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DIVISION OF CURRICULUM MANAGEMENT

5.0 Series •

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• REGULATION NUMBE.'-'RC---_-=--;-o---c,--_ _.~UBJEC"L _ _ .... 5.1 Prekindergarten Registration and Entrance Procedures • 5.2 Early School Admission Policy Statement

5.3 Gifted and Talented

5.4 Scheduling in the School Library Media Centers

5.5 Procedures for Adding/Deleting Course Offerings

5.6 Guidelines on Eligibility for participation in Extra-curricular/co-curricular Activities Other Than Interscholastic Athletic Activities

5.7 Observance of Special Days and Holidays During the • School Year

5.8 Inclusion of the Song, ", Our Baltimore" In School Activities

5.9 Curriculum: Math Requirements for Students

5.10 Reading Program: Procedures for Selecting Students for Reading Resource Services 5.11 Student Writing Folders • 5.12 Interscholastic Ath letics

5.13 Use of Swimming Pools

5.14 Physical Education Activities for Students'

5.15 Music Curriculum/Instrumental Program - Assignment and Use of Instruments

5.16 Class Piano Instruction 5.17 Risers (Platforms) • 5.18 Cataloging and Processing School Library Books

5.19 Business Education/Trades and Industry Programs

5.20 Access to Special Programs and Services for the Handicapped

5.21 Special Education Instructional Programs 5.22 Class Size/Pupil - Teacher Ratio • 5.23 Starting Dates in for Special Education Classes • 5.24 Physical and Occupational Therapy Services

5.25 Vision Services for Handicapped Students

5.26 Guidelines for Scheduling of Exceptional Children

5.27 Guidelines for Special Education Students at P.S. #453

5.28 Vocational Education - Level IV Programs

5.29 Promotion of Handicapped Students 5.30 Graduation Requirements for Handicapped Students • 5.31 Teaching of Controversial Issues •

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• B.C.P.S. 5.1

PREKINDERGARTEN REGISTRATION • AND ENTRANCE PROCEDURES

The registration and entrance procedures for students into prekindergarten classes shall be based on these funding sources: Chapter I, Chapter II, and Extended Elementary Education Program (E.E.E.P.)

ENTRANCE PROCEDURES FOR CHAPTER I PREKINDERGARTEN CLASSES 1. Students must be four (4) years of age by December 31. 2. Students must live in the registration area for the school. • 3. The class size of a Chapter I prekindergarten will be no more than twenty (20) students.

ENTRANCE PROCEDURES FOR CHAPTER II AND EXTENDED ELEMENTARY EDUCATION PROGRAM (E.E.E.P.) 1. Students must be four (4) years of age by December 31.

2. Students must live In the registration area for the school. 3. The cllSS lize of I Chapter I prekindergarten will be no more • than twenty (20) students.

The principals or his/her designee will monitor the registration Ind entrance of students to insure that proper procedures are followed. The Office of planning will verify that new registrants are in their proper zoned schools and will take appropriate steps to insure that out-of-zone students are not placed on the official pupil file. Questions concerning prekindergarten entrance procedure should be directed to the supervisor, Office of Early Childhood Education, • Division of Curriculum Management on 6-8545. • B.C.P.S. 5.2 •

EARLY SCHOOL ADMISSION POLICY STATEMENT Purpose:

To establish a policy under which the intent of the April 27,

1977 addition to Resolution 13.07.01.01 of the State Department of Education's By-laws will be implemented in Baltimore • City.

Definition:

Early School Admission - the enrollment of a child into either kindergarten or first grade prior to his/her reaching the age of five or six, respectively, by December 31st of the year he/she wishes to • enroll.

Policy:

The Baltimore City Public School System acknowledges that early school admission is not recommended for the majority of students.

However, a four or five year old child, upon the request of the parents or legal guardians, may be considered for enrollment into • kindergarten or first grade respectively, if the Superintendent of

Public Instruction or designee determines that such a child has demonstrated capabilities warranting early admission. The decision to grant early admission will be based on an assessment in all areas of development. • Approved by the Board of School Commissioners at meeting of July 22, 1982. B.C.P.S 5.2

Page 2 of 3 • I. OVERVIEW It Is recognized that early admissi n into kindergarten or first grade would be applicable for only a few children. Therefore, all children whose parents or legal guardians request early school entrance will be thoroughly screened by the School Promotional Policy Committee in all areas of development. The Superintendent of Public Instruction or designee will grant early school admission to those children who demonstrate outstanding or exceptional educational capabilities and sufficient physical and emotional-social characteristics to warrant early school entrance. • II. The coordination of procedures for early admission at each school will be the responsibility of the Promotional Policy Committee. The procedure for accepting a child is as follows: A. Parents, legal guardians, teachers or administrators will submit nominations in writing to the Promotional Policy Committee of the zone school, preferably in the spring of the school year; however, applications will be accepted iuntll November 1st of the subsequent school year. All letters of nomination must be signed by the parent or legal guardian.

I B. To be eligible for early admission, a child must show outstanding academic/cognitive achievement. A child must • perform at least two (2) years above level or at or above the 95th percentile on standardized tests. The following instruments In conjunction with observations, may be utilized in making this determination:

1. The Primary Mental Abilities Test 2. The Metropolitan Test (Preprimer or Primer) 3. The Stanford-Binet Intelligence Scale (Form L-M)

In addition to academic/cognitive achievement, proper evaluation should cover the following areas: 1. Language and communication skills • 2. Social and emotional development 3. Physical development C. The zone school Promotional Policy Committee will submit its recommendation to the zone school principal

D. The zone school principal will make a recommendation to the appropriate Executive Director of the School Management Division for approval. E. Once eligibility has been determined, approval for placement in the zone school will be made by the appropriate Executive • Director of the Elementary schools. A student may be assigned to the zone school only. R.C.P.S 5.2

Page 3 of 3 •

F. The Executive Director will notify the Office of Student Placement and the Supervisor of Pre-K-2 of the placer,nent.

G. The Promotional Policy Committee of the school will review and usess the student's progress within a six week period and make recommendations regarding the continuance of the assignment. • H. Following the review, If a request for a change In the student's placement is needed, the request will be sent to the appropriate Executive Director for approval. •

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• BCPS 5.3

Gifted and Talented Education •

Baltimore City recognizes the intrinsic right of all students to an educational program that will afford them the opportunity to develop to their fullest potential. Fortunately, the importance of nurturing the development of the gifted and talented individuals has received increased recognition and support within our educational system. Recognizing the wide range of aptitude and behaviors which are characteristic of the gifted and talented, Baltimore City offers a fairly comprehensive program for these students.

The principal focus of GATE is the advancement and nurturing of verbal and/or mathematical reasoning abilities among children • and will nurture as well those ancillary qualities such as creativity, problem solving, risk taking and thinking associated with these targeted abilities.

In response to task force recommendations presented to the Superintendent in May 1987, the following are initiatives being pursued:

.Establish an advisory committee .Develop a differentiated academic curriculum for grades kindergarten through fifth .Organize an early childhood enhancement program for potentially gifted students • .Expand the elementary school-based programs from 35 to 50 sites .Provide counseling services' for GATE students as they progress to secondary programs . .Provide opportunities for College Board Advanced Placement.

The following programs are provided for students in both the area of high ability and high performance. •

• BCPS 5.3

Programs for Gifted and Talented and Advanced Academic Students •

Elementary Middle School Senior High School

Acceleration as Acceleration as appropriate Acceleration as appropriate appropriate for for identified academically for identified academically identified academically achieving students achieving students achieving students

87-89' GATE Classes in Advanced academic College Preparatory 37 elementary schools programs in Curriculum designated schools • Proposed 9/90' advanced Honors Courses academic centers in Proposed' College 50 elementary schools Board Advanced Placement Courses Early admission for kindergarten and first grade

Proposed differentiated Proposed differentiated Proposed differentiated counseling services counseling services counseling services

Saturday classes Saturday classes for art, music, dance, drama, • ...-'for art, music, dance, drama, computers, computers, writing writing tlTo Work in Gaining Skills" School for the (TWIGS), School for the Arts Arts

MSDE Gifted/Talented MSDE Gifted/Talented MSDE Gifted and Summer Centers Summer Centers Talented Summer Centers •

• BCPS - 5.4 • ~£~~Q~bl~§_1~_I~~_~£~QQb_bl§8~8Y_~~Ql~_£~~I~8~

The school library media schedule is designed to give stability and form to the library program. In order to provide schools with library services that meet their needs, scheduling becomes an important function of the program. The library media program provides for instruction to total classes, small groups and individuals. In addition to instructional needs, the schedule must provide time for ~ervice to staff and students, as well as organizational, clerical, ard management responsibilities.

