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This poll was conducted between October 13-October 21, 2022 among a sample of 1,000 All Teachers. The interviews were conducted online. Among the key findings are: (1) Roughly one-fourth of teachers believe students are performing very well academically, emotionally, and socially; (2) Nearly half of teachers believe their school is political, which is greater than the one-third of parents who say they same about their child's school; (3) Teachers believe that government spending per student is much lower than actual expenditures; and (4) Just over half of teachers prefer to teach at least one or more days per week outside of a school building. This report highlights: (1) views on K-12 education; (2) teaching profession and experiences; (3) teaching opportunities and schooling; (4) school choice policies; and (5) the survey profile and demographics.

This poll was conducted between October 7-9, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) School parents are much more pessimistic about how their friends' children are doing in school, compared to what they say about their own children; (2) Parents report that communication and support are the most important attributes they need from teachers and school leaders. Transparency is seen as more necessary from school leaders than teachers; (3) In October, economic issues still dominate voting priorities at the local, state, and federal levels. Education increased in priority at the local, state, and federal levels; and (4) One out of three parents think their child's school is political. Republicans and Democrats are about equally likely to say their school takes a political viewpoint. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.

These polls were conducted between March 12-27, 2022 among a national sample of 1,000 teens and between March 12-4, 2022 among a national sample of 1,030 high school parents. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region and a target sample of High School Parents based on gender, age, race, and education. Among the key findings are: (1) High school parents and teens express very different outlooks about the future; (2) About half of teens still plan on attending college after high school, despite the pandemic's influence; (3) High school parents generally believe their wellness has stayed about the same during the pandemic, which differ from teens' responses; (4) Teens are split on their preferences between full-time regular schooling and hybrid schooling; (5) High school parents and teens seem to have different observations about how prevalent social/political topics are shared at school; and (6) Teens view improving education as one of the most important public policy issues right now. This report highlights: (1) post-high school plans; (2) COVID-19 and pandemic schools; (3) school year experiences; (4) current perspectives; and (5) the survey profile and demographics.

Is political science positioned to embrace and incorporate the changing demographics, increasing multicultural diversity, and ever-growing disparities in the concentration of wealth present in many nation-states? Can political science do so within its research, teaching, and professional development? These two questions were the focus of the work of the Task Force on Political Science in the 21st Century. To answer these questions, the Task Force assessed the practice of political science to determine whether it is living up to its full potential as a scholarly discipline to enrich the discourse, broaden the understanding, and model the behavior necessary to build strong nation-states in a rapidly changing world where population shifts and related issues regarding race, ethnicity, immigration, and equal opportunity structure some of the most significant conflicts affecting politics and policymaking. The report concludes that political science, the discipline devoted to the study and teaching of power and its consequences, has the capacity to build more inclusive scholarship, approaches to teaching, and paths to professional development if it takes an honest and transparent look at itself. Specific recommendations are made to guide the discipline and profession to make progress along each of these dimensions of scholarly activity. Appended are: (1) Social Sciences Doctorates Conferred by Race/Ethnicity, 1998-2006; and (2) Political Science and Public Administration Doctorates Confirmed, 1999-2006. (Contains 20 figures, 5 tables and 16 endnotes.)

A decade ago, before the tech boom collapsed and the digital economy bubble burst, it seemed to some that issues surrounding information technology (IT) might be central to the politics of the early 21st century. But after September 11, 2001, with so much else on everyone's minds, "digital politics" seemed a boring sideshow. Technocrats, techno-wonks, and computer engineers argued over such issues as the finer points of open source versus proprietary software, while the rest used the Internet in peace. Recently, however, digital politics have made a comeback, with associated issues in the media constantly and before Congress seemingly every week. The debate over IT policy issues does not take place in a vacuum or only in the corridors of Congress. From think tanks to trade associations to single-issue advocacy groups, a proliferation of organizations fights to shape digital policy debates. The paper presents a field guide to help the reader understand the politics of IT. It describes the major groups of players in the IT policy debate and discusses how they differ along two key dimensions shaping policy: individual empowerment vs. societal benefit; and laissez-faire vs. government regulation. It then uses four timely and important policy cases (privacy, taxation, copyright protection, and net neutrality) to illuminate how these politics play out today in the United States. While primarily focused on American digital politics, this framework is not entirely unique to the United States. (Contains 9 endnotes.)

CIRCLE Working Paper #72 addresses whether efforts to systematically incorporate media into school curricula increases several elements of civic engagement, including students' media use, political knowledge or their sense of being able to understand and influence politics (internal political efficacy). In "The Classroom-Kitchen Table Connection: The Effects of Political Discussion on Youth Knowledge and Efficacy," the authors find that the combination of reading news articles and discussing them at home and school related to increased information-seeking and political knowledge among students who were not in advanced placement and honors classes. Moreover, they find that students who were assigned to discuss articles at home with parents and who had parents who scored low on measures of political knowledge and efficacy, were the most likely to have increased scores on both dimensions by the end of the experiment. These results could provide guidance to practitioners looking for ways to involve parents in reinforcing what happens in the classroom by extending political discussions to the home as well. Appended are: (1) Student Questionnaire; (2) Parent Questionnaire; and (3) Weekly Discussion Guides. (Contains 11 tables and 7 footnotes.)

