Howard, Elizabeth (1992). Handbook for High School Teachers: Staff Development on the Topic of Constitutional Government. This handbook was developed out of a series of seminars to provide inservice staff development on teaching about the Constitution and the Bill of Rights to high school students with and without special needs. Preliminary information gives background for supervisors of such staff development seminars and lists principles of effective staff development. Instructional materials developed for use with students having special needs are then illustrated. A section on cooperative learning describes this approach to integrating students with and without disabilities. It defines cooperative learning; identifies differences between cooperative and traditional learning groups; presents an agenda of activities for the cooperative learning seminar segment; and explains two activities, one involving cloze techniques for reading comprehension and the other a demonstration of making transparencies from magazine pictures. Objectives and learning activities are presented to help students learn about:…

(1977). Course of Study: Afro-American History. Grades 11 and 12. Revised. Secondary level units, written in outline form, present the historical influence and significance of blacks in American history. Information is arranged into two major parts: Part one offers a chronological approach to black history; Part two presents a topical approach. Part one includes 14 units. Units I, II, and III discuss a rationale for a course in Afro-American history, African backgrounds, and the slave trade. Unit IV focuses on slavery in colonial America and black participation in the American Revolution. Units V through VIII trace the role of the black through Reconstruction. Topics include the slavery system, slave revolts and insurrections, the Abolition Movement, and the Civil War. Unit IX discusses the role of the Negro in western expansion and industrial growth. Unit X traces the rise of Jim Crowism, the Booker T. Washington philosophy, and opposition to that philosophy by W.E.B. DuBois. Units XI through XIV concern the black in the 20th century. Topics deal with the…

(1969). Studies on Protest and Dissent in American Life. With Teacher's Guide. The five episodes from American life narrated in this unit attempt to show various methods of protest against different oppressions, ranging from revolt against the law by armed resistance, to getting an objectionable practice eliminated by a fresh interpretation of the Constitution through the courts. An important fact is pointed up–even though the Constitution gives us certain rights, we must demand them. If we do not claim our freedom from imprisonment for debts (Part I), our freedom from racial discrimination (Part II), our freedom to assemble and speak (Part III), to work under fair conditions (Part IV), and to practice or not practice our religious beliefs (Part V), others may take them away. A few of the general teaching objectives are: 1) to understand that political protest (and labor strikes) may be the result of intolerable economic conditions; 2) to understand that economic pressures among the poor may lead to rebellion; 3) to believe in the legal processes set up for… [PDF]

Banaszak, Ronald A. (1997). Using the Student Edition of Update on Law-Related Education. Update on Law-Related Education, v21 n2 p26-27 Spr. Provides accompanying learning activities for each of the articles in the same issue. The brief articles address a number of legal issues concerning young people including dress codes, teen smoking, curfews, restricted areas (such as the mall), and child labor. Includes a law term crossword puzzle. (MJP)…

Moore, Wayne D. (1995). Taking a Stand for Speech. OAH Magazine of History, v9 n2 p19-25 Win. Asserts that freedom of speech issues were among the first major confrontations in U.S. constitutional law. Maintains that lessons from the controversies surrounding the Sedition Act of 1798 have continuing practical relevance. Describes and discusses the significance of freedom of speech to the U.S. political system. (CFR)…

Alonso, Harriet Hyman (1994). Peace and Women's Issues in U.S. History. OAH Magazine of History, v8 n3 p20-25 Spr. Asserts that the role of women, peace, and nonviolence have been ignored in U.S. history textbooks. Traces the history of the women's rights movement through U.S. history and emphasizes the links with the peace movement. Includes an annotated bibliography of 13 items for teachers and students. (CFR)…

Williamson, Joy Ann (2006). A Tale of Two Movements: The Power and Consequences of Misremembering "Brown". Yearbook of the National Society for the Study of Education, v105 n2 p36-57 Oct. If, as James Anderson stated, a nation committed to democracy and equality has every reason to be ashamed on "Brown v. Board of Education's" 50th anniversary, why the commemoration and celebration? By revising Anderson's challenge to examine the complex role of "Brown" in the nation's memory and history, this chapter investigates how the decision and the broader black freedom struggle are memorialized, why the story is told in a particular way, and the consequences of that portrayal in understanding the nature of American democracy and equality. The first section of the chapter examines two of the historiographical tales of "Brown" and the black freedom struggle in the scholarly literature. The second part of the chapter investigates the treatment of the black freedom struggle and the "Brown" decision in high school history textbooks…. [Direct]

