(1973). Ten Guidelines for Recruiting, Hiring and Retraining Minority Group School Employees. To carry out an affirmative action policy, school districts should base hiring practices on educational goals that aim at acceptance of people as human beings not as minority group members. The hiring practices should employ minority group people to recruit minority candidates for professional and nonprofessional positions, clearly defining qualifications required. After employment, human relations principles can be used to solve intergroup problems, to involve minority people in school and community activities, to open and maintain communication lines, and to assist minority people with difficulties in the community. (Author/DW)… [PDF]

Kasschau, Richard A. (1972). Black/White America: A Two-Week Unit on Relations between the Races. The human relations teaching unit suggests materials and activities designed to sensitize students toward racial matters and group interaction of blacks and whites in American society. It is intended for use in an ongoing psychology or related course on the secondary level. The guide recommends that teachers remain neutral introducers of evidence which is to be weighed and evaluated by the students, who are consequently expected to move toward a goal of increased understanding. Units are included on such topics as Minorities and the Police, Minorities and the Employment Agency, The Kerner Commission Report, Discrimination, Freedom Riders, School Bus Incident, and Conditioned Helplessness. The lessons include directions for organizing role playing, field trips, visits by outside resource persons, data collection, volunteer activities, interviews, surveys, studies of ethnic characterizations and population characteristics, plus an extensive bibliography for further study by teachers…. [PDF]

Dell, Norma, Sister (1972). Materials Handbook for Use with Primary Grades K-3. The handbook contains an annotated bibliography of print and non-print materials concerning the black American's contributions to the United States, past and present. The materials, which are available in the Afro-American Resource Center of the Ohio Public Schools, can be integrated into the regular curriculum at the kindergarten level through grade three. Some items cited were published in the 70's, but most date from the 60's. The handbook is divided into the following units: 1) All About Me; 2) You Count, Too; 3) One Big World; 4) Where You Live Makes a Difference; 5) Gifted and Black; 6) To Speak and Read; 7) Music, Arts, and Crafts; 8) Health, Safety, and Economics; and 9) Teacher Reference. A brief introduction is provided for each unit. The resource materials are then grouped by type and include films, filmstrips, posters and study prints, books, records, and periodicals. Within each group materials are listed alphabetically by title. Each annotation gives a complete… [PDF]

(1979). Teach Them All. Six social studies units for teachers of elementary and secondary students are presented. The document, written by various authors, is one component of the Pike County, Alabama, ethnic studies inservice training project. Objectives of the units are to help students develop an awareness and understanding of differing cultures and customs. Topics covered are the community as a melting pot, the civil rights movement of the 1960s and related Kennedy and Johnson legislation, multi-ethnic community helpers in Pike County (grades K-2), ancient Greece and its effects on world culture, development of a positive self-image (grades 3-4), and individual and group interaction and conflict resolution. Each unit outlines educational objectives and goals, major and minor concepts, and evaluation suggestions. A major part of each unit presents suggestions for student activities. Students are involved in researching, presenting and writing reports, interviewing, listening to speakers, viewing films…

(1982). Inside U.S. Prisons…with the NAACP. Crisis, v89 n4 p4-37 Apr. Describes how branches of the National Association for the Advancement of Colored People (NAACP) were established in United States correctional institutions; discusses prison branch activities and accomplishments in seeking equality for Blacks and minorities in the criminal justice system; and explores rehabilitation measures and prison alternatives based on minority prisoners' needs. (Author/MJL)…

Cholden, Harriett B.; Hunt, Barbara Giertz (1996). Freedom and Oppression: Opposing Ideas Lead to Integrated Knowledge. Social Education, v60 n3 p139-140 Mar. Outlines and describes a fifth-grade unit of study examining issues of freedom and oppression. Students began with a biography and a presentation on an individual who had experienced discrimination. They then interviewed local people who had experienced significant freedom or oppression. Culminating activities included writing one-act plays. (MJP)…

Hoban, Tim, Comp. (1992). Resources for Families of Young Children with Disabilities: An Annotated Bibliography. This annotated bibliography identifies resources for families of young children who have disabilities or who are at risk of delayed development. Criteria for inclusion were: materials that are current, generally available, and especially useful for families. For each resource, the information includes the title, author, publisher, publisher's address and telephone number, date, price, and brief description. The bibliography is organized into the following key categories: (1) information about child development, disabilities, early intervention, best practices, and technology; (2) support in dealing with the emotional impact of the child on the family, support from other families in sharing information, support for all family members, and long-range planning for the family; (3) accessing services needed by the child and family, including advocacy strategies and information on understanding legislation and family rights and responsibilities; and (4) collaborative relationships among…