It is the responsibility of the teacher and the librarian working together to provide an opportunity for all pupils to use the library • during the school year. A balanced program should consist of reading guidance, and reinforcing sequential instruction of library-media skills using multimedia resources.

Scheduling in the library media center can be of three types. They are fixed scheduling, flexible scheduling and combination scheduling.

Fixed scheduling usually involves the assignment of the same classes, the same day and hour, week after week. It is a rigid method• of scheduling students and should be used on a very limited basis in our schools.

Flexible scheduling connotes a cooperatively preplanned visit of individuals, groups, or classes to the library based on instructional needs in the classroom.

Combination scheduling (or fixed/flexible) includes some fixed periods and some open blocks of time when the teacher can schedule classes or groups on a flexible bases. • Baltimore City Public Schools in compliance with the American Library Association Standards and the Maryland State guidelines advocate using flexible scheduling. This form of scheduling enhances the contribution that the library media specialists make to the total school curriculum. When the library media specialist and the classroom teacher plan cooperatively, resources and skills can be organized to coincide with the instructional and personal needs of students. Schools may use anyone of the types of schedules or a combination of the three. • BCPS - 5.4 •

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Part-time media service to schools has increased due to budget constraints. Therefore, it becomes even more necessary for schools to • adhere to flexible scheduling and cooperative planning. This will insure profitable use of the capabilities of the library media specialists and a well developed media collection. Inherent in cooperative preplanning will be a need to consider what use teachers will make of materials and facilities on the days the media specialists are not assigned to the schools.

Library service to schools may be from one to five days. A suggested time frame that can serve as a guide in helping schools • schedule for instruction and services to staff and students follows:

- Before school borrowing, service, set up - After school conferencing, borrowing, etc. 3-1/4 hours Instruction

1 hour Clerical, planning, etc. 30 minutes Circulation and service to teachers and students • 30 minutes Small groups or planning with teachers - Lunch (Note: _ same as for teachers) • BCPS - 5.4 • -3-

Some suggestions for implementing flexible scheduling are as follows:

Teachers should use the bi2r~r~_~~gi~_Q~D!~r_~£b~g~liDg_EQrm fQr_~iD9l~_b~§§QD§for all lessons not part of specific inter- • disciplinary units.

Include the library media specialist as a part of the curriculum planning team.

Write into the school's yearly objectives the uses that are to be made of the library media center and the role of the media specialist.

Provide staff development time for the media specialist and • teachers to work out the mechanics for cooperative planning and teaching.

Identify teachers who will work with the library media specialist to demonstrate for the staff the advantages and values of worKing together.

Monitor teachers' use of the media center as outlined in the Instructional Criteria Performance #5 (h) and #5 (i).

Contact the Office of Library and Media Services to assist you in the development of the media program. •

• BCPS - 5.5 • STEPS FOR INITIATING NEWCQljBS_E_OFFERINGS

The procedures outlined below are to be followed by staff interested in initiating new course offerings in the Baltimore City Public Schools.

1. Qualified Teaching Staff To offer a new course, the school must have at least two staff members who are qualified for and interested in teaching the course. One staff member will serve as a backup teacher in case of changes which prevent the original teacher from continuing in the program. •

2. Pupils A sufficient number of students must be available to maintain a class with the normal pupil-teacher ratio. In exceptional cases, where smaller classes are proposed, the principal must request approval in writing from the Executive Director.

3. Budget Sufficient materials, equipment, and funds must be available to guarantee the success of the course as proposed. •

4. Exploratory Conference When the above conditions have been met, the principal and/or designated members of the school staff will arrange for a conference to discuss the proposed new offering. Present at the conference must be: school staff, and the related subject area supervisor. A syllabus or course outline must be available at the time of the conference.

5 Recommendation Following the exploratory conference, the principal should • formally recommend the proposal to the Associate Superintendent, Division of Curriculum Management.

6. Approval After consulting the appropriate supervisor, the Associate Superintendent will officially approve or reject the proposal and inform the Executive Director, Chief Operating Officer and school staff. • BCPS - 5.5 Course File Pr~~du_res • The Division of Curriculum Management is responsible for refining and upgrading the course structure of its program offerings in the schools. The operational procedures as described will be followed.

ADDING NEW COURSES

(creating brand new courses which have never been offered anywhere) Such requests must be accompanied by a course of study or an outline approved and signed by the appropriate supervisor and executive director. The development of the course of study is the responsibility of the supervisor. Input from the school principal and executive director may be solicited. If an outline is submitted, then the course of study • must be completed before the beginning of the next school year.

DELETING COURSES

(completely removing courses from the Course File so that they cannot be offered anywhere)

CHANGING RESTRICTIONS

(either adding or deleting specific schools to the list of those that mayor may not offer particular courses) • CHANGING COURSE TITLES, NUMBERS, __

(making individual changes to already existing courses)

ROUTING SCHEME

Course File changes must be approved by the Associate Superintendent of Curriculum Management. Following approval, the DCM recorder will apprise Data Services and the appropriate executive directors, principals and supervisors.

Course File changes initiated at the school level will follow the routing scheme as listed: • STEP 1 - Principal requests change to the appropriate executive director and copies to the appropriate supervisor and DCM recorder.

STEP 2 - The executive director and the subject supervisor will collaborate and reach a joint decision

STEP 3 - If the request is approved, the executive director and the subject supervisor will both sign the form and forward a copy to the DCM recorder. The DCM recorder will notify the principal and the Data Center. • BCPS - 5.5 • STEP" - If the request is denied, the executive director and the supervisor will both sign the form and forward a copy to the DCM recorder who will notify the principal

Adherence to the routing scheme and clear communication among all parties will insure that each step of process is handled efficiently and quickly so that the Course File accurately reflects the instructional program offerings for all students.

The executive director and/or subject supervisor should also use •. the course file change form to request changes in the course file. The form should be addressed directly to the Associate Superintendent, with a copy to the DCM recorder.

In order to plan for the upcoming academic year, all requests must be made before the last school day of the month of April of each year.

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• Beps 5.6

GUIDELINES ON ELIGIBILITY FOR PARTICIPATION IN EXTRA-CURRICULAR/CO-CURRICULAR ACTIVITIES • OTHER THAN INTERSCHOLASTIC ATHLETIC ACTIVITIES

To participate in any extra- or co-curricular activities, a student shall maintain a standard of scholarship, attendance and deportment as determined by the principal. Each school's standards shall be governed by the following guidelines:

1. Beginning September 1st, the principal shall identify extra- and co-curricular activities which shall be subject to academic eligibility standards. It is suggested that most activities other • than those contributing to subject matter achievement or community service should be subject to academic eligibility requirements. With respect to activities identified as being subject to academic eligibility requirements, a student who has failed more than one course is ineligible to participate. Eligibility is based on the most recent quarterly marking period. 2. To participate in a meeting, rehearsal, contest or performance, a student shall have officially attended school on that day. 3. During the period of disciplinary removal or suspension, a student may not participate in any phase of an extra/co-curricular activity. •

Exceptions: If a student is academically ineligible, he/she may appeal to the principal or Regional Superintendent for the right to participate. Exceptions will be allowed only in unusual circumstances. No student may be granted more than one exception per activity during the Student's high school career without the approval of the Regional Superintendent. Any other exceptions would have to be based upon the uniqueness of the activity. The uniqueness of the activity shall be determined by the principal. •