Alim, H. Samy; Ball, Arnetha F. (2006). Preparation, Pedagogy, Policy, and Power: "Brown," the "King" Case, and the Struggle for Equal Language Rights. Yearbook of the National Society for the Study of Education, v105 n2 p104-124 Oct. For scholars of literacy and educational linguistics, the years 2004 and beyond have given them cause to not only revisit racial issues 50 years after "Brown v. Board of Education," but also to revisit 25 years of language and racial politics since "the Martin Luther King Black English case." This chapter discusses what needs to happen now–with "more" deliberate speed–as the authors reflect on the years since these two cases were decided and their impact on language education in the United States. As people of color continue to struggle for equal language rights in the United States, the authors are calling for an agenda that focuses on policy, pedagogy, and preparation. They discuss the historically neglected linguistic dimensions of "Brown" and "King"; and the educational responses to the rulings. In the final section, they consider the challenges that remain to be addressed…. [Direct]

Subreenduth, Sharon (2006). "Why, Why Are We Not Allowed Even…?": A De/Colonizing Narrative of Complicity and Resistance in Post/Apartheid South Africa. International Journal of Qualitative Studies in Education (QSE), v19 n5 p617-638 Sep-Oct. South Africa is poised at a critical moment in its de/colonizing efforts. Engulfed in laudable anti-apartheid policies and legislation, South Africa has created a strong base for addressing colonial and apartheid legacies of racial, economic and political oppression. Despite these efforts, education continues to be a complex and contested terrain as the new ideology of human rights and social justice for "all" is negotiated, challenged and imagined. What is imperative at this historical juncture is an analysis of how de/colonizing efforts are translated in key educational environments. I present this analysis through the interplay of the de/colonizing narrative of complicity and resistance of Gugu, a Black South African teacher. Contextualized within both historic-political and contemporary educational discourse, rhetoric and legislation, Gugu's narrative offers a space to examine the complex and contradictory roles apartheid and post/apartheid education play in engendering… [Direct]

Stovall, David (2006). Forging Community in Race and Class: Critical Race Theory and the Quest for Social Justice in Education. Race, Ethnicity & Education, v9 n3 p243-259 Sep. Among the communities of critical race theorists and its detractors in education, there is an apparent rift as to what theoretical construct best contributes to the social justice project in education. Conferences and meetings have served as quasi-battle grounds for theorists, activists and scholars to go back and forth about what theoretical construct has the greatest bearing on educational praxis. Debate notwithstanding, the following document argues critical race theory (CRT hereafter) as a viable theoretical construct to address issues of social justice in education. In so doing, the following document couches the discussion in three tasks. The first is to identify the contributions of CRT in education. Second, the document argues for a closer read of the theoretical construct and its subsequent application. The concluding task will be an example of how the points of contention and compliance can be located through an example (in this case narrative) of a school with a social… [Direct]

Bartz, David E.; Miller, Laura K. (1991). 12 Teaching Methods To Enhance Student Learning. What Research Says to the Teacher. This monograph discusses 12 teaching methods that have a sound theoretical basis, have demonstrated a positive impact on student learning, and have a substantial research base. In many situations, the methods can be combined in such a way that the potential for student learning is greater than if used independently. Since no method will work in every situation for every student, teachers must use professional judgment in matching methods with other variables including students' previous skills and socio-psychological make-up, as well as available resources. In addition to an introduction, a note on multicultural educational suggests that all teaching methods should be implemented in order to complement and support a culturally diverse society. The publication describes the following methods: (1) whole-group instruction; (2) teaching by objectives; (3) adaptive or individualized instruction; (4) mastery learning; (5) cooperative learning; (6) learning styles; (7) direct instruction;… [PDF]