Czech, Christopher (1992). Civil Rights Movement and the 1990s: Racism and the African-American Population. A plan is presented for a curriculum that shows how African Americans have been left out of decision making, stereotyped negatively, and denied resources. The project is intended to be a base for future studies of human relations issues in order to understand how society operates. Using the contexts of the 1960s and the 1990s, the power structures of American society are clarified. The curriculum is designed for a high school social studies classroom, typically a 10th grade studying U.S. history. Topics for the 9 days of study are: (1) racism; (2) institutional racism (2 days); (3) discrimination; (4) African Americans; (5) continued oppression and prejudice today (2 days); (6) color consciousness and discrimination; and (7) dealing with racism. Eighteen attachments, including overheads, a questionnaire, a test, and handouts, are included. (SLD)… [PDF]

(1982). A Resource Guide on Contemporary Legal Issues…for Use in Secondary Education. Designed for use by local lawyers and law students who agree to serve as resource persons in secondary school level law-related subjects, this guide has two main goals: (1) to provide law personnel with a brief summary of the law and sample cases for student use on topics of general interest, and (2) to introduce students to a sampling of the methods and materials currently being used in law-related education. Following an introduction, the guide has two main parts. The first consists of summaries and cases on seven topics: the criminal justice system, criminal procedure, free expression, equal protection, religion and constitutional law, family law, and consumer law. The second part contains eight lesson-length excerpts from current, representative law-related education publications. Lessons focus on legal content (such as the elements of a contract), legal concepts, case studies, and a variety of other methods such as moot court, mock trial, role playing, and problem solving. The… [PDF]

(1985). Delaware's Migrant Education Parent Handbook [in English and Spanish]. Written to help migrant parents with day-to-day concerns about their children and their children's schooling, this handbook provides a variety of reference information. A definition of migrant education services is followed by a directory of individuals responsible for migrant education in Delaware at state and local levels. Telephone numbers are listed for schools with migrant programs and for community services. Basic guidelines are given for parents to help children succeed in school and to have conferences with teachers. A general outline of student discipline policies covers appropriate student conduct, student rights, examples of major and minor rules, and search and seizure procedures. General information on promotion policies is also provided. A glossary defines 40 educational terms including athletic eligibility, behavior modification, Chapter 1, and least restrictive environment. The Spanish version of the handbook is appended. (JHZ)…

Dow, Ruth McNabb (1976). Changing Societal Roles and Teaching. This handbook for home economics teachers as well as those teaching social studies and consumer education is designed to provide content and numerous student activities that explore the nature and effects of changing roles in society, particularly sex-related roles. The handbook begins with a brief section containing ten short single paragraph case situations involving sexually biased attitudes and practices; and content on the effects of socialization and sex role stereotyping, coping as a single person, employability at any age, and sharing roles. The remainder of this booklet covers seven topics, with each including specific content, numerous suggested classroom activities (some involve the use of the ten aforementioned case situations), and teaching objectives and evaluative techniques for some of the activities. The seven topics and some of their subdivisions follow: recognizing and breaking the stereotype mold, socializing males and females (remaining single, later marriage,…

(1968). Racial Conflict in the United States: What Should Be Done? Grade Twelve. [Resource Unit V.] Project Social Studies. This is the fifth of seven resource units for a twelfth grade course on value conflicts and policy decisions. The topic for this unit is racial conflict in the United States. The introduction explains how this unit coincides with other units of the K-12 series which have treated intergroup relations. The objectives are listed as to generalizations, skills, and values. The double-page format relates objectives to pertinent content, teaching procedures, and instructional materials. This unit deals with the value conflicts involved in current racial conflict in the United States. Theories about causes of prejudice and discrimination are examined as an aid in helping pupils decide what courses of action should be followed. The civil rights movement is analyzed in detail. A teacher's guide for this course is SO 006 331; other units are SO 006 332, and SO 006 334-338. (Author/KSM)… [PDF]