Adopted by the Board of School Commissioners on May 20, 1982. • BCPS - 5.7 OBSERVANCES OF SPECIAL DAYS AND HOLIDAYS DURING THE SCHOOL YEAR • Schools are not always closed for certain days and holidays during the school year. These special days, as well as official holidays in which schools are closed, may be observed in the schools in several ways. Following are suggestions for activities and observances, both school-wide and in the class- room, of the special days and holidays listed below:

Election Days (Voter Registration and Civic Participation for Students) ------September-- Defenders Day ------ Citizenship Day ------September 17 ------October 12 • Peggy Stewart Day ------October 19 United Nations Day ------October 24 ------November 11 American Education Week ------November Human Rights Day ------December 10 Bill of Rights Day ------December 15 Martin Luther King, Jr. 's Birthday ------January 15 ------February • Abraham Lincoln's Birthday ------February 12 Race Relations Day ------February 14 Brotherhood Week ------February George Washington's Birthday ------February 22 Maryland Day ------March 25 ------To be proclaimed by the governor Malcolm X's Birthday------May 19 ------~------May 30 • ------June 14 • BCPS - 5.7 (2 )

VOTER REGISTRATION AND CIVIC PARTICIPATION

Active student participation in civic and political matters is essential to effective social studies education and citizenship responsibility. As a result of the passage of the Twenty-Sixth Amendment in 1971, students will be offorded the privilege of voting. We should strongly encourage their active participation through our instructional efforts. This school year offers a timely opportunity to foster increased student participation in civic life. The forthcoming election will be highly important to citizens of Maryland. Suggested Instructional Activities • 1. Conduct mock elections. Students should be provided practical information relative to the following: a. requirements for running for public office b. the nominating or selection process c. role of political parties d. meaning and significance of party platforms e. role of the Baltimore Board of Supervisors of Elections f. emphasis on local and statewide elections g. class discussion of the principal campaign issues 2. Provide opportunities for students to conduct opinion surveys and polls in their neighborhoods on political issues. Instruments for surveys and polls • should be developed as an outgrowth of prominent issues that candidates discuss in their campaigns. 3. Invite to your classes speakers who are knowledgeable and active in civic and community activities. The focus of the speaker should emphasize the fo11owing: a. the necessity of voting b. requirements for voting c. significance of the ballot d. methods of registration • (1) neighborhood voting center (2) People's Court - Fayette and (3) register via mail e. use of voting machines Voter Registration 4. Emphasize that voter registration is a priority. All students eighteen years of age or those who are not registered to vote should be encouraged to do so. Suggested Resources 5. Make use of resource persons to create interest in the classroom. • BCPS - 5.7 (3 )

a. Baltimore City Bar Association • 111 N. Calvert Street - Room 627 - Civil Courts Building Telephone Number: 539-5936 b. Maryland State Bar Association 207 E. Redwood Street - Suite 905, Keyser Buildi ng Telephone Number: 685-7878 c. Community Relations Commission 100 North Eutaw Street Telephone Number: 393-3141

d. President NAACP • 2127 Maryland Avenue Telephone Number: 837-6778 e. President Monumental Bar Association 711 St. Paul Street Telephone Number: 727-0920 f. *League of Women Voters 2318 North Charles Street Telephone Number: 889-5353 • *The booklet, "Baltimore ....It's Your City!"--a guide to Baltimore City Government, published by the League of Women Voters of Baltimore City, is a very valuable document which can be used in all social studies classes. g. Baltimore Urban League 1150 Mondawmin Concourse Telephone Number: 523-8150 h. Community Relations Specialist WJZ TV-13 Television Hill Telephone Number: 466-0013 • 6. Conduct debates, forums, and panel discussions in classes relative to significent issues that emerge in political campaigns. 7. Use films and filmstrips on voting and campaign techniques. Media materials are available in the Division of Instruction and Curriculum Management. Significant Terms: Students should have a clear and operational definition of the following political terms. • enfranchise nominating committee Australian Ballot filing fee ballot petition electorate precinct primary election quorum BCPS - 5.7 (4 )

Significant Terms (continued): • general election subpoena party platform straight ticket bicameral legislature subsidy bureaucracy 10gro11 ing legislative calendar fil ibuster caucus thi rd party cloture precedent convention pigeonholing impeachment presidential succession due process precinct captain ex post facto law write-in-vote favorite son voice vote habeas corpus suffrage • judicial review seniority bloc voting electoral college

.:::Suo:..;gugc::.e.:::st::.:e:..:d,---,-F1'-..:'lc:cm.:::s_1:.:-' n:.-.:.th",e=---..o:D-,-iv,--i:..:sc:.i::-:on"--"o-,-f-:I,-,n",,,s-,,-t'-..:ru,-,c:..:t-,-io::.:n-'--..::a.:..:.nd=--..:Cc::.u,--ruscu1um Ma nag eme nt Sd Call No. Film Suggested Level 1199.1 OUR CITY GOVERNMENT Ele. - Second. 937.2 BALTIMORE CITY IN TRANSITION Int. - Second 1094.1 BALTIMORE, CITY WITH A FUTURE Ele. - Second. 1530.1 BOOMSVILLE Int. - Second. 2205.2 CAMPAIGN El e. - Second. 1066.2 THE CHANGING CITY Ele. - Second. • 2335.2 CITY AWAKES Int. - Second. 1917.1 JOBS IN THE CITY: DISTRIBUTION Int. - Second. 1490.1 WE MAKE CHOICES Ele. - Second. 1715.1 NEIGHBORHOOD CHANGE El e. - Second. 608.1 OUR COMMUNITY Ele. - Second. 209.2 THE BALTIMORE PLAN Int. - Second. 535.3 TROUBLED CITIES,PART I Int. - Second. 536.3 TROUBLED CITIES, PART II Int. - Second. 763.3 RISE OF THE AMERICAN CITY Int. - Second. 807.2 URBAN SPRAWL Int. - Second. 1545.1 URBANISSIMO SECOND. 2264.2 CITY GOVERNMENT: CLOSEST TO THE PEOPLE Int. - Second. 769.3 COSMOPOLIS, BIG CITY AD, PART I Int. - Second. 770.3 COSMOPOLIS, BIG CITY AD, PART II Int. - Second. • 177.3 THE LIVING CITY Int. - Second. 159.3 THE HIGH WALL Int. - Second. 1672.2 DEMOCRACY: YOUR VOICE CAN BE HEARD Int. - Second. 1067.2 EVERYONE HELPS IN A COMMUNITY El e. - Second. 824.4 FUTURE SHOCK Int. - Second. 1734.2 PRIMARIES I: CHALLENGE TO A PRESIDENT Int. - Second. 748.3 PRIMARIES II: DEMOCRATS: PARTY IN TRANSITION Int. - Second. 1170.1 POLITICS: THE HIGH COST OF CONVICTION Int. - Second. 1896.2 SERVANTS OF THE PEOPLE: JOB OF A MEMBER OF CONGRESS Int. - Second. 2265.2 STATE GOVERNMENT: RESURGENCE OF POWER Int. - Second. • BCPS - 5.7 (5 )

Sd Ca11 No. Film Suggested Level • 647.1 UNDERSTANDING THE LAW Int. - Second. 1781.2 STRIKES Int. - Second. 1828.2 THE WAY TO THE WHITE HOUSE Int. - Second. 1051 .2 ELECTIONS: HOW WE VOTE Int. - Second. 481.2 IT'S EVERYBODY'S BUSINESS Int. - Second. 633.2 NEW CONGRESSMAN Int. - Second. 1732.2 ELECTIONS: HOW VOTES ARE PACKAGED Int. - Second. 1527.1 WHY WE HAVE TAXES: THE TOWN THAT HAD NO POLICEMAN Int. - Second. 1733.2 CONVENTIONS: PROCESS IN CRISIS Int. - Second. 1360.2 FIRST TUESDAY AFTER THE FIRST MONDAY: THE ELECTION OF A PRESIDENT Int. - Second. 2266.2 POLITICAL PARTIES IN AMERICA: GETTING • THE PEOPLE TOGETHER Int , - Second. 306.3 WHERE WERE YOU? Int. - Second 1789.2 POLITICAL PROTEST: THE SPLINTER GROUPS Int. - Second