Trasvina, John (1988). Official English/English Only: More Than Meets the Eye. In response to the movement to declare English the official language of the United States (by state legislation/ballot initiative or federal constitutional amendment), this pamphlet addresses commonly raised issues in the debate over language legislation in the United States. The paper urges the reader to reject the Official English/English Only movement and to support English Plus (a program to expand opportunities for limited English proficient individuals to learn English). The pamphlet's sections are as follows: (1) Foreword; (2) Questions and Answers; (3) A Historical Perspective on Language Restrictionism; (4) The English Language Amendment: Its Provisions and Their Meaning; (5) Say No to Official English/English Only; (6) Resources; and (7) Bibliography. (SR)…

(1984). Three Cities That Are Making Desegregation Work. Thirty Years after Brown. Report of a National Education Association Special Study. The experiences of three educationally strong, desegregated urban school systems are the subject of this report. The three school systems are Charlotte-Mecklenburg County, North Carolina, Austin Independent School District, Texas, and the Seattle Public Schools, Washington. The report is divided into five chapters. Chapter 1 discusses the current national climate of waning commitment to school desegregation and outlines some of the signals of desegregation success in the school systems under study. Chapter 2 traces the history of desegregation in each system. Chapter 3 examines what made desegregation work in the three systems and identifies unifying characteristics and conditions that have contributed to the desegregation process in all three. Certain patterns of success that could be exemplary for other school communities are suggested. Chapter 4 analyzes persistent problems that inhibit the effort to move toward the integration of programs and people that is essential to…

PENN, JOSEPH E.; And Others (1967). THE NEGRO AMERICAN IN PAPERBACK, A SELECTED LIST OF PAPERBOUND BOOKS COMPILED AND ANNOTATED FOR SECONDARY SCHOOL STUDENTS. THIS ANNOTATED BIBLIOGRAPHY OF PAPERBACK BOOKS ON THE NEGRO AMERICAN LISTS FICTION, SOCIAL HISTORIES, BIOGRAPHIES, AND AUTOBIOGRAPHIES SUITABLE FOR SECONDARY SCHOOL STUDENTS. EACH ENTRY IS LABELED APPROPRIATE FOR JUNIOR HIGH SCHOOL STUDENTS, SENIOR HIGH SCHOOL STUDENTS, OR BOTH. THE ADDRESSES OF THE PUBLISHERS OF THESE WORKS ARE ALSO INDICATED. THIS DOCUMENT IS ALSO AVAILABLE FROM PUBLICATIONS-SALES SECTION, NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH ST., N.W., WASHINGTON, D.C. 20036 AT $0.35 FOR SINGLE COPY, 10 PERCENT DISCOUNT FOR 2-9 COPIES, 20 PERCENT DISCOUNT FOR 10 OR MORE. (LB)… [PDF]

Hart, Elinor, Ed. (1966). Las Voces Nuevas del Sudoeste (New Voices of the Southwest). Symposium: "The Spanish-Speaking Child in the Schools of the Southwest" (Tucson, Arizona, October 30, 31, 1966). The symposium was held to publicize the positive efforts which were being undertaken to solve the problems of Spanish-speaking children and to provide a catalyst for the further action that was needed. The problems were explored from various points of view with two questions in mind: "What was being done?" and "What more could be done?" Six areas were covered: the individual classroom, the home and school, community participation, state legislatures, colleges and universities, and the Federal government. Topics discussed included: educational programs in operation; tutorial instruction; outdoor recreation; a summer language institute; bilingual instruction; preschool education; adult education; migratory school and housing programs; ways to involve the community; health services; the relationship between local citizens, boards of education, and state legislatures; the role of colleges and universities; and Federal legislation, i.e., the 1965 Elementary and…

