cleansing practice Baptism John*the Baptist baptized;baptizingsometimeathe heart thosein orIt others, soul.was who done wished infants indoors, to becomeare by baptized pouring Christians. water.asell. Jesus came to be baptized by John. MostlyIn someit was Christian done out churches.today, of doors by immersion, only adults but' are The early Christian Continued the custom of , r .k 4 alwaysso,times,SYMBOLISM the waterprovidedJews OF WATER:emphasizedwas waterpreCious. ,.Palestine, for cleanliness guests liketo bywash many using their lands water, dusty in thefreely hands Middle to wash their bodies. Battles were sometimes fought over East, is a accessdry land. to a water hole,. A good host In Bible Even thing."unclean" in many ways, such as: The'symbol of washing, made him clean again before God. by eating unclean fqod, being ill, or touching and feet. That is why there were many A Jew could become any dead . nearreligious rivers ritesor springs. in which water was used. a It is also why many shrines and places of worship were . otherby-expressiendofMakeareEXTENDING aoftenAmerican collage initiated EXPERIENCES ethnicon BlackBlack bygroups. culture.culture.the Black-community and quickly become absorbed into the lifestyle of Provide students with a collectionMusic,Our contemporaryof art,Black dance, ethnic American clothing, magazines. lifestyle hairstyles has andbeen slang much expressionsenlivened theReadpaper.They inner-city severalcould cut of experiences outthe picturesSteptoe of andfrom Black Keats the children magazinebooks (seewith and Resources) sensitivitypaste theetogether to and the realism. class. on large sheets of colored These books depict PlayenjoyingResourcesEnlist "Ntuba," somethe for feast. parentsthisan African encounter. to cookgame updescribed a soul foodin Fun feast. and Festival from Africa by Relax to the sound of some soul music on the record player while A sampling of recipes is provided in the 1-4 1 ai4 pointsthePlayers,Resources.) hole. wins. or teams of players, stand about five feet Allow one point for eachOutdoors, successful dig athrow. hole.about six inches in diameter; indoors, away and try in turn to throwThe a stonefirst intoplayer or team to score ten use a deep basket.Rose Wright (see apartbyProcure Highland easily a copy Parkfor of twoCollege the sets African students.of displays Art Coloring of African Book, art:,a collection one side of exhibited representative at a time, drawings done (See Resources.) The book might be disassembled an a ."the cu MichiganobtainedA arrangements,reversebibliography 48203.byof writingeach providinby pagecountry to: exhibited or by style,at a second could time.give further depth and meaning to these' exhibits. The colorin the necessaryrs. additionalAlice Agee, commentary Art Department, to accompany Highland the Park display College,ook presentsHighland largePark, line drawings that could provide stimulus for Variations, in the grouping of types and may be *I" ' St.onart EtheopianGeorge, activities a artholy suchinclude trinity as mask-making,such ikon, Christian a detail clay topics frommodeling, "Theas: Lives or makingMeshach papier andmache Abeanego, animals. an ikon painting of of the Saints" manuscript,,,n engraved Eight pages notStartdesign only an onBlackethnic a chalice, Americahs interest and butcenter a paintedthe oncultures Black manuscript Americans.of their of Madonna_andAfrican Items might-be included which represent child. Teachethnicitem theask: group? children the African song, "Kum Ba Yah,"-reprinted What is this? How is itused? What does it tell us about people who belong to this countries of origin.in the Resources for this encounter. About each Organize small groups to discuss "T: WhatYouImagine wouldlive that inyou Mark's youdo aboutbelong neighborhood the to followingMark's in family.the problems? YourOakland family needs someone to some problems of inner-city living. Inner-City. SomeoneYour family's broke intoincome your is apartmenttoo lowat to school.and buy stole enough care for the baby while they are both at work and your television set.food for the family. you are C.0 Listen to a recording of Martin Luther King's speech, "I Have Some of the familtes in your garbageapartMent cans and it is causing a health problem. project building don't keep lids on their a Dftam," (see Resources) and/or v-1 followingview the film,questions: Requiem on the life 6f MartinDoHow you do Lutherthinkyou think heKing deserved Black(see Resources),Americans to win the feel famous about Nobel the lifePeace orMartinPrize? Luther King? Why? and then ask the Play some recordings of Negro Spirituals DoforDo you theyou think class.think he he had helped goodWhat onlyideasmakes Black aboutyou saypeople? how that? people should live together? Did his work help to safeguard your rights? Your school library probably has a Why?/Why not? recordingscollection dfwhich Folkways are especially records. appropriate. The Resources for this encounter suggest several, Folkway -97- BOOKSRESOURCES.' Agle, Nan Hayden. Maple Street. New York: The Seabury Press, 1970. . , , ..-.0. David, Jay and Catherine-j..Greene, eds.Shortfight passages to save fromher-black their neighborhood.autobiographies tecall childhood experiences of Black Roots: , An Anthology. NewA story York: of a young girl's twenty black Americans. Lothrop, 1971. , FloydShort Patterson,biographical Claude notes Brown, precede Malcolm each selection.X and others. Contributors include Dick Gregory, Lena Horne, . . Erwin, Betty K., Behind the Magic Hive.A powerful story of a young black girl's life in a city slum. Boston: Little, crown & Co., 1969. , /- Grifalconi, Ann., Englishavailable and ffbm Spaniah Demco pound Educational tracks. Corporation, City.: Rhythms. Indianapolis: A Black child becomes aware of the sounds of city life Bobby - Merrill- Deforest, Co., Wisconsin, 1965. .Book 53532. and filmstrip \ - Available in around him and makes them his own. ... . :Goldin, Crowell, 1966. Straight. Hair, Curly ThisHair. is .Illustrated a science bc7a-Which by Ed Emberly. explores the mysteries of different kinds of hair. New York: Thomas-Y. , ,--,...-1t". Holland, John, editor., A photographic essay of the ghetto. The Way It Is. p New York:The pictures are taken by boys it HarcouxtBrace & World, 1969. a Brooklyn intermediate . , ., school.. Depicts ghetto conditions though children's eyes. Jacob) Helen. smallIn 1930 villages, Gandhi ledyodng a marchTara gainedto protest some Britain'sinsight into salt the tax. teachings ,When he of passed the great through man. one of the A Garlancrfor Gandhi. Berkeley, California. Paranasua Press, 1968. . A fictionalized, incident in an authentic setting. . ) . Joseph, Stephen M., editor. AvonBooks, 1969. . The MNobody Knows:4 e- . Children's Voices 'from the bhetto. . . Nei./ York: Keats, Ezra. Archieto'an'enjoyableArchie has wants to.find to ending:enter another his petcat toin enter.a neighborhood pet show, but the cat disappears and, Pet Show! New York: The story takes place The Macmillan Company, 1972. His solution wins him a blue ribbon and leads the inner-city and, gives a,colorful 4 picture of life in the city. -98- Keats, Ezra Jack. in the first snowfall of the winter season. Apt.The 3.Snow New York:Day. Viking Press, 1964. Macmillan, 1971. A Black inner-cityTJ) 'child delights black brothers in the ghetto I Keats, Ezra Jack. Librarydiscover"big boys" Journal's"the in joy their of"Best musicghetto Book from neighborhoodtof a1971.g tenant in their apaYtment house. Goggles. Macmillan, 1959. Caldecott Award.Peter and Archie have a dangerous brush with the Included in School Keats, Ezra Jack) 'John Henry, An AmericanHouse, Legend. Inc., Toronto, Canada. 1965. Pantheon Books,- a division of Random' .- Lawrence, Jacob: history:Notto reallyfreedom. a biography, buore a tribute to Harriet Tubman, who guided more than 300 slaves A folk balladHarriet which and resembles the'Pramised a spiritual, Land. adds pathos to this part of American New York: Simon and Schuster, 1968. Miles, Cyril, ed. ofPress, blackrich 1971. culturalpride. heritage. This book ofAfrican drawings Art Coloringby Highland TheBook. drawingsPark College represent students the istraditional indeed an allexpression of Africa, unchanged by centuries The,oitiginal art froni which the drawings were taken was designed Highland Park, Michigan: Highland Park College ,Snyder, Anne. religi6Usto serve specialcelebrations. functions in the tribal way of life, for it was used in ceremonies and in 50,000 Names for Jeff. New York: Halt, Rinehart & Winston, 1969. A moving story N100/ Steptoe, John. of a black family's fight for decent housing: Stevie.Uptown. HarperHarper & &Row, Row, 1969. 1970. AnStory older'boy of 'inner-city learns tp blackcare child'sfor a younger experiences. child Steptoe, John. whomexperience.in ,Interracialhe first thought Books of for as Children,a "pest." "Stevie celebrates the ethnic di Train Ride. Harper& Row, 1971. Ray Anthony Shepard says o Another book about urban lividg and the Black this award-winning bbok rences of Blacks." Vogel, Ray. for children that describes life in the ghetto. The Other City. New Yotk: David White, 1969. -99- A powerful photographic essay Wright,. Rose. Provfdesand rhythm, information and resources on African for teachers.games, proverbs and tales,ie foods and recipes, music Fun and Festival from Africa. New York: Friendship Press, 1972. FiskRECORDS Jubilee Singers, Folkways No. 23721971,Early thisspirituals group ofare black sung studentsby the faMous introduced Fisk Universitythe spiritual "Jubilee to many Singers." Americahs and, later, Organized in The Glory of Negro History, Folkways No.Europeans. 