(1976). Survival and Enrichment of Man. Social Science Curriculum Guide, Grades 7-12. Designed to demonstrate how changing value systems affect individuals, the social studies guide suggests materials, resources, and activities to classroom teachers. The major objective of the guide is to help students gain in maturity and develop the ability to deal with values. The document is presented in 27 chapters. The first five chapters introduce values clarification strategies. Values identified as particularly important in social studies include human dignity, freedom, national security, majority rule, protection of minority rights, patriotism, and intelligent use of resources. Chapter six lists 11 basic economic concepts and relates them to values education by stating that individuals make economic decisions on the basis of personal goals. The other chapters present activities on (1) 7th grade geography; (2) American history for 8th grade students; (3) Mississippi history and government for grade 9; (4) world culture for grade 10; (5) American history and economics for…
(1998). Decision Making at College of the Canyons: A Practical Handbook for You To Use. College of the Canyons, California, is the only public institution of higher learning in the Santa Clarita Valley, and serves a 367-square mile area. This publication addresses the issues of planning, long-range strategic goals, and decision-making as they pertain to the College. The College has identified the strategic goals areas for 1998-2001 as Teaching and Learning; Student Support; Cultural Diversity; Human Resources; Institutional Advancement; Institutional Effectiveness; Financial Stability; Physical Resources; Campus Climate; Technical Advancement; and Innovation. The document also identifies local board policy on collegial consultation, including (1) What is meant by the term "shared governance"? (2) What needs to be done by local boards and academic senates to implement the regulations to ensure the right of academic senates to assume primary responsibility for making recommendations in the areas of academic and professional matters? (3) In adopting or modifying… [PDF]
(2000). Learning To Integrate: The Education of Russian-Speakers in Estonia, 1918-2000. This thesis, covering the years 1918-2000, is divided into four chapters. Chapter 1 reviews the interwar history of non-Estonian education with particular emphasis on the diversity of the non-Estonian population, the legislation protecting the right of minority groups to mother tongue instruction, and the inclusion of Estonian language and civics courses in the curricula of non-Estonian schools. Chapter 2 examines the Soviet period with an emphasis on population shifts, the destruction of all non-Russian minority education, and the lack of attention to Estonian language in the Russian school curriculum. This chapter considers the debates over language and education in Estonia during the "glastnost" period. Chapter 3 examines the post-communist reforms in language education with particular attention to varying conceptions of integration, the need for improved Estonian-language programs in Russian schools, resistance to governmental reform, and the lack of material and human… [PDF]
(1999). Improving Systems Providing Education and Training throughout Life. Flexible Access to Technical and Vocational Education throughout Life. A large majority of the world's people are denied access to learning. The link between technical and vocational education (TVE) and individual and workplace economic productivity is well documented. Many countries are experiencing combinations of increasing populations of young people and high unemployment rates. Existing traditions of training and available human and financial resources provide little hope of providing access to TVE to the large numbers of people who need it worldwide. Change is essential to meeting the demands of enterprises that require a skilled workforce and people in need of TVE so that they can become economically productive. Challenges facing those seeking to improve access to TVE include the following: (1) development of alternative methodologies (combining the best of distance education with the best of TVE, developing learning materials appropriate to students' gender and level of schooling, resolving issues related to intellectual property rights and… [PDF]
(1995). "The Crack between Nature Illusory and Nature Real": Matilda Joslyn Gage's Visions of Feminist Spirit. Born in Cicero, New York, in 1826, Matilda Joslyn Gage became one of the leaders of the American women's rights movement. Her book "Woman, Church, and State," first published in 1893, is a work of feminist history and theory that anticipates many of the feminist critiques which are now familiar: social class, imperialism, sexual violence, and the nature of private property, as well as the nature of patriarchal language, epistemology, and religion. Gage tells the story of development, an archaeological narrative of the manner in which human females came to be defined (and confined) as women, and concerns herself with women as spiritual beings. The church has been, Gage says, the "deluder of the weak and the succor of the strong," a reflection of male dominance. Gage proposed a revaluation of spiritual values that would allow women to decide for themselves what the truth is, based on their own reason and investigation. For Gage, social evolution resembles today's… [PDF]
(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…
(1993). The Media's Role in a Nonviolent Movement: The Nashville Student Movement. Students from Nashville, Tennessee's four black higher educational institutions organized and carried out sit-ins at lunch counters of downtown department stores beginning February 1, 1960. They wanted the lunch counters opened to customers of all races. The students used press coverage to convey the nonviolent character of their movement. Because their success depended on public support, it was necessary to use the media to convey both their message–human justice and equality–and their nonviolent tactics. Because civil rights demonstrations were perceived as being associated with violence, it was important for the public to see that the students were its victims rather than its perpetuators. The morality play of the sit-ins was made-to-order for the media. The sympathetic treatment received by the students was not due to an inherently sympathetic, white-dominated media. It followed a subtle, but predictable tendency in news media coverage to make events follow a predictable… [PDF]
(1983). Science. Elementary and Middle School Curriculum Objectives. This document lists science objectives for Boston elementary and middle school students. All objectives are presented in two columns. The left-hand column states each objective in general terms and gives an idea of its scope. The right-hand column, giving a specific example of what students should be able to do when the objective is achieved, serves to clarify each objective; in addition, the illustrations in this column are intended to make the objectives more vivid, suggest possible activities and sources, and break up text material. More illustrations are provided for lower than for middle grades. Objectives for kindergarten through grade 6 are divided into the same major sections: science experiences; science skills and processes; science and society; life science; human biology and health; physical science; earth science; astronomy; and science reading (with reading lists for grades 1, 3, and 5). Objectives in grades 7 and 8 focus primarily on the physical and life sciences…
