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These micro-units of instruction are designed to teach fourth and fifth grade students the multi-ethnic heritage of America. They emphasize the free and open acquisition of knowledge through the inquiry method. Multiple sources are used in each unit and the range of difficulty should enable the student to show progress in skill development as well as content knowledge. The units included in this work are: 1) American Mosaic; 2) Immigrants All; 3) Human Rights; 4) Who is a Patriot; 5) The Myth of the Negro Slave; 6) Americans All; 7) What is a Democracy?; 8) Afro-American Contributions; 9) Ideas for Expansion. Each unit is outlined in terms of concept, generalization, behavioral goals, and teaching procedures. A bibliography is included at the end of each unit. Other documents from the Task Force are SO 005 534 through SO 005 551. (FDI)

This study represents an attempt to relate activist ideology to behavior in settings that are not explicitly political. Two characteristics, interpersonal trust and a need for ethical consistency, were translated into empirical questions and studied accordingly. Subjects were undergraduate college students who scored low or high on the New Left Scale and the Political Activities Scale. Results of the experiment indicate that (1) activists demonstrate greater interpersonal trust than do conservatives, and even when that trust is diminished by interaction, activists appear more willing to acknowledge their opponents' strengths; (2) activist students more readily admit ethical transgressions, when confronted, than do more conservative students; and (3) components of primarily political attitudes can be related in predictable ways to behavior in situations that are not explicitly political in nature. (Author/TA)

GRADES OR AGES: K-6. SUBJECT MATTER: Language arts. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into sections: 1) listening, 2) speaking, 3) writing, and 4) reading. The sections on speaking and writing are further subdivided into units. A final section provides guidelines for evaluation of a local program. The guide is offset printed and spiral-bound with a paper cover. OBJECTIVES AND ACTIVITIES: Each section or unit lists several objectives and related activities. Some activities are merely listed; others are described in detail. Guidelines for identifying student readiness for various activities are included. INSTRUCTIONAL MATERIALS: Each section or unit contains a short list of related references, which includes books and journal articles. STUDENT ASSESSMENT: Each section or unit contains guidelines for student evaluation. The section on reading includes a list of commercially available reading tests and a list of major publishers of reading tests. (RT)

This study is designed to evaluate the musical listening ability that children have acquired through present instructional practices. To obtain an estimate of what children learn, over 3,000 students in grades 4-7 were administered a Melodic Listening Survey (structured into nine subtests) by tape recording under the direction of their own teachers. Children in each grade level were divided randomly into two groups--one that listened with the use of notation and one that listened without notation--to provide an evaluation of the auditory and visual perception factor in listening development. Results supported the use of auditory-visual discrimination as a factor in listening development, and revealed, despite generally low test scores, an increase in achievement with increasing grade level. Some areas of melodic listening measured by the Survey were grasped, but some were unfamiliar concepts to the students. Achievement scores on the Survey and the teachers' ratings of instruction revealed no relationship The need for rating scales for instruction was in evidence. (Included are the Melodic Listening Survey with teacher directions; raw test scores; and music curriculum questionnaires for the music supervisor and classroom teacher.) (Author/JMC)

This article discusses the psychodynamics of Negro-white relations and the transitional stress which individuals experience in reaction to school desegregation. Described in particular are the negative implications of segregation and racial prejudices, both for those who discriminate and those who are discriminated against. It is noted that intergroup prejudice may stem from an individual's personal anxieties or childhood conditioning. The stereotyped idea of Negro inferiority, fears of intermarriage, and interracial sexual fears are specifically discussed, and a distinction is drawn between racial problems and the disguising of nonracial problems, such as socioeconomic and educational deprivation, by attributing them to race. To change these attitudes of prejudice within a community, educators, parents, community leaders and mental health personnel must evince firm leadership and a well-defined policy. (LB)