7752 - .. MissaBantu,._Missalubaw- Phillips.PCC211. Written and recorded by Langston Hughes. Congolese mass. Phillips PCC2O6. Folkways Records. Documentary from ColumbusFolkways through Records. the UN. WeSongs Shall of Overcome, the American Folkways Negro No. Slaves,-- 5191. FolkwaysSpirituals,Sung No.by Michel gospels, LaRue. and new songs about civil rights are sung The album includes documentary notes by Negro scholar John Hope 5252 by various black groups. Franklin. MarchThe above on Washington: records may be ordered frok TheCliffs, speech New ofJersey Martin 07632. Luther King and several The Official Album. Folkways/Scholastic Records, 906 Sylvan Avenue, EnglewoodProduced by station WRVR, Riverside Church, New York, othirs recorded; dramatic and effective. City. BrotherhoodFILMS of Man. An animated flip designed to show that 10 min., color; Contemporary Films, 267 W. 25th Street, all types of people must ltve together in the world today. New York, N.Y. 10001. Requiem. "FrfteNarrator at last.disprOves the differences in races color. -Mass Media Ministries, 2116Free North at last. Charles Street, Thank God Almighty, I'm free at last." and shows that environment is all important: Baltimore, Maryland 21218. These are the words on 'symbolic ofand millthe bitter crypt struof Martin gle of Luther his life. King, Jr.., to whom s of people around the world. The struggle which was not merely a. personal this film-100- is dedicated. It shows the constant one,.but clas ,SPIRITUALS S AllI gotGod's shoes, children you gotgot shoes;shoes. I Got Shoes Heaven,EverybodyWhenI'm r goin' Heaven.Heaven/get talkin'to to heaven walk 'bout allgoin!...to overHeaven God's putain't onHeaven. goin' there' my shoes P'N'-"'/TAll Night, All Day I'm(other gain' verses to walk Ilse all robe, over crown,God's Heaven.harp, and wings in place of Didn't My Lord Deliver Daniel? shoes.) AngelsAll night, watching all day, over me, Lord.my Lord. JoilahHeDidn't delivered from My theLord Daniel belly deliver from of theDaniel?the whale,lion's den, PrayAngelsNow theI watching layLot me4 mydown over soul to me, tosleep, keep,my Lord. ItAn'Set landedthemywhy footshipnotHebrew me oneverybeginover thechildren onman?to.sail,Gospel Canaan's from ship, theshore fiery furnace, Angels watching over me, Lord. Free At Last An' I'll never come back no more. IFreeRefrain: thank at Godlast, I'm free free at at last, last. 2,, ThoughtIOn thank my kneesmy God soul I'mwhen would free the riseatatlight last,last, and passed fly0 (Refrain) by, 1. IMeWay Ithank and thankdown myGod yonderGodJesus I'm I'm freegoin'in ffee the at to at graveyardlast, meetlast, 0and (Refrain) walktalk, 3. Goin'ISome thank toof meetGodthese I'mI'm'freeJesus mornings, free in atatthe last,last,bright air, 0 and(Refrain) fair, ( The musicfirst istwo printed lines of"Freeon page At9 ofLast" the areRESS engraved booklet, Mark of the Oakland -101- on Martin Luther King's crypt. Inner-City. When the Saints Go Marching By _4; manyThis NegroAmericans, spiritual both inhas and bun out tacitly sung of church Im

KUM BA YAW

Reprinted*Rose Writht. with_ permission of the-_publisher. 'Fun and Festival in Africa. Friendship Press, 19'67. p.43. f. CornSOUL SticksFOOD RECIPES Hopping John Collard Greens With Ham Hock; 12 1Tbsp. cup yellowflour sugarbakinpowder cornmeal 2 21/2medium cloves lb..salt onions, garlic, pork, coarsely minced diced chopped Water31/41 lb.10-oz. lb. ham salt packageshocks pork, frozendiced 1/21 eggtsp.cup cup milksalt melted (or butterbuttermilk) 23 or10-oz. 4 stalks packages celery, frozen black ayssl....peers--7"- chopped Salt1 1/2cup tsp.coarsely Tabasco chopped onion collard greens oil.Heatcornmeal,8-inch oven baking to flour, 425°. pan sugar, with saladbaking In bowl, stir together Grease an 24 1/42cups tsp. tsp. ricewater salt Tabasco boil,waterporkPlace lbwer.heattoin ham cover.large,pot. hocks arid and simmer;salt - Bring to a -Add enough N oneorbutter.powder whiskor twoand until minutes.salt. smooth - *but Beat with rotary,,bet Add egg, mil Tur.t%into itsover(melted).In fatlargelow hasheat pot, been *until fry rendered saltmost porkof Add onions, garlic Tastegreens,covered,then for cook onion seasonings,for for twoand 45 hours. Tabasco,_minutes add.more more. Add 1+4-- hotuntilheatedgreasedstick-like (if golden ovemcookedpan forandstripsbrown. ahead 15bake -andto and in20 serve fre-re-minutes Cut into butheatBringand not untilcelery, tobrown. avegetables boil, cook cover,over are moderate reducesoft, water, salt and Tabasco. Add black-eyed Liquidhocksservingspoon,salt andifremaining remove desired.dishbits and ofcollard in salttop- po pork.g With sl'ited' th ham can be-ens to untilheated, serving don't time).cut into sticke., Checkheat;liquidcookStir simmeruntilin rice ricefor and 30is continue minutes:tender andto or seasoning,as been ad1 `absorber}.more in."potlikker"served'on the to sidedunk ascorn traditional Sticks salt d. Tabasco if. nee8ed. / -103- 1Sweet unbaked Potato (frozen Pie or package-mix) 9-inch 13/4i4 Tk.sp,ckip cup cooked sugarbutter, sweet softened potatoes,mashed pie shell . 117211,31/33 eggs, cupcupteaspoon lightlydarkmilk cornsalt beaten' syruptsp. grated lemon peel Pinch1 tsp. of vanilla nutmeg Tbsp. lemon juice . 6 aCreamPrepareSweetened fork) (mix butterpie whippedtogether,with shell and accordingcreamsugar untilhand-beater, to lightdirections, and even potatoesisat(exceptfluffy. smooth.a time. into for butter whipped mix, creep) then untileggs, mixtureone Again with hand-beater, beat PourAdd remaininginto ingredients shell, bake at comesserving425°toppingto 325° forout knifeinserted 10ofandclean. minutes.sweetened bake 30 minutesOhippedin center longercream. of fillingor until Serve (hot,or cold) with Reduce oven temperature -104- BooksREFERENCES Adams, Russell L. is1970. available. Contains one of the best collections of biographical sketches Great Negroes Past and Present. Chicago: Afrd.-,American Publishing Company, \ of Black Americans whiph Archibald, Helen A. beRenewal used toSoc>ty, teach undated.about thetlack experience. Negro. Riatoma,,mad. Culture- A,Ilandbook for teachers with SPlelitiuma fax.lbmturtrh Chtldrin numerous examples of materials which can . Chicago: Community. Bailey, Ronald W.. and Janet C. Saxe, TeachingThisof,aStanfod, bOok nationalBlack: includes California: sample chapter's of 40 oncurriculum slack history, packages Multi-Ethnic Educatioh Resources Center'of Stanford teachingwhich the Blackdeal with(experience, the Blackexperience. and anAn evaluation Evaluation of Methods And Materials. University, 1971. Banks,Banks, James James A. A. Studies,Life in the1972. City. "Liberating the Black Ghetto:pp. /159 -184. itichard Wisniewski, ed. Washington,Decision-Making D.C.: and Social'ACt4on,1t. Teaching About National Council forthe Social Banks, James A. Publishers, 1970. 1970.4La handbookTeachingMarch Toward for the teachers BlackFreedom: Experience: which illustrates A History of Black Americans. Methods and Materials ways-t incorporateBelmont, 41ifornia the Black Fearon Fearon Bennett, Leron Johnson.exercises,experience andinto simusocial &tion studies games curriculum. ace amongWha the 'Manner topics of tncluded. Man: A Biography of Martin Luther Kin Historical and anthropol gicalapproaches,Jr. inquiry 192911968. Chicago: Breit an, George. . . one, James...if. Experience," pp. 20-33;oks. The. Spirituals and the Blues. 'Interpretations of Black Spiritual.,"The Last Year of Malcolm 1:/The Evolution of pp. 8-19; "Black'Spiri uals and the BlackNew York: a Revdlut Seabury ona reas, 1972. New York .L. Schdcken -105- ( i Frazier,Cone, James Edward H. Franklin. Black Theology and Black Power. The Negro Church in America'. New York: New York Seabury Press. Schocken Books, 1963. Quarles,King, Martin Benjamin. Luther. A thescholarly Black histoand comprehensive history of the Black Amoerican. 'This book The Negro in the Makingnovice.Where of. America.Do We Go From Here: Chaos or Community? New York: Collier Books, 1969.New York: is a good "first" for Harper & Row, 1967. Washington, Joseph R., Jr. Boston: Beacon Press. Black Religion: 'The Negro and Christianity in the United States. - Articles"Big Day End and a'Beginning," Newsweek, Vol. 62 (September 9, 1963.) "Oakland"Church"Black Power: andPresents the Urban Its CaseNegro," for America,Salvaging Vol. a Ghetto," 118 (February Architectural 10, 1968.) Forum, Gospel of Black Nationalism," Newsweek, Vol. 71 (January 15, 1968.) April 1967,1pp. 42-45. Stern, Sol. ."Oakland: That TrOubled Town Across Ote Bay," Holiday, MarCh, 1470, pp. 74, 82-83. ( -106- ENCOUNTER 6: A WHITE PROTESTANT AMERICAN TRADITION IN A SUBURBAN NEIGHBORHOOD MODULE ON ETHNICITY KNOWLEDGE CONCEPTS: actionProtestantchange (fellowship, (population American, community), mobility),United Methodist), acculturationsacred scriptures(the ritual (ethnicity), (worshW Christian service), tradition Bible), inter- (White ORGANIZING IDEAS: 'story (the Resurrection), celebration (Easter). OnWorship, Easter felSunday Christians celebrateimportant the Resurrectionin most Protetant of Jesus Traditions. Christ. loWship, and Clte study of the Bible ? s God's word are SENSITIVITIES: - appreciatingfeeling free the to. diversity make appropriate of worldown religious referencesviews and and7ollsecular'traditions lifeto and styles statements in human about societies one's SKILLS: listed in the left-hand margin ,- . .y...4cC?cq B1)IAV-IORAL OBJECTrVES: WalnutandaGiven chart prepare Creek,a liston ethnic atheof preliminary studystudents groups, questions, willreportthe RESSbe