The listed films should prove effective in fostering and sustaining discussions and research on the rights and responsibilities of citizens in a free society. Suggested Bibliography Bailey, Stephen E. Congress Makes A Law. • Barth, Alan. Heritage of Liberty. Bolling, Richard. House Out of Order. Brant, Irving. The Bill of Rights: Its Origin and Meaning. Commager, Henry S. Freedom, Loyalty, Dissent. Cushman, Robert E. Cases in Constitutional Law. Ebenstein, William and Edward W. Mill. American Government in the Twentieth Century. Hanna, John P. Teenagers and the Law. James, Leonard F. The Supreme Court in American Life. • Jones, Howard M. (ed.). Primer of Intellectual Freedom. Kennedy, John F. Profiles in Courage. Konvitz, Milton. Fundamental Liberties of a Free People: Religion, Speech, Press, Assembly. Mill, Edward W. Liberty and Law. Ribicoff, Abraham and Jon O. Newman. Politics: The American Way. Rossiter, Clinton. The American Presidency. Sobu1. The Bill of Rights • Every senior will be expected to display a voter registration card at the graduation ceremonies. This gesture will be a follow-up to our promise on excellence. BCPS - 5.7 (6)

DEFENDERS DAY - SEPTEMBER 12th •

In September, the City of Baltimore will observe Defenders Day. Defenders Day commemorates the bombarding of Fort McHenry and the subsequent writ- ing of our national anthem, "The Star-Spangled Banner," by . Defenders Day will be observed in our schools with appropriate instructional activities. Our students should be made aware of the following historical events: In September, 1814, two engagements of the took place, known to every Baltimorean as the Battle of North • Point and the bombardment of Fort McHenry. Before the took place, two Baltimore youths-Daniel Wells and Henry McComas--ambushed and killed the commanding officer of the British forces. On September 12, 1814, the American forces under the command of General fought a demoralized at North Point. On September 13, 1814, the British began the bombardment of Fort McHenry. In spite of heavy bombardment all day and night, ~ the fort under the command of Major George Armistead held the British at bay. The outcome of these two battles resulted in the failure of the British to gain control of the harbor of Baltimore, so they sailed away. The memory of this short war experience--the story of the stouthearted Defenders who stood "between their loved home and the war's desolation" has been immortalized by celebrating Defenders Day each year. All students should be provided information relative to significant monuments in the city and the county related to the War of 1812. Some are listed below: • Westrninister Chuch and Cemetery Fayette and Greene Streets Francis Scott Key Monument Eutaw Place and Lanvale Street Aquilla Randall Monument Old North Point Road Battle Acre Monument Old North Point Road Battleground M. E. Church Site Old North Point Road • BCPS- 5.7 (7)

Rogers' Bastion • Avenue Site of Chinese Pagoda Wells and McComas Monument Gay and Aisquith Streets The Flag House Pratt and Albemarle Streets U. S. Constellation Pratt Street - Dock General Samuel Smith Monument George Armistead on Federal Hill • Calvert and Fayette Streets Students should be encouraged by the teaching staff to participate in the public celebrations and also to visit one or more of the institutions listed below. Each has on display materials relative to Defenders Day which commemorate one of the outstanding events in the history of Baltimore City. 1. The Peale Museum - 225 North Street (396-3523) • 9:00 a.m. to 5:00 p.m. 2. Maryland Historical Society - 201 W. Monument Street (685-3750) 9:30 a.m. to 3:30 p.m. 3. The Flag House - Pratt and Albermarle Streets (837-1793) 11:00 a.m. to 4:00 p.m. 4. Fort McHenry - foot of E. Fort Avenue (962-4290) 9:00 a.m. to 5:00 p.m. Information notes below, which is related to the events of the War of 1812 and Defenders Day, may be brought to the attention of the pupils: 1. The location of the original manuscript of "The Star-Spangled Banner" - Maryland Historical Society, 201 W. Monument Street e: 2. 8attle Monument dedicated to those slain in the , 1814 - Calvert and Fayette Streets 3. Wells - McComas Monument erected in honor of two youths slain in the Battle of Baltimore - Gay and Fayette Streets 4. Flag House and 1812 Museum, the residence of Mrs. Mary Pickersgill, who made the flag which flew over Fort McHenry and inspired the writing of "The Star-Spangled Banner" - Pratt and Albemarle Streets 5. Patterson Park includes part of the fortifications constructed in 1814 against the British invasion. 6. Fort McHenry, a National Historic Monument, commands the entrance to ~ the Baltimore Harbor and is known as the Birthplace of the "Star- Spangled Banner." 7. Francis Scott Key Monument is a tribute to the author of the National Anthem. Eutaw P ace and Lanvale Streets SCPS - 5.7 (8)

Excellent and inexpensive reference materials: • 1. The Historical Guide to Baltimore by Wilbur Hunter Published by Peale Museum, Baltimore 2. Wheeler Leaflets on Maryland History Published by Maryland Historical Society, Baltimore 3. Pamphlets and Maps about Baltimore Baltimore Area Convention and Visitors Council 102 St. Paul Street, Baltimore 4. Fort McHenry by Harold I. Lessem and George C. MacKenzie Published by Historical Handbook Series #5 • Washington, D.C. Superintendent of Documents - 25¢ 5. Handbook of Prominent Public Monuments and Sculpture in Baltimore. Published by the Rinehart School, Mount Royal Avenue and Lanvale Street •

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• BCPS - 5.7 (9 )

CITIZENSHIP DAY - SEPTEMBER 17th • The national observance of Citizenship Day, provides an excellent opportunity to reaffirm faith in and support of our democratic institutions. Teachers should make a concentrated effort in assisting students to understand the value and worth of citizen participation in a free society. The Primary and General Elections represent a timely opportunity to emphasize voting and citizenship participation. Grant T. Ball, author of Civics (New Revised Edition, 1973) indicates a position that is highly apropos: The vitality of government is citizen participation. The vitality of democracy depends upon it. Vitality is the missing • ingredient in the civics curriculum. The disengaged student only waits for the spark of vitality to be injected into the classroom situation. Teachers then find that they are contributors, knowledgeable about the world oUfSlde of the cTaSsroom, and roughhewn ~ their wisdo~ about justice, paritics, and government. The following are suggested as a take-off for class discussion: 1. Define and discuss the following terms: a. register b. absentee voting c. run-off election d. plurality vote • e. majority vote f. naturalized citizen 2. List and discuss the steps you must take before you can vote for a candidate: a. meet citizenship and residential requirement b. age requirement, at least 18 years of age c. study the issues and become informed d. know the precinct in which you vote e. make your vote count by voting 3. Invite candidates of political parties to discuss the issues. 4. Keep abreast of the issues through the newspapers, community • forums, and the electronic media. The Elections provide an excellent opportunity for all citizens to exercise a priceless privilege of a democratic society--the right to vote. We urge all teachers to encourage all students to register and to vote. Our national observance of Citizenship Day provides an opportunity for the unfolding of vitality, creative learning and excitement in all classes. We urge your full support and cooperation in this activity. • BCPS - 5.7 (10)

COLUMBUS DAY - OCTOBER 12TH •

The anniversary of Columbus' arrival in America will be observed as usual on the second Monday of October. This celebration will include the annual Columbus Day Parade. This annual Christopher Columbus Day Parade is the oldest continuing parade in Baltimore's history. As teachers focus upon the significance of this historical anniversary, concomitant topics which might be considered are: 1. invite representatives of the Baltimore Sons of Italy to discuss Italian customs, traditions, and culture. • 2. recent studies concerning Pre-Columbian voyages to the Americas. 3. the Leif Ericson-Christopher Columbus controversy. 4. research as to what minority groups might have accompanied Columbus to the Americas. 5. a comparison of the social, political, cultural, and economic conditions in the 15th and 20th centuries. 6. the past and on-going contributions of Baltimore's Italian community. 7. research projects related to the development of "Little Italy" and current activities in "Little" Italy". • 8. research project on the Tall Ship, Amerigo Vespucci, that came to Baltimore, Maryland and the nation. 9. the influence and contributions of the D'A1esandro family to Baltimore's political life.

