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The booklist is divided into the following sections: (1) Adult Titles; (2) Adult Author Index, (3) Juvenile Titles; (4) Juvenile Author Index and (5) Recordings and Cassette tapes. A guide to assist the reader in locating general subject areas is also provided. (NH)

This annotated bibliography of relatively inexpensive paperback books has been prepared with the assumption that a list of books about Afro-American literature might be useful to high school and junior high school teachers, especially those who have not had the opportunity to study Afro-American literature in formal courses. The recent publication of great numbers of Afro-American anthologies, casebooks, readers and collections of various kinds, as well as works by individual writers, has meant that the teacher has had an increasingly greater range of choice in finding material that he or she can bring into the classroom. This bibliography, however, has been designed for the teacher's private library and contains many items which would not be appropriate for classroom use. Along with works in literary history and criticism, some titles which provide insight into the more general Afro-American historical and cultural experience have been included. (Author)

This packet, prepared to give support and guidance to independent schools striving to develop courses and design curricula in Afro-American studies, presents sampling course descriptions from seven selected schools on black studies intended for junior high and senior high students and offers two statements on black literature. The booklet is divided into three parts: Part I includes courses selected from the 100-plus questionnaires returned to the Choate-Afro-American Resource Center in the fall of 1969. Selections indicate the diversity in philosophies, techniques, materials, and racial composition of classes. Course descriptions provide an explanation of establishment of the course, general aims, general course content, texts, methods, evaluation, and recommendations. Part II presents two statements on black literature; one, "The Black Picaresque in Fiction" by Dr. Charles H. Nichols, contains autobiographical writings on black experience that reveal deep conflicts which, when translated into fiction, assume the form of the picaresque. The other, "Negritude" by W. A. Jeanpierre, examines the Negritude movement and explains the themes of black experience in poetry. (Author/SJM)

This course of study was written as part of a total effort to revise curriculum to fit the quinmester administrative organization of Miami schools. The major intent is to provide a broad framework of goals and objectives, content, teaching strategies, class activities, and materials all related to a prescribed course of study. The guide is divided into: (1) a broad goals section, which provides descriptive and goal-oriented information for the teacher; (2) a content outline, which illustrates, in general terms, the scope and major subdivisions of the course; (3) objectives and learning activities, which provide a total picture of the main idea and specific behavioral objectives for a set of given learning activities; and, (4) materials section, which presents guide lists resources in four categories: essential textual or other material; alternate classroom materials to use in place of or in addition to the aforementioned; supplementary teacher resources; and, supplementary student resources. (Author/SB)

In this paper, the author offers a rationale for Black Studies programs for the reader's consideration, attempts to resolve the question, "Black History for what?" and illustrates how Black History can be taught as an integral part of a modern social studies curriculum which is spiral, conceptual, and interdisciplinary, and which emphasizes decision-making and social action skills. Black History should help students develop the ability to make reflective decisions so that they can resolve personal problems and shape public policy by participating in intelligent social action; the goal of Black History should be to help students become effective change agents. (Author/SB)

As part of a quinmester program, this course, "The Black Novelist in America," extends an opportunity for the student to take a personal and intellectual journey into the hearts, souls, minds, and emotions of black people. The range of subject matter includes (1) distinction between the novel and other literary forms; (2) internalization of black folk heritage as a contribution to American literature and music; (3) demonstration of awareness of the contributions black novelists have made to the development of American literature; (4) examination of the impact of the Harlem Renaissance on the black conscience and the literary world; and (5) evaluation of major black writers and their works. Teaching strategies are arranged under performance objectives, all aimed toward bridging the identity gap among young black students and other Americans and toward opening new and exciting avenues for communication. (HOD)

In August of 1971 a program was launched at North Carolina Central University School of Library Science to identify and coordinate African-American materials in southeastern states. Alabama, Georgia, North Carolina, South Carolina, Tennessee, and Virginia were chosen on the basis of their geographical proximity to North Carolina and the wealth of materials on or about black people that were already available in some of their libraries. The librarians of 6 institutions in the representative states conducted the state searches for materials. Newspapers, periodicals, published works, manuscripts, bibliographies, broadsides, and other forms of materials were collected. This pilot study may be used as a model for eventual national control of African-American materials. (Author/HS)