appropriate,onable map,the Independently lifeslides, styleinterest and of audioto centerpeople research tape materials,who on live . suchGivenin aas: informationparticular suburbonnarrative a particular of Oakland.story, Protestant students willTradition be able in tothe identify form of important elements worship, fellowship, study of the Bible as the Word of-,God. MATERIALS NEEDED: multiple copies .of a Sunday.church bulletin from a local United Methodiit church RESS Supplement,story, Jane mapof Walnut#3 (Oakland-Walnut Creek(to be Creek)procured by the teacher) ChristiancassettecarouselRESS tapeslides tapeprojectorBible,narration 67-83 recorder 'multiple on Walnut copies, Creek any (reprinted versionwill in Resources)be appropriate (in fact, 'Bible stories for children (see suggestionseditionsa more in balancedRes*Irces) of the Christianapproach wouldBible) include a variety of Protestant and Catholic -107-* MATERIALS NEEDED (CONTINUED): Chart which was developed in Encounter 2: ChinatownMission,Ethnic Neighborhood District ChineseSpanish-speakingEthnic GroupAmericans Americans sheetStudy questions.of chart paper, or they may be providedWalnutOakland Creek Inner-City These may be posted in large writing WhiteBlack Protestant Americans Americans on a as a mimeographed handout.HowWhere do ispeople Walnut in Creek?the Bay Area travel to and from Walnut to each student %- Creek? WhatCanWhat doespeople kind the ofwalk outdoorshomes to churChes,do lookpeople like? schools,liveother?apartments?/rooms in? stores, work? over shops?/projects?/single family Are there: houses ? / WhatAre thereare some any\animals, things the birds, people400rs? other?tallin this buildings?/treesi/factoriesygardens?/office neighborhood do buildings?/ or wildlife? out of Interest Center MaterialsTo what Representing ethnic group do most belong?ofican the Neighborhood people(White inProtestant Walnut Creek American) Mite Protestant Amer- An assortmentclassroom'(Spanish-speaking,fromethnic ofthe traditionsitems other representing interest in our centerssociety. the Chinese, rich already diversity Black). established of in the These 41d include items encOunter:A thecollection particular of itemsethnic such group as (Whitethe following Protestant) which studied Christianrepresent in thisBibles , -1078- books. of Bible storiescross for-children,(see Resources) Sunday church bulletinsher religious (worshipProtestant materialsand fellowship traditionctivities which would'' are usuallyrelate tooutlined) a i I WhichA collection willbe studied of items in relatid.the next toencounter. the Jewish AmericadtrAdition . t A suchcollectic as: Transpottation of items which relate to subupban living-in general, Recreation Pets, Wildlife, car keys gardping tools dog collar Environment _mr cOmmubicyclet locke- schedules n tickets r bus badmintonlawncharcoalseed gamepackets racketbriquets equipment branchesbirdflowersleash seedhouse PREPARATION: The teacheryill need to procure frommultiple a United copies Methodist of a Sunday Church worship in her servicecommunity. bulletin insects (ladybugs,crickets, caterpillars) DistributePost the Chart copies where of theit canStudy be Questionsseen by all or thepost students. them where they can be seen by all. . . . , 41. SettArrange up andchecka collection AV system: of Interestoffo Centerrfojector Materials lens, frame(see suggestionsslides correctly, in Materialssmall organize group Needed.) uselistening if individual post procedures headsets are - available) check sound level of tape recorder, check focusing IfMa ossible, organize7 the classroomtoinfOrliation map so work,. that -tosourcechildrep-6...sign chart) to cananother reading move (from freely"White AV fromsetup,Protestant to interestAmericans" for anew interest center. center materials,, one -109- INTRODUCTION retrieving informationfrom a chart 'DirectT: attention to the chart. What three neighborhoods have we studied? Alp (Reprinted in Materials Needed.) I (Mission District, Chinatown, noting similarities Can you think 9f some ways thatOakland) all three neighborhoods are alike? . . AllWhatI haveof is these tNesome next materialsnew neighbOrhoodmaterials tell tous onmakesomething our(inner-city, an chart? interest about ethnic livingcenter neighborhoods, inabout Walnut Walnut Creek. Creek.located in Bay Area, (Walnut Creek) .) identifying objectsand their uses kisT: you hold up each item, ask: What is this? DEVELOPMENT WouldWhatHow To is does you whatit sayitused?/ ethnic tellthat What usgroupWalnut about do do youCreek peoplemost do iswithof who anthe it?ethniclive in neighborhood? Walnut Creek? people who live here belong? . identifying in- formation needed 'Direct attention to the study questions. 4- (Listed in Materials Needed.) I T: CanHere youare thinksome thingsof any toquesti find whoout students'liveabout' there. Walnut questions Creek toand the people (Read the questions with the class.) he list.) s 'd like to add to this list? (Add planningidentifying research research 10n theT: chalkboard write and underline the heading:Where might we look for the answers to these questions?! Information Materials Where could we I materiaXS canfind use this to findinformation?! out more about how people 110-- Do you know any materials in our classroom we live in Walnut Creek? WriteinshouldInformation the studentb' beprece ab MA ing responseserials. encounters on theto thischalkboard task. under the heading, to transfer-the investigative procedures used At this point in the-module, students availableto identify to tth e following sources of information which are : RESS slides of Walnut Creek, RESS tape They should be able identifying researchprocedures ThenarrationStudentscenter teacher materials, onshould should Wal be summarize RESSable Mapto explain#3the in procedures Supplement. how to useby saying:these materials. t Creek, chart on ethnic groups, interest T: 'Use theStudyVisitRead materials theyourthe study interestcopy we questions.haveof picturecenter listed sndmaptoyou findtry#3. see tothe there.make answers. good guesses from the materials LaterListenLookRead at we'll theto the thechaFt shareslides audio,tape to our offind informationWalnut out for what moreCreek. forethnic withinformation. this onegralajtives encounter.) another. in Walnut Creeb:-.,, (Reprinted in Resources EnglishAnglo-SaxonWalnut settlers ProtestantCreek in is America. a tradition.suburban neighborhood. The original Anglo-Saxons were descendants from the stockIn modern of people usage knownthe term "Anglo-Saxon" refers to the Nordic and This encounter deals with a family belonging to a White sharingencountertogetheras the informationAngles wewith will thewho use Saxonssettled the simplifiedwho in apparentlyEngland term, in intermingledthe "White 5th century.Protestant with the American Angles Tradition."and Danish elements. After 'tile students have had time to investigate by using the resource They are thought to have came from Germany In this learning in a discussion new."Iberms Aftermaterials,Readquestions thethe discussion, tgrm they(see with shouldMaterials the write exchange class. Needed) "White information canProtestant serve inas Americans" aan discussion. outline on for the the chalkboaid. discussion. The study J making inferences T: WhatManyThe firstwouldof these Europeantheir White native immigrants Protestants language toonour camehavesettlethe country worldfrombeen? on belongedEngland.themap.) eastern to(Find thiscoast Englandethnic bf group. (English) WhyWhat do is you the suppose most common that is?language spoken in our country today? (Early immigrants of this ethnic group (English). c . attaining a concept as:Underline the word "Protestant" where it is writtenWhite on the Protestant chalkboard Americans.established lasting-settlements which became our first states.) Read the underlined word with the class. . sorting T: HowWhatCanSome is anyoneis ofit this theused? find (item)?things something in the that interest tells center about tellthe word'about "Protestant?" this word. making inf ences bulletins,tetherStudents maySunday,School should identify be able the materials. toitems select for Bibles, them.What books does of it Bible tell ,stories,us about Protestantchurch _- people? If they are unable to.do so, the reportinglisting examples information ofa concept AnThe individualintheto listOur makeyellow' Neighborhood ofa listchurchesstudent pages of of Protestant orwithmight the a smallan telephonebe appropriate posted churchescommittee directory'on in alabel, ofyourbulletin students as community. suchan board.information asshould Protedtant be source.assigned Churches They might use Distribute copies of the RESS booklet, Jane of Walnut Creek to each student. reading for-Information T: The girl in this story belongswas list.)to included the United in theMethodist list above, you might indicate it. Tradition. If not, Odd it to the (If "Methodist" -112- beThe_story, read in Janetwo separateof Walnut learning Creek, issessions, divided Beforeinto two reading parts whichPart,I,'"A should .; New Beginning," introduce the following vocabulary-words to the students.:_ Methodistchoir ministerhymn worshippersworship cover page: WhatThe following do you see? questions may be-Osed...to guide the reading of Part I. What 'else? and what else? sermon' p. 1. Has JaneLet'sHowWhat dolived seasonread you inpagesupp ofWalnut Ce2 toyear Creekfind would out.very you long? say it is? e Jane feels about moving to a new neighborhood? (She just moved there.) (Spring) st. p. 2. 