Dellapenna, Joseph W. (1977). The Impacts of the Federal Government on Villanova University. A Self Study. Results of a self-study conducted by Villanova University, Pennsylvania, on the impact of government legislation and regulations are described. A committee studied the issues and sought the opinions of faculty, administrators, and students. Financial impacts of governmental programs and effects of affirmative action and student rights programs/requirements were assessed. The impact of government policies on research at the university, although involving only a few departments, was evaluated. Other governmental policies that affect the university, including federal reporting requirements, national labor policy, and state coordination were considered, as were grade inflation and economic inflation, which are affected by governmental policies. It was found that the student body has grown somewhat larger because of the availability of financial aid, but has remained almost wholly white and middle-to-upper class. Of the university components, the financial aid office has been the most…

Hefner, Keith, Ed. (1979). Children's Rights Handbook. For Teachers, Youth Workers and Student Organizers. Designed for youth workers, teachers, counselors, and student organizers, 11 essays in this handbook examine issues concerned with children's rights. \Children's Rights and Social Work\ proposes that social workers can speed and direct the process of change by advocating the rights of young people and by providing services to make those rights a reality. The cartoon, \The Invention of Childhood,\ suggests that our conceptions of children are shaped by our culture. \A Look At Children's Oppression and Some Suggestions for Change\ examines discrimination in the legal system, the family, and the schools. \Changing Childhood\ analyzes the isolation of modern middle-class children from active participation in community life. Other essays discuss the weaknesses of alternative youth service agencies, refute arguments that adults use to prevent youth from participating in the political processes, analyze the \myths\ of childhood, and describe Youth Liberation of Ann Arbor, the first…

Kleinfeld, Judith S., Ed.; Yerian, Suzanne, Ed. (1995). Gender Tales: Tensions in the Schools. This casebook is intended to supplement textbooks and readings that present theory and research findings on gender equity. Many of these cases originated in real classroom settings and are intended for use with preservice teachers. Part 1, \The Meaning of Gender Equality in the Schools,\ contains: \'Girlspeak' and \Boyspeak': Gender Differences in Classroom Discussion\ (Brenda Weikel); \A Rare Commodity\ (Joan Skolnick); \The Teacher Who Knew Too Much\ (Deborah Reynolds); \Jane, the Reluctant Mathlete\ (Suzanne Yerian); \Her Work is Not Scholarly!\ (Selma Wassermann); \Girls on the Wrestling Team: A Community Fight\ (Judith S. Kleinfeld); and \The Venerable Tradition of Separate-Sex Schooling\ (Judith S. Kleinfeld). Part 2, \Increasing Achievement among Young Women,\ contains:\The Square Parachute: Science in Gender-mixed Groups\ (Gender Equity Project Teachers); \Burn Schools to the Ground\ (Betty McKinny); \Tough Anna\ (Brenda Weikel; Suzanne Yerian); \Diane News: The Choice\ (from…

(1989). Working Notes from the National Conference on the Bicentennial of the Bill of Rights. This document presents the working papers from a conference that explored ways for students to commemorate the Bicentennial of the Bill of Rights. The conference provided an opportunity for leaders in law-related education and others interested in the Bicentennial to work together to begin exploring, identifying, sharing, and jointly suggesting education projects and materials that might enhance student understanding of the Bill of Rights. The working notes are intended to stimulate discussion among interested individuals and organizations on ways to celebrate the Bicentennial of the Bill of Rights. The objectives of the conference and notes were to encourage the field to develop, refine, and expand ways to enhance the commemoration of the Bill of Rights. The notes explore four areas: (1) bicentennial models for youth participation; (2) bicentennial curriculum resources and needs; (3) bicentennial state and local activities and programs; and (4) bicentennial national programs. The… [PDF]

Stein, Nan (1994). Seeing Is Not Believing: Sexual Harassment in Public School and the Role of Adults. Peer-to-peer sexual harassment is rampant in elementary and secondary schools. While sometimes identified and curtailed, it is usually tolerated and characterized as normal. Regardless of the ways school authorities regard sexual harassment, it interferes with a student's right to receive equal educational opportunities and violates Title IX. This paper describes the experiences of students who have experienced sexual harassment by their peers and discusses its ramifications. A conclusion is that, ultimately, a strategy to attack sexual harassment in schools needs to aim at a transformation of the broader school culture. The problem must become a public concern. Finally, action should be taken in conjunction with efforts to reduce other practices that promote inequalities, such as tracking, standardized testing, biased curricula, and classroom pedagogies. (LMI)… [PDF]