Elliott, Alison, Ed. (2006). Every Child. Volume 12, Number 2, 2006. Early Childhood Australia "Every Child" is Australia's premier early childhood publication, aimed at anyone involved in the care and education of children from birth to eight years–in particular child care professionals, teachers, child care students and the parents of young children. Published quarterly, it contains informative and entertaining articles on such issues as early childhood curriculum, ethics, health and professional development. Early childhood educators have long recognised the importance of creative activities and are passionate about promoting children's creativity. This issue of "Every Child" includes the following articles: (1) Challenges Ahead for Universal Preschool (Alison Elliott); (2) Australia's Greatest Challenge (Jeff McMullen); (3) Who Is Eating Our Children? Fast-Food Sponsorship in Schools (Jane Kenway); (6) Active Children in Care (Justen O'Connor); (7) Healthy Eating at the Tuckshop (Libby McBride); (7) Hop on Board a Walking School Bus; (8) What Do Kids… [PDF] [Direct]

Friedmann, John (1996). Rethinking Poverty: Empowerment and Citizen Rights. International Social Science Journal, v48 n2 p161-72 Jun. Reports on an economic empowerment model that focuses on the household economy and the resources required by households for the production of their livelihood. Conceives of household economies as integrating the moral economy of social relations with the exchange economy based on money transactions. (MJP)…

Seyfarth, John T. (2002). Human Resources Management for Effective Schools. Third Edition. This book is about managing people in schools. Its objective is to make prospective and practicing school administrators aware of the wide range of activities covered by the term \human resources management\ and to present the best of current practice in personnel work. Chapter titles reflect the book's content: (1) \Human Resources Management and Effective Schools\; (2) \Planning for Staffing Needs\; (3) \Preparing for Personnel Selection\; (4) \Obtaining Information and Evaluating Applicants\; (5) \Selecting Administrative and Support Personnel\; (6) \Motivation of Personnel\; (7) \Induction\; (8) \Professional Development for Educational Personnel\; (9) \Evaluating Employee Performance\; (10) \Compensation and Rewards\; (11) \Creating Productive Work Environments\; (12) \Legal Issues in Human Resources Management\; (13) \Collective Bargaining in Schools\; (14) \Managing Conflicts in Schools\; and (15) \Termination and Reduction in Force.\ Each chapter begins with a plan of the…

(1982). America's Heritage, People and Problems: Instructional Materials/Resources for Grade 8 Social Studies. Teachers of an eighth grade American history and government course are provided with a 4 unit curriculum guide. Following an introduction and course outline, Unit I, \Beginnings of America,\ contains 3 lessons covering exploration, colonization, and the American Revolution. The three lessons in Unit II examine the practical and humanistic aspects of democracy. Unit III explores the foundations of American democracy in lessons on law, criminal and civil justice, civil rights, and civic participation. The final unit includes four lessons focusing on the social problems of poverty, crime, alienation, and the environment. Lessons utilize a variety of teaching methods, including discussion, debate, editorials, role plays, skits, and collages. General teaching strategies, research guidelines, and Hawaii Social Studies Program objectives are appended. (LP)… [PDF]

(1979). For the Dignity of Humanity. 2nd Annual Commemoration of Black History. This booklet contains selected background materials, biographical information, anecdotes, and statements documenting contributions made by blacks to American history. Objectives are to call attention to information about blacks which has been systematically excluded from United States history books and to help people understand the life, heritage, culture, and problems of Americans of African descent. Organized in chronological order, the 22 sections focus on black individuals including Dred Scott, Harriet Tubman, Sojourner Truth, Frederick Douglass, Blanche K. Bruce, George H. White, Homer Plessy, W.E.B. Du Bois, Booker T. Washington, Ralph J. Bunche, Mary McLeod Bethune, and Percy L. Julian. For each biographical example, information is presented on personal data, the historical period in which the individual lived and worked, types of difficulties overcome by the individual in question, and major contributions. Major topics throughout the biographical sketches focus on the… [PDF]

(1970). Multicultural Education Guide for Grades 4, 5, and 8. This resource guide, prepared by teachers, is designed to incorporate minority group studies into the district's social studies curriculum at levels 4, 5, and 8 as a start toward goals specified in the state law. Introductory material discusses the California Education Code requirements, local district policy, and the work of the curriculum development committee. The goal of this course is to offer children more complete information about five minority groups in the United States: Afro-Americans, American Indians, Chinese-Americans, Japenese-Americans, and Mexican-Americans, with an additional unit on Prejudice. Each unit is concept oriented; various topics to be explored are outlined with the appropriate grade level indicated. Objectives for the unit are given; materials of instruction and learning activities are described. Some teaching techniques used are: observation, field trip experiences, dramatizations and role playing, individual research, small and large group activities,… [PDF]