'How doesMotherWhatHow Jane do was saidshe feel?you that? suppose knew ofher something mother feels? that might.help them feel more at home. (Methodist church in their nefghborhood (homeaidelonesome fo (conte ned.aboutJane) her.old friends) 13 WhatDoRead visitorsyou makespage suppose 3you to-findseem IsayJane's to that?out.be familywelcome will in thif-church?be welcome at the church? (people smi ed at Jane's family) using a primary . Distribute copies of a Sunday church bulletin which you have procured mationtosource find material4nfor- fromIf the thea coverUnited drawing. is Methodist illustrated, church guide in yourthe childrenown or a innearby making neighborhood. references t developini\a concept:worship T: Direct attention-Qhai toInformation the order ofcanWorship worship you find is in an theabout important church worship bulletin.part ihthe of thebulletin? United Methodist tradition. 4 WhoWhat do isdo Christians-That the doesChristianpeople the worship?do? minister holy day do? ofsermon?! worship? give a blessing?/ pray?/ pray?/ other?sing?/ sing?/ make an offering?! other? Tead(Sunday) the Bible?/ preach.a 'Was itlikeHave this you worship ever attended service? a worship service in a Christian traditions -113- or Was it different? . developing a concept: Direct attention to the schedule of fellowship activities in the fellowship T:church bulletin. WhatFellowship informationactivities is'another docan the you importantpeople find alio-Ur:fellowshipshare part at of church the United during in the Methodist the bulletin. week? Tradition. reading fot a purpose Continue reading'Jane of Walnut Creek, ArepagesOn therewhat 4 - daysany6. meetingsof the weekfor friendship?/'are fellowshipfhe week) activities held? for Bible study? (throughout . making comparisons p. 4. How was this worship service like the service in Jane's old church? Let'sDo you read. suppose page the 4 to worship-aerAdsaLat find out.be anything thisAnited like the serviceMethodist in ChurchJane's willold church? p. 5-6 IsLet's Sunday read Schoolpages 5.for - adults6 to find or isout(same it about forhymn, children?fellowship reading fromat Jane's the Bible, new church. sermon based on Bible story, (both) . . .) rlCO relating the area of EITHER:What do you suppose adultschildren learn learn about about at on atSunday studySunday school?of school? the Bible in most Methodist churches.)Students might draw a picture of a religious worship service (emphasis reinforcing the'experiencelearninginquiry to personal OR:thethey Christianhave attended. or non-Christian tradition it belongsStudents to. t color the drawings in PartThey I of should the booklet. label the drawing with the name of WordThethe Bible ofconcept God was is of mentioned.asgiven the Biblemajor isemphasispart expanded of thein tomostliturgy develop Protestant of thethe understanding Catholictraditions. Mats thatin Encounter the study 4. of the Bible as the In this encounter The teacher shoUld be aware that the term "Bible" is used in reference to both the Christian sacred w scriptures and/ the Jewitiii sacred- scriptures '(Torah.) / -114- using a primary source materia T: IributeHow multiplelly, was there the copies Christianshould of bethe Bibleone Christian copy usedwe'read to in Bibleevery theabout? Methodisttotwo the or students.three worship children. service (The minister read a story from the Bible. We read about Mark of the OaklandBaptistHe batled,Inner-City. church. his Sermon on the Bible story.) Do you, think the Bible would be read at a worship (yes) Mark belongs to a ' We also read about Maria of theBible serviceMission is readinDistrict. Mark's at a CatholicBaptist church?Mass?--(yes) Do youthink the The five underlined terms in this activityThestUdy Christiansshould beof writtenthecall Bibletheir 'on is Biblethe a holyChalkboard.) book. an 'important par, (Write Christian Bibleof most on Protestantthe traditions. chalkboard'as they occur so that the following chart develops: Old Testament Christian Bible story of Jewish - people Ce3tttl charting information T: New Testament 1 story of Jesus s1 The Christian Bible is divided into two parts. , TheWhat-AsDoes'anyoneFl!nd "Old where theTestament" first theknow first partwhat is thepartofethnic theChristian-Bible storybegins. group of athe certain "Old Testament"called?ethnic group. tells about? .... (The Old Testament) PartWhatFind ofis the the place "Newsecond whereTestament" part the of second theis theChristian (thepart story storyof ofBiblethe theof Bible called/thelife Jewishbegins. of a famouspeople person.who were called Hebrews before the Exodus.; (The New Testament) making associations WhatWhyDoes dodoesanyone you the supposeknow story, who Christians ofthat Jesus person havebook?put is? theseto do twowith stories the story together of the inJewish their People, holy (The story of Jesus) ofthelong Jesus.) storyago? of the Jewish People who lived before him is part of the story (Jesus was a Jew. -115- Because he was born into this ethnic group, T: DoesMany-JewsBut anyoneChristians think know thatbelievewho ChristiansJesus that was Jesus abelieve good was and moreJesus wise than was? man. that. (Son of God, developing chronology Part II of Jane of Walnut Creek God,tells Saviour, about Easter Redeemer, SUhday. . . )/ What do you suppose that means? usingusing a mapsprimary sourceand location TheDoesWhat story firstanyonecountry ofEadter knowthedo youfirstwhatSunday suppose famousEaster happened it citywas happened longwrittenit happened ago in? longin the in?ago time in theor Jesus.Bible. (Locate Israel on-a map)---- (Jerusalem)' materitl (a Bible) Circulate among the students during this-Let's activity see if towe providecan find help it. ChapterOne place 28. in which it is written is the Gospel of Matthew, (Write "Matthew, 28" on the chalkboard.) T:where it is-deeded. LookFind forthe the"New pages Testament.' with "Matthew" That'sIsn't thewritten it? second - at partthe top.of the Christian Bible, (Wait for students LookTheYou numberswillfor numbersee are chapter 28.in order. numbers writtenChapterto find next 28.) Matthew.) to the word Matthew on each page. (Check to see that all students have found Matthew, MaybeDoesFindIn someanyone we'llthe Biblestitle, knowfind ChapterwhatoutThe aboutResurrection."The 28 Resurrection"thehas Resurrectiona title written means when toover weChristians? readit. Part II of the story (Write "Resurrection" on board.) developing vocabulary TheResurrection,"An following Easter Celebration." vocabularyquestionsdisciples, may wordstomb, be shouldusedrejoice. to be guide iatroduced, the reading before of reading Part II, Part II:- -116- pp. 10-11. The children in Jane's Sunday school class are going to dye eggs. Let'sThis(After isread one theon way pagesreading:) Christians 10 and 11celebrate to find Easter.out why that is. k Let'sMaybeWhyWhat do doesthe'read you thestorypavesuppose egg 12.Mrd. makeChristians Wilson people is celebratethink going of? to newread life will attell Easter? us. (New life, birth) p. 12. We heard the story of the Last Supper when we learned w do Christianspage remember13 we'llafter the findthe Last mealout Supper? whatwas over.happened to Jesus and his disciples (with Communion'services) about the Catholic Mass.. P. 13. Why do you suppose the Cross is an importantHowSuppose dowould youyour thatsuppose dearest, make the you friend disciples feel? were does the Cross remind Christians of? tofelt go away.when Jesus went away? Christian Symbol?! What P 14. Here is the word "Resurrection" ButTheReadWhere hedisciplesthe didcame ,page. we back. seethought this thatword whenbefor Jesus died on..the Cross he would be gone forever. e?at the top of page 14. (In the Bible,: Matthew, Chapter 28.) HowCan do you you guess suppose now theywhat felt"Resurrection".means? about that?begin again, to be dead and now alive, . (come to life, be born again, ) p. 15. Why doesChristians this make believe them want that to Jesus "rejoice?" isdearest stillCross. withfriend, them, Jesus; even willthough he died on the. alwayi be with them.) (Because -they believe that their EVALUATION a (Children mightfolders take for thethe storybooksfollowing discussion..out 4 of their manila r -117- reviewing And T: ,What does Jane learn at United Methodist Sunday School? (Bible stories, the information WhatWhat does does Phil Maria learn at her /CatholicandMethodist'way) culture)' school?. earn at Chinese language school? (Catholic way) (Chinese- language WhatMarkDo youbelongswoul supP tosei a heBaptist might Churchgo to ain special Oakland. school to learn thel3aptist way? e1be likely to learn at a Black Baptist Sunday School? . Baptiststories y?Black culture'? about the Catholic Mass? the Chinese language? Bible the . EXTENDING EXPERIENCES In which law,special schools Mewould hodi Bible study be most important? ? Catholic? Chinese? Baptist? . ondyeda_tinyinIf the aitand sturdy "tree."holeis decorates near in container. eitherEastertime,, in school.end and students then blowing might edjoy The children should brin Strings cAt be at ached to one end of each egg so that it out t e white and yolk. eking an egg tree.blown eggs to schoyl. TheA branch intact should'be eggshells firmly may'then based be Eggs can be blown by piercing can be hung Arsed .44fightin baskets, EasterfeelTheinclude,: secular andSundayfree so celebration onA in.to the Christianbridg by non-Christiadw itemsTraditiorV to fromin school our items which w4th tell emonatrlatet. about how Easte,Chas Suchcome to items be jelly beans, chocolate b Students sh uld be asked to sort out items which tFIll about the first nies, Itarshmallowchicks, baskets, colpre4 cellophane "straw" ocietyoshould not be ignored and children should 0, r...4Cr) SundayPalmtraditionallycelebrated Sunday School as classes aOven children's atraditionally bless spring holiday,inbring home oura Sundaysmall society. livingis celebratedtinfdifferent planton Palm Sunday. ways in the various Protestant and Catholic Traditions. palm, which is considered to be a "sacramental" (sacred object.) Catholics are, SomeIf Palm 1/4.7'Vfie students. ,class.