Contents of this bibliography, the tenth edition of "The Negro in the United States," listing significant books published since 1965, include: reference--general works, documentary histories, and collective biography; history; politics and government; the contemporary scene; literature and the arts--general works, art, music, dance, general literature, theatre, fiction, poetry, folklore, and humor; sociology and psychology; religion; economics; education; and, sports. The following information is provided for each book listed: author (or editor, compiler, etc), title, publisher, copyright date, and a brief annotation concerning contents and utility. (JM)

An HEW Publication, report no. 26 in the PREP series (Putting Research into Educational Practice) discusses the timely topic of Black Studies. Previously, a survey of the development and implementation of Black Studies in American community colleges was conducted and reported by the same authors in ED 048 851. This PREP report was adapted from the final report and covers the origins and purposes of black studies; curriculum development, practices, and enrollment; suggestions for impementing a black studies program; and continuing issues, e.g., which term--Negro? Afro-American? Black?--is being used to describe the people, courses, and programs associated with black studies; ethnic origins of instructors; student participation in the selection and retention of instructors; course quality; and control of the educational system. A selected bibliography on black studies and related subjects completes the report. (Author/MN)

This topical paper, which summarizes a survey of the development and implementation of Black Studies in the 2-year college, follows two other topical papers: Number 12, The Position Papers of Black Student Activists (ED 042 453); and Number 16, The President's Reaction to Black Student Activism (ED 046 390). The types of colleges that offer Black Studies courses and their geographical locations are indicated. In urban communities, more control over the institutions is passing to black administrators. The politics involved in this movement are discussed. Programs and courses aim to create self-respect for blacks by "building an identity rooted in American and African history and culture." A few community colleges have formulated institutional aims for their programs. The curriculum is generally divided into the following areas: historical, literary, cultural, socioeconomic, integrated courses, and minority- and urban-oriented courses. In questioning the relevance vs. excellence of the programs, challenges and responses to them are made concerning the quality of courses, qualification of instructors, and performance of students. (CA)

The course discussed in Part I: Library Science 301, is concerned with the selection and utilization of Negro resource materials. The course is geared to the mind of the librarian as reader, the technician who shares the interest in theme, plot, and character analysis of the issue-oriented college student pursuing the leads of an assignment or simply exploring. Several approaches which could be utilized for the course are given, a six weeks' calendar outlined and finally the required readings are listed. Part II: Library Science 303, considers the bibliography of the Negro. This course is an exercise in creative bibliography. It aspires to encourage a pursuit of an idea or a current subject or phase of the black sub-culture in the United States that will evolve into a serviceable annotated bibliography. Topics for an annotated bibliography are suggested. A six weeks' calendar and suggested readings are also included. Following a section of notes on authors and ideas are: a general bibliography, a selected Bontemps bibliography, a selected DuBois bibliography, a selected Africa bibliography and a list of children's books. (NH)

Many of the instant black collections are being stocked with reprints and administered by persons not knowledgeable in the field of black history, black books or black people. This study attempts to provide an initial basis that will be strengthened by the experiences of trial and error and the growing need of librarians for a criteria in administering black collections. The course includes the function of the Negro Collection in the instructional program, planning for services to Black Studies Programs, Afri-American Studies Programs and other special curricular programs, services to the community, the preparations of grant proposals, budgeting, and coordinating activities with other library functions. The Special Negro Collection in the Fisk University Library is used as a laboratory. (Author/NH)

This annotated bibliography on Afro-American histroy and literature selects books which provide information for secondary school and college students and teachers. The bibliography is not intended to be exhaustive of the areas it covers. It includes books of interest, which are easy to obtain, and which can form a representative, readily accessible list as a basis for an individual or center in a high school or college. This compilation is intended to show the depth of the Negro contribution to the history of the United States. (Author)