We urge teachers to utilize classroom activities that will highlight the significance of Columbus Day in their instructional activities. All classes should focus on the meaning and significance of Columbus Day. •

• BCPS - 5.7 (11)

PEGGY STEWART DAY - OCTOBER 19TH • On October 19th, the State of Maryland wi 11 commemorate the anniversary of an event known as the "Peggy Stewart Tea Party." This event is often referred to as the "Annapol is Tea Party." The Peggy Stewart was a brigantine owned by Mr. Anthony Stewart and named for his daughter, Peggy. The vessel entered the harbor at Annapolis on October 15, 1774, carrying 2,320 pounds of tea. As the tax on tea was considered obnoxious by Marylanders, and with a spirit of resistance to any mode of internal taxation, a cry was heard throughout the port of Annapolis that the tea should be destroyed. Records indicate that a debate raged for several days in Annapolis and in the ports of Baltimore and Elkridge as to what action to take. A committee of citizens known as "The Annapolis Committee" struggled with • the problem and agreed that the tea should be destroyed. A growing number of citizens, however, began demanding that not only the tea but the entire vessel should be destroyed. Mr. Stewart, fearing bodily harm to himself and his family, and upon the advice of Charles Carroll of Carrollton, a leading figure of the Maryland colony, yielded to the pressure and on October 19, 1774, set fire to his vessel, and it went to a flaming end, sinking in shoal water off Windmill Point. (The exact spot of the sinking is now marked by a bronze tablet on the wall of the United State Naval Academy Study Hall in Annapolis.) While this event isn't so well known in the history of our nation as the "Boston Tea Party," it should be noted, as part of the instructional thrust, that it represented the first concerted act of Marylanders against British rule. • Teachers may find excellent supporting details concerning the "Peggy Stewart Tea Party" in the following references: 1. History of Maryland: Province and State by Matthew Page Andrew. Published by Tradition Press. 2. History of Maryland by J. Thomas Scharf. Published by Tradition Press. 3. Sidelights on Maryland History by Hester Dorsey Richardson Published by Williams and Wilkins Co. •

• BCPS - 5.7 (12) UNITED NATIONS DAY - OCTOBER 24TH • October 24th, United Nations Day, is the anniversary of the establishment of the United Nations. In an age when the world's nations are increasing1y'interdependent, many of our most pressing problems are global in nature, requiring global efforts for solution. It is important that Americans realize that global education and multilateral ism are often the most sensible approach to international problem-solving. An examination of the record from 1945 to present reveals that in spite of the conflicts, the United Nations continues to strive for peace, justice, and human betterment. An overarching goal of the United Nations • is its commitment to world peace and cooperation. Activities for the Observation of United Nations Day Teachers will: - create a display reflective of the ideals of United Nations. - encourage students to participate in the essay contest. - encourage students and parents to come to the citywide program to be held at a site to be designated. Students in grades 3-5 will: - state purposes of United Nations. • locate the city in which the United Nations building is housed. know the names of the Secretary General of the United Nations and U.S. Ambassador to the United Nations. develop a speaking and writing vocabulary that is related to the United Nations. list 5 job opportunities related to the operations of the United Nations. Students in grades 6-8 will: - complete activities listed for grades 3-5 - name and locate member nations of the United Nations. - explain the functions of the organs of the United Nations. - identify current problems that could be solved by the United Nations. • - develop a bibliography containing 5 sources of information about the United Nations. - analyze and discuss the United Nations Declaration of Human Rights. Students in grades 9-12 will: - complete activities listed for grades 3-8. compare the preamble of the Charter of the United Nations with that of the U.S. Constitution. analyze and discuss the United Nations Declaration of Human Rights.

Enrichment Activities: Some teachers will choose to provide additional challenges for students by having them: • _ Develop a one (1) minute television commercial that tells about one facet of the work of the United Nations. BCPS - 5.7 (13) Enrichment Activities: (continued) ~ - Plan to debate one of these topics: 1) The International Court of Justice should/should not be able to make decisions that are binding for member nations. 2) The U.N. should/should not develop standards for humane treatment of prisoners. 3) The U.N. should/should not reorganize its structure in order to maintain world peace. 4) The veto power of the Security Council should/should not be eliminated. 5) The United States should/should not approve the United Nations Genocide Compact. ~

Vocabulary Development: - ambassador - International Court of Justice arbitration - mediation charter - multilateral ism concil iation - components of the United Nations constitution - peace cooperation - preamble diplomacy procedural issues Economic and Social Council - proclamation General Assembly - responsibilities global - rights human rights - Secretariat interdependence - Security Council • international - Substantive issues international law - Trusteeship Council - United Nations Sources of Information: In addition to resources in school libraries, the following materials may I be considered in carrying out a United Nations study: 1. UNAKIT - ($5.00 each year - Program and Information Services) The United Nations Association of America 833 United Nationsl Plaza New York, New York 10017 • 2. U.N.I.C.E.F. Packet for Secondary Schools (approximately $2.50) U.N.I.C.E.F. Packet for Elementary Schools (approximately $2.50) U,N.I.C.E.F. Box (approximately $2.00) U.S. Committee for U.N.I.C.E.F. 331 East 38th Street New York, New York 10016 • BCPS - 5.7 (14)

3. The UNESCO Courier (Yearly subscription $5.00) • UNESCO Box 433 New York, New York 10016 4. United Nations Catalogue of Publications U.N. Book Store U.N. Headquarters United Nations Plaza New York, New York 10017 5. The UNITED NATIONS' - FACTS AND FIGURES IN BRIEF (available in quantity without charge from the UNICEF Office of Maryland, The Rotunda, Room 411, 711 West 40th Street, • Baltimore, Maryland 21211.

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• BCPS - 5.7 (15) VETERANS DAY - NOVEMBER 11TH • Veterans Day, November 11, is the day set aside for honoring all military personnel who have died in the wars in which the United States has been involved. The observance of Veterans Day will take place in Baltimore City Public Schools at an appropriate time. The information indicated below will place this day in correct historical perspective. 1. President Woodrow Wilson originally proclaimed November 11, 1918, as .- Armistice Day in order to celebrate the cessation of the hostilities of , the signing of an armistice between the Allies and Germany, and to give honor to the fighting men who died in battle. 2. Immediately after World War I, France, Great Britain, and the United States designated November 11th as a day of remembrance for those persons who died at war. This day was to be called Armistice Day. , 3. An unidentified American soldier, killed in World War I, was buried on November 11, 1921, in the Tomb of the Unknown Soldier at Arlington National Cemetery. This unidentified soldier represents all American fighting men who lost their lives during the war. The inscription reads. "Here rests, in honored glory, an American soldier known but to God." . Subsequently, two bodies of unidentified soldiers, one from World War II and another from the Korean War, have been interred within the same area as the original unknown soldier. 4. After World War II, Armistice Day was recognized in the United States as a day of tribute to the dead of World Wars I and II. In Canada, the day became Remembrance Day. Great Britain proclaimed that the Sunday nearest to November 11th would be Remembrance Sunday honoring the dead of both World Wars. 5. After the Korean War, President Dwight D. Eisenhower signed a congres- sional act designating November 11th as Veterans Day honoring veterans. of all wars. It was stated that Veterans Day was to be "dedicated to world peace." 6. On June 28, 1968, Congress enacted legislation declaring Veterans Day to be observed on the fourth Monday in October. In conformance with this enactment, Maryland and most of the states have shifted the date, effective as of 1971. In 1981, the citizens of the United States honored over 28.2 million veterans. In Baltimore City, the patriotic observance of Veterans Day and the public rededication to the principles that have kept the United States a free country, will be directed by the local Veterans Association. The local press will PUbliS.h. details of the activities. BCPS - 5.7

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Teacher-student discussion relative to Veterans Day may be concerned with many statements, a few of which are listed below: • 1. Why have recent wars not eliminated war as an instrument of national policy?