-mustSuhdpy be is Thishandled near,i'children might with be speciala good migh wayreverence, to point Catholic out the childrendifference may between not bu aable sacred to bringobject their and ablessed play palm to be permitted to bring these things to school. Because Catholic "sacramentals" toy to mightofSchoolStudents the drawalso Classteacher, whopictureswish andregularly to their explain drawof thei partiti what work this person does brew .teacher, or their teach er persons associatedminister, with rabbi, or Prie e in Sunday worship services, Sabbath service, or attend Sunday Mass n their churchg nun. or ayndgogue.eligious practiceas he is ordressed training for suchthe holyAs their day sertiice.Sunday They might share the pictures with the rest they mightprayer,.aTraditions.Children be used might silent to collectnote prayer similarities other and meditation,church and bulletins differences d minister'p which among outline prayer, worship Sunday a readingservices ;airship from of services. differentthe Bible, Protestant a sermon, an Students may examine the bUlletins to see if the seiCi,ice has an opening hymn, an opening The:bulletins ,A studentoffering,(Athe crucifixResurrection. might a closing behas assigned the hymn, figure toand researchof a Christbenediction. and affixed report toto itthe and class fs moreon, the commonly-usedin Cross as a the Catholic Tradition.) The student might be asked to find olp the difference between a "Cross" and a "Crucifix." NI. Chxlitian-symbol of A onfield the tripfield to trip several'Protestant the children should churches make inup thea schedule nearby neighborhoodof questions, might such beas arranged. Didstained all the glass churches Oindot7s1 have: the/one below: Before going Bibles?altars? . ,-- . * roomsaanhymnboo cross organ fo o sor for piano? the worshippers? holding Sundaythe Schoolaltar orclasses elsewhere? for children and . adults? CO00 , Were tiereany signsAmul insidebe about? or outside the church, to tell what next Sunday's sermon , ', .. .1 'Were Whatthe churcelse-di you aee? s different from one another in any way? (Baptismal fonts, . ) - 4 'Bulls,BOOKSRESOURCES Clyde Robert. The Sugar Pear Tree. New York: Crowell, 1950. primary level. Crawford, Eleanor. AncillaryLonnie'srole in family the'to change.tioistmas has to move stoiI* to make way for a new freeway. The Easte,tory. Illustrated by the author. Lonnie's kree plays an important New York: Ives Washburn, 1965. *From a bibliography accompanying an article by Ann Hildebrand, to be -119- published in Elementary -Epp/Leh. Grispino,Farb,DeAngeli, Peter. J.A.Marguerite. and S. Terrien, The Land, Wildli e, and Peo les of the Bible. The Old Testament. The Childr n's Bible: Illustrated by the author, Old Testament and New Testament. New York:- Harper and Row, 1967.* New York: Garden City, Katker,Hall, Elvajean. Norman. Illustrated by Fratelli Fabbri. The HolyPsalms. Land in the Tilde of Jesus. Illustrated by Charles Mozely. New Yo Golden Press, 1965.* New York: New York: McGraw-Hill, 1966.* Franklin Wattsi 1968.* Shearer, John. Verydifferences,betweenbut teachersensitive can photography. use anphotographs upper-middle to tellclass story white to boy primary and an students. inner-city Puerto Rican boy. Little Man in the'Family. New York: Delacorte, 1973. Intermediate level Shows similarities and 'Smith,Smith, Ethel Ethel L. L. 'Later Old Testament1954.* Stories. Early Old Testament Stories. NewIllustrated York: by Kurt Wiese. Abingdon Press, 1956.* Npw York: Abingdon Press, *From a bibliography accompanying an article by Ann Hildebrand, to be published'in Elementary English. -120- Tape Narration for slides 67-83 on suburb of Walnut Creek. 67.Video (Title) WalnUt Creek 67.Audio Americans.MostJust outsideof the peoplethe city who of live Oakland here isare Walnut White Creek.-,Protestant 4 69.68. .highway and rapid transit train cars parked at rapid transit 69.68. ManyInthe thepeopletrain morning toin getWalnut it's to theiraCreek short jobsmust drive indrive thefrom city.or home take to the 70. car outside of housestation 70. Maybethentrain that's takestation. the why train almost for every the longhouse ride in Walnutto the Creekcity. is There people can park the.ir cars', 71. residential street 71. Thislivescitysure kind is toin called haveofeach neighborhood a house. acarport "suburb.'' or away a garage. from the'more crowded Usually ohly one family 73.72. fathershaderSee and son gardening .73. 72. Thisand streetmany families is shilded enjoy with gardening trees -- in their free time. 75.74. boygirl with with bike puppy 75.74. AThere bicycle,..like is room for the a dogfamily pen ,car, in most is almostbackyards. a nelsity. 77.76. baseballschool playground withbicyCle rack 76.77. 'BaseballbicyclesToin get most to seems or ofschool ridethe to ethnicthebemost aschool favoritechildren neighborhoods bus. pastimemust either we've for childrenusevisited. their 78. station wagon parkedin driveway . 78. The family also depends on its car to do the shopping 79. -shopping center parking lot 79. -121- lotsShoppint for thecenters shoppers. are usually surrounded by large parking Video Audio 80.- interior of an enclosed shopping mall 80. becomeManytoshop, bandenclosed adisplay kindconcerts, ofshoppidg crafts, community and mallsexhibithold center bakelike paintings. sales,wherethis have peoplelisten 82.81.1 United Methodist Church church pews 82.81. Methodistsand toWhiteThis share comeUnited Protestant ideas to Methodistthis about churcheschurch how Churchris toto in liveworship Walnut as Christians.together one of many Creek. 83. stained glass windows 83. mostThethe stained ProtestantBible. glass religions. windows show pictures from Bible study is an important part of . r p. Anderson,BooksREFERENCES Charles H. White Protestant Americans. Englewood Cliffs: Prentice-Hall, 1970. Brown, Robert McAfee. The Spirit of Protestantism. London: Oxford University Press. 1961. . Coskey, Evelyn. kindsentertainment.Contains of eggs chapters from theon thesimplest legend, dyed lore, eggs andto thecustoms intricate of Easter methods eggs, of Easterbatik, eggkrashanky, games and: Easter Eggs for Everyone.Easy -to- follow, detailed instructions are given for making many different Nashville, Tennessee: Abingdon Press,,:1973. , andsuch pysanky bastcs which as how we toknow hard as cook,the elaborately or how to blowbeautiful an egg, Ukranian to the eggs.methods, techniques and The author covers . Friedman, Murray, ed. generalteachersthe age equipment ofand the to child thoseneeded forwho for whichconduct making certain handicraftmany typeskinds classes.ofof eggsdecorated are suitable. eggs. Overcoming Middle-Class Rage. Philadelphia, Pa.: The,instructionsA valuable, list aid to Westminster Press, 1972. Krug,.Mark.Greeley, Andrew. of Human Relations Press; 1969. "TeaChing the Experience of White Ethn0Groups" Why Can't They Be Like Us? New York: American Jewish Comtittee, Institute in James A. Banks (Ed.), Teaching Marty, Martin E. UhnisStudies $tudiea: 1973 Yearbook. Protestantism. Concepts and $tratemies. New York: Holt, Rinehart,Washington, and Winston, D.C.: 1972. . 'National Council for the Social Moltman, Jurgen. TheologyThe Gospel of ofHope; Liberation. On the Ground & Implications of a'Christian Eschatology. Wacom Texas: Word Books, 1973. ,- Weber,Moltman, Max. Jurgen. New York: The ProtestantHarper Ethic & Row, and 1967.the Spirit of Capitalism.Theology of Play. New York: Harper & Row, 1972. New York: Charles Scribner's Sons, 1958. Hough,Articlesr; Joseph C., Jr. "The Church Alive and Changing," pp. 8-12: The Christian Century, January 5, 1972. .Cr MODULE ON ETHNICITY KNOWLEDGE CONCEPTS: ENCOUNTER 7: change (population dispersion, liberation), acculturation ( diversity, ethnicity), A JEWISH AMERICAN TRADITION IN A SUBURBAN NEIGHBORHOOD ORGANIZING IDEAS: community(light,(creation, bread,(Jewish Moses wine), peoplehood),and thesacred Ten scriptureCommandments),tradition (Torah/Jewish(Jewish celebration American, Bible) (Sabbath), Reform Jewish), symbols storyThe Jewish Sabbath is a weekly holy day of rest, enjoyment, and peace. ManyThe SabbathJewish peopleis two feelcelebrations they belong in one.to twobeing thepeoples: Jewishpeopleof the peopleofworld the andallcountry theover coming wherethe world theyinto livebeing of the Jewish people. It celebrates the coming into SKILLS:SENSITIVITIES: listed in the left-hand margin appreciatingfeeling free the to diversitymake appropriate of one'sworld references ownviews religious and to lifestyles and and/or statements secularinhuman about traditionssocieties BEHAVIORAL OBJECTIVE S: celebrationbeGivenform able informationof to a identifynarrativeof the onCreation important astory particular andand elements, twoof Jewish theslide coming such Traditionpresentations, as:into being(Reform) studentsof thein theJewish will the Sabbath as the people,freedom,*and population the symbolsdispersion of light,in relation wine, toand the bread. search for religious , MATERIALS NEEDED' RESSRESScarouselwall slide mapslidestudent ofprojectorseries: series:world booklet, /globe and Davidprojection of Walnut screen Creek ,"Shabbat"Learning Shalom: to Make the Braided Bread" The Jewish Sabbath in a Reform Tradition" -Interest Center Materials relating celebration,to Judaism, especiallySuch as: to thehallah Sabbath (braided Sabbath eggbread, homemade dr_Exom:the bakery) , hallah cloth (white cloth to cover shallot) -, .-- -. \ whitecandlesticks tablecloth and candles k c. - -. \ Kiddushbraidedsmall cupwinecandle (large\wine glasses (used (winein cup ceremony overfrom which'Kiddush at close father cup of is .saysSabbath) poured a-- blessing)into individual servings) - . . I \ . 'iamulkatray (skullcapof Jewish wornfoods by (Matzah, maleain gefiltemany Jewish fish, households): blintzes, kosher pickles, - ,- - , . . . . cheesecake, bagels, ldchs) ' PREPARATION: \ Gather a rich collection of interestsuggestions) center materials (see Materials 'Needed for . , .., ,14 Set MakeuSet a.slide sign trayreadin to i and check slide projector and projection screen for optimal viewing. b "Jewishgin on slide Ametican" #84. for new interest center. - - v-fget! contents andilton. interpretat Steinberg ona in ofhis a bdok,sacred Basic document: Judaism, defines Judaism as a book religion, centering upcn \ \