Chigisheva, Oksana, Ed.; Ermenc, Klara Skubic, Ed.; Hilton, Gillian, Ed; Ogunleye, James, Ed.; Popov, Nikolay, Ed.; Wolhuter, Charl, Ed. (2014). Education's Role in Preparing Globally Competent Citizens. BCES Conference Books, Volume 12. Bulgarian Comparative Education Society This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges — New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103… [PDF]

(2009). Arizona Academic Standards, Grade 5. Arizona Department of Education This publication contains an updated academic standards of Arizona public schools for grade 5. The contents of this document include the following: (1) The Arts Standard 2006–Grade 5; (2) Comprehensive Health Education/Physical Activity Standards 1997–Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997–Foundations (Grades 4-8); (4) Reading Standard Articulated by Grade Level 2003–Grade 5; (5) Writing Standard Articulated by Grade Level 2004–Grade 5; (6) Language Arts Standards 1996–Essentials (Grades 4-8), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2003–Grade 5; (8) Science Standard Articulated by Grade Level 2004–Grade 5; (9) Social Studies Standard Articulated by Grade Level 2006–Grade 2; (10) Technology Standards 2000–Essentials (Grades 4-8); and (11) Workplace Skills Standards 1997–Essentials (Grades 4-8)…. [PDF]

(2009). Arizona Academic Standards, Grade 6. Arizona Department of Education This publication contains an updated academic standards of Arizona public schools for grade 6. The contents of this document include the following: (1) The Arts Standard 2006–Grade 6; (2) Comprehensive Health Education/Physical Activity Standards 1997–Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997–Essentials (Grades 4-8); (4) Reading Standard Articulated by Grade Level 2003–Grade 6; (5) Writing Standard Articulated by Grade Level 2004–Grade 6; (6) Language Arts Standards 1996–Foundations (Grades 4-8), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2003–Grade 6; (8) Science Standard Articulated by Grade Level 2004–Grade 6; (9) Social Studies Standard Articulated by Grade Level 2006–Grade 6; (10) Technology Standards 2000–Foundations (Grades 4-8); and (11) Workplace Skills Standards 1997–Essentials (Grades 4-8)…. [PDF]

(2009). Arizona Academic Standards, Grade 8. Arizona Department of Education This publication contains the updated academic standards of Arizona for Grade 8. The contents of this document include the following: (1) The Arts Standard 2006–Grade 8; (2) Comprehensive Health Education/Physical Activity Standards 1997–Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997–Essentials (Grades 4-8); (4) Reading Standard Articulated by Grade Level 2003–Grade 8; (5) Writing Standard Articulated by Grade Level 2004–Grade 8; (6) Language Arts Standards 1996–Essentials (Grades 4-8), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008–Grade 8; (8) Science Standard Articulated by Grade Level 2004–Grade 8; (9) Social Studies Standard Articulated by Grade Level 2006–Grade 8; (10) Technology Standards 2000–Essentials (Grades 4-8); and (11) Workplace Skills Standards 1997–Essentials (Grades 4-8)…. [PDF]

(2009). Arizona Academic Standards, High School. Arizona Department of Education This publication contains Arizona public schools' updated academic standards for high school. The contents of this document contain: (1) The Arts Standard 2006–High School; (2) Comprehensive Health Education/Physical Activity Standards 1997–Proficiency and Distinction (Grades 9-12); (3) Foreign and Native Language Standards 1997–Proficiency and Distinction (Grades 9-12); (4) Reading Standard Articulated by Grade Level 2003–High School; (5) Writing Standard Articulated by Grade Level 2004–High School; (6) Language Arts Standards 1996–Proficiency and Distinction (Grades 9-12), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008–High School (Grades 9 and 10) and College Work Readiness (Grades 11 and 12); (8) Science Standard Articulated by Grade Level 2004–High School; (9) Social Studies Standard Articulated by Grade Level 2006–High School; (10) Technology Standards 2000–Proficiency and… [PDF]