2. Why do people unite in defense of ideals in which they believe? 3. How are United States citizens searching for effective means of settling problems among nations? 4. How does understanding and respecting the rights of other people honor those who gave their lives in our wars? 5. Can the statement, "Everyone who works for peace serves the World Population," be proved? • 6. How have people in Baltimore attempted to build harmonious relationships in some communities? Consider the following classroom-associated experiences:

1. Unde~standing the meanings of the terms: tribute, homage, honor, armistice, democracy, ideals, peace, veteran, detente, reparations, and other nationlistic terms. ~ 2. Identifying democratic ideals 3. Reading stories about military heroes 4. Discussing the Pledge of Allegiance 5. Planning a Veterans Day Assembly or Program (Veterans of Foreign Wars of the United States will assist in this activity) 6. Researching the facts to the Baltimore War Memorial Building 7. Investigating and comparing Federal and State benefits which are provided for veterans of our wars and their families 8. Visiting Baltimore monuments erected in memorial to the Veterans • of the United States wars. • BCPS - 5.7 ( 17)

HUMAN RIGHTS DAY - DECEMBER 10TH • The observance of Human Rights Day provides an excellent opportunity to focus on human dignity in the classroom. Our Declaration of Independence provides a focus for the Human Rights Day observance in the United States: We hold these truths to be self-evident that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness. The United Nations Declaration of Human Rights promulgated over 30 years ago also represents a timely and valuable document that proclaims the universality• of freedom and human dignity. Freedom and human dignity are not divisible. All life is of inestimable worth. The observance of Human Rights Day flows from this fundamental principle. The following suggested activities can be used in observance of Human Rights Day: 1. Provide opportunities for students to investigate the condition that led to the issuance of the Declaration of Independence. 2. Research the backgrounds, beliefs, and contributions of the four Marylanders (Charles Carroll, Samuel Chase, William Paca, Thomas Stone) • who signed the Declaration of Independence.

3. Invite resource people to your class to discuss the national and worldwide significance of the Declaration of Independence. 4. Have students demonstrate what Human Rights day means to them as reflected in the following activities: a. Poems b. Sociodrama c. Panel Discussion d. Debates 5. Have students research the origin and development of the Star Spangled • Banner Flag House. 6. Sponsor a school-wide assembly focusing on how intergroup relationships can be strengthened. The Community Relations Commission, the local National Association for the Advancement of Colored People, the National Conference of Christians and Jews, and the Urban League are resources that are available. 7. Have students research and report on examples of human rights violations throughout the world. Identify organizations which are involved in .- worldwide human rights efforts (i.e., Amnesty International, U.N. Commission on Human Rights, Helsenki Accords). BCPS - 5.7 (18)

BILL OF RIGHTS DAY - DECEMBER 15TH •

The national observance of Bill of Rights Day provides a splendid opportunity for all of us to investigate and reflect on the value of our national Constitution. The Constitution has shown its resiliency, influence, and power in its ability to be a unifying focus in the lives of all Americans since its adoption in 1789. The Preamble to the Constitution provides a national direction and purpose: We, the People of the United Sta tes , in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty • to ourselves and our posterity, do ordain and establish this Constitution for the United States of America. The Bill of Ri9hts that was adopted in 1791 provided a specific delineation of our citizenship rights and responsibilities. The fact that only twenty-six amendments have been added to our Constitution attests to its strength, adaptability and vitality. In support of the observance of Bill of Rights Day, the following classroom • activities are suggested: 1. A class debate: Resolved, that the Constitution Would Have Been Powerl ess Wi thout the Bi11 of Rlghts. ------2. Forum or panel discussion relative to the impact of the Bill of Rights on the everyday activities of citizens. 3. A class discussion of the significance of the Bill of Rights with a representative of the Baltimore Bar, Monumental Bar, members of the judiciary, or the American Civil Liberties Union. 4. A field trip to a court to observe court procedures and operations. N.B. Consult the appropriate clerk of the Court relative to the availability of judges, for the court docket, and procedures. • Call the StateTS Attorney's Office for details ~ 396-4987. 5. The writing of letters to editors by students expressing their views on the importance of the Bill of Rights Day. We encourage all schools to take advantage of this opportunity to increase students' respect for the rule of law. We urge all schools to plan appropriate activities in support of Bill of Rights Day. • BCPS - 5.7 (19) MARTIN LUTHER KING, JR.'S BIRTHDAY - JANUARY 15TH • The forthcoming observance of the birthday (i.e., January 15, 1929) of Dr. Martin Luther King, Jr. provides an opportunity for us to give attention to the human ideals and aspirations that he espoused. The decision of the Maryland General Assembly to make Dr. King's birthday a State holiday provides tangible and concrete tribute to an unusual American citizen. It is fitting and appropriate that we should honor this great American. Dr. King's birthday is now a national holiday. Two significant factors are pivotal in terms of an examination of Dr. King's. life and achievements in an instructional setting: 1. strategies that he utilized in order to effect positive change. 2. extent of his impact on the nation in the past and present. Teachers may wish to consider utilizing the following activities for students in their classes: 1. research projects on the historical evolution of "satyagraha" (i.e., "soul force," non-violent or passive resistance). 2. debates, panels, and forums focusing on the meaning and significance • of Dr. King's "I Have a Dream Speech" of 1963. 3. research project emphasizing a comparative analysis of the treatment and progress of black Americans and other racial and ethnic minorities (viz., native Americans, Jews, chicanos, Puerto Ricans, Greeks, Italians, etc.) 4. have pupils discuss, in small or large 9roups, the meanings of prejudice and discrimination. 5. have students examine the treatment of native Americans, women, and blacks in the media. 6. have students share their ideas relative to what human goals and ideals they would like to see us reach as a nation. 7. plan a multi-ethnic, food-tasting party. 8. plan an assembly program focusing on respect for human dignity through • understanding, cooperation, and awareness of our multi-cultural heritage. 9. invite resource people to class who were either active in the Southern Christian Leadership Conference or are acquainted with its philosophy and goals as a non-violent organization. The Baltimore Interdenominational Ministerial Conference would be an excellent resource. 10. develop oral history projects that will enable students to make surveys of people in their community relating to the non-violent protest movement of the 1960's. 11. have students examine the goals, objectives, and strategies of the Women's Liberation Movement, and those of racial and ethnic minorities. • 12. have students examine the roles played by our Federal, State, and Local governments in working to eliminate racial, religious, and sexual BCPS - 5.7 (20)

discrimination. The State Human Relations Commission and the Baltimore City Community Relations Commission are valuable resources. • 13. review the U.S. Senate disclosures concerning the F.B.I.'s investigation and surveillance of Dr. King's activities, and of thousands of American citizens. 14. have students discuss and review the goals in education of Reverend Jesse Jackson, as a former assistant of Dr. King.