Across OECD countries, governments are seeking policies to make education more effective while searching for additional resources to meet the increasing demand for education. The 2010 edition of "Education at a Glance: OECD Indicators" enables countries to see themselves in the light of other countries' performance. It provides a rich, comparable and up-to-date array of indicators on systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators show who participates in education, how much is spent on it and how education systems operate. They also illustrate a wide range of educational outcomes, comparing, for example, student performance in key subject areas and the impact of education on earnings and on adults' chances of employment. The Excel[TM] spreadsheets used to create the tables and charts in this book are available via the StatLinks printed in this book. (Contains 121 tables.)

This statistically representative survey of 1,203 likely Virginia voters illustrates public opinion on a wide range of K-12 education issues. The underlying purpose of the Friedman Foundation's state surveys is to measure voter knowledge and attitudes toward public institutions and policies, innovative ideas, and the state's K-12 education system. The survey results shed light on the major disconnect between parental schooling preferences and actual school enrollments. 40% of parents said they would prefer a regular public school for their child. Approximately 90% of Virginia's enrolled K-12 students attend regular public schools. 39% of K-12 parents say they would like to send their child to a private school. In reality, however, approximately 9% of Virginia's K-12 students attend private schools. 11% of parents in our survey would prefer to homeschool their child. According to data collected by the Virginia Department of Education, just under 2% of the state's children are homeschooled. 8% of parents say they would like to send their child to a charter school. Currently there are only three charter schools in operation in Virginia, serving approximately 190 students. Findings include: (1) The state's Democrats (D), Republicans (R), and Independents (I) share common ground on tax-credit scholarships and school vouchers; (2) More Virginians say the state's public school system is either "good" or "excellent" (62%) rather than "fair" or "poor" (31%); (3) Virginia voters do not know the per-pupil costs within the public school system; (4) When asked, "if it were your decision and you could select any type of school, what type of school would you select in order the obtain the best education for your child?", likely voters in the state responded: Regular Public Schools (42%); Private Schools (35%); Charter Schools (10%); Homeschooling (9%); and Virtual Schools (1%); (5) Virginians are much more likely to favor (65%) a tax-credit scholarship system, rather than oppose (23%) such a system; (6) When asked about school vouchers, 57% of likely voters say they favor them, compared to 35% who oppose; (7) A large majority of Virginians (79%) favor a recent proposal to allow school vouchers for special needs students; (8) Virginia voters clearly favor performance pay for teachers. They are much more likely to favor (62%), rather than oppose (28%), such a policy; (9) Respondents were presented a series of statements, and were asked whether a given scenario was likely or unlikely to occur "if a tax-credit scholarship system is implemented in Virginia." The following are respondent forecasts: 79% say it is unlikely "Public schools will close;" 79% say it is likely "Parents will need better information for decisions;" 72% say it is likely "Parents will have more options;" 72% say it is likely "Public schools and private schools will have incentives to improve;" 61% say it is likely "Public schools and private schools will compete for students;" 59% say it is unlikely "Private schools will not be accountable;" and 50% say it is likely "Parents will have more power." (Contains 5 footnotes.) [The poll for this report was conducted by Braun Research, Inc.]

This report examines the effects of exposure to various elements of a civics curriculum on civic participation, two forms of political knowledge, internal political efficacy, political cynicism, news elaboration, discussion elaboration and various forms of interpersonal and mediated political communication behaviors. The data are based on a longitudinal study of high school students in a challenged large urban school district in Ohio. Two approaches to instruction are contrasted: stimulating political communication by discussing media sources and engaging in political debate; and rote learning of traditional civics content. Both approaches correlated "negatively" with civic outcomes, but there could be several interpretations of that correlation. Fifteen appendices are included: (1) Correlation Table for Dependent, Mediating and Control Variables; (2) Summary of Intraclass Correlations (ICC) and Significance of Level of Variance Accounted for in Random Effects (Empty) HLM Models; (3) School Contextual Model for Factual Political Knowledge; (4) School Contextual Model for Civic Participation; (5) School Contextual Model for Cynicism; (6) Classroom Environment Contextual Model for Newspaper Use; (7) Classroom Environment Contextual Model for Factual Political Knowledge; (8) Classroom Environment Contextual Model for Knowledge Structure Density; (9) Classroom Environment Contextual Model for Civic Participation; (10) Classroom Environment Contextual Model for Cynicism; (11) Course Contextual Model for Newspaper Use; (12) Course Contextual Model for Discussion Frequency; (13) Course Contextual Model for Factual Political Knowledge; (14) Course Contextual Model for Civic Participation; and (15) Course Contextual Model for Discussion Elaboration. (Contains 3 figures, 2 tables and 3 footnotes.)

