(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]
(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)…
(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)…
(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)…
(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]
(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]
(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]
(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]
(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]
(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…
(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]
(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…