We are requesting that all schools prepare special activities to commemorate the life and memory of Dr. King. •

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• BCPS - 5.7 (21) BLACK HISTORY MONTH - FEBRUARY • The national observance of Black History Month in February provides a timely and valuable opportunity for all schools to provide students with in-depth learning experiences and programs depicting the role and contributions of black Americans to our national life. The idea of a national observance emphasizing the achievements, problems, and influence of black Americans was conceived by the late Dr. Carter G. Woodson, when he founded the Association for the Study of Afro-American Life and History, in 1915. The first Black History Week observance, later expanded to Black History Month, was instituted in 1926. The primary objectives of Black History Month are as follows: 1. to provide opportunities for all Americans to become knowledgeable about the contributions of black Americans to the totality of • American life in the past and present. 2. to foster and sustain among all Americans the need for ethnic and racial respect and mutual, cooperation. The Association for the Study of Afro-American Life and History has produced a National Afro-American Black History Kit to provide assistance to schools. Interested schools may obtain the kits, at cost, by contacting the following address: The Executive Director Association for the Study of Afro-American Life and History • 1401 - 14th Street, N.W. Washin9ton, D.C. 20005 (202) 667-2822 The followin9 activities are suggested as a means of supporting the national observance of Black History Month: 1. Contact the Baltimore Branch of.the National Association for the Advancement of Colored People in order to request a resource speaker. (837-6778) 2. Request speakers from the National Conference of Christians and Jews, Community Relations Commission (396-3142), Maryland Human Relations Commission (383-3680), and the Baltimore Urban League (523-8150), • to discuss race relations in Baltimore and the nation. 3. Sponsor class debates, panel discussions, assembly programs, and socio-dramatic activities emphasizing black-white relations in Baltimore, in the nation, and in the world community (i.e., South Africa, Zimbabwe, etc.). 4. Invite the Specialist in Education, Baltimore Urban League, to discuss black-white relations in Baltimore. 5. Invite biracial teams of ministers from the International Ministerial Alliance to discuss racial cooperation and understanding among '- religious groups. • BCPS - 5.7 (22)

6. Invite the Director of the Baltimore Community Relations Council to • discuss black-white relations in Baltimore. 7. Invite executives of the Jewish Community Relations Council to discuss black-Jewish relations. 8. Utilize films available in Media and Technology which emphasize black history and culture. a. FREE AT LAST Sd. 640.3 b. FUTURE AND THE NEGRO Part I - Sd. 635.3 Part II - Sd 636.3 c. PREJUDICE FILM Sd. 795.3 d. HERITAGE OF THE NEGRO Sd. 659.3 • e. IN SEARCH OF A PAST Part I - Sd. 653.3 Part II - Sd 654.3 f. MARTI N LUTHER KING, JR. - Sd. 567.3 A MAN OF PEACE g. NEW MOOD Sd. 643.3 h. NEGRO AND THE SOUTH Sd. 641.3 i. NEGRO HEROES FROM AMERICAN Sd. 1380.2 HISTORY j. PEOPLES OF AFRICA Sd. 1448.2 k. AFRICA Sd. 1405.2 • 1. ANCIENT AFRICANS Sd , 1153.3 m. MAN WHO LOVED THE STARS: Parts I and II - 1133.3 1134.3 BENJAMIN BANNEKER n. BLACK AFRICAN HERITAGE: Parts I and II - 1138.3 1139.3 CONGO o. DR. MARTIN LUTHER KING, JR. Parts I and II - 1091.3 1092.3 p. EL MALIK EL SHABAZZ Parts I and II - 1093.3 1094.3 (MALCOLM X) q. LEGACY OF A DREAM Sd. 1056.3 r. ARETHA FRANKLIN Sd. 1038.3 • s. JESSE JACKSON AND CAROLYN Sd. 2445.2 SHELTON: PUSHING FOR EXCELLENCE Consult the Catalogue of Instructional Films, K-12 for additional films. We urge all schools to plan appropriate instructional activities to commemorate the national observance of Black History Month. Our systemwide, multi-ethnic, Social Studies Curriculum provides an effective conceptual frame- work for this national observance. • BCPS - 5.7 (23)

ABRAHAM LINCOLN'S BIRTHDAY - FEBRUARY 12TH •

The forthcoming observance of the birthday of Abraham.Lincoln, si~teenth president of the United States, represents th~ commem~ratlo~ of the llfe~ . achievement and influence of an unusual Amerlcan. Llncoln s humble beglnnlngs in Harden C~unty (now Larue), Kentucky, on February 12, 1809, gave little promise to the fact that he was later to achieve greatness as president of the United States. Abraham Lincoln knew from first-hand experience the hardships, disappoint- ments, and frustrations of frontier life. In sp ite of hardships and the absence .• of a formal education, Lincoln nourished a strong belief in the importance of education, and freedom. He was critical of the education that was available to him in his early years: "There were some schools, so called, but no qualification was ever required of a teacher beyond "reading, writing, and ciphering to the rule of three." If a straggler supposed to understand Latin happened to sojourn in the neighborhood, he was looked upon as a wizard. There was absolutely nothing to excite ambition for education. Of course, when I came of age, I did not know much. Still, somehow, I could read, and cipher to the rule of • three, but that was al1." Lincoln overcame the obstacle of the lack of a formal education. He was self-taught, read the law, and went on to become a great statesman and president. Two of his greatest achievements as president of the United States were holding the Union together, despite the Civil War, and the issuance of the Emancipation Proclamation in 1863. This paved the way for the abolition of slavery through- out the United States, when in 1865 the Thirteenth Amendment to the Constitution was passed. Schools may wish to consider utilizing the following suggestions: 1. Review the early life of Lincoln in Illinois before he was elected to the presidency. 2. Review and discuss the famous Lincoln-Douglas Debates. • 3. Discuss the strategies utilized by Lincoln to end slavery in the United States. 4. Develop a time-line depicting significant milestones in Linco1n 's 1ife. 5. Conduct research projects to secure data pertaining to Lincoln's attitude toward Blacks, women, the South, and war. 6. Compare the human rights emphases of more recent presidents and Abraham Lincoln. To what extent were they similar or di ssimil ar? • BCPS - 5.7 (24)

7. Obtain copies of Lincoln's First and Second Inaugural Addresses to determine the degree to which they are applicable today. • 8. Investigate the circumstances which led Lincoln to issue his famous Emancipation Proclamation.

All schools are urged to observe Lincoln's Birthday with appropriate activities. •

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• BCPS - 5.7 (25) RACE RELATIONS DAY - BROTHERHOOD WEEK - FEBRUARY • Several significant and pertinent observances (viz., Race Relations Day, Brotherhood Week) will occur in February that have important instructional meaning. In this conjunction, we hope that all schools will plan instructional activities to commemorate each event. The national observance of Brotherhood Week provides a valuable opportunity for all schools to focus on fostering interfaith and interracial understanding and cooperation. The concept of respect for persons represents the vital and powerful cornerstone of our national life. 4It' As a means of supporting school activities and enrichment, the Maryland Region of the National Conference of Christians and Jews has prepared posters and bookmarks for the use of schools and libraries. Schools may wish to consider utilizing the following suggestions: 1. Invite the Baltimore Panel of American Women, an interfaith and interracial group committed to promoting understanding and cooperation among people. This excellent Panel works effectively and dynamically with class-size groups. To reach, call Mrs. Peggy Obrecht at 532-7865. 2. Arrange for school group visits between desegregated and predominantly • one-race schools. 3. Arrange panels, forums, and class discussions focusing on ways to improve interfaith and interracial understanding and cooperation within schools and in the community. 4. Arrange for representatives of the Community Relations Commission and Maryland Human Relations Commission to discuss their work of human reconciliation and understanding in the community. The Community Relations Commission can be reached at 396-3142. The Maryland Human Relations Commission can be reached at 659-1749. 5. Encourage students to write letters to the editors, on the theme of brotherhood, for Brotherhood Week. • 6. Invite representatives of the media to discuss what efforts are being made to foster interracial harmony and respect, and what progress is being made in Baltimore, and in Maryland as a whole. 7. Elect a "Mr. and Ms. Spirit of Brotherhood and Sisterhood" in your school. 8. Arrange for a skit or play which emphasizes interfaith and interracial understanding. 9. Arrange for representatives of the Baltimore Colts and Baltimore Orioles to discuss activities utilized within their organizations to promote cooperation and understanding. • BCPS - 5.7 (26) 10. Utilize films in Media and Technology such as: • a. CONVERSATION WITH DR. HERBERT FRISBY: ARTIC AND POLAR EXPLORER Sd. 2225.5 b. OH FREEDOM! 768.3 c. STRANGER IN THEIR OWN LAND: THE BLACK 2078.2 d. NATION OF IMMIGRANTS 776.3 e. STRANGER IN THEIR OWN LAND: THE CHICANOS 2079.2 f. STRANGER IN THEIR OWN LAND: THE PUERTO RICANS 2080.2 g. WHAT COLOR ARE YOU? 1483.2 h. MINORITIES: WHAT'S A MINORITY? 1931 .2 • i. AMERICAN INDIAN: AFTER THE WHITE MAN 759.3 j. I AM SOMEBODY: REVEREND JESSE JACKSON 879.3 k. I'M THE ONLY ME 1944.1 1. JEWISH AMERICAN 724.3 m. AMERICAN INDIAN: BEFORE THE WHITE MAN 1735.2 n. WOMEN ON THE MARCH 859.3 o. QUEST FOR FREEDOM 1355.2 p. NIGHT AND FOG (Restricted for Sr. High) 728.3 • q. PROMISED LAND: TROUBLED LAND - ISRAEL'S STRUGGLE 1887.2 Check your Catalogue of Instructional Films K-12 for additional fi1ms. We urge all schools to plan appropriate activities for the observances of Race Relations Day and Brotherhood Week. •

• BCPS - 5.7 ( 27)

GEORGE WASHINGTON'S BIRTHDAY - FEBRUARY 22ND • George Washington was born February 22, 1732, in Westmoreland County, . He was aptly described as "First in War, first in Peace, first in the Hearts of his Countrymen." Washington's abil ity to rally and lead our troops at Valley Forge, as well as other places during the Revolutionary War provided an inspirational and extraordinary saga for the American people and the world. After serving two full terms as president, Washington retired to his beloved Mt. Vernon. His retirement was interrupted in 1789 when it appeared that we • would engage in war with France. President John Adams, Washington's successor, made him commander-in-chief of the nation's armed forces once again. However, war with France was avoided. Washington died at Mt. Vernon, Virginia, December 31, 1799. The impact of Washin9ton on our nation has been highly significant and enduring. In numerous polls and surveys that have been conducted as to our most admired president, George Washington has usually been one of the two top selections. It is hoped that, on the occasion of George Washington's Birthday, all schools will plan appropriate instructional activities to commemorate his memory . The following activities are suggested. 1. Have students re-enact Washington's troops crossing the Delaware River • enroute to Trenton. 2. Have students, in period costumes, re-enact Washington taking the Presidential Oath of Office in New York. 3. Have students compare and analyze Washington's First Inaugural Address with current resident's Inaugural Address. 4. Have students review and discuss newspaper articles that relate to how Washington's birthday was observed. 5. Encourage students to write letters to the editors on the topic: •. "An Appropriate Way to Observe Washington's Birthday." 6. Have students research the early years of Washington as a boy and young man in Westmoreland County, Virginia. 7. Arrange an assembly program that emphasizes the contributions of Washington to our nation. 8. Have students review Washington's achievements in the Revolutionary War. 9. Provide for a class debate on the topic, "Resolved, that George Washington was the greatest president of the United States." 10. Make provisions, as a culminating activity, for a field trip to Washington's beloved Mount Vernon. 4It 11. Have students conduct neighborhood surveys to determine how their neighbors rank Washington as president. All schools are urged to observe Washington's Birthday with appropriate activities. BCPS - 5.7 (2B) MARYLAND DAY - MARCH 25TH • Maryland Day is a Maryland legal holiday, so designated by the Maryland General Assembly in 1916. On March 25, 1634, the Ark and a smaller ship, the Dove, commanded by Leonard Calvert (youngest brother of Cecil Calvert, the second Lord Baltimore) docked at St. Clement's Island in an area known today as St. Mary's County. The men aboard became the first colonists of Maryland. The royal charter was read aloud as the official act of settlement. Later a permanent settlement was established on the banks of the St. Mary's River. Leonard Calvert became the first . The expedition included persons representing a variety of religious and ethnic groups who were selected for certain skills that they had mastered. • (Among the 320 persons comprising the total expedition were black seamen Mathias DeSousa, John Price and Francisco. Additional information on DeSousa, a sea captain and fur trader, can be obtained in Ralph Semmes' Captains and Early Mariners of Maryland. We suggest that teachers help their students become familiar with the past and present history of Maryland. The following basic information provides a starting point as part of the implementation of Maryland Day observance: 1. State song Maryland! My Maryland! 2. State flag Coat of Arms of the Calvert and Crossland Families • 3. State tree White Oak 4. State flower .. Black-eyed Susan 5. State bird Baltimore Oriole 6. State dog Chesapeake Bay Retriever 7. State sport Jousting Further information concerning the state song and symbols can be obtained from the following references: 1. Carpenter, Allan. Maryland From Its Glorious Past to Present, Chicago: Children's Press, 1966. 2. Shankle, George E. State Names, Flags, Seals, Birds, Flowers, • Songs and Other Symbols, New York. 3. Snyder, William T. Knowing Maryland, Towson, Maryland, Robert McCurdy Company, 1964 4. Wehr, Frederick. Flags and Seals of Maryland and of the United States, Baltimore: The National Society of the Colonial Dames of America in the State of Maryland • BCPS - 5.7

(29) Other sources of materials for program implementation are: • 1. Maryland Department of Information, Annapolis, Maryland. 2. Maryland Historical Society, 201 West Monument Street, Baltimore, Maryland 21201. Numerous publications for school use may be obtained here. Also, a complete collection of Wheeler Leaflets on Maryland History may be secured at this location. 3. Peale Museum, 225 North Holliday Street, Baltimore, Maryland 21202. The museum houses displays and exhibits on Maryland. 4. Enoch Pratt Library and Branches. Excellent source for resource materials and reference books may be found here. 5. Current newspapers: The Sun • The Evening Sun The News-American The Afro-American The Jewish Times Schools may wish to consider utilizing the following suggestions: 1. Arrange a field trip to the Maryland Historical Society to review current exhibits and observe primary source documents. 2. Arrange to visit the Maryland Hall of Records in Annapolis to review significant documents pertaining to Maryland History. 3. Arrange a field trip to see the Maryland General Assembly in action. ~ Teachers should prepare their classes Ql reviewing important legislation and/or activities taking place in the General Assembly. • 4. Invite students to write letters to their representatives in the General Assembly and/or Baltimore City Council relative to areas of interest to them. 5. Invite students to write letters to the Governor and Mayor on a subject of interest. 6. Arrange a panel, using period dress, on the landing of the Ark and Dove on March 25, 1634. 7. Invite students to write letters to the editors on what Maryland Day means to them. 8. Have a school-wide election to elect a "Miss Maryland" and "f1r.Maryland." • It is suggested that teachers and students take advantage of the usual press, radio, and television media coverage of our annual Maryland Day observance. • BCPS - 5.7

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MALCOLM X'S BIRTHDAY - MAY 19TH •

The birthday of Malcolm X provides an opportunity for teachers and students to foc~s attention on a significant personality in our contemporary life and history. The life of Malcolm X represents an opportunity for students to observe how human hopes and possibilities could be achieved in the midst of adversity.

The two trips that Malcolm X made to Africa and the Middle East in 1964 represented pivotal and significant events in his life. The trips were enormously important in terms of helping him to develop and articulate the universal nature of freedom and human dignity. • The Autobiography of Malcolm X provides a graphic, pertinent, and impelling account of Malcolm's struggle for his personal identity and manhood. Students should be encouraged to read Malcolm's Autobiography, and compare conditions in Baltimore and the Nation with socio-economic factors in Malcolm's early years. All schools are urged to plan appropriate activities to commemorate the birthday of Malcolm X. •

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• BCPS - 5.8 •

INCLUSION OF THE SONG, "BALTIMORE, OUR BALTIMORE" IN SCHOOL ACTIVITIES

The singing and playing of "Baltimore, Our Baltimore" is to be included along with other patriotic songs such as the "Star Spangled Banner," • "America The Beautiful," "Lift Every Voice and Sing," and "Maryland My Maryland" on appropriate occasions. Music teachers have been sent a memorandum reinforcing the wish to have the song used in school programs. A copy of "Baltimore, Our Baltimore" has been circulated to all music teachers in all schools. Additional copies may be obtained from the Office of Music. •

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