(1987). Values Education: Common Sense and Bugaboos. Three \bugaboos\ frighten schools to the degree that they do not use common sense to implement values education curricula in the public schools. These bugaboos are the problematic issues of prayer, piety, and pluralism. They are not necessarily barriers. School administrators and boards of education should inform themselves so they will be able to avoid their problematic aspects when developing values education programs. Common sense suggests that any human society must teach values to children. Schools cannot avoid transmitting values to students. The \how to\ of moral education, though, often requires more than common sense. Direct instruction in what the school views as right and wrong, including the value dimensions of the hidden curriculum, will work only if a relationship of mutual respect exists between a school and its students. Self-image is a key to moral development. Citizenship education should be based on instruction in history and, to some extent, philosophy, and not…
(1986). Foster Care: Use of Funds for Youths Placed in the Rite of Passage Program. This report reviews the use of federal foster care funds under Title IV-E of the Social Security Act for emotionally disturbed and delinquent adolescent boys placed in the Rite of Passage (ROP) program which operates three facilities on Indian land in Nevada. The report indicates: (1) California counties paid about $434,000 in Title IV-E funds for 39 placements claimed as federally eligible as of May 31, 1986; (2) while the program is licensed and is a nonprofit, private institution, the Department of Health and Human Services has not yet determined whether the facility is operated primarily for reasons other than the detention of delinquents; (3) the Indian tribes use California and tribal standards (admission policies, safety, sanitation, and protection of civil rights) to license facilities but do not document inspection for compliance with all their licensing standards; (4) California counties generally meet case review and reunification service requirements; and (5) California… [PDF]
(1987). Decisions of Student Affairs Administrators: Ethical or Legal Basis?. In higher education, trends in student affairs administration have gone from an \obedience\ stage through a \due process\ stage and back to a contractual \law and order\ stage. Today, being an agent of the institution means paying attention to legal implications because of the threat of lawsuits. The Ethics section from a Council for Advancement of Standards for Student Services/Development 1986 newsletter lists ethical standards covering: (1) confidentiality; (2) the Family Educational Rights and Privacy Act regarding student records; (3) human subjects research; (4) fair access to services; (5) conflict of interest; (6) handling of funds; (7) sexual harassment; and (8) limits of expertise. While the Family Privacy Act and sexual harassment law are legal regulations, the other standards are also legal issues, seated in regulations, statutes, or case law. It remains to be determined whether adherence to laws and orders that have a liberal orientation is the same as having higher…
(1982). Human Succession. Learning Activities for Environmental Education. Materials contained in this activity package are designed to provide teachers with a method of approaching a complex environmental question. That question centers on the return to the \good life\ of the country. The two activities in the package provide a different view of this question than the most commonly accepted one. The first activity (\Human Succession: The Utterly Dismal Theory\) focuses on American Indian culture as related to the theory which states that while people dominate at this moment in time, they are altering their environment and, at some future point, will become extinct, giving way to dominance by another organism. The second activity (\Primitive Cultures: A Return to the Good Life?\) focuses on the relationships between primitive cultures and their environments. There are no right or wrong ways to approach the issues considered in the activities since there are different points of view. The procedure for using the activities is simple, involving use of values…
(1974). Consumer Economics and Law: An Outline of Content for an Elective Course in Grades 9-12 Social Studies. An Instructional Bulletin. The pamphlet offers unit-by-unit outlines for a high school course in consumer economics. The 20 objectives of the course stress ability to: assess the proper use of human and material resources, understand the consumer's role in the market system, distinguish the difference between needs and wants, recognize the efficacy of interacting with citizens in the community in order to broaden understanding of mutual problems, know the proper use of consumer credit, plan a voluntary savings and retirement program, learn of public and private consumer protection agencies, and understand basic economic principles. There are 15 unit outlines in the pamphlet. Each presents general topics only; there are no specified activities or discussion questions. For example, in the outline for the unit on laws to protect consumers, seven main topics are presented. These include individual legal rights, agencies to seek help from, warranties, and simple contracts. Each topic has several sub-headings, such…
(1976). Dissenting from Liberal Orthodoxy: A Black Scholar Speaks for the \Angry Moderates.\ Reprint Number 59. Racial issues such as busing and affirmative action are not supported by most black people despite contrary insinuations by the media. Court ordered busing was not implicit in the 1954 Supreme Court decision which struck down state-imposed segregation. As a result we now have a situation that goes counter to the intent of the original decision. The grand delusion of contemporary liberals is that they have both the right and ability to move fellow creatures around like blocks of wood, in effect denying other peoples' humanity. A similar approach to human problems is applied in the labor market in the Federal affirmative action program. Affirmative action quotas are supposed to compensate minorities and women for past injustices, but there is very little hard evidence that they have that effect. In other related issues the helplessness of the poor, particularly the blacks, is repeatedly invoked to defeat proposed reforms that would enable these people to make their own decisions and…
(1978). Look into Crowds. This booklet is designed to help British teachers introduce concepts of crowds to young students. Elementary school students will better understand issues of crowd behavior such as rural to urban migration and crowding in urban areas if they realize that all crowds are composed of individual human beings. Teachers can help students become familiar with the nature of crowds by encouraging them to participate in class discussions and individual research projects on topics such as crowded cities, housing a crowd, crowds at play, crowds drawn together for political or military purposes, participation in special in-crowds, and entertainment crowds. Students can be directed to discuss questions regarding disadvantages of city living, reasons people leave rural areas to move to the city, the right of people to live wherever they want, and the role of government and charity organizations in providing services to poor people. Students can also be involved in activities such as observing…