Since the Office of Library and Information Services published the first Rhode Island trustees manual in 1980, Rhode Island public libraries have continued to respond to an ever increasing demand for service. In so doing, they consistently have taken advantage of new opportunities to provide this service more efficiently and effectively via technology, cooperative networks, and the efforts of trained, dedicated staff. And trustees, new and experienced, have continued to contribute their expertise and judgment to the decision-making processes necessary for sound governance of their institutions amid this climate of change and possibility. To aid in this ongoing endeavor, this revised and updated handbook has been published as a source of current information, guidance, and, hopefully, inspiration. The following are appended: (1) The Board Evaluates Itself; (2) Sample Bylaws; (3) Library Bill of Rights; (4) The Freedom to Read Statement; (5) The Freedom to View Statement; (6) Ethics Statement for Public Library Trustees; (7) Glossary of Terms and Acronyms; (8) A Trustee's Reading List; (9) Index to RI Library & Library-Related Laws; and (10) Legal Opinion: "Control of Personnel Policies." [This report was published by the Rhode Island Office of Library and Information Services.]

The process of political socialisation of adolescents includes more than the acquisition of knowledge about society, citizenship and the political system. In a democracy, citizens are expected to participate actively in the political process. Active participation, however, requires citizens to believe in their own ability to influence the course of politics, in other words, to feel politically efficacious. Therefore, enhancing control beliefs and the willingness to act politically could be viewed as important areas of civic and citizenship education. This paper examines changes in levels and relationships regarding efficacy and expected participation using data from students at different stages of political socialisation. It uses data collected during the two surveys of the IEA Civic Education Study and comprises two age groups: 14-year-old lower secondary students (grade 8 or 9) and upper secondary students (grade 11 or 12). Data from lower and upper secondary students in ten countries show that levels of political efficacy and expectations to participate politically as an adult change during the process of political socialisation. Self-confidence in dealing with politics increases and so do expectations to participate in elections in later life. However, beliefs in the responsiveness of the political system weaken and older students have lower expectations to become actively involved in politics in adult life. (Contains 9 footnotes, 7 figures and 17 tables.)

This Working Paper presents an overview of findings from research that addresses whether, and to what extent, gender is salient in the development of norms of citizen behavior and key precursors to citizen engagement. A variety of data is used to illuminate the complexity of gender's relationship to citizen engagement among today's youth. The bulk of the analysis, however, is drawn from the National Citizen Engagement Study (NCES). Across some key indicators, the story is about the same regardless of sex. Young women and men appear to be receiving the same cues about politics, elected officials, and the political process. They are also responding in much the same way--i.e., tuning out and doing little. However, young women are also demonstrating their distinctiveness in ways that are both hopeful and potentially worrisome. Thus, the picture to emerge is one that cannot be easily summarized by either sameness or difference. (Contains 8 tables and 13 endnotes.) [This Working Paper was produced by CIRCLE (The Center for Information and Research on Civic Learning and Engagement). For CIRCLE Working Paper 40, see ED491129.]

A survey conducted by the Council for Excellence in Government and The Center for Information & Research on Civic Learning & Engagement (CIRCLE) reveals unprecedented information about the content and significance of civics and social studies classes today. Overall, the curriculum and message of history and social studies classes appear to be more traditionalist than is commonly supposed. On a range of civic engagement measures, the survey suggests that those who choose to take civics, politics, or government classes are much more engaged in community affairs and politics than other young people. There have recently been strong criticisms suggesting that high school social studies teachers emphasize the negative aspects of American history and culture and fail to transmit an understanding or appreciation of American institutions. However, when a random sample of young Americans (ages 15-25) were asked to pick the one theme that had been most emphasized in their social studies or American history classes, their top choice was "the Constitution or the U.S. system of government and how it works." The second most common choice was "great American heroes and the virtues of the American system of government." In contrast, just 11 percent selected "problems facing the country today" and nine percent chose "racism and other forms of injustice in the American system."

This unit is designed to teach students about how a bill becomes law and how interest groups participate in and impact this process. LegiQuest teaches students about the roles of Congress, the President, and the courts in the legislative process. It can be used at the beginning of the course to introduce the functions and branches of government. It is helpful to begin the unit with a basic review of the three branches of government and the function of each branch. It is also possible to use this unit after an introductory unit on the fundamental principles of democracy, including such essential democratic documents as the Constitution and its amendments. Appendices include: (1) Students Handouts; (2) Lesson Materials; (3) Teacher Keys; and (4) CSA Board Questions.

