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This booklet presents a book list, activities, and teacher resources to provide teachers a starting place for works of adolescent literature that will initiate conversations and questions about gender roles and the perceptions of appropriate behavior and activities. It is designed to bring teachers' attention to more recent titles in order to augment the curriculum and assist teachers in addressing the concerns of today's young adult readers. It lists 39 short stories and collections, 45 works of contemporary realistic fiction, 9 works of fantasy/science fiction, 19 works of historical fiction, 5 works of folklore, 17 works of biography or autobiography, 6 works of personal narrative, 17 informational books, 13 works about drama, and 9 works of poetry. It lists 12 teacher resources and 12 activities for building a more balanced English language arts curriculum in the English classroom. (RS)

This report reviews New Jersey educational system from 1992-95, showing the continuation and expansion of the gender equity set-aside programs. The review identifies barriers to female participation in the work force and proposes recommendations to eliminate those barriers and ensure equity and fairness to females who choose to enhance their work-related skills. The four sections of the report present the following: (1) secondary and adult occupational program enrollments for 1992-1995; (2) a profile of single parents and homemakers and services provided to them; (3) a profile of students in gender equity programs; and (4) a narrative of the three New Jersey Career Equity Assistance Centers. Graphs show the number of adult and secondary students enrolled in various cluster categories and the categories that have moved toward more balanced male/female representation. Women are typically enrolled in training for generally low-paying, low-skill jobs despite movement in some categories into professional and managerial jobs, and secretarial work is still the largest occupational area for women. Secondary student enrollments show more gender balance in vocational home economics; adult figures are more balanced in health professions and related sciences. The single parent category in the sex equity set-aside indicates significant changes in enrollment patterns, with 51 percent in nontraditional areas. (KC)

This report, the last in a series of four 1996 releases of students' opinions, represents a continued effort by MetLife to provide insight and understanding to current issues of education in American public schools. The survey assessed student opinions and interests in learning about multicultural topics. Public school students from middle and high schools nationwide, grades seven through twelve, responded to questions on the availability of multicultural courses, their interest in taking these courses, their opinions about the emphasis their school places on this subject and their evaluations of teachers' lessons on tolerance. Reported findings include: (1) Most students say their school offers classes on multiculturalism; (2) Students are divided in their opinions on whether their school is placing the right amount of emphasis on teaching multiculturalism; (3) Student interest in learning more about the holidays and other special events that people in different parts of the world celebrate was assessed: most are either very or somewhat interested in this topic; (4) Less than half of students nationwide (44%) think their teachers do an average job of helping them to be tolerant of others; (5) A slight majority of students say their school does a satisfactory job of helping immigrant students learn or improve their English; and (6) Students are divided on whether or not the teachers in their school mirror the social and ethnic makeup of the students. Four appendices are included: (1) Cleaning Data for the Report; (2) Methodology; (3) Harris Scholastic Sample Design Methodology; and (4) Questionnaire. (Contains 25 tables.) [This report is one of a 4-part series. For Part I, see ED504813. For Part II, see ED504814. For Part III, see ED504815.]

Part of the population education curriculum materials for the Baltimore public schools, this teaching guide is for the 7-12 resource unit. The unit activities take the student out of his present context of family, neighborhood, and city to help him understand some of the global issues relating to population. The unit focuses on the life of a specific North African family, enabling students to grasp parallels and differences between his family and the African family. The unit encompasses the problem of the world food crisis as well as population and pollution. Ten subunits make up the curriculum. Each contains a title, topic, objectives, activities, materials needed, and suggested homework activities. (Author/JR)

This grades 7-9 unit is part of the series of population education materials for Baltimore public schools. Focusing on urban studies, the unit traces the historical growth of Baltimore and examines recent trends affecting the city, while projecting possible solutions to enhance its quality of life. Although specifically focusing on Baltimore as a model city, the unit introduces the concept that the qualities and problems of Baltimore are similar to those of other urban areas. The individual activities specifically focus upon Baltimore; however, teachers can develop materials for their own city using this model. (Author/JR)

This teacher's guide is the grades 7-9 unit for population education developed for the Baltimore public schools. This mini-demography course covers various factors of population growth and change. The activities of the unit focus on seven major concepts: (1) demography provides information for understanding population growth, trends, and changes; (2) the world is involved in a population explosion; (3) world population grows when the birth rate is higher than the death rate; (4) the earth can support only a certain number of people; (5) population is becoming more concentrated in urban areas; (6) the age structure of a population is an important index of population growth; and (7) personal decisions have demographic consequences. Twelve subunits comprise the major unit. Each contains topic, concepts, objectives, activities, materials needed, and conclusions. The units use graphs, charts, and a few statistics. (Author/JR)

This handbook was prepared for use in any classroom to aid the student in understanding how to become a better learner and how to learn meaningfully. This program is based on Ausubel's cognitive learning theory which places emphasis on the differences between meaningful learning and rote learning. To acquire knowledge meaningfully means that the learner must incorporate new knowledge into concepts the learner already has. The program is designed to extend, modify and elaborate these concepts, partly through providing instruction in new relationships among concepts that the student already has, and partly by providing new relevant concepts about learning. Included are: (1) the learning process, (2) the nature of knowledge, and (3) how to extract meaning from materials studied. Also included are instructions on how to make concept maps and the use of Gowins Knowledge "V". (Author/DS)