This survey was prompted by the need to examine the community colleges in their attempts to adopt Black Studies programs as a result of the national emergence of Black Studies in 4-year colleges and universities. Official documents, personal statements from educators, and student opinion, together with a questionnaire, periodicals, newspapers, and bibliographic search of the literature make up the sources on which this survey is based. The major findings of the survey are: (1) Black Studies courses are widespread, (2) enrollments are adequate, (3) enrollments consist of black students with a sprinkling of non-blacks, (4) instructors are predominantly black, and (5) control of the Black Studies programs is in the hands of the blacks. This report of the survey includes a complete discussion of the origins of Black Studies, curriculum development practices and enrollment, and continuing issues. Useful references for those interested in implementing a Black Studies program are listed in the bibliography. (Author/CA)

This bibliography provides a comprehensive listing of book and audio-visual materials of interest to, by, and about Black Americans. Annotations are given for a majority of the books and selections are marked if they are recommended for all libraries or for large libraries. Books are listed under subject headings including: Africa, art, Black Panther Party, cookery, fiction, military experience, poetry, regional studies, women, children's and young adult. Other media listed include: pamphlets, periodicals, posters, records, films, and filmstrips. There is an author index to all items. (DH)

Black Arts Literature--of which the New Black Poetry is the most important manifestation--emerged during the past decade as the appropriate artistic counterthrust to Black Power. Rhetoric and shouting aside, this new thrust was, on a very basic level, simply a call to black folks to redefine Blackness and re-evaluate the Black Experience. For the writer, this reassessment has culminated in a redefinition of the role of the artist and a new perspective on what constitutes Art. Black art must of necessity be functional and relevant to the lives and daily struggles of black people. The creator of Black Arts Literature envisions himself as a Necromancer, a skillful manipulator of the Art of Black Magic, whose job it is to "heal" Black folks through the evocative power of Art, and transform their suffering into constructive political action. In representing the masses, the new Art will be expressive of the uniqueness of Afro-American culture. Hence the quest among Black Arts writers for a style rooted in this cultural sensibility, a style that is emerging as an identifiable Black Aesthetic. Nowhere is this Aesthetic more strikingly revealed in the language of the New Black Poetry, for in creating this new linguistic form, the poets are not only tapping the reservoir of the Black Cultural Universe but doing so in the Black Idiom. Poetic genre strike at the heart of the Black Cultural Sensibility: it is only through oral delivery that the audience can fully appreciate the artistic import and meaning the New Black Poetry. This, then, is the "Power of the Rap." (Author/JM)

The status of Black Studies programs at four-year colleges and universities in the U.S. was surveyed by mail questionnaire in October 1970. Information for the years 1969-71 was received from 64% of the relevant institutions. It included such data as: year of origin of the programs, extent of course offerings, organization of Black Studies within the colleges, and the degree of student involvement in their establishment. Presentation of the data is preceded by a critical survey of Black Studies literature. It is followed by a broad ranging commentary on issues involved in the development of the discipline as seen from a Black Studies perspective. (Author)

To prepare for an increased interest in Black Studies, Afro-American Culture, and materials about the disadvantaged, the Institute on the Selection, Organization and Use of Materials By and About the Negro conducted a concentrated six-week program for 26 academic librarians. The main objective was to prepare the participants to select, organize and disseminate materials on the Negro and to coordinate the services of the library with the requirements of new curricular and research programs at the area. A highly qualified staff of lecturers dealt with four specific topics: 1) selection and utilization of Negro resource materials; 2) organization and preservation of special collection materials; 3) bibliography of the Negro; and 4) administration of Negro collections. Field trips, readings, and interdisciplinary seminars were provided. The evaluations of the participants and staff showed that the institute accomplished its purpose. However, two major weaknesses were found; the programs were too full, allowing insufficient time for reading and individual projects; the interdisciplinary approach made some participants less interested in the lecture topics. (Appended are lists of participants, a proposal for a publication of the Association of African-American Bibliography, and handbook for the Organization of Black Materials. (Author)

Problems encountered by language teachers involved in teaching culture are discussed in the introductory remarks of this paper. Leopold Senghor's definition of negritude as it is expressed primarily through literature is equated with the "...sum total of the values of the civilization of the African world." An educational experiment conducted at West Virginia University in which African culture was studied through the medium of literature is described. Selected works used in the experimental program are identified. (RL)