These 10th and 11th grade lessons plans related to the Great Depression and the novel "The Grapes of Wrath" help students to: develop research skills and strategies, such as keyword searches, for finding information; recognize and use the different voices of migrants; and understand the politics of migration and the Great Depression. By examining primary sources, including songs, newspapers, interviews, and photographs of migrant farm workers in California during the Great Depression, students create a scrapbook from the point of view of a migrant worker, providing evidence of the colloquial speech used by the migrants and the issues affecting their lives. Using "Voices from the Dust Bowl, 1940-1941" and Farm Security Administration - Office of War Information (FSA/OWI) photographs, students select photographs and use the sound recordings of voices of the migrant workers to create captions, letters, and/or songs based on these primary sources. The four lesson plans focus on: analyzing a photograph; gathering voices; analyzing issues; and putting it all together. Includes links to the FSA/OWI Photographs and the "Voices from the Dust Bowl," and lists four other electronic and print resources. (PM)

Many educators in high schools and colleges have taught about European history and politics in the context of the Cold War and the division of Europe into two blocs. The revolutionary changes in 1989 and the collapse of the Soviet Union have made obsolete the superpower spheres of influence that divided Europe. This curriculum project contributes to a refocusing on a reunited Europe as it has emerged since 1989. The project focuses on two central European nations, Hungary and Poland, and identifies important aspects about these countries for students as they begin to explore central Europe. It provides background information about central Europe in a curriculum review and poses the following question: "What's different about Central Europe?" The project outlines five key differences between western and central Europe to guide student understanding of the history and politics of this area. It concentrates on Hungary and Poland in a comparative historical perspective. This project cites the following considerations in analyzing democratic transitions in Hungary and Poland: (1) undermining and opening the authoritarian regime; (2) legacy of the past; (3) cycle of mobilization; (4) defusing and managing the military or party apparatus; (5) negotiation; and (6) settling past accounts. The paper notes sources for teaching contemporary politics in Hungary and Poland. (Contains 14 references.) (BT)

Many U.S. citizens including educators, community leaders, youth workers, other human service persons, and young people tend to be apolitical, timid, cynical, or disdainful about the political process. But knowledge of the political process, when properly applied, is portable wealth and eminently usable power. Every vote can count when backed by solid facts, deep commitment, and persistent application of simple political skills. This guide is based on the conviction that people need to adjust many of their counterproductive attitudes about the political process and then to hone a few easily acquired political skills. These attitudes and skills will empower people to engage successfully with those who control the purse-strings and administrative powers that play such decisive roles in the rise and fall of many public and nonprofit organizations. It stresses the importance of building human relationships, rather than mere knowledge of the political process or following a set of "how-to" steps. The guide is divided into the following chapters: "Power and Powerlessness"; "On Credit in the Bank"; "Advocacy: A State of Mind"; "From Self-Affirmation to Political Effectiveness"; "Homework Pays Off"; "Politicians' Views of Educators--In Their Own Words"; "A Start toward Bridge-Building"; "Personal (and Persistent) Commitment"; "Working at a Distance"; "Let George--And the Association--Do It!"; "Testimony--Only the 40-Yard Line"; "Advancing toward the Goal Line"; "In Conclusion--And at the Beginning"; and "Going Deeper: A Bibliography." (BT)

Noting that the national, state, and local elections in 2000 provide an important opportunity for child advocates nationwide to make their message known, this kit is designed to assist child advocates in their electoral advocacy efforts. The kit includes questions for candidates, ideas for action within individual communities and states, voter statistics, public opinion information on children's issues, and resources related to advocacy. Section 1 of the kit provides tips for posing questions to candidates and lists sample questions in the following areas: (1) general children's issues; (2) child health; (3) child welfare; (4) early care and education; (5) devolution/welfare reform; and (6) juvenile justice/prevention. Section 2 presents statistics and facts to use with candidates on education, the family, health care, race, welfare and poverty, crime, and child care. Section 3 details techniques that child advocates have found effective in the past and suggests ways to connect nonpartisan politics to children's policy. Section 4 discusses what nonprofit organizations registered as 501(c)(3) organizations can legally do, including lobbying and election-related activity on the Internet, and federal law governing election-related advocacy. Section 5 provides statistics on voter registration, demographics, and voter turnout. Section 6 delineates the number of openings in each state for the U.S. Congress, state legislatures, and governors; describes each state's term limits; and discusses the problems with term limits. Section 7 discusses strategies for following up and monitoring elected officials by analyzing governors' first budgets or whether the implementation of programs follows candidates' promises. Section 8 lists resources. (KB)

This guide is targeted to teachers of intermediate or advanced English as a Second Language (ESL). It provides three 1-hour lesson plans on the topic of the importance of participation in the 2000 U.S. census. The paper asserts that it is critical for minorities who have historically been undercounted and under-represented in the U.S. Congress to participate and be counted, that this is especially important in light of court challenges to the 'majority-minority' congressional district in North Carolina. Furthermore, it is especially important to count the 300,000 residents of Latino origin who have settled in North Carolina since the last census. The goal is to help ESL teachers provide their students with information and the chance to reflect critically so that they can understand if their interests are represented by their elected congressional representative, to understand how this controversial issue of redistricting affects them directly. The first lesson explains the census and asks who should be counted and why it is important. The second lesson provides concrete examples of what happens when people are counted and undercounted. Finally, the third lesson asks students to formulate their positions on the issues discussed in the previous two lessons and to act accordingly. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

