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IDEN=ERS Asia b0C1' 1EIPi REsU ED 11; 241 !_;0 009 AUTHOE H twkin,,John N. 1-0:1ource Handbo kfo Ti Htudie! A off Curr oulum nt irSi1Jr P-sohool through Grade Twelve. IN3TITOTION CailiEornia Univ., Los Anqoles. Committeeot Compatativ and I flt mu tional St udie Prii DATE 76 NOTE 194p. AlimiA 31-E FRom c,Arriculum ceT1t, ncjoi 2(.,Hall Hilgatd AvcAtiq, Cd1 forniz 90024 papcidcic; P72,1PM HC NoL Availabl ft DEJC Anotated Bib_ ographies; *Area Studies; Studies; Bibliographies; Books; *Cros Ci1ltl1Ll Studies; Cultural Differences; CurriculumE aluatioll; Elementary Secondary Education; Yilms; iniTtrp f5Z Foreign Culture; *Instructional Materials; International Studies; Maps; Me surementIns ill,n Periodicals; Phonograph Records; *Resource Slides; Social Studies; Tape Recordings; Transparencies IDEN=ERS Asia AB TPACT This handbook is an annotated bibliogr41 of 1,586 instruct oval riiaterials for teaching about Asia. Existig materials are identified that can be used by precollegiate teachers of all subject areas. The handbook is arranged by grade levelspreschoolto grade 3, grades 4-6, junior high, senior high,and ungraded. Withi each section, materials are divided by geographicregion and listed alphabetically according to their instructionalformats. "The region divisions include East Asia, South Asia, SoutheastAsia, and Pacific Islands. Types of materials include multimedia, books, films, filmstrips, slides, maps and transparencies, records andtapes, aad posters and study prints. Bibliographies,miscellaneous resources, and selected journals are litc,.(1 separately. Entries contain title, date, description, price, and publisher. Some annotationsprovide an evaluation of the material's cross-cultural instructionalvalue- A list of publishers and distributors is included forordering materials. The handbook concludes with two model evaluationforms vhich nay assist teachers in selecting materialson tile basis their cross-cultural value and forpurposes of general assesment. (ND) Domnents acquired by ERIC ijiclude many informal unpublished materials not available from other sources. ERIC makesevery effort to obtain the best copy avsilahle. Nevertheless, items of marginal reproducibility are often encountered and this affectsthe quality of the microfiche and harcicopy reproduction.s ERIC snakes available via the ERIC Document Reproduction Setvice (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the original. 5 DV PA PTME NT Or HE At TH. LilAiLA LION INCL-FAPC NA T 1014AL IJI 511 TVTE CO' LAUJA LION FIT Al) Ht F 1)1AFT A Alta r r'Itor. I, SON f.-4 AGM-4 tA TFiNTTIFIU . " 014 OFF IA I AIWA A -A r FIT(g) FlUrlf t. AAIA IT A IA L IF wr 1rfitFIAIA FHA IiNATiTITTIQi f-:it', A ToN Pr, Al I AM A, Ft P(A if 4, TEACH EFVS POLJRCF H4NI1ROOK FOR SIAN STIJOPES An Annotated Bibliography of Curriculum Nlaterials Preschool through Grade Twelve Published with the assistance of the Curriculum Inquiry Center ConrflIttee on Comparative ndnternatIon al StudieS UCLA Ccpyright 1976 by The Regents of the University of ClifOrna All Rights ReserveC Library of Congress Cat- I ;rNufl1 ber: Printed in the United Sta1es of America Irdrud tic o. Editor'smcxn.p.vU 1 Preschool to Grado Three A.51..i (6e--11.11. ih,-/1 -t-2.dist43,-, id [3 )riis 1,p MI; inraoril,, 1:', 0- 156 q [i0 0 k'-i-i 15 ,'189 , , , i-iii-i ti,71,1,-; li Films-daps And 4alides, 343-271 I:1st A',1,d Henrirds ar-,d 1 ,dpes 272-278 tit,p,ined, d 1;:.15 Study Prints 279 [3[.,044. it.e3E3 Maps 280-281 i- iirrii 3,74-46 Other 202-284 Filineil7ips,,rici:)1,1)5 1: -59 Soulh A siii Hocoil -3 Linc: 7U; 2'3 i)C) -,:3 Mal limedLr 28i-287 Posters dad s7 idy Prints74-76 Books 288-322 SuothA5,a Films 323-343 Books 77-97 Filmstrips and Slides ]44=351 Films 9 -93 Records and Tapes 352-353 Frirestrips 94 Maps 354-355 pecode and I apes 05-96 Southeast Asia 3t tidy kii-'43 97 Books 356-364 Sex:heat Asa Filmns 365-398 8i.4_,,,s '13-101 f- iamst rips 399-403 Roc- (am5 102 Rererds 404 Pacific Islands Maps 405 Multimedia 103 Other 406-408 Per:rids n no Tapes 10.1 -105 Pacific Islands Multimedia 409 2. Grades Four to Six Books 410 Films 411-426 Asio (Gen=Nati HOTI Rec,d«Js and Tapes 427-428 Books 106-114 Films 115-119 3, Junior High Filmstrips arid Slides 120- 129 Record's aid T apes 130- 132 Asia iC3Lnerdlt Hero Maps: TraispaNincies, i Multimedia 429 Pup licating Masters 1313-148 Books 430-443 Ot her 149 Films 444-448 f-ro, diid h 101-,5 r ford- 11h:2-, (-1 151- . tr,ii-Thoi; JI fl!rifl MAst rw_4 '1'55 .11 56 tith A.sid -1 1 d5 F-111nrs'i4ris 1277 Is. and La 711-- 12913 1)5-1 hoasi A Hook-3 124-47-13 ran 174 F1111s1ms 13714- 1386 tylal5rd Recni dsArid 11181-14 B ockr; .709 -13014 (10- 7:ici Partf ic;1s1.4r iimst rip=6 7)1=744 Doc* 1433-14-37 T- 745-748 HI1715 1438-14-44 Etinr:57nrS in ,113h(10(,..1445-14442 Sodtti(east Aya Books 750-762 5. U ng raded F(lvds 763- 701 F drnst nos 782-787 Asia (G--zineral) /tern Tapes 786 Books 1447 Pacific Islands Films 1446 Multimedia 789 Records and Tapes 1449- 1453 Books 790-793 Posters and )1ctures1454-1457 Films 794-799 Maps. I rrn ispar en cies. Maps SOO Oupl in-tino Masters1458-1476 East Asia 4. Senior High Books 1477-1485 Films 1486-1491 A5ta ( General) It err Slides 1492-1494 Backs 801- 830 Records 1495-1513 Films 831-843 Posters and Pictures1514=1522 Filmstrips and Slides 844=849 Maps and Records and Tapes 850-863 Transparencies 1523=1527 Maps and Other 1528-1529 Transparencies 864-869 South Asia East Awl Multimedia 1530 Multimedia 870-874 Films 1531 Boo ks 875-996 Slides 1532 ! 11,'T I P Pttuft Hit 1,I,utds ittti Hiro I 1:ititt. nd -tp,.s 1r,itN),Irttrit I 5-18 P Cibl-ographAes, p. 173. Oth, t 1 ) 13' lAis.celloneous Publications and Ptt,t Resources, p. 173 '5 o Selected Journals and Nov/slot- Book', 1 5',", Vt-t,`) tors. p. 174 1 V 5- 1t:tii Publishers arlriDistributors, P. -,52-15t.) 174 ter rt'ttc Materials Assessment Sho- al.; ,Py P rt5, Yi" 1,)7L p. 180 V p 1srJr;:inc. Cr -Cu "ira;E iak, at on Sheet, r r ,r "' p. 1n I Intrt ion ,t0thel L,hailifii [hi;j oti willdi u , ib 0 or al d American histoiy at theFIrIli iucl dary levek , f inadequate is suchi trei.orneig cf eur eLhoei, mar iy tunet.; I A onnlo range of individual and in elf (ict:', have been ;nade sun Heard deplored the state of international i-ootrInt al the oreccilegiatt- level All of those offorts h:,-,ve in ono way or another 1-(0?(I(_;00(:eitic 11151111111(1 ri 1111.? FiC[1001 iiriiciilinri Ole SOnal ex- pei lences mid the iearrillict piM;(.1(y;,(S 0110(1(1h W[11(.31i iic_livirlrirl; acquno and nterle their ol the world perceived a!, a totality and their orientation components 0he world Proponents cif interne- tionailimu the con iculurn have dif (erect in their justifications of such the movement has not proceeded uninterupted: What has ,(!: ,,f broaden the isriciat scionce run ictilurn the preconegiate level 111 an effort to ,onliont the -(iaiitie,s ot what tias tier:Aline ;in increiisingly interdependent world A brief irrueII pasthfunis indicaios that tire growth of internationalized cur- ric,i,lum tho precullegiate level and that of world area studies at trio collegiate Ir?vel are closely relatedIn connection with intornational ponce efforts and irneral concern over the negative ef fects of nationalism. the NEA as early as I 6 indicated the unfortunate lack of mternationally related curricular materials ,17 ne elementary arid secondan,i levels arid ciged the development of world knowledge and the concept of interdependence among nations.5 With the aft= preach of WW Il political pragmatism stimulated both public and private agen- cies to increase knowledge of the world. especially in those areas considered "critical.' to American public and onvete interests. Latin America was the first region to receive attentionTraining centers and funding became evadable for study at the collegiate levelinter-disciplinary research was planned. and the American Council of Learned Societies, National Research Council, and the Sacial Science Research Council set up a imnt committee on Latin American Studies. Similar prearams eventually developed toi Other world areas:, During and immediately following the war a number of universities and other institutions assumed the responsibility of training military personnel in language and area st udies (some 60 institutions!. The University Contract System (1952). the Inter- national Cooperation Administration (1955) later renamed Agency for Interna- tional Development (-1961). the Peace Corps (1962), and NDEA VI (1958) all pro- vided a base from which international study and infumation was pursued. This in turn triggered increased proposals f or more international c,urricular content at the precollegiate level 5 Especially disheartening were the results of studies such as that conducted by Herbert Bruner during the decade 1930-1940 which found numerous examples of misinformation and sterotyping of non-Western populations in the curriculum at grades lour through twelve., Apparently. what international content there was in the precollegiate curriculum at that time may have been having the negative effect of reinf orcing exist ing stereotypical and ethnocentric attitudes and infor- mation. It would be sate to say that prior to WW II few efforts were made to revise the social science curriculum or in any Other effective manner to provide for greater global understandingAlthough massive changes were not fodh-coming toe war, there was a discernible increase in interest and activity regarding up ttf[t[:t tut :.10uf ,ffl[find11,f [ fII, [1)0 tvrtuf"ft[ulfil[ff 11)1)0f1 fi at: en, if in f, )1' $i 01,1LUi! DIN 1..dt)pf Ply ihM ;in, t Hr .1rt:LirlIt.11.,m-, .111 ',U-111'-01[111-1111)(110 1r1)pr..Thi,.1 ft)0 oni1t 11[- t[tu[ilf Ift[;rff:Ifttinu thf) frayfn,ttif trot «,ff [twit 01 the currwultun t II pfl.?C011-1q,' Intt!rt i.rI1 ft Ulu 0, ly11)1)0.) when rnoff u.ttur kw; twf),01H ,tut),),if[t[it .trwroltql [af cioncepts eultoro rrf nalcf It, and .Norlia tfidffr-ifirfing A itir iiI'ii w _limn tr-, tukuri Owe is, -ir; Vitli ti quo3t0) turitfint Pr r tlie go,dernroui hi the [vied to broaden international studios.
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