This volume is composed of preliminary phonological statements of seven indigenous languages of Colombia, South America. The studies, prepared in a 1965 field seminar in Lomalinda, Colombia, are data oriented and follow a common format for easy comparison. Titles and authors are: (1) "Phonemic System of Tucano," by Birdie West and Betty Welch; (2) "Guanano Phonemics," by Nathan and Carolyn Waltz; (3) "Phonemes of Muinane," by James and Janice Walton; (4) "Guajiro Phonemes," by Richard Mansen; (5) "Yucuna Phonemics," by Stanley and Junia Schauer; (6) "Camsa Phonology," by Linda Howard; and (7) "Guahibo Phonemes," by Victor and Riena Kondo. The specific characteristics of each language are presented in a brief note before each paper. (AMM)

AN ANTHOLOGY OF ORIGINAL SHORT STORIES, POEMS, AND DRAWINGS BY STUDENTS FROM SEVENTH THROUGH TWELFTH GRADE IS PRESENTED. THE SUBJECT MATTER RANGES FROM LOVE TO PETS AND FROM PRESIDENT KENNEDY'S DEATH TO BEST FRIENDS.

SIGNIFICANT FACTORS INVOLVED IN LEARNING AND ADJUSTMENT OF RETARDED CHILDREN IN SPECIAL CLASSES AS COMPARED WITH THOSE REMAINING IN REGULAR CLASSROOMS WERE ASSESSED. EACH GROUP WAS EVALUATED WITH INSTRUMENTS TESTING INTELLECTUAL CAPACITY, SCHOOL ACHIEVEMENTS, SOCIAL ACCEPTABILITY, AND ADJUSTMENT TO THEIR TEACHERS AND PEER GROUPS. IT WAS FOUND THAT SUCH FACTORS AS PHYSIOLOGICAL AND PSYCHOLOGICAL DIFFERENCES MAY INFLUENCE ACCEPTANCE IN SPECIAL CLASSES, AND MAY ALSO, IN OUR PRESENT EDUCATIONAL SYSTEM, MEAN THAT MANY CHILDREN, RECOGNIZED AS EDUCABLE ON THE BASIS OF IQ LEVEL, ARE BEING DEPRIVED OF EDUCATION ENTIRELY. THE ACCEPTANCE OF SPECIAL CLASS PROGRAMS AS THE DESIRABLE TYPE OF EDUCATIONAL PLACEMENT FOR RETARDED CHILDREN HAS BEEN BASED ON THE ASSUMPTION THAT SUCH PROGRAMS ARE ABLE TO ACHIEVE RESULTS DIFFERENT FROM THOSE ACHIEVABLE IN A REGULAR CLASS SETTING. THE EVIDENCE OF THIS STUDY INDICATES THAT THESE DIFFERENCES DO ACTUALLY EXIST. THE SUPERIOR ACADEMIC ACHIEVEMENT NOTED FOR THE REGULAR CLASS GROUP IS BALANCED BY THE SUPERIOR SOCIAL ADJUSTMENT OF THE SPECIAL CLASS GROUP. IT IS POSSIBLE THAT RETARDED CHILDREN IN SPECIAL CLASSES COULD BE BROUGHT CLOSER TO THEIR EXPECTED LEVEL OF ACHIEVEMENT THAN IS AT PRESENT REALIZED IN EITHER TYPE OF EDUCATIONAL PLACEMENT. (GC)

Discusses changes in race relations in America during the past 20 years and ways in which they have affected psychiatry and psychoanalysis--particularly, the emergence of the new black consciousness, ways of correcting institutional racism, and the need for self-searching among white professionals. (RJ)

Recent models of stellar nucleosynthesis can be effectively used to provide a unifying theme for the teaching of nuclear phenomena to chemistry students. (Author/DF)

A two-hundred slide and tape project covering intellectual change, carried out by tenth grade students, requires some advance discussion and questioning by the teacher to strengthen students' frames of reference. (JB)

The 45-15 plan in this California school district is educating four youngsters in a space designed for three with no overcrowding, is eliminating double sessions, and is relieving taxpayers of the immediate need to build more schools by making fuller use of schools that already exist. (Author)

Article illustrates the inferior image the black child produces in our elementary schools and the victimization suffered by the parents of black children. Stresses the crucial parent-child-teacher relationship and the need to return to basic skills in the classroom. (RK)