In this social studies and language arts interdisciplinary unit for 8th or 11th grade, students are required to take on the persona of a Populist or a Progressive. The unit is designed to create a dialogue between two similar movements in late 19th and early 20th century U.S. history. Students work in small groups to research and present their speeches and complete a brief bibliography of their figure. Participants representing the Populists give advice to Progressive representatives on areas including women's rights, political and social reforms, labor issues, foreign policy, and immigration. The student guide provides detailed instructions and contains a list of resources, including Web sites. The teacher's guide ties the lesson to California state standards and provides suggestions on how to conduct and evaluate the activities. (RJC)

This report presents data on the civic involvement of U.S. adults, including sources of information, community and political participation, and attitudes toward government and democratic principles. The data are from the 1996 National Household Education Survey, Adult Civic Involvement component. A brief summary of the data is included in the Highlights section. An overview of the survey methodology is profiled in Technical Notes. The majority of the information is expressed in statistical tables correlating participant characteristics (age, sex, education, household income) with responses to the phone survey questions. Regarding sources of information, adults were asked about their reading habits and activities. The survey revealed that the percentage of adults who read the national news in a newspaper or news magazine almost daily increased with each age category from 18 to 55 and older. Two five-item sets of questions about the government were included in the survey. An adult's highest level of education was related to their score on this knowledge index. The poll also collected information on community participation, defined as membership in an organization, attending religious services on a regular basis, or participating in community service. Voting and five other types of political participation were measured, as well as skills related to civic participation. In addition, adults were asked their opinion about statements related to political efficacy and democratic values. The survey also asked for opinions on four potential actions that might improve public education. (MJP)

This manual guides K-12 teachers through a two-week study of the election process in Indiana culminating in a school-based election. Election procedure is followed from voter registration through election returns. Indiana law mandates the study of elections during election years; this manual was created to facilitate the process. Grade levels and themes include: (1) "Grades K-1: I Scream - You Scream - We All Scream for...!"; (2) "Grades 2-3: It's a Right! Right?"; (3) "Grades 4-5: No Joke You Can Vote!"; (4) "Grades 6-7: Where In The World Is Your Candidate?"; (5) "Grades 8-9: It's Party Time!"; (6) "Grades 10-11: Voting, It's Not A Spectator Sport!"; and (7) "Grade 12: You Can Make A Difference. It's Time to Vote!" Lessons and teaching suggestions accompany each theme, appropriate to each grade level. A 49-item bibliography and a reference list conclude the unit. (EH)

This guide explains the regulations that govern Head Start staff's political participation and lobbying activities in an effort to assist staff in becoming politically proactive and strengthen the voice of Head Start. The guide begins with an introductory section which describes the regulations for political involvement with which Head Start programs must comply. This section also describes the permitted political activities Head Start program administrators and staff may engage in as private citizens on their own time. The second section describes Head Start political involvement, those activities which can be done on Head Start's time and what one can and cannot do with program resources. The third section explains the National Voter Registration Act, which makes it easier to register to vote and describes where and how to register to vote, while the fourth section describes voter registration and explains helping communities register to vote. The fifth section is entitled "Get Out the Vote" and provides the ten rules that will ensure a successful voter registration campaign. The final section, "Powerful Letters and More," contains multiple strategies that staff, independent of Head Start, can embrace to become a successful advocate. (SD)

This program examines the current acceleration of the decision-making cycle in the conduct of foreign policy due to the instantaneous reporting of events, called "The CNN Effect." The sometimes paradoxical consequences of global media coverage are noted, along with the examination of the medium of television itself, and its shortcomings in explaining complex events. The study guide offers questions to use before viewing the video, questions to follow the video, classroom activities to focus student thinking on the problem, topics for further research, and a list of seven resources. (EH)

This guide to the legislative process provides information on how to work within the legislative process for changes benefiting children and families. The guide is divided into 5 major sections: (1) know the issues and know the state and congressional legislative systems; (2) know how to express an opinion; (3) communications from non-profit groups; (4) know the federal legislative process; and (5) understand authorizations and appropriations. Specifically, the guide provides information on: (1) the power of personal visits, letters, telephone calls, telegrams, and voting; (2) the House of Representatives and the Senate; and (3) budget requests, budget authorizations, review and approval processes, Subcommittee and Committee hearings, floor action, the House and Senate Conference, and appropriations. A glossary of terms is included. (JW)

Family service providers cannot afford not to get involved in advocating for family-friendly public policy, in the face of legislation that jeopardizes family programs. Designed for community-based program providers, this guide asserts the importance of advocacy for families at the state and federal legislature level. Sections of the guide are: (1) "What Is Public Policy?" (2) "What Is Advocacy?"; (3) "Involving Parents," giving reasons to involve parents in the advocacy process; (4) "A Step-by-Step Guide to Advocacy"; (5) "What's the Occasion?," detailing steps for advocacy, including forming an advocacy team, finding out who represents you, and meeting with your lawmakers; (6) "The Pay-Off," asserting that advocacy is the way to make government responsive to the needs of children, youth, and families; and (7) "Lobbying Rules for Tax-Exempt Nonprofits." Short case studies of three different advocacy efforts are included. (BGC)

This guide is designed to provide background material and teaching strategies for the study of the Supreme Court and the New Deal Era. There are suggested activities, discussion questions, a list of suggested readings, vocabulary, a list of key players of the era, and a list of components and key events tied to The New York Times from that time period. (EH)

This guide is to help teach about President Nixon's succession to office in 1969 and the ending of the war in Vietnam in 1973. The guide includes a background essay, suggsted activities, discussion questions, suggested readings, a list of key players from the era, vocabulary, a list of components and key events tied to "The New York Times" articles of the time period. (EH)

This document is an interactive, intergenerational guide designed to help organize group or individual study of "Causes of Hunger." The guide includes activities, worship aids, Bible studies, and a resource list--all adapted for classes, weekend retreats, and evening meetings. The guide is divided into nine sessions to be used with a variety of audiences to address the problem of hunger in the world. Suggestions are given for preparation and presentation. The sessions include: (1) "Biblical Perspectives on Hunger and Poverty"; (2) "Overview of World Hunger"; (3) "Powerlessness and Politics"; (4) "Violence and Militarism"; (5) "Poverty in a Global Economy"; (6) "Population, Consumption, and Environment"; (7) "Racism and Ethnocentrism"; (8) "Gender Discrimination"; and (9)"Vulnerability and Age." Four appendices containing a summary of "Causes of Hunger: Hunger 1995"; supplemental activities; texts to photocopy; and selected resources conclude the guide. (EH)

This instructor guide for a unit on global markets in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing one's own business. Included in the instructor's guide are the following: unit objectives, guidelines for using PACE, lists of teaching suggestions for each unit objective/subobjective, model assessment responses, and overview of the three levels of the PACE program. The following materials are contained in the student's guide: activities to be completed in preparation for the unit, unit objectives, student reading materials, individual and group learning activities, case study, discussion questions, assessment questions, and references. Among the topics discussed in the unit are the following: the impact of international trade on small business; international trade options; technical assistance for international trade; methods of researching specific international markets; obstacles to international trade; and one's potential for entering international trade. (YLB)

This instructor guide for a unit on global markets in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a business in one's future. Included in the instructor's guide are the following: unit objectives, guidelines for using PACE, lists of teaching suggestions for each unit objective/subobjective, model assessment responses, and overview of the three levels of the PACE program. The student module includes the following: specific objectives, questions supporting the objectives, complete content in the form of answers to the questions, case studies, individual activities, group activities, discussion questions, assessment questions, and list of 15 references. Model assessment responses are provided in the instructor materials. These six objectives are addressed: identify the importance of international trade; describe the reasons for exporting; describe the reasons for importing; use international trade/economic terms correctly; discuss the socioeconomic differences between potential trading partners; and identify international trade opportunities for one's business idea. (YLB)

This guide, designed for Iraqi speakers of Arabic who are refugees or immigrants to the United States, offers basic information on daily life, customs, and social behavior expectations. It begins with information about immigration laws and requirements, and proceeds to these topics: employment types and practices; employment benefits; taxes; job search; resumes (with both Arabic and English text) and qualifications; public services and utilities; shopping; banking; the educational system at all levels; English language instruction; laws and politics; religion in American life; legal services; etiquette; the American monetary system; weights and measures; and holidays. The text is entirely in Arabic, with subtitles translated into English. (MSE)

The guide, designed for speakers of Haitian Creole who are immigrants to the United States, offers basic information on daily life, customs, and social behavior expectations. It begins with information about immigration laws and requirements, and proceeds to these topics: employment types and practices; employment benefits; taxes; job search; resumes (with both Haitian Creole and English text) and qualifications; public services and utilities; shopping; banking; the educational system at all levels; English language instruction; laws and politics; religion in American life; legal services; etiquette; the American monetary system; weights and measures; and holidays. The text is entirely in Haitian Creole, with limited subtitles translated into English. (MSE)

This study of Pakistan provides students and teachers an opportunity to understand the political, religious, and literary accomplishments of the Pakistanis. This project is uses slides to show the beauty of Pakistan and its people. A map indicating the distance between Miami, Florida and Pakistan is provided along with a 5-item reference list of materials related to the slide presentation. (JAG)

This project introduces a syllabus for studying comparative politics among Canada, Pakistan, and Japan. Students learn that comparative politics provides an understanding of how different political systems operate and the importance of culture in understanding politics. Three functions are addressed in the course: system functions, process functions, and policy functions. These concepts are studied in terms of how Pakistan, with its diverse ethnic group, struggles to maintain its political system and strength. The following texts are suggested: "Comparative Politics: A Theoretical Framework" (Almond et al.); "Continental Divide: The Values and Institutions of the United States and Canada" (Lipset); "Pakistan: The Continuing Search for Nationhood" (Burki); and "The Enigma of Japanese Power: People and Politics in a Stateless Nation" (van Wolferen). A 13-item list of related readings concludes the syllabus. (JAG)

This collection of lesson materials for high school teachers and students focuses on the study of ethics and values that underlie the political process in the United States. The collection is meant to encourage teachers and students to examine the value conflicts that frequently appear in the electoral process and stimulate student thinking about ethical considerations in campaigns for public office. The lessons are designed to supplement courses in the social studies. The first part of the guide provides an overview of the program, strategies for studying ethics and politics in the United States, and learning outcomes. The rest of the guide is divided into six sections: (1) "Introducing Ethical Issues Thru the Study of Campaigns and Elections"; (2) "Selecting the President: What do we want in a President?"; (3) "Campaign Images and the Role of the Media"; (4) "Campaign Issues and Controversies"; (5) "Ethical Dilemmas in Electoral History"; and, (6) "Campaign and Electoral Reform." (TSV)

This curriculum packet on politics and international relations in India contains an essay, three lessons and a variety of charts, maps, and additional readings to support the unit. The essay is entitled "India 1994: The Peacock and the Vulture." The lessons include: (1) "The Kashmir Dispute"; (2) "India: Domestic Order and International Affairs, A Role Playing Activity"; and (3) "Defining Democracy: India, A Case Study." (EH)

The set of materials for development of listening skills in Czech is designed for students with advanced language proficiency and is intended to be used with cassette tapes (not included here) to supplement other instructional materials. It consists of 20 units grouped into 2 levels (advanced and advanced plus). At each level there are 10 units, each based on a specific topic, including: announcements; culture; economic change; environment; health; politics; news; science and technology; society in transition; and sports. The unit contains exercises based on the tapes of authentic Czech listening materials. An introductory section gives the student background information on listening skills and habits and describes briefly a number of strategies emphasized in the exercises, including predicting, recognizing cognates, identifying grammar and discourse markers, categorizing, listening for specific information, guessing at unfamiliar words in context, repetition, and summarizing. Answer keys for the units are appended. (MSE)

The second volume on reading authentic Polish is the continuation of a supplementary textbook to be used either in the classroom or in independent study. The materials included in it are unaltered authentic texts from Polish newspapers, magazines, and other mass media that provide exposure to the context and format of everyday reading matter. The varied readings, exercises, and suggestions on developing and using reading strategies are intended to help Americans become more skillful in reading Polish. The textbook consists of 20 units in 2 groups, for advanced and advanced-plus proficiency levels on the American Council of the Teaching of Foreign Languages scale. Each unit and accompanying exercises focus on one topic. Topics include: transportation; food; housing; health; commerce; communications; entertainment; education; politics; and environmental conservation. An introductory section discusses the process of reading and describes common reading strategies to be emphasized in the materials. Each unit consists of a series of texts with comprehension exercises. Most texts are photocopies and some have photographs. Answer keys to the exercises, a list of references for each unit, and a list of copyrights for texts are appended. (MSE)

This resource kit examines immigration and population issues in Australia. Many organizations with an active interest in immigration policy are represented in the kit, giving students the opportunity to evaluate alternative positions and views. The kit reflects the Commonwealth Government's multicultural policies and the goals that underlie them, recognizing that immigration is about people, not just statistics. This kit is designed as an inquiry-based, multidisciplinary package comprised of eight "evidence files" or core topic areas, with photocopy sheets of source materials based on core topics. A wide variety of sources is presented for classroom use. The eight core topics covered include: (1) International population movement; (2) The history of immigration to Australia; (3) Australia's immigration policy; (4) The economics of immigration; (5) The social impact of immigration; (6) The demographic impact of immigration; (7) The environmental impact of immigration; and (8) The politics of immigration. A teacher's guide, which includes a bibliography of recommended background reading is provided. Intended for secondary teachers, the kit also can be used by teachers in higher education institutions to integrate with existing courses in History, Economics, Politics, Geography, Environmental Studies, and English. Community groups wishing to explore these issues will find this kit useful as well. (EH)

This document consists of two publications: a participants' booklet designed to promote discussion among small groups, and a Leader's Guide. The participants' booklet contains information on four important issues in the 1992 election year: health care, the economy, welfare reform, and foreign policy. "The Health Care Crisis in America" contains background information, a discussion of ethical issues, a discussion of policy issues, and a list of sources of additional information. "Revitalizing America's Economy for the 21st Century" presents background information, four general views of the primary problems in the economy, and a variety of proposals for immediate steps the federal government could take to revitalize the economy. "Welfare Reform: What Should We Do For Our Nation's Poor?" presents background information on poverty and the welfare system and four approaches to welfare reform. "The Role of the United States in a Changing World" offers four alternative approaches for the future of U.S. foreign policy. The Leaders Guide provides questions for leading a discussion on each of these issues, and suggestions for organizing a study circle. (DB)

This guide introduces reference works available in the McGill University libraries that are relevant to the study of Canadian politics and government. Although some important sources with an historical approach are mentioned, the emphasis here is on material for contemporary politics. The materials are listed in eight categories: (1) Encyclopedias and Handbooks; (2) Yearbooks and Annual Reviews; (3) Almanacs and Directories (general and government programs and services); (4) Statistics; (5) Dictionaries; (6) Biographical Sources; (7) Indexes (general, periodical, newspapers and current awareness surveys, government documents, and theses); and (8) Topical Bibliographies and Surveys (general bibliographies, arms control and disarmament, civil/human rights, the constitution, elections, external relations, intergovernmental relations, nationalism, native peoples--government policy, political parties, public administration and finance, and women). Information provided for each item includes the author, publisher, publication date, call number, and a brief annotation. (KRN)

This language arts curriculum developed for Native American students in Manitoba (Canada) consists of a teachers' guide, a student guide, and a research unit. The curriculum includes reading selections and learning activities appropriate for the different reading levels of both upper elementary and secondary students. The purpose of the unit is for students to develop skills in brainstorming, biography writing, letter writing, note taking, researching, interviewing, spelling, and vocabulary. Reading selections focus on Elijah Harper, an Ojibway Cree Indian who helped defeat the Meech Lake Accord, an amendment to Canada's Constitution proposed in 1987. The Meech Lake Accord would have transferred power from the federal government to provincial governments and would have failed to take into account the interests of Natives, women, and minorities. The curriculum also includes reading selections on the creation of the Aboriginal Justice Inquiry and on Crazy Horse. The guide includes directions for pre-reading activities, ideas for discussions, post-reading activities, and answers to student learning activities. Students work together using notes from class discussions to write a biography of Elijah Harper. Students are then required to write a biography on a Native person of their choice who has been recognized for making a contribution to Native culture. The guide also includes additional resources; information on interviewing, letter writing, brainstorming, biographies, and spelling; background information on the Meech Lake Accord and the Aboriginal Justice Inquiry; and additional ideas for classroom activities. The student activities guide includes comprehension questions for discussion or written response; vocabulary, grammar, and spelling exercises drawing on the content of the reading selections; and supplementary word search activities. The research unit, written for upper elementary and secondary students covers the following topics: how to research, choosing a topic, organizing research, making notes, finding reference materials, using guide words, using the card catalogue, using the encyclopedia, using periodicals, making a research diary, using a bibliography, organizing by subtopics, organizing by outlining, using tables and graphs, and reference review. Each topic includes student learning activities. (LP)

The workbook accompanies the "Intermediate Pashto" textbook (FL 019 797), and provides additional explanations, in English, of Pashtun culture and Pashto grammar. It also contains additional exercises, with answer keys. The units and sections correspond to those of the textbook. Unit overviews are intended to be read, with parallel textbook sections, before the class session in which the unit is to be worked on. Exercises for each unit are to be done at the completion of classwork for the unit. Some exercises require oral prompts, which are provided in the "Teachers' Manual "(FL 019 799). Notes are generally in English; exercises are in Pashto. (MSE)

This resettlement guide, entirely in Farsi, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues in pre-arrival arrangements, resettlement, and legal status, also explaining some common refugee misconceptions about their reception and status. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility); income and expenditures (budgeting, shopping, and banking services); education systems for children and adults; the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship); and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. (MSE)

This resettlement guide, entirely in Vietnamese, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues in pre-arrival arrangements, resettlement, and legal status, also explaining some common refugee misconceptions about their reception and status. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility); income and expenditures (budgeting, shopping, and banking services); education systems for children and adults; the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship); and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days, and a list of voluntary agencies, are contained in final chapters. (MSE)

This resettlement guide, entirely in Armenian, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues in pre-arrival arrangements, resettlement, and legal status, also explaining some common refugee misconceptions about their reception and status. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility); income and expenditures (budgeting, shopping, and banking services); education systems for children and adults; the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship); and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. (MSE)

This resettlement guide, entirely in Russian, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues in pre-arrival arrangements, resettlement, and legal status, also explaining some common refugee misconceptions about their reception and status. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility); income and expenditures (budgeting, shopping, and banking services); education systems for children and adults; the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship); and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. (MSE)

Courses: Communication and civic participation course; rhetorical theory, political communication, leadership. Objective: Students will explore citizenship through role models and story-telling. (Contains 1 table.)

While it is generally understood that defined benefit pension systems concentrate benefits on career teachers, and impose costs on mobile teachers, there has been very little analysis of the magnitude of these features and patterns of variation between states. The authors develop a measure of implicit redistribution of pension wealth among teachers of varying ages of separation. Compared to a neutral system, they find that about half of an entering cohort's net pension wealth is redistributed to teachers who separate in their fifties from those who separate earlier, and they also identify some variation across six representative state systems. This implies large costs for mobility. The authors estimate that teachers who split a thirty-year career between two pension plans often lose over half their net pension wealth compared to teachers who complete a career in a single system. Plan options that permit purchases of service years mitigate little or none of these losses. It is difficult to explain these patterns of costs and benefits on efficiency grounds. More likely explanations might include the relative influence of senior versus junior educators in interest group politics and the coordination problem between states, regarding mobility versus retention. (Contains 16 figures, 7 tables, and 40 footnotes.)