Nine sets of encyclopedias are reviewed and evaluated for their treatment of the life and history of the black American. While all nine sets surveyed include comprehensive general articles on the topic of the Afro-American, each is believed to be a summary treatment offering limited information and little understanding to the student reader on researcher. The number of pages of the general article and the eminence of the black historian author is not considered as real a measure as how much material about the black American appears within separate entries on other topics. Another criteria in this connection, apart from integration of relevant material, is the number and range of separate and specific entries on blacks of significance. An important factor in the evaluation is the question of whether the major school topics in which the role of black Americans has been commonly distorted reflect the lastest historical scholarship and revisionist interpretations. Only one set is found to fulfill the goal of a truly integrated general reference encyclopedia which succeeds in doing historical justice to the black Americans and demonstrates that this can be done without diminishing its overall quantitative and qualitative standards. (Author/KSM)

The annotated bibliography cites over 500 audio-visual materials in the Afro-American Resource Center of the Toledo Public Schools. Black history and culture are emphasized, although some of the materials treat other ethnic and minority groups. Some items cited were published in the 70's, but most date from the 60's. The publication is divided into sections, which group the audio-visuals by type of material, and include: 1) motion pictures; 2) filmstrips; 3) records; 4) cassettes; 5) games; 6) maps; 7) slides; 8) study kits; 9) transparencies; 10) visuals. Within each section, materials are listed alphabetically by title. Each annotation gives the classification number, a complete physical description, a brief synopsis of content, and grade level. Using the same format, the supplement lists materials not included in the original audio-visual bibliography. The supplement also contains a subject index, divided into twenty-seven subject areas. Within each individual subject area, materials are grouped by type and then listed alphabetically by title. Individual titles are followed by grade level and page number where the complete description of the material may be found. (Author/RM)

These eleven newsletters from the Afro-American Center were originally produced between 1971 and 1973 to acquaint teachers with a variety of aspects of Black studies and to furnish references and materials for classroom teaching. Each issue gives an overview of one of the following subjects: African Heritage, The African Comes to America, Resistance and Revolution, Civil Rights, Black Leadership in America, Man; Commonality and Diversity, Afro-American Literature, Blacks in Politics, Black Music, Biography Illuminates the Black Experience, and Media and Minority Studies. Following the overviews are discussions directed to the elementary, junior high, or high school level with a suggested bibliography of books and audio-visual media aids to facilitate the teacher's implementation of the discussion ideas. Each issue also includes Notes from the Resource Center, which describe recent events and acquisitions at the Center. Related documents are SO 007 152 and SO 007 153. (Author/JH)

Once the black student is introduced to the charisma of all literature through a reading of his own great writers, with whom he can identify, he can also be fired with motivation for the entire realm of literature. If black literature and the new black art are brought into the classroom, the fears and prejudices between blacks and whites will lessen and trust between them will grow. There is much joy to be found in the beauty and strength now unfolding in the black consciousness, in the developing artistic genius, and in the as yet unrealized vast potential of mind and spirit. If the youth is to be educated, so must the adult be. This implies an openness on the part of the teacher if we are to conquer the gap in communication by a never ending search for the experience of humanity conveyed in the art form. Through the medium of literature, the teacher penetrates and breaks rigidity and darkness within the student, nourishing instead enlightenment, inspiration, and hope. This is possible only through the teacher's own humanity, demonstrated by an awareness of life, an attitude of philosophic doubt in the search for truth, and a grasp of the beauty of spirit within his students. (LL)

This document was developed as a resource guide for the selection of Afro-American curriculum materials for grades K-12. The major section is an annotated bibliography that includes 282 citations, most of which have been copyrighted since 1960. A reprint series is also included that lists 44 annotated citations on the older literature. A notable feature is that each selection has been put into a recommended grade level and each grade level is further subdivided under biography, fiction, poetry, or reference. A separate section recompiles the citations under a graded index, including 50 titles recommended for adults. Two short sections are devoted to audiovisual materials. The final section contains actual lesson outlines on Southern Africa for grades 6 and 7, and on Western Africa, especially Ghana and Nigeria, for grades 8 and 9. (LN)