(2009). Arizona Academic Standards: Grade 7. Arizona Department of Education This document contains the Arizona academic standards for Grade 7. The following 11 standards are reviewed: (1) The Arts Standard 2006 –Grade 7; (2) Comprehensive Health Education/Physical Activity Standards 1997–Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997–Essentials (Grades 4-8); (4) Reading Standard Articulated by Grade Level 2003–Grade 7; (5) Writing Standard Articulated by Grade Level 2004–Grade 7; (6) Language Arts Standards 1996–Essentials (Grades 4-8), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008–Grade 7; (8) Science Standard Articulated by Grade Level 2004–Grade 7; (9) Social Studies Standard Articulated by Grade Level 2006–Grade 7; (10) Technology Standards 2000–Essentials (Grades 4-8); and (11) Workplace Skills Standards 1997–Essentials (Grades 4-8)…. [PDF]

(2009). Arizona Academic Standards: Kindergarten. Arizona Department of Education This publication contains Arizona public schools' academic standards for kindergarten. The contents of this document include the following: (1) The Arts Standard 2006–Kindergarten; (2) Comprehensive Health Education/Physical Activity Standards 1997–Readiness (Kindergarten); (3) Foreign and Native Language Standards 1997–Readiness (Kindergarten); (4) Reading Standard Articulated by Grade Level 2003–Kindergarten; (5) Writing Standard Articulated by Grade Level 2004–Kindergarten; (6) Language Arts Standards 1996–Readiness (Kindergarten), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008–Kindergarten; (8) Science Standard Articulated by Grade Level 2004–Kindergarten; (9) Social Studies Standard Articulated by Grade Level 2006–Kindergarten; (10) Technology Standards 2000–Readiness (Kindergarten); and (11) Workplace Skills Standards 1997–Readiness (Kindergarten)…. [PDF]

Gerner, Jennifer (1974). Wisconsin Maternity Leave and Fringe Benefits: Policies, Practices and Problems. The study examines the economic implications in Wisconsin of the 1972 Equal Employment Opportunity Commission guideline which requires employers to treat maternity leave as a temporary disability. First, the static cost of the maternity leave guideline to employers is estimated for the State of Wisconsin. Second, some examination of the economic response to this cost is attempted. Finally, the relationships between maternity leave and other fringe benefits, wages, and the age distribution of employed females are examined using hospital data. The total cost of the maternity leave guideline for Wisconsin ranges from $4.4 million to $12.8 million annually. Although this cost is not excessive, it may add 3-11 percent to the cost of providing compensated temporary disability plans. Data for hospitals in Wisconsin were examined for realtionships between maternity leave, other fringe benefits, age distribution of employed females, and wages. It was found that the proportion of nurses ages… [PDF]

(2000). Services for Older Adults. Reference Book [and] Student Activity Book. This student activity book and reference book, which are part of a family and consumer sciences education series focusing on a broad range of employment opportunities, are intended for use in 1- and 2- programs preparing Texas high school students for employment in occupations related to providing services for older adults. The reference book provides information needed by employees in this occupational area. Each chapter includes the following components: (1) a list of the Texas Essential Knowledge and Skills that are discussed in the chapter; (2) a list of chapter vocabulary; (3) italicized, bold-faced vocabulary terms with definitions or explanations; (4) illustrations of equipment and procedures used in the industry today; (5) boxes posing "essential questions" about the materials presented; and (6) chapter highlights. Concluding the reference book are a 9-item reference list and an index. The student activity book provides a variety of pencil-and-paper activities…

Neidt, Charles O. (1969). Differential Predictive Validity of Specified Selection Techniques Within Designated Subgroups of Applicants for Civil Service Positions: Longitudinal Phase. Final Technical Report. The longitudinal study was Phase 2 of a study designed to determine the relationship between selection techniques (used by the State of Colorado Civil Service Commission and the Career Service Authority of the city and county of Denver) and on-the-job performance in specified job classifications for personnel classified as (1) Negro, (2) Spanish-surname, or (3) White. Jobs included in the longitudinal analysis were (1) Hospital Attendant at Denver General Hospital; (2) Intermediate Clerk Typist; (3) Clerk Stenographer, Intermediate Clerk Stenographer, and Senior Clerk Stenographer; (4) Clerk Typist, Senior Clerk Typist, and Dictation Machine Operator (all in various State office settings); and (5) Resident Supervisor Trainee at Lookout Mountain School for Boys. Results are presented in graphical and statistical form and indicate no difference in job performance among the 3 ethnic groups. Also, on the paper-and-pencil tests used, the White groups scored consistently higher but mean… [PDF]