*Steinberg, Milton. Basic Judaism. New York: Harcourt; Brace and Compa6r, 1947, pp. 19-20. $ -125- N 0 \ . ThOugheach afterthe traditionalist his own understanding (Jew) and and the fashion; modernist both differ look overto it Totah, for guidance both revere:it, and-. .. . ) inspiration.* ' . . . , , forftomTowardthe religious theTalmud. the writings beginning Jews.** of. ofthe the prophets fifth andcentury, the rabbinical the.codified scholars-on regulations the Torahand commentaries we're drawn whichtogether evolved in Since then.,.the Talmud has remained as an autharitatkire guide-to every aspect, of life . , Thefrom continuum the mystical, below illustrateszealous Hasidic the range,ofsects to contemporarythe Modetn, secularJewish traditionsJew. in the Traditional Modernist United States, Rabb.in hit Arthur booklet, Gilbezt Your describes Neighbor Hasidic theCelebrates. three major Jewish traditions, Orthodox, Reform, and Codservative, Orthodox vativeC9nser- Reform Reconstruc-tionist 4 (Secular) p The*Steinberg,**Odcar One Nltion Handlin. Milton: Library Basic Judaism. can Jews: amphlet series, 1966, p.6. Their Story. New York: Harcourt,--BraceNew York.: and Company, 1947, p.30.-126- Anti-Defamation League of Btnti I ti

.*Gilbert, Arthur and Oscar Tardov. Your Neighbor Celebrates-. -New-Yoric: Ant1-1Defamation. LeagueINTRODUCTION ofB'nai B'rith, p.37, no date. - Avoidingreviewing closure .information T: DoToWe whatreadyou supposeethnicabout Janegroupall of do WalnutJane's most ofCreek.neighborsProtestant Jane's neighborsbelong American) to belong?that ethnic (Whi-7..e JaneTo what often other goes ethnic to play group at hermight American,friend some David'sof Nativethem house.belong? American, Chinese American, . . .) (Black 41ndicate interest center Materials on Judaism -(seeLet's-look.atHere areMeteiials some things Needed)j that Jane might see in David's house. -127- 6 focusing on a new area of inquiry Useinvestigate the procedure interestoehter established materialsin the six on preceding Judaism (seeencounters Materials to . providing backgroundinformation AboutNeeded eachand Preparation.item ask such -) questions.What as: isWhereHaw this -do do madeyour you of? suppo6ethink itIt gameis used? from? hypothesizing T: ToWhat what dodoes youethnic it think tell group itus is?toabout you David'ssuppose family?David's family might belong? usedRead toPart guide I of the David reading. of Walnut Creek. Let'sWhat makes read youto findsay twat?out/to find out if you're Yight. The followingquestions may be pages 1 and 2: WhatTo what timeproblemday re±Igious ofof thethedoes weekweek traditionDavid isis have?it?the doesJewish David Sabbath? braidedbelong? bread when he got there aate.) (Friday) (The local bakery was, sold out of (From sundown Friday (Reformto Jewish) - What'doWhat "Commandment"Ndid you suppose a "Commandment" David think is?of? Sabbath.")sundown. Saturday) ("RememberIs toit keepan order?/ holy the a law? page \Maybe we'll The.OldThe,fIndIt Jewiltells'the out Testament on the stg6 nextof ofthe page.the Christian coming intoBible being is similar of the world and thecoming is-also called the Torah. tothe'''hsh., In the Torah David's people read the4story intoof Moses being andof the JewishTen people. E WhyCan do anyone the Jewish retell people the story celebrate of Moees this and story? comingCommandments.the Ten into Commandments? being of the Jewishpeople.) (It recalls the . What are the Ten Commandments? (Written laws handed down from Moses.). InDoes the our Torah country David's have people a written read law? Constitution):, Why is it so important?ou suppose a written law is so important to a people? // What is it called? (The WhyCan doanyone Jewish retell people the rest story? on the.day). into being of th@ world; the BibleSabbath?the storysays Godof howrested God onmade the the seventh world. (To celebrate the coming considering solutionsalternative to page 4: WhatDavid's could family they needs'braideddo about this? bread for-theirb.a. Sabbath BakeBorrow some bread hallah from by neighbors? dinnertime? (Regular bread isn't suitable).(There isn't enough time for evening dinner. situationa, problem d.c. MakeDrive a braidedto a bakery loaf inby the ausing(This Jewish nearby,cities?dough refrigeratedmight ethnicto risebe permittedneighborhood and biscuit bake). in dough? ain real emergency). (There isn't enough time'before'sunclown). one of T: Let'sJewish look children at some often slides attend-religion of a Jewish Sunday classes school'class. _t on Sunday morning. DrawAllow-freePresentSee on theinformation,the the discussiondescription RESS-slide of of children series:the the'slides hallah-baking gained at thein Encounterend of this 3 when they "Learning to Make the Braided Bread." process. encounter. share.OPTIONAL:in many supermarkets and bakeries)learned for about the childrencommunion to as break'and the "Bread of Life." Provide a loaf of hallah (braided, eggbread'available T: WhatThe elsechildren might inJewish the slidesthildren were learna learnin-glanguage?(Hebrew); at their to Sundaymake their :36110°1? they were having a good time? stories?(history of the Jewish people own hallah. holybehaviorNsudythrough days? study-of (Rosh of Hoshsannah, Torahthe Torah); and theTalmud); rules Jewish-New of Jewish Year, worship and Yom and -129- about Jewish high 14. Kippur,secular).and holidays?(Passover, the Jewish Day of Purim,Atonement); America?Hanukkah); (Reform, Conservative, Orthodox, Reconstructionist,- other Jewish festivals :about Jewish traditions ,making comparisons O -Did-Maria,How was Phil, it likeMark, David's and Jane Sunday receive ownreligiousschool religious/ethnicany class?special traditions? training tradition). in their. (yes) (They learn abOut their s What would they study in each differentin Jane's?Phil's?Maria's? school?n Mark's?..(Baptist(United(teachings (Roman MethodistCatholic of Confucius, tradition,tradition;tradition, Chinese Black MexicanWhite languageAmerican Protestant American andtradition) tradition)tradition)culture)- 'reviewing the story situation T: WhatPart Iproblem of our did'Davidstory about have? David (No ended forbraided Sabbathwith bread his dinner. grandthotherfor Sabbath- ariiN"ing dinner) making inferences DoRead you thesuppose title the of titlePart II.might.haveprobleth? something to do with David's ("Grandma's Big Brown Shopping Bag.") Let's readTheRead to following Partfind II,out. questions"Grandma's mayBig beBrown used Shopping toguidethe Bak," reading.- with the class. N -pages 5-6: WhatDo,you did think her (She had brought homemade hallah in it.) shoppingGrandma Liebmanbag have understodd to do.with.David's how David problem?felt? (two little.hallahs) page 7: WhatDo you specialmakesother suppose Youfoods surprise saythe had that?Sabbath hadGrandma she is baked,brougheinimportant just for David? hertotrandma shopping Liebman?/tobag? (bagels, WhereHave youdid ever-eatenGrandma buy any these of.these?: foods? lochs, gefilte fish, salami, kosher (in - pickles;the Delicatessen cheesecake, in blintzes)her , Jewish city neighborhood) -130- dik DO you suppose supermarkets in Walnut Creek-wouldfoodsfoods? mightcarry Davidall of find these in a supermarket in Walnut Creek? Why not? (Few Jewish families live,.there.). What Jewlsh How dowas you the suppose last bundle David inknew Grandma's what was shopping in thepackages(braided bundlebag different wrapped bread,even before in kosherfrom white the pickles, paper? salami, (It was wrapped in soft cloth.) . . .) TheWould candlesticks you say that were means at the they bottom are ofthe the leastbag, packedit-wasshopping sheimportant unwrapped?formust bag. Sabbath have thing put dinner?she them in first. (If they were at the bottom of the They must be one of the using a map and globe page 8: Let'sWhat findcountry out isif theyou're homeland right. of Grandmamost Liebman's important parents? things for Sabbath dinner.) (Germany) ofto origin locate countries noteRussia,Locatefrom that which GermanySouth some Jewish America, onof a.mapthe Americans earliestthe and Middle globe. have settlers East.immigrated in our such country as: were Indicate other countries It is interesting to Poland,t WhySpanish was it Jews. difficult for Jewish couples tomarriagetime get in married Germany? license at orthat to set up a new household in certain (It was hard for Jewish couples to get a page 9: WhaLet's'find out what other special laws madeforcommunities.) life Jews difficult inother Germany laws at made that life time. especially hard for Jewish people? Wh rabbiUniteddidbarred (TheyGrandma and,haveStates?from had publicLiebman's to a paybetter schools.) special parents chance taxes. decideto live to as immigrate free Jews.) to the (So that they could be marrieds.by a Jewish . Their children were often Wh weregrowing1910?to many the rapidlyotherUnited-State& people and many from at new the-sameEuropean businesses time,countries needed from immigrating aboutworkers. 