The need for instructional programs for young, beginning motorcyclists is clearly indicated by statistics; an estimated 70 percent of motorcycle accidents involve inexperienced riders. Teaching the techniques of coexistence in driver education courses is also important since an estimated 62 percent of all auto-cycle accidents are caused by the automobile driver. Military bases, private driving schools, motorcycle dealer sponsored schools, youth and service clubs, as well as public schools could offer motorcycle safety instructional programs. A survey revealed a lack of existing programs, citing a shortage of qualified teachers as the main cause. The Motorcycle Safety Foundation (MSF), founded by the six leading motorcycle manufacturers in the United States, offers a remedy through services in teacher education, development of related curriculum materials, testing of such materials, data analysis, and research. Recently graduate workshops were conducted offering basic riding instruction, problem identification, and educational programming and curriculum development, aimed at increasing the number of qualified motorcycle teachers. Now the responsibility rests with the high school traffic safety educators, teacher training faculty, State education department personnel, and others to provide this needed instructional program. (MW)

Personal decisions and life-styles and how they have social and demographic consequences is the focus of the grades 7-12 population education unit developed for the Baltimore public schools. The unit attempts to have the student see himself as part of his present family unit and as a decision maker who will make choices about his own future family. Students will examine various life-styles and how well they provide for both physical and psychological individual needs. Through a humanistic approach, students will gain an understanding of the factors influencing individual and family life-styles and learn how to analyze them in light of personal and social needs. The suggested time period for the unit is three weeks. (Author/JR)

This manual for teacher trainers and staff development specialists contains information and materials for an 18-hour personal and financial planning workshop for secondary teachers. Part A is a guide for workshop directors. It defines personal and family financial planning, provides background information on financial planning education, and presents six financial planning competencies. Instructions include session descriptions, recommended procedures, preparations for each workshop session, and general financial planning resource information. A process model of staff development reviews the development and delivery of training workshops. Part B contains the seven workshop sessions and related material. (Sessions last either 90 minutes or 3 hours.) The first two sessions orient participants to personal and financial planning and engage them in activities to develop financial plans. The third workshop focuses on the means by which people obtain financial resources. Sessions IV, V, and VI examine specific elements of financial planning--spending and borrowing, saving and investing, and protecting and sharing financial resources. The final session deals with the infusion of financial planning into the secondary school curriculum. Contents of each session include an introduction, competencies and basic generalizations, objectives, content outline, activity schedule, handouts, visual aids, resources for classroom use, and basic resources. (YLB)

This is the teacher's guide to a set of environmental materials that includes transparencies and listening tapes. These materials are multidisciplinary and can be integrated within an existing curriculum at the secondary level. An explanation of environmental education and the aims of this program are given in a short introduction. The remainder of the guide is devoted to the scripts of the listening tapes, directions on using them and the transparencies, and additional questions and activities. The four areas of emphasis are the environments of school, home, community and nation, and world. (MA)

This publication for teachers focuses on one specific content area of consumer education--financial planning. The first major section begins by identifying eight competencies in financial planning education. It describes the financial planning process used to anticipate changes in moving from one stage of life to another, choosing the options, and developing a financial plan. Basic adult financial tasks and their outcomes that students will encounter as they pass through the stages of the life cycle are identified. A chart lists different life stages together with selected common financial tasks. A brief discussion of the benefits of financial planning concludes the first section. The second section presents the eight personal and family financial planning education competencies and four to thirteen supporting generalizations for each one. (YLB)

Compiled from materials collected from 150 teachers of agriculture across New York State who participated in a series of 11 regional agriculture inservice workshops, this resource guide contains innovative techniques for classroom operation as well as suggestions for using available resources. The ideas have been organized into the following eight sections: check lists and forms, content outlines and organization, demonstrations and field trips, diagrams and plans, games and puzzles, references and resources, review and study guides, and role play and simulation. Topics covered in individual learning activities include planting crops, pricing, energy conservation, livestock production and management, shop equipment safety, work incentives, shop management, work experience programs, developing grant proposals, community problem solving, community development and government, farm management, soil structure and conservation, styles of leadership, milk marketing, basic nutrition, embryology and incubation, equipment operation and safety, botany, computer use, plant science, commodities, and career exploration and job hunting. (MN)

These teacher developed case studies taken from the business world are presented to help secondary students develop an understanding of economics and of the decision-making process. The studies describe real business situations. All historical and current facts are provided, and students must analyze the data and make business decisions. Teacher directions are provided for each of the five cases. In the first case study, "Dental Health Insurance: Is It Worth the Bite?," students analyze the coverage and costs of a dental health insurance package. They must then decide if, as an officer of their student association, they would recommend this plan to the association membership. The second case study deals with the stealing of electricity from the utility company Northeastern Electric. Students discuss whether theft is a crime when done to a large public company. The third case study is entitled "Howard Johnson's Hustles On." Students are asked to place themselves in the President's chair of this restaurant chain and decide whether or not to build a disco-type cocktail lounge to attract young adults to an already successful Howard Johnson's in Braintree, Massