DOCUMENT RESUMEED 027 360 UD 007 851

By -.Barnes, ReginaA Selected ERIC Bibliography on Teaching Ethnic Minority Group Childr:th in the United States of America.ERIC-IRCD Urban. Disadvantaged Serb0.s, Number 4.

Columbia Univ., New York, N.Y. ERIC Clearinghouse on the Urban Disadvantaged.Spons Agency-Office of Education (DHEW), Washington, D.C.Pub Date Mar 0-Contract- 0EC-0 -9 -420088 -2327(010)Note-26p.-EDRS Price MF-$0.25 HC-$140Descriptors-*American Indians, *Mexican Americans, Minority Group Children, *Negro Youth, *Puerto Ricani,Resource Materials, Teacher Orientation, *Teaching Techniques

This annotated bibliography was designed to acquaint educators with ERIC:dOcuments which provide information on teaching minority group children. It is dividedinto five sections: the first co.ntains studies of the problems of educating minoritygroups in general, and the other four deal separativeiy with teaching AmericanIndians,- Mexican-American, Negro, and Fverto Rican chi:dr-en, Fach section indic.75.61-c4s--__resources for orienting the teacher for working with minority group children, andnotes instances where suitable materials . are available for classroom use. Thebibliog-raphy draws upon selected reporté and books in the ERIC system throughJanuary 1969. (EF)

BiONIMINO*1.11810.11P Araiiii.le01;niamwboi ,17CitkireviiMOOt

r---U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

,PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL _OFFICE Of BUCATION

POSITION oR_Potick

ERIC-IRCD URBAN DISADVANTAGED SERIES

Number 14- , March 1969

14. SErECTED "etRIC BIBLIOGRAPIN ON TELEY;iiIiitS--

ETHNIC MINORITY GROUP CHILDREN IN THE UNITED STATES OF AMERICA

Regina Barnes

ERIC INFORMATION RETRIEVAL CENIER ON THE DISADVANTAGEDTeachers College, Columbia University, New York, N.Y. 10027

March 1969

This paper is one of a series of bibliographies and review papersproduced by the ERIC Information Retrieval Center on the Disadvan-taged under Contract OEC-0-9-420088-2327 (010) between the U.S.Office of Education and Teachers College, Columbia University.

This bibliography has been assigned the 22IC-IROD accession numberUD 007851. After it is announced in Research in Education, themonthly index to ERIC acquisitions, additional copies may be obtainedthrough the ERIC Document Reproduction Service, National Cash "RegisterCompany, 4936 Fairmont Avenue, Bethesda, Maryland 20014.

aftwroAnamnammilmmwm....

March 1969

INTRODUCTION

The:, esly.nnm uLx., yLLJ_vc%4 States of tiluct1.,cL often IJULLO

himself faced with the challenge of ihsti-uctiag youngsters frommultiple ethnic backgrounds. In order to be effective, he mustunderstand the nature and meaning of the differences presented bythese school children. In relation to these differences he mustbe prepared to use those instructional materials and teachingdevices which may be particularly helpful in planning learningexperiences appropriate to the learners with specific character-istics. This bibliography was designed, therefore, to acquaintthe practitioner with materials available through the ERIC Informa-tion Retrieval Center on the Disadvantaged which will provide usefulinformation concerning general approaches and special strategies inteaching chi3dren from ethnic minority groups.

It is recognized increasingly that factors involving cultural pat-Lez-us,historical experiences, values, and attitudes are hig-nlysignificant in the success or failure of the educational develop-ment of children. Too often these elements relevant to minoritygroup children have been absent from curriculums, have bean unknownto teachers, or have been treated as an impediment to the curriculumrather than enrichment. It is only in recent years that neriouseffort has been made to examine such materials for their potentialfor improved instruction leading to a more accurate reflection ofthe roles of these groups in the social order, the enhancement ofeach child's self-image and the greater appreciation of his culturalroots. Classroom materials are now available which give greaterrecognition to the contributions of all groups to our pluralisticsociety and define relevant education as the integration, ratherthan the obliteration, of the different with the predominant.

This bibliography has been divided into five sections. The firstcontains studies of problems in education of ethnic minorities,the four which follow deal separately with teaching American Indian,Mexican-American, Negro, and Puerto Rican groups. Within these areresources designed to provide the teacher with orientation to someof the characteristics of the particular group, plus specific mate-rials available and suitable for classroom use. The bibliographycavers selected documents and books from the first ERIC collectionthrough Research in Education of January 1969. These materials maybe obtained through the ERIC Document Reproduction Service (EDR4),National Cadh Register Company, 4936 Fairmont Avenue, Bethesda,Maryland 20014, or may be found in ERIC repositories throughoutthe country. The cost of each item from EDRS is indicated for micro-fiche (MF) and hard copg (HC).

TABLE OF CONTENTS

TEACHING ETHNIC MINOPITUS

TEACHING AMERICAN DIDIANS

TEACHING tralCAN-AMERICANS

TEACHING IEGROES

TFACHING PUERTO RICANS

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19

TEACHING ETHNIC MINORITIES

Coleman, James S.; and others. Eguality.ofeducational opportunity.Washington, D.C.: Government Printing Office, 1966. 76kp1 EED 012 275 CMF-$2.75 HC438.302

The product of an extensive survey requested by the Civil BightsAct of 1964, this repart documents the availability of equal educa-tional opportunities in the public schools for minority group Negroes,Puerto Ricans, Mexican-Americans, Oriental-Americans, and AmericanIndians, as campared with opportunities for majority group whites.Comparative estimates are made on a regional as well as on a nationalbasis. Specifically, the report details the degree of segregationof minority group pupils and tais in the schouls and the rela-tionship between students' achievement, as measured by achievementtpst, and the kinds of schools they attend. Educational qualityis assessed in terms of curriculums offered, school facilities suchas textbooks, laboratories, and libraries, such academic practicesas testing for aptitude and achievement, and the personal, social,and academic characteristics of the teachers and the student bodiesin the schools. Also in the report is a discussion of future teaah-ers of minority group children, case studies of school integration,and sections on higher education of minorities and school nonenroal-ment rates. Information relevant to the survey's research proceduresis appended.

Gibson, John S. The development of appropriate instructional unitsand related materials on racial and cultural diveisitv in. America.Final report. Medford, Massachusetts: Lincoln Filene System forCitizenship and Putlic Affairs, Tufts University, 1967. 508p. EED 016 552 (14F-$2.00 HC-$25.502

A research projact was conducted at Tufts University between March 1,1965 and September 14, 1967, for the purpose of developing instruc-tional materials and teaching strategies which would provide moreeffective teaching and learning about racial and cultural diversityin American life. Two fundamentals are woven into the design of thesematerials :(1) covert and overt behavioral patterns are learned or

taught, rather than being innate, and (2) diversity in terms ofrace, religion, national origin, appearance, and behavior is oneof the most positive advantages of American life. The resultsof th3 project include the development of lower grade and uppergrade units on race and culture in American life, the develop-ment of suggested teaching strategies and bibliographical refer-ence sections for teachers using these units, and the presenta-tion of a full report on recommended evaluation procedures andinstruments with respect to race and culture in American life.

Gibson, John S.; and Kvaraceus, William C. The development of in.2.structional materials pertaining to race and culture in Amer-ican life. Medford, Massachusetts: Lincoln Filene System forCitizenship and Public Affairs, Tufts University, 1966. 222p.E ED 010 029 (MF-$1.00 HC-$11.20 7

This curriculum deVeloprfiezt rzoject 1.7 conducted to adjust ele-mentary instructional programs to include information and conceptsabout racial-cultural diversity in America, including the life ofthe American Negro. Its principal emphasis was on laying the ground-work for preparing instructional materials in this area of.humanrelations. Specialists from both the social science and.educationalfields were called into the study to review patterns of instructionand promising curriculum designs in social studies and.the humanities.Preliminary thoughts on potential new media 'for presenting programsin race-culture diversity were proposed. 'Working parties' of sixteachers were then established to test the most promising instruc-tional items by actual classroom tryouts and experimentation withapproximately 330 children in the K-6 level. Differences in theteaching approaches among racial and cultural groups were also sug-gested since the history and current situations among these groupsoften differ widely.

John, Vera P.; and Berney, Tomi D. Ana].....:nysi_.sof_s_torx.retellInEas

a measure of the effects of ethnic content in stories. Finalreport. New York: Ferkauf Graduate School of Humanities and

Social Sciences, Yeshiva University, 1967. 90p. E ED 014 326dfn r- r,-; 1,L. InLe 49U .70 hk.1".04 do 00 /

The purpose of the study was to examine the psychological impactof stories and story books on 142 preschool children including46 Negroes, 22 Puerto Ricans, 10 Mexicans, 16 Sioux, and 48 Navajoby means of standardized retelling of stories. A further aim wasto discover patterns of language performance among the five differ-ing ethnic groups. Each investigator was provided with a standardkit of ten books of three types (1) books of ethnic identification,(2) non-verbal books, and (3) classic children's books. Daring thelast part of the program, they read abbreviated versions of twoselected stories to the children and had each child retell bothstories. Results indicated that the inclusion of ethnic books isuseful in a program aimed at non-white children.

Stewart, Omer C. Problems in education and acculturation in multi-ethnic communities. N.d. p. E ED 011 / 25 HC

The author discusses the assimilation and education of ethnic minor-ity groups into the dominant societal organization and patterns.Education is seen as a part of the process of acculturation betweenpeoples of different ethnic backgrounds. The author states that allethnic groups have the same potential for academic achievement. Amajor difficulcy encountered in the education of minorities is thatthese groups are required to learn two or three different valuestructures, sets of habits, and mythological information, whereasthe dominant culture need only acquire one such foundation. FUrtherdifficulties result from the fact that a child-from a minority hasthoroughly acquired the culture of that minority before he entersthe formal education process of the dominant culture. As a result,the dominant culture rejects him because he cannot conform.

TEACHING AMERICAN INDIANS

Barnardoni, LQUiS C.; and others. Successful teacher practices inthe teaching_of Indian youngsters. Phoenix: Arizona StateDepartment of Public_Instruction, 1961. 56p. E ED 011 214[M140.25 HC-$2.902

The Arizona Coordinating Council for Research in Indian Educationrequested that teachers summarize particular techniques, aids, andunjts effective with Indian children. This document is a compila-tion of those summaries. Techniques presented include developingprimary grade creative writing, creating reading atmosphexe andmotivation, teaching vowel sounds through music, story telling anddramatization, learning to speak English, learning poetry, usingthe library in supplemental reading, and phonics. Other techniquesoffered include those for developing motivation for word tmoblems,building sight recognition of numbers and colors, developing sciencevocabulary,tachilig non-English-speaking children, correlating artin the curriculum, developing in arts and crafts, and teaching geo-graphy. Special units on sanitation, baby animals, language throughgeography, cattle, and total school adjustment to the first grades,plus a beginner's day program and an inter- intra-mural program arealso included.

Gaarder, Bruce. Education of American Indian children. 1967. 9p. EED 018 299 277F-$0.25 HC-$0.552

Educational policy for American Indian children has beea based onthe principles that the Indian's salvation lies in his ceasing tobe what and who he is, that it lies in becoming assimilated throughalienation, and that English shall be the sole language of instruc-tion. As a consequence of these principles and the Indian children'spoor self-concept, they achieve at a lesser rate than their Anglocounterparts. The view presented in this report is that se/f-sufficiency,fealized through self-fulfillment for each individual Indian child andfor each separate Indian tribe, will be the quickest way to self-dispersal of the tribes and their eventual assimilation and disap-pearance. Recommendations which will help to achieve this goal ofself-sufficiency include--(1) Indians should have local control over

their own schools, (2) Indians employed with federal funds forwork with other Indians should be from the same tribe, (3) In-dian schools should implement bilingual instruction, (4) Astrong, mutually-reinfoiling relationship should be developedbetween Indian pupils' parents and the school, and (5) thereshould be further araduate study and a research center focusedon the history, languages, and culture of American Indians.

Kellerhause, Kenneth; and others. The Iroquois: a bibliovaphyof audio-visual materials --with supplement (title supplied).Oneonta: State Universitz of New York, College at Oneonta,1967. 9p. E ED 018 324 MF-$0.25 HC -$0.552

Approximately 25 sources of audiovisual materials pertaining tothe Iroquois and other Northeastern American Indian tribes arelisted according to type of audiovisual medium. Among the lesscommon media are recordings of Iroquois music and do-it-yourselfrcprcductins of iroq4ciiss aitifact6. ii1s ara givez wiapplicable.

Lamberts, J.J., and others. Teaching English as a second language.Phoenix: Arizona State Department of PUblic Instruction, 1962.60p. E ED 019 154 Z7MF-$0.50 lic-$3.1q2

Seven papers are compiled under the general subjrct heading ofteaching English as a second language. Linguis',.cs is discussedin relation to teaching English and in relation to teachers ofIndian children. The Lado English Language Series is reviewed.Ideas for greetings and simple request phrases for teachers, aswell as generalized procedures for teaching English, are included.

Ohannessian, Sirarpi. The stud of the roblems of teachinga.22.=

lish to American Indians re ort and recommendations. Wash-ington, D.C.:'Center for Applied Linguistics, 1967. 46p. EED 014 727 [MF-1$0.25 HC-$2.40.2

The purpose of the present study was to assess the learning andteaching of English in elementary and secondary BIA schools aswell as in adult education programs and selected public schoolsenrolling American Indian students. The main problem areasstudied were--(1) administrative aspects of boarding and dayschools, (2) the performance, preparation, recruitment, and re-training of teachers, (3) the performance of students, and (4) in-structional materials. The twelve-man study group was composedof specialists in linguistics and the teaching of English tospeakers of other languages, American Indian languages, anthro-pology, psychology of language learning, and other related andpertinent fields. Their recommendations include--(1) the insti-tution of an independent national advisory council on Indian edu-cation, (2) a re-examination of patterns of schooling for Indianstudents, (3) special preparation, recruitment, and retrainingof personnel, and (4) research projects.

Olsen, Diane. Indians in literature: a selected annotated biblio-graphy for children. Minneapolis: University of Minnesota,1964. 16p. E ED 014 353 (MF-$0.25 lic-$0.902

A listing of children's literature is presented, categorized asfollows--(1) biography and fictionalized biography, (2) lore andlegend, (3) stories and novels, and (4) general information andbackground material.

Owen, Roger C. (ed.), and others. The North. American Indians: asourcebook. New York: MacMillan Company,. 1967:74'5it ED 02177--(Milinent not available from EDRS,7

A collection of 52 original articles by outstanding authoritieson American Indians is organized by culture areas to provide ageneral introduction to the study of the aboriginal populations

t'

of North America. An attempt has been made to include articlesrepresentative of the major theoretical points of view (histor-ical, psychological, configurational, structural, functional,and evolutionary), as well as those articles purely descriptivein nature. The book also includes an extensive bibliographyand a list of 250 educational films related to the American In-dian.

Potts, Alfred M., 2d, andfor Indian children.1964. 141p. EDO 012

Sizemore, Mamie. Developing curriculumAlamosa, Colorado: Adams State College,188 fle40.75 EC-$7.152

This workshop report was prepared as a guide for teachers of In-dian children in the four corners area of Arizona, Colorado, NewMexico, and Utah. The stated purposes are to provide teacherswith insights into problems of educating these children and toprovide knowledge of their different cultural backgrounds, learn-ing and behavior problems, and values. Problems inherent in theircultural translation are discussed to indicate areas of neededunderstanding, foremost among which is developing the ability tocommunicate effectively in English. Several ods for teachingEnglish are described, both for beginners and J..Jr upper-grade stu-dents. Short sections discuss methods of teaching social studies,arithmetic, and science. Problems of intelligence and achievementtesting are discussed. The publication emphasizes that these chil-dren should be tested only when a definite purpose is to be servedand then with great care, since most standardized tests do not in-dicate accurately the capabilities of Indian children. Many bib-liographies, references, and teaching aids are given.

Thompson, Hildegard. Education for cross-cultural enrichment: se-lected articles from Indian education 19 2- 4. Lawrence, Kan-sas: Publications Service, Haskell Institute, 1964. 305p. EED 021 654 ZMF-14.25 HC415.352

One hundred and fifty-one articles, dating from 1952 to 1964, com-prise this third volume of selected articles from "Indian Education,"a semi-monthly field letter published by the Bureau of Indian Affairs.The articles cover a wide range of elements affecting Indian educa-tional attainment, such as cultural factors in Indian eduoation, edu-

cational philosophy for Indian schools, program responsibility,

research in Indian education, upgrading Indian education, designs

for quality teaching, teaching English to Indian students, guid-

ance for Indian students, summer programs for Indian students,

adult education programs, inservice education programs, and goals

for the future of Indian education.

Willey, Darrell S. An interdisciplinary institute for the in-

service training of teachers and other school_sersonnel to

accelerate the school acceptance of Indian Negro ,and panish-

speaking pupils of the Southwest. Interim re ort mo.2. Univer-

sity Park: New Mexico State University, 1966. 30p. E ED 015

033 rMF-$0.25 HC-$1.602

In conjunction with an interdisciplinary institute at New Mexico

State University, a survey was conducted to determine perceptions

and attitudes of community members and sdhool personnel in the pro-

vision of equality of educational opportunity for Anglo, Spanish-

American and Indian children in Aztec and Tularosa, New Mexico. The

major questions asked were: How does the dominant majority Anglo cul-

ture view the abilities of Spanish-American and Indian children com-

pared to their own? How does the Spanish-American and Indian parent

feel about the abilities of his children compared to their Anglo

classmates? Is the failure of Spanish-American and Indian children,

in contrast to the relative success of Anglo children in sdhool,

perceived as a result of differential treatment by teachers and

school administrators? and How much of this failure do the members

of the three cultural groups and the educators themselves attribute

to inadequacies in the school program? Two distinct patterns emerge

from the data. First, members of all groups perceive the Anglo child

as most capable, the Spanish-American child as less capable, and the

Indian child as least capable of achieving desirable goals. Second,

all groups saw pupils as most capable of completing high school, less

capable of attending trade school or college, and least capable of

finding a job after school. Graphs and a bibliography are included.

TEACHMG MEXICAN-AMERICANS

ro ram for Mexican-American chil::ort. Los Angeles: California StateED 010 532 (MP-SO75 HC-$7.952

Amsden, Constance. Lresilm_x_z_

College, 19 . 157p. E

preliminary developmental program in beginning reading wasestablished for Mexican-American children in an East Los Angeles

school. The program was designed to develop oral language skillsand to reinforce traditional cultural values in the Mexican-Amer-ican community. Baseline data were obtained on both readingachievement and oral language development. In addition, independ-ent studies were undertaken of (1) the Spanish language proficiencyof the children and (2) Spanidh influence on the children's oralEnglish. A continuing emphasis on parent participation, individ-ualized instruction, self-instruction, and cultural awareness wasrecommended to assure the children's academic progress and to de-velop their senses of jjlentity and self-esteem.

Amsden, Constance, and others. A readinrogram for Mexican-Amer-ican children. Revision 1. Los Angeles, California: Youth Op-portunities Foundation, 1965. 69p. E ED 016 757 L:MT40.50HC-$3.452

This proposal outlines plans for a program for Mexican-Americanchildren in preschool through third grade at the Malabar StreetSchool in East Los Angeles, California. In contrast to the tra-ditional primary school curriculum, the prograth will emphasizelanguage development, particularly vexbal mediation skills. Read-ing instruction will be based on word configuration, phomtic,kinesthetic, and langLage experience methods, and other subjectswill be taught as a means of furthering reading instruction. Eachchild will be responsible for a large amount of self-instruction.The program recognizes the cultural background and personalitycharacteristics of the individual child and their functional rela-tionship to reading development processes. The report describesthe Mexican-American problem in California and gives some detailsof the program budget. It also contains resource information oncertain characteristics of the Negro and Mexican-American child'sreading ability, a time schedule for the development of reading,and a discussion of the relationship of the major curriculum areas

to reading.

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vormaNIMMIIMIIIIIIMININSWonernome

Charles, Edgar B. (ed.) Mexican-American educatian: a biblio-Eau:. University Park: New Mexico State University, 1968.

E ED 016 562 LMF-$0.25 Hc-$1,502

This selected, annotated bibliography contains 90 books, mono-graphs, journal articles, and unpublished papers on the educa-tion of Mexican-Americans. All documents were produced sometimebetween 1958 and 1967 and cover the following areas of education:preschool, elementary, secondary, higher, adult (basic and voca-tional), and migrant. A "user indef is included which will as-sist the reader in finding those documents with multiple subjectreferences.

Forbes, Jack D. Mexican-Americans: a handbook for educators. Berke-ley, California: Far West Laboratory for Educational Researchand Development, 1967. 41p. E ED 013 164 (MF-$0.25 HC-$2.15 7

Approximately five million persons of Mexican ancestry reside inthe states of California, Arizona, New Mexico, Texas, and Colorado.A large number have also made homes in the greater Chicago areaand in other industrial centers. Mexican-Americans have played avital role in the industrial, agricultural, artistic, intellectual,and political life of the Southwest. For thousands of years Mexicohas been a center for the dissemination of cultural factors and theMexican-American people of the.United States have served as a cul-tural bridLe for the diffusion northmard. The Mexican-American com-munity is described as being proud of its Mexican background and isexperiencing difficulty in acculturation. Mexican-American youthoften make valuable contributions to the schools by bringing a var-ied background of experiences and skills, bilingualism, culturalfactors, homemaking skills, and practical work experience. Sixteensuggestions are presented to teachers and administrators that wouldhelp provide transfer of training for all students into a mixedAnglo-Mexican culture. The publication concludes with a listingof supplementary audiavisual aids and instructional materials whiuhare available for classroom use at both the elementary and second-ary school level.

Harrigan, Joan. Materiales tocante los Latinos (a biblioanIELLof materials on the Spanish-Americari):-Denver: ColoradoState Department of Education, 1967. 40p. E ED 018 292(MP-40.25 H042.10 7

An extensive list of titles is _ncluded in this bibliography ofmaterials on Spanish-Americans, which should serve to meet thebroad range of needs and interests of the general public librarypatron, the school student, aml the professional person. Thematerials are arranged in six sections which include: (1) Ageneral reading list, (2) a ection on bilingual matericzl.s,(3) a list of apropos bibliographies, (k) a series of profes-sional materials, (5) pertinent newsletters and periodicals,and (6) a publisher's directory. The materials in this biblio-graphy were chosen on the basis of frequency of appearance invarious informal, professional reading lists, by recommendationof recognized authorities, and by personal examination and review.All items listed are currently in print and available for purchaseexcept those in the miscellaneous section.

Ott, Elizabeth H. Basic education for S anish-s eakin disadvan-taged pupils. N.d. 23p. E ED 020 97 0.25 HC 1.15.1

A bilingual education program has been field-tested in San Antonio,Texas, in classes of disadvantaged Mexican-American children. ThisSouthwest Educational Development Laboratory (SWEDL) program is alsoapplicable to teaching Negro Americans. The strength of the pro-gram, according to the author, lies in what it does to change thechildren. By talking first about an impersonal subject like science,the children gain language proficiency and confidence which enablesthem to move toward learning about social studies, and how they fitinto the larger world beyond their neighborhoods. Reading in thetwo languages is introduced early and is based on what they havelearned to understand and use orally. Subject materials are taughtin both Spanish and English at separate periods during the day. Adescription of Horn's Language Research Project (begun in 1964 andstill ongoing in the San Antonio school district) and the Ott Study(tile Spanish-English Fluency Test which was given to children par-t.ipating in the Horn Project) is followed by test data.

Smith, Marguerite. English as a second language for Mexican-Amer-icans. University Park: New Mexico State University, 196g.

22p. E ED 016 560 (MP-W.25 HC-$1.20_7

The teaching of English as a second language to Spanish-speaking

students is a challenging and complex task. In order to plan anadequate curriculum, there must be a clear understanding of theacademic and cultural objectives to be met. The primary object-

ive in teaching the Mexican-American is to develop his ability

to communicate in English. Aural-oral mastery is logically gained

through language arts. It is important that the listening-speaking-reading-writing sequence be developed on valid linguistic principles.The author includes poems, games, songs, and structured oral drillsfor grade-1, and indicates areas of curricular importance for grades

2-8. Of late, there has been a move toward teaching Spnrish-speakingstudents in Spanish with an attendant emphasis on their cultural in-

heritance.

Varner, Carl L. Teaching English as a second 1 e to u ils oan f

foreign born, Mexican heritaga_Lesson sans II. El Centro,California: Imperial County Schools, 1965. 1 2p. E ED 015 819CMF-$0.75 048.207

Lesson plans were developed for the 1964-65 school year under apilot project through the cooperative effort of the Calexico Boardof Trustees, Imperial County Superintendent's office, CaliforniaState.Department of Education, and the State Board of Education.The plans provided general suggestions and suggested daily lessonplans for 21 weeks. The special pilot project classes met at leastone-half hour daily and class enrollment was limited to fifteen

pupils. The audio-lingual approach to learning was to be used withemphasis on increasing facility in the use of oral English.

Wilson, Herbert B. Evaluation of the influence of educationalprograms on Mexican-Americans. University Park: New Mex-ico State University, 1968, 25p. E ED 016 561 (Mi-$0.25BD-$1.35

This monograph explores problems connected with the evaluationof the influence of educational programs on. Mexican-Americans,by considering the objectives of the formal school program andthe influence of informal education. Successful students iden-tified three factors contributing to their success: a good self-concept, parental love, and teacher care and interest. A listof problems is included which are associated uith evaluation ofMexican-American students and with successful evaluation prac-.tices, the latter including use of objective questions, oralreports, verbal methods, dramatic play, group activities, andlearner's own experience. For best teaching results, teachersmust be concerned and sincere, make home visitations, give tan-gible rewards, develop skill in observation, record objectively,provide appropriate motivation, and develop feelings of equal-ity, trust, and mutual respect in the students.

TEACHDNG NEGROES

Clift, Virgil A. Educatin the American Ne ro 1966. 36p. EED 015 964- MY- 0.25 HC 1.90

This review of the status of the education of the American Negropoints out that historically his schooling and educatiaa 'havebeen shaped by forces over which he has had very little control.The review describes the Negro's modest educational beginningsduring the colonial period and pre- and post-Civil War develop-ments. In the twentieth century profound changes in public edu-cation for Negroes have taken place, both in terms of attendancerates and improvement in educational quality. The article tracesthe legal battles against segregated Jim Crow schools and des-cribes the developments in desegregation since 1960 in southernpublic schools. Special attention is given to regional varia-tions. It also contains a discussion of higher education forNegroes and the particular problems faced by Negro colleges andstudents. The issues of Northern schools, racial balance, andthe current coneern with cultural deprivation and low academicachievement are also noted.

Cuban, Larry.AmericanCompany,EDRS2

The Ne ro in America. Scott Foresman problems inhisIsm. Oakland, New Jersey: Scott, Foresman and1964. ED 021 939 Z:Documents.not available from

Intended for use by high school students, this boak is made upof resource materials which collectively trace the history of theNegro in America. Included are newspaper articles, poems, andrelevant excerpts from novels, reports, and scholarly discussions.Each of the fifteen "problems" into which these materials are or-ganized is accompanied by brief introductory discussion and per-tinent study questions. The readings cover aspects of slaveryand the Nagro in the South, Nagro leadership, politics and theNegro, the Chicago race riot, the Little Rock school cfrisis, andclass structure in the^ Negro community.

Erikson, Erik H. The conce t of identit in race relations--notes and queries. 19 39p. E ED 012 730 0.25HC-$2.052

Discussed in this series of "notes and queries" are various as-pects of identity, particularly the identity of the Negro. Help-ful in understanding Negro identity is the expression by Negroauthors of their negative identity (invisibility, namelessness,and facelessness), interpreted here as a demand to be heard, seen,recognized, and faced as individuals rather than as men marked bytheir color and stereotypes. These authors are seen to be tryingto liberate their "surrendered identities." Complications relatedto understanding Negro identity, which might be clarified by theconcept of negative identity, are: (1) the hierarchy of culturallyrelated positive and negative elements in each individuaL's psycho-social identity, (2) the fusion of negative images presented by themajority into the negative identity of the oppressed and exploited,and (3) the vested interest of the oppressor in the negative iden-tity of the oppressed. It is felt that it is from the "wider" as-pects of identity available throughout the culture that the Negrowill find his own identity.

Haber, Louis. The role of the American Ne ro in the fields ofscience. Final report. 19 73p. E ED 013 275 0.50BC-437:7

Most of this report of a pilot project to gather resource materialon American Negro scientists for use in elementary and secondaryschool curriculums is made up of brief biogral:lies and descriptionsof the work of twenty-one Negro inventors, biologists, chemists,and physicians. It is felt that making this little-known materialavailable will increase knowledge about the Negro in the UnitedStates and thus improve race relations. An extensive bibliographyon the American Negro is included.

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Jackson, Miles M.; and others. A itaioraranaterialsband about,Negro Americans foryoung readers. Final re ort,..177?7, 92p. E ED 015 091 flv1F40.50 HC- .70

An annotated list of books and audiovisual materials recommendedfor teaching the contributions of Negroes to American life andthe Negro heritage and traditions is presented. The notes in-cluded with each entry describe the unique features which wouldappeal to specific curricula interests. The work is intended toprovide teachers and librarians with a buAng list which willhelp them developtook collections and to provide opportunitiesfor pupils to observe the interrelationship of people within theUnited States. The citations are arranged by subject, and thereis a title index and a subject and author index.

Koblitz, Minnie W. Ihtlegirp in schoolroom literature, resourcematerials for the teacher of kindergarten the sixthExade. 2d ed. New York: Center for Urban Education, 19677"74p. E ED 019 318 (M140.50 ED-$3.802

This annotated bibliography lists more than 250 books, current toSeptember 1, 1966, which contribute to the understanding and ap-preciation of the Negro heritage. These resource materials, suit-able for students in kindergarten through sixth grade, are arrangedaccording to reading level. There are sections containing addition-al source materials and background materials for teachers. The

books, are listed under the rubrics--picture books and easy readers,reading series, fiction, general biography, sports biography, Amer-ican Negro history and contemporary problems, and travel. There is

an author index and a publishers appendix.

Penn, Joseph E.; and others. Theagro American in paperback: aselected list of aerbound books com iled and annotated forsecondary school students. Washington, D.C.: National Educa-tion Association, 1967. 33p. E ED 018 506 Z7MF-$0.25 BC notavailable from EDRS2

This annotated bibliography of paperback books on the Negro Americanlists fiction, social histories, biographies, and autobiographiessuitable for secondary school students. Each entry is labeled ap-

propriate for junior high school students, senior high schoolstudents, or both. The addresses of the publishers of theseworks are also indicated.

Rosenfeld, Harriet. Books to enhance the self-ima e of Nechildren. 1966. 1 p. E ED 011 90 0.25 HC-

Works for children which present Negroes as positive centralcharacters who show self-esteem, dignity, and self-respect arelisted in this annotated bibliography. Other criteria for abook's inclusion are the presence of nonstereotyped characters,speech patterns, or illustrations, and an attractive format.The booklist has a section on American life in the past and wes-ent and one on Africa and the West Indies. Within each headingthe books are classified as suitable for beginners (kindergartenthrough grade 2), intermediate (grades 3 and 4), and advanced(grades 5 and 6). All books were in print as of December 1966.

St. john,Nancy; and Smith, Nancy. Annotated bibliography on schoolracial mix and the self conce t as irations academic achieve-ment and interracial attitudes and behavior of Ne o children.Cambridge, Massachusetts: Harvard University, 1966. B3p. EED 011 331 ZMF-$0.50 HC44.25.7

This selective annotated bibliography lists 242 items on the ef-fects of racial segregation, desegregation, and integration onschool children. The bases used for selection of the items were(1) empirical research, (2) post-1954 and especially post-1960studies, (3) the North and defacto segregation, (4) research withNegro subjects, and (5) research meeting standards of exnellence.Following an introductory listing of other annotated bibliographies,the remaining items are listed under headings of "independent var-iables (causes)," "dependent variables (effects)," and "relation ofmain independent variables (school racial mix) and dependent var-iables." A double entry is provided for each items once unannotatedin an alphabetical index by author and once annotated under an ap-propriate subject-matter heading.

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The Negro in the United States: a list afsioificant booksselected from a com ilation b the New York Public Library,2.12, New York: Curriculum Consultation Service, 1965. 5p.E ED 019 339 CMF-$0.25 HC -$0.35.7

Among the 116 entries on this 'tbliography on the Negro in theUnited States are volumes of :. :try, biographies, fiction, andsocial histories. Twenty-two of the entries pertain specifical-ly to Negro equality and the civil rights movement. The user isalso referred to several books on Negro music and musicians.

TEACHING PUERTO RICANS

Cordasco, Frank M. (comp.); and Covello, Leonard (comp.) Studiesof Puerto Rican children in American schools: a preliminaubibliograRhy. New York: Department of Labor, Commonwealthof Puerto Rico, 1967. 25p. E ED 021 910 Z:MF40.25 HC-$1.352

This unannotated bibliography lists works dealing with rterto Ricanchildren and their experience in the mainland American schools.Unpublished and published materials are listed separately; someare written in Spanish and a number of them were produced by theNew York City Board of Education.

Fennessey, James. An exploratory study of non-English speakinghomes and academic performance. Baltimore, Maryland: JohnsHopkins University, 1967. 49p. E ED 011 613 CMF-$0.25HC-$2.552

The language-related difficulties of Puerto Rican children inNew York public schools were studied by a reanalysis of data pre-viously collected ix:a U.S. Office of Education (USOE) survey.This Spanish-speaking ethnic group was studied to answer two ques-tions: (1) What is the relationship between language spoken in thehome and other aspects of ethnic background? and (2) %at differ-ences are present at several different grade levels in vocabularytest scores of Puerto Rican children from contrasting home-languagebackgrounds? Tentative conclusions suggested by the analysis were(1) the language pattern is not very closely linked with other at-tributes of Puerto Rican ethnic background, (2) when same backgroundvariables that are confounded with the language pattern are takeninto account, there is little difference between the average testscores of the children from Spanish-English homes and the English-only homes, except at grade 1.

Loretan, J'iseph 0., and others. Evaluation of science instruc-tion in Spanish for students of Spanish speaking badkground--plus in im lementin experimental pro:ect (for school in-formation ). Brooklyn: New Yorlc. City Board of Education, 1964.2417717-612 559 Z-MF-$0.25 HC41.302

A project whose purposes were to foster bilingualism, forestallanticipated difficulties in science, and provide the motivationand course requirements essential for success in high school isdescribed and assessed in this report. Two seventh-grade classesof similar age, language background, and abilities were given thesame or equivalent program in all respects except three. The em.-

perimental group received their science instruction in Spanish,used a Spanish text, and were given a course in the Spanish lan-guage. At the end of the experiment, both groups were measuredfor progress in Spanish, science, English, and student attitudes.The results indicated that achievement in science and Spanidh wasimproved, and that the program motivated the students, helped im-prove their self-image and appreciation for their hispanic cul-ture, and brought about a decrease in anxiety. Included as partof this report are a sample review physics test in Spanish, anda depth interview with a Spanish-science teacher.

New York City Board of Education, Book lyn. Puerto Rican profiles.1964. 96p. E ED 002 212 (MF-$0.50 HC-$4.901

The large influx ofPuerto Eican residents into New YoAc City hasbeen most deeply felt in the school system. Problems have arisenbecause American teachers find it difficult to cope with the chal-lenge of new custams and language presented by these students. Tohelp broaden understanding in this new student-teacher relationship,information about Puerto Rican life, both in Puerto Rico and in NewYork City, has been gathered. The first section is about PuertoRico, and gives an historical background, insight into the country'seconomy and its United States dominated politics, and informationabout the Puerto Rican's problem in the United States, reasons formigrating, and the types of migrants. Attention is given to theirproblems of adjustment to a new environment including housing andwork facilities. The economic status of the immigrants, the typesof neighborhoods in which they live, the schools they attend, andthe interaction of Puerto Rican and American cultures are also dis-cussed.

New York City Board of Education, Brooklym, Divisions of Elemen-tary Schools, Junior Bigh Schools and Curriculum Development.Phrases withlmnisluallyalents for use in schools: an aidfor teachers of children of Puerto Rican...baclzrol...mad. 195g:-13p. E ED 001 0787 MF4O.25 HC 0 75

Basic English expressians are listed with their Spanish equivalents,and arranged alphabetically in English for easier location. Sug-gestions are givn to broaden understanding of students and parents,with special consideration of their problems. A special message isincluded tc parents of children entering first grade, suggested reg-istration form and report card (all with translations) which can beadapted to given situations and which should prove helpful in secur-ing parent cooperation. Miscellaneous items included are numbers andnames of days and months in Spanish and Ehglish.

New York City Board of Education, Brooklyn, Human Relations Unit.Brid es to understandin : teacher orientation aids. 1965. 64p.E ED 001 9 0.50 HC

There are many aspects of the culturally different child which teach-ers need to understand. Many stereotypes, derogatory phrases, andprofessional terms exist which are negative in tone, of which teach-ers should be aware so that they can be avoided in parent-teacherconference. The self-image of a minority group is extremely impor-tant in determining the child's motivation for school work. Knowl-edge of the adjustment problems of Pterto Rican New Yorkers and ofother immigration groups which reside in the city cal, help a teacherappreciate the need for extending democratic principles to the manygroups in our culturally pluralistic society. Discussion questions,a book list, and suggested instructional films on many aspectS ofhuman relations are included as teacher aids.

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Thomas Marie, Sister. Understanding the Puerto Rican and his family.1964. 10p. E ED 011 264 z:11140.25 lic-$0.602

An understanding of traditional Puerto Rican family customs andbasic differences between Puerto Rican and other life styles shouldhelp professional ,:orkers solve the problems created by migration

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to the United States. The culture of the Puerto Rican can bedescribed in relation to three concepts--dignidad (self-esteemor self-worth), respeto (understanding of the role in the fam-ily and society), and carino (affection). The extended family,with its concomitant security for the child, and the patriarchalpattern of the culture are deeply rooted in the tradition. Whenthe Puerto Rican migrates to the mainland, these values becomestrained and break down because of the mainland stress on con-tractual relationships and efficient behavior.

Transue, Miriam L. Christmas son s of Puerto Rico. New York: De-partment of Labor, Commonwealth of Puerto Rico, 1957. 11p.E ED 002 472 (MF-$0.25 HC-$0.652

English and Puerto Rican lyrics, including music, of fourteen PuertoRican Christmas songs are presented. The songs can be taught inelementary or secondary schools. Folk songs, folk dances, praisesof the Christ child and of the three laie kings, and retellings ofthe Christmas story constitute the repertoire. Background informa-tion and the meanings of unfamiliar words are given. The book isa useful resource for schools with large numbers of PUerto Rican chl-dren, for it enables the school to teach these children and theirclassmateb of other ethnic groups the contribution of Puerto Rico tothe musical heritage of the Americas.