1880 to (Most of them were poor. The United States was In fortthe Unitedthemselves States and they their -hoped families.) to find jobs and a better life =131-, ' 1 page 10: WhatWho wasdidhappened "Rebecca?"her mother the night tell beforeher to Rebeccado with wasthe (Her tocandlesti:'es? sail mother to ::egave United*S.tates? her the candlesticks.) (David's great-grandmother) (Always WhatLook does,.itat the picture tell us at about the tophow ofGrandma page 10.Liebmanherlight candles feelsthem every onwhen the Sabbathshe Sabbath.) lights__ evening? 4, The,Constitution.isHas our country or havethe-law the ofpeople our Americanof oursayAmericans? countryto people? aboutNative eve:equal Americans? been rights? unfair. Jewish Americans? Chinese Americans? about-religious freedom? ProtestantImericans? Spanish What- speaking, does it Bieck Americans?- DiscussDarken theli htroom as anda symbol light fortwo Sabbcandles. th. (It brightens the F DireccattentionLight the Sabbath to theCandles," asdarknestitle we npageof ed Part food11. III, fdr nourishment. . It cheers us. It giv warmth which we need_helps us tb..see.) 'Come, Let is p T: Why do you suppose candlelightSabbath? is a good symbol for the Jewish (Sabbath is a day of joy and cheer.) page 11: trheThe following Sabbath questionstable will may have be breadused toand guidi light.Let's the read Part III, "Come, Let Us Light the Sabbath Candles." 011ie 12: -What does "Shabbat shalom" mean? '(A "peaceful'Sabbath.") WhatCan otheryou think important of.any things time whendid SabbathGrandmayou might table?ask want David to tosay put this on to'someone?the (Kiddush cup and wine:lasses.) - nage 13: What kind of feeling does David's (Onhome the have Jewish on Sabbath? Sabbath to a Jewish friend or neighbor.) (Peace and T: Lee's look at some slides aboutJewish the ReformSabbath Tradition.' celebrati.= In a EncouragePresent(See a thethedescription RESSchildren slide of to seriesthe discuss slides presentation: what at theis happeningend .of this in ea:h.slide. "Shabbat . EVALUATION Guide the discussion to emphasizebread. the symbols of light, and T: Do Do you suppose all Jewish Americanssynagogue? belong to a temple cr (no) . ManyDo you people suppose in allour Americanscountry.tradition feelbelong synagoguethatis tono theira longerchurch',. of religious aof religious greattemple, or importance ethnictradition?or to them. (no) using a primary source -Many l'hepeople Constitution in our country is the no highest longerhomelandbelonging lawhave of a ourof strongto their land.a particular feeling immigrant of religious families traditionbefore them. or tp the -Here are some things for you to findHow out. does our ConstitutionConstitution protectprotectto people peoplepractice whowho their dowish n:t/ on/ religion? forming a generalization rLa students rymight booklet. wish to color the drawings in theWhat &) you think "religious wishfreedom" to practice means? any Teligion at all? -133- ExploreEXTENDING the importance EXPERIENCES of foods in the lifestyle of religious and non-religious Jews: StudentsAgain,ThenAtPlan the take amakeJewish field mighta asimilar list foodstoretripbe surprised..toof field Jewish amake Jewishtrip to foodsa tofindlist Delicatessen. aon localtheof the speciallarge shelves.supermarket. number Jewish of foods Jewish on foodssale there. UsuallyTheFind laws out dairy direct about and theJewish meat food productsdietary preparation lawsavailablemay not whichas bewell in areconsumed theiras followed what neighborhood at foods theby religioussameare tosupermarket,meal. be Jews. eaten. WhenJewishSeparate entertaining dietary dishes laws and,cookingJewish ban theguests, consumption utensilssnacks. ain considerate many for ofJewish dairyany hostess pork homes.and product.meat might meals (, are kept These are foods such as nuts and fruits which are neither meat jrovide "parvah" OR:EITHER: nor dairy and therefore can be consumed at anytime. Use thePlaydough hallah modelingrecipe (see clay Resources) or plasticine to make to makebraided braided eg$bread loaves with or theplay class. "hallah." Arrangethe scrolls a field which trip are to kepta Jewish in the synagogue .Ark'in theor temple.temple. The rabbi might show the children AskillustratedBibleFind students theand Creationin to withthe do Christiandrawings astory report and oronBible. the withthe story ,immigrantsphotographs of Moses of fiom andtheir the family. familyTen Commandments album. in the Jewish The report might be Maps of the broughttocameimmigrantimmigrants' be to freehere our relatives toinvoluntarilyhomelandscountry practice forcame might their a totovariety be theworkreligion. added. United asof bondreasons: States. servants or as slaves. Students Theydbould should tiy torealize find outthat why people their. were also to escape oppression,Students should to find discover Abs,', that rople -134- I plore the symbolisma public schoolof light setting, in the itJewish seems "Festival to be more of appropriateLights," the to Hanukkah study Hanukkah celebration. as an extension untilusedwonto'theof\the by\the all Christiansymbolism eight Jews candlesmore Christmas.of thanlight are two inlit thousandthe on theJewish lastyears Tradition, night. ago. rather than as a Jewish alter celebrationthe candIelighting ceremony. Hanukkah celebrates the first great victory for religious freedom Every night of the festival,-the father lights one candle A special candlelabra called a menorah is for The Hanukkah-candles symbolize the light of , religious freedom: "OneProcure\ain yourlitt menorah. 1 ss to tell the story of the Hanukkah Twocelebration. ittle, Three little candles"Explain theto thesymbolism tune of of "Ten the LittleHanukkah Indians" candles, (see or invite a Jewish child Teach the children the song Resources.intheyto thelight light class \Darken).thea -*die has a tur room. e,candle at R enorah. eat the sillgiiti; gamehtingLight three aone tap ofor r. thefour candles. times so that every child The chAldren can sing the candle-lighting song as Let 8 children take turns using the taper Teachabove, the the clalss a Hanukkah song. (Se Resources.) db.ldren might sin _ . the Hanukkah song in the glow of the lighted menorah. As an addition to the singing game AskmadetheProcure students of"Dreydl clay a "dreydl." withtoSong." find Hebrew ont

40% -135- t. / RESOURCES Cone,BOOKS Molly. A HurryPromise Henrietta. is A Promise. Grades 4-9. Boston: Boston: Houghton, Mifflin, 1964. Houghton, Mifflin, 1966. Cone,Cone, Molly. Molly. holiday celebrated by Jews. TheThe Jewish Jewish Sabbath. New Year. Crowell, 1966:Crowell, 1966. Interprets Interpretscustoms of customsoldest religiousrelated to the High Holm, Anne. Holz.,&.ofto a miraculouslyyoung boy who be escapes reunited from with a concentrationhis camp inI autumn.Am David or North to Freedom. mother. New York: David's story is,an affirmation of the and makesHarcourt, his way across'Brace, Europe1965. A story Neville, Emily. mentThejoys first-persontoof afreedom suburban in account community.spite ofby adversity.Berries of Berries Goodman. The book isNew about York: an the GoodmanGrades family's 4 - 9. Love from a New YorkHarper apart- and Row, -SeTT ism, but the theme is not 5 Volavkova, Hans. belaboredCampThis duringis ato collection thethe detrimentyears of1942 poems of to plot, 1944and drawingsstyle,- a powerful, and done by I Never Saw Another Butterfly. Newcharacteii York: evocative book. children in Terezin Concentration McGraw-Hill,tion. 1962. Grades 4 - 9. TheA.an followingarticle by Ann Creation Stories boots for lower elementary children are Hildebrandtaken from tothe be bibliography published in accompanying Elementary English. Spier,.Daughtery, Jo. James. Press, no date. The Creation. In The Beginning. Illustrated by the author. Illnbtrated by the author. New York: NewDoubleday, York: 1970. Oxford University Wiesner, William. The Tower of Babel. Illustrated by the author. -136- New York: Viking Press, 1968. World Council of Christian Education. In The Beginning. Illustrated with paintings by children. Cohen,B. Lenore. New York:'Stories about Moses Nelson, 1966. Passover to Freedom. Illustrated by Lucille B. Greene. New York:, The Wakd Ritchie Press, Graham, Lorenz. 1967.1971. A Road Down in the Sea. Illustrated by Gregorio Prestopino. New York: Thomas Y. Crowell, SONGSSaporta, Raphael. 1965. A Ba ket in the Reeds. Illustrated by H. Hechtkopf. Minneapolis: Lerner Publications, MakingBeatrice Music Landeck, Your Own Elizabeth series. Croak, and Harold C. Youngberg. "Ha' Sukkah, Mah Yafah!", a Succoth song, p. 51. Morristown, New Jersey: Silver Burdett Co., 1971: The song "Ten Little Indians" may be sung as a Hanukkah Book K:3: "My"Joyous Drehdl," Channukah," p.88. p.87. song: FourOne little,little, twofive little, little, sixthree little little candles, candles, SABBATH BLESSINGS AND PRAYERS (texts from InSeven my biglittle, menorah. eight little, Hanukkah candles Reform etadition*) e- ;D Blessing Over the Candles: drhoBlessed has becommanded Thou, 0 usLord to ourlight god, the KingSabbath of thelights. Universe, Defamation*Rabbi Arthur League Gilbert of B'Nai and OscarB'rith, Tarcov. pp. 34-35, no date. Your Neighbor Celebrates. New York: Anti - Reciting ofthe Kiddush, the ancientLetcup asus prayerhepraise recites sanctifyingGod it.)with the the symbol Sabbath. of joy, and thank Him for the (Father raises Kiddush work,home,blessingslabors.temptations, andlove in ofand lovethe forfriendship, past andthe kindnessweek,happiness for for Thouthe life,that discipline hastlias health, sanctifiedcome ofandto our usstrength, us outtrials by of the ourandfor Thou hast enobled us, 0 God, by the blessings of our Blessing Over the Wine: Blessedblessing are of Thou,rest through0 Lord, theour Commandment.God, ruler of the Universe, Blessing Over the Hallah: whoBlessed createst are the Thou, fruit 0 Lord,of the our "vine. God, Ruler of the Universe, RECIBE: Who brought forth bread from the earth. Braided2 1cups tsp. warm Bredsalt water of Hallahtbsp. sugar 1/42 3yeast eggscup lukewarmcakes dissolved water in yeastDissolve2 tbsp. and theoilthe salt,beaten sugar, eggs. and oil in the-warm water. Add the flour gradually, stirring well. 8 cups flour the dough away from you with Whenthe palmscooled of to your lukewarm, add the dissolved Turn out on a floured board .t, !;1' _triplesContinuehands.and sticksits knead bulk. topressing steadily the hand and for or folding aboutthe board. tenand minutes,kneading pressinguntil the Fold the dough over towards you and press again moving Knead down, and if there is time allow the dough to rise Brush the dough with oil, cover and set in a warm place until it dough is smooth-.and elastic and no longer it around a little bit each time. again before shaping. andDivideRECIPE:lengthwise, then the(Continued) press dough about the in other 1half 1/2 endsforinches twoalso thick,breads firmly pinch and together. cutall eachthree half together into threeat one equal end, parts.twist intoRoll these Plade on an oiled baking sheet and allow a braid TurnFILMSTRIPSspripklethe downbreads towith to375 risepoppy degrees until or carawayand more continue than seeds double bakingand baketheir" for in forty size.a hot minutes oven (400 until degrees) golden forbrown twenty and crisp,minutes. Brush lightly with beaten egg, and TheCaliforniaof followingthe Jewish 90004. filmstrips Federation-Council are available of Greaterthrough: Los Angeles, 590 Nosh Vermont Avehue, Los Angeles, Include catalogue number in any requests. Audio Visual Department, Bureau of Jewish Education, . FS-C-23.FS-N-19. ShabbatTheA,Purim story Shalom,Costume of birds color,for assembling Shoshanah, 25 frames, a color,Purim captions. costume52 frames. for Shoshanah. k, p, i levels. FS-C-24. DealsTheEmphasizes,Shows Sabbath, with observance theparticipation color, observance of 24 Sabbath frames, ofof the thein captions. veryaccordanceSabbath young in child.withaccordance traditional with Reformpractice. practice. k, p levels. k, p levels. FS-N-24. Two'youngTheofPart HolyAtonement), I, Days, "Roshsiblings color. Hashana"28 partsframes. (Jewish New Year), 29 frames. pate in thek, preparationp, i levels. for' Partand observanceII, "Yom Kippur" of the (JewishHigh Hol Day Days. (- WhileIsraelcsaof modernIsrael, t socieChildren, a series of six filmstrips. s encounter has not touched onhe thefollowing special filmstrips relatiOnahip,many might be Americanused as aJews parallel feel to.theto the countrystudy of ethnic diversity within A Jam Handy Presentation, Scott Education Divisi:n, 104 Lower Westfield Road, Holyoke, Mass. 01040.ofIsrael.Each the filmstrip,with six children. color photography, presents a glimpse into the life of a child living Thein geographical and historical locations vary, as do the homes, schools, and neighborhoods Each child narrates his own story, and authentic Israeli music accompanies the series. -139-- Filmstrip 1 Filmstrips 6, 2, and.1, in that order, are especially recommended. A Child of Tel Aviv -ft manywesternizedOphir,simplyspecial Jewish a as13interest ahomes.cliyyear day ofold off,fromto Tel boychildren. Aviv. tells work, of is his still home celebrated life, his withschool, its andoriginal his youth religious activities significance in the in TheHe "te teac er might wish to note that the Sabbath, here14r presented of j two holidays, Hanukkah and Purim, which are of .. mosque,nearPassir,FilMstrip the are anMediterranean 2 elevenexplored. year,old Sea. Arab-boy, narrates this view of the daily life of a fisherman who lives A Child of Acre Also, several Muslim rituals are presented. The historical sections of Acre, including a crusade inn and a-Turkish - Dahlia, an'Filmstrip eleven ye4r,3 old A Child of a, Kibbutz girl; introduces the viewer to a communal form of life on a kibbutz: . TheFilmstripaudiencefishes,'and children than 4- lead makes Athird Bedouin lives use grade. ofindependentChild the kibbutz of servicestheir Parents, and resources. and Are a part of a working group which farms, The orientation is towards an older hot,severalIbrahim, dry Negev timesa tep Desert; ayear day oldand he Arab-boy,caringtellso the'viewerfor is the a membersheep: of variousof § nomadic. activities Bedouin in histribe. life, such as fetching water Nothing of their religious life is shown. His home is a tent in 'the a ThisItFilmstripinsight. givesfilmstrip a 5 intopicture tells the of.traditionaloffact a sixteenthat Israel, year Yemenite oldlike girl thecustoms, whoseUnited focusingparents States, moved onia thea fromcountry girl's Yemen whichwedding. to Israelhas received in 1949. many different A Yemenite Child It also provides Gershon,Filmstripimmigrant a6 thirteengroups. year old boy belonging to an orthodox Jewish A Child of Jerusalem sect:explains some of the rituals family.of his tradition. The information given is fairly detailed. Several holy places in the city are visited and Gershop is-seen at home with his -140- 4.. RESS SLIDE PRESENTATION: -Learning to Make the Braided Bread. Video Photographed by James Callahan. 84.85: Making the dough Learning to make the braided bread (title) 94.93. Dividing thethe doughdough - -4l2 #1 S 87.86. WatchingBreaking the yeasteggs act 95.96. The doughthree isrolls braided- are joined together 89.88. WorkingPutting the the dough yeast - inthe the first dough time f 98.97. The bread is madeput inready pans for cooking 90.'91. -WOrking The bread the rises 'dough again 100. 99. ThePutting bread the is breadtaken intoout ofthe the oven oven R.ESS92.Photographed SLIDE PRESENTATION: bk James Callahan. -The bread rises again Shabbat Shalom: Ibg Jewish Sabbath ID 'A Reform Tradition. 101. The bread is completed 102. The Sabbath (title) Video 105, The wine is bought 103.,104. Friday daytime (title) Buying the bread 107.106. TheCleaning white cloththe house is spread -141- 108.109. AndSetting the candles up the arecandlesticks put in 127.126. LeavingThe reading the templeof theTorah service - #2 111.110: FridayFilling evening the Kiddush (title) cup with wine 129.128. TalkingOneg Shabbat-"Sabbath with friends at delight" Oneg Shabbat after the service 113.112. % MotherShe says lights the theblessing candles over the candles 131'.130. ChildrenSaturday daytimeplay together (title) 115.114. TheFather whole recites family the drinks Kiddush wine blessing over wine 133.132. TheyParents spend relax time and reading-an talk studying with each 117.116. TheFather son blessesis blessed the daughter ,' .134. Saturdayother evening (title) " 119.118.. Breaking the bread The family sings table songs 135.136. TheBraidedclose "Havdala" ofcandle, Sabbath candle spice is box, lit and wine for "Havdala", 121.120. _Friday Everyone dep4ts for the temple 138.137. TheyThe familyhold hands gathers and aroundwish one the anothei candle -"A good l22.123. TheAt Templecandles Israel at the temple night(title) week ahead" 125.124. TheThe scrolls reading of the Torah - ill d -142- REFEIRENCES Anti-DefamationBooks League of B'Nai IntroductionB'rith. by Jacob Neusner. New York: The Story of Judaism: KTAV Publishing Co., 1972. Bibliographical Essays. .Gay,Gilbert, Ruth. Arthur.Arthur and Oscar Tarcov. Jews in America. A Jew in Christian America. Basic Books, 1965. Your Neighbor Celebrates. New York: Sheed and Ward, 1966. New York: Anti-Defamation League Goldstein,Glazer, Nathan. Sidney and Calvin Goldschender.of B'Nai B'rith, no date. American Judaism. Chicago: Jewish Americans-ThreeUniversity Generations of Chicagoin a Jewish Press, 1972. Handlin,'. Oscar. Community. Englewood Cliffs:Adventure in Freedom: Prentice-Hall, 1969. Three Hundred Years of Jewish Life in America. -71 .6 Handlin, Oscar. New York;York:, Anti-Defamation League of B'Nai B'rith, 1966. McGraw-Hill, Inc., 1954. American Jews: Their Story. From The One Nation Library pamphlet series. Heschel,Heckelman, Abraham Dvorah. Joshua, & Cudahy, 195. Shabbat and the Young Child. God in Search *of Man: A4PhilosophyNew of York: Judaism. -7- Education Press, 1972. New York: Farrar, Straus, CC Neusner,Kaplan, Jacob,Mordecai ed. N. Jewish Book House, 1937. The Meaning of God in Modern Jewish Religion. New York: Behrman's Reubin,Neusner, Israel. . Samar, An Island in-the.City. Jacob, ed. Understanding RabbinicJewish Theology. Judaism. Chicago: New York:New York: Quadrangle Books, 1972. KTAV PublishingKTAV PublishingCo., 1973. Co., 1974. Rubenstein, Richard L. After-Auschwitz. New York: -143- Bobbs-Merrill, 1967. Steinberg, Milton. Basic Judaism. New York: Harcourt, Brace, and Co., 1947. t Wouk, Herman. ., es61, Eliezer. '-",,..a - This Is My God. Night. New York: Garden City, New York: Hill and Wang, 1960. , Doubleday and Co., Inc., 1959. "The'Jews:Articles Next Year in Which Jerusalem?" Time (cover story), April 10, 1972, pp. 54-59.

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