Banks, James A., Ed. (1996). Multicultural Education, Transformative Knowledge and Action: Historical and Contemporary Perspectives. Multicultural Education Series. The 18 chapters of this book document persistent themes in the struggle for human freedom in the United States since the late nineteenth century, as exemplified in the scholarship and actions of people of color and their white supporters. One theme is that the margins of U.S. society, to which people of color have often been confined, have usually been the sites for preserving and defending the freedoms and rights stated in the country's founding documents when they were most severely challenged. The conceptual framework around which the book is organized and the historical roots of multicultural education are described in part 1. Part 2 presents case studies of individuals whose work exemplifies the contributions of multicultural education. In part 3, the work of women scholars and activists in transforming society is discussed. Part 4 describes the rise and fall of the intergroup education movement and research related to prejudice in the 1930s and 1940s. The final section, part…

Powell, Gary N. (1994). Gender and Diversity in the Workplace: Learning Activities and Exercises. Many colleges and universities and many work organizations have developed courses and programs on gender and diversity in the workplace. This book provides a complete and comprehensive set of instructional materials on these topics. The exercises have been designed for use with graduate and undergraduate students and members of business and nonprofit organizations. The first several exercises cause the student to examine his or her attitudes and qualities, and they explore stereotyping in general and for particular groups. The effects of gender and cultural or racial differences on hiring policies and practices are addressed, and several exercises are designed to develop awareness of gender differences. Some exercises deal with sexuality and alternative lifestyles. Others explore management behaviors and managing people of different cultures. Affirmative action, reverse discrimination, and developing diversity plans are explored. The final exercise considers gender and diversity in…

Eisenberg, Bonnie, Ed.; Ruthsdotter, Mary, Ed. (1996). Women's History Curriculum Guide. This curriculum guide is designed to facilitate teachers' first efforts to introduce information about women in U.S. history. The guide promotes a multicultural awareness of women's history beginning with the Native Americans and proceeding to current issues of diversity. Activities are divided for grades 1-6 and 7-12 but may be adapted as appropriate. Activities for grades 1-6 include a play about the life of Maria Tallchief; biographies of Susan B. Anthony, Elizabeth Cady Stanton, Jade Snow Wong, Dolores Huerta, Mary McLeod Bethune, and Harriet Tubman that can be read and used for class discussions and projects; cut-out puppets of the above women; and a \She Did It\ wordsearch puzzle. Activities for grades 7-12 include Women's History news reports; research on Women and Work; a poster design contest; a family history; a mock trial for Susan B. Anthony; a dramatic re-enactment of Sojourner Truth's 1851 speech; and a Women's History biography study. Specific strategies for…

Gillam, Scott (1995). Discrimination. Prejudice in Action. Multicultural Issues. This book for young readers explains what discrimination is and explores different types of discrimination and how they have developed over the years. Laws that make it more difficult to discriminate against others are described, and the struggle for human rights is outlined. Discrimination means acting unfavorably toward someone based on the group to which that person belongs rather than on the person's own merits. Prejudice is a belief or an attitude; discrimination involves an action that displays prejudice. When one discriminates, he or she considers the person, not as a person, but as a stereotype. Individual chapters discuss racial discrimination, gender discrimination, discrimination against homosexuals, age discrimination, and discrimination against people with disabilities. The future of discrimination in the United States is considered. A glossary and a list of 21 resource organizations are included. Twenty-one sources are listed for further reading. (SLD)…

Raver, Karen K.; Smith, Deborah J. (1994). A Guide for Disability Services: Eastern Washington University Faculty/Staff Handbook. This guidebook and accompanying videocassette address services for students, job applicants, and employees with disabilities at Eastern Washington University. The videotapes should be accompanied by each school's own training materials based on personal needs. The materials cover: (1) responsibilities of higher education related to legislative mandates, specifically Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act; (2) reasonable accommodation procedures for academic programs, focusing on student, staff, and faculty responsibilities; (3) reasonable accommodation procedures for non-academic or non-employment related activities; (4) reasonable accommodation procedures for applicants and employees of Eastern Washington University; (5) examples of reasonable accommodations for people who are blind or partially sighted, are deaf or hearing impaired, mobility impaired, learning disabled, speech impaired, or chronically health impaired; (6) services and… [PDF]

(1993). African-American Heritage. A Resource Guide for Teachers. Grades 6-8. Draft. This curriculum guide provides teachers with materials on African-American history and culture that include some of the most recent scholarship in the field. The activities and resources assembled do not constitute a comprehensive treatment of African-American history, but they do examine many topics within that history. The volume encompasses six themes: (1) "The African Homeland"; (2) "Nile Valley Civilizations"; (3) "African Empires and Village Societies"; (4) "Africans in the Americas"; (5) "The Struggle for Human Rights"; and (6) "Present and Future." Each theme section opens with background information for the teacher and then lists major ideas and the performance objectives for the theme. Learning activities for each theme provide a development section. Corresponding activity sheets can be duplicated for students and used as the basis for class discussion. The activity sheets contain materials of various types, such… [PDF]

Henderson, Kelly (1995). Overview of ADA, IDEA, and Section 504. ERIC Digest E537. This brief paper presents a comparative overview of three major federal laws affecting people with disabilities: the Americans with Disabilities Act of 1990 (ADA), the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act of 1973. Presented in chart form, the three pieces of legislation are compared for the following aspects: (1) type/purpose; (2) who is protected; (3) responsibility to provide a free, appropriate public education; (4) funding to implement requirements; (5) procedural safeguards; (6) evaluation/placement procedures; and (7) due process. Also included are the telephone numbers of two information lines and a list of seven suggested resources. (DB)… [PDF]

Wenkart, Ronald D. (1995). The Americans with Disabilities Act and Its Impact on Public Education. A Legal Memorandum, Apr. This paper summarizes implications of the Americans with Disabilities Act (ADA) on public education. It notes similarities between the ADA and Section 504 of the Rehabilitation Act of 1973 which already prohibits discrimination against people with disabilities in most public schools. The ADA is seen as having its main impact in the area of employment, with school districts being required to make reasonable accommodations for people with disabilities and prohibited from requiring a medical examination prior to an offer of employment. The ADA is not seen as affecting requirements of the Individuals with Disabilities Education Act (IDEA) to provide students with disabilities a free and appropriate education. The paper first addresses general provisions of the ADA, then reviews provisions of Title I regarding employment, Title II regarding public services, and Title V (miscellaneous provisions). Case law interpreting Section 504 and IDEA is then reviewed, addressing the issues of: (1)…

Bruder, Mary Beth; McCollum, Jeanette (1991). Analysis of State Applications for Year 4: Planning for the Personnel Components of Part H of IDEA. NEC*TAS Notes, n2 Sep 27. This analysis reports on the plans for special education personnel development by those states submitting fourth year applications under Part H of Public Law 99-457, the Education of the Handicapped Act Amendments (1986). The eight states–Colorado, Hawaii, Idaho, Illinois, Maryland, Montana, North Carolina, and Texas–used a variety of approaches in addressing the law's two primary components: (1) standards for early intervention personnel; and (2) a Comprehensive System of Personnel Development (CSPD). The report presents findings by specific legislative and regulatory requirements including the following: disciplines included (audiologists, special educators, nurses, nutritionists, occupational therapists, physical therapists, physicians, psychologists, social workers, speech/language pathologists); personnel standards (including "highest standards," infancy specialization, and assurance of qualified personnel); CSPD components (qualified personnel, inservice education… [PDF]

(1990). Independence, The Journey Continues: Executive Summary–1990 Report on Persons with Disabilities. In the executive report to the 1990 annual report the Virginia Board for Rights of the Disabled summarizes findings from the analysis of 47 federally-assisted and state-funded programs serving individuals with developmental disabilities in Virginia as well as a consumer satisfaction survey polling 309 Virginians with developmental disabilities. Recommendations pertain to education, employment, community living, and unserved/underserved constituencies with developmental disabilities, with recommendations made in each category. Implementation and advocacy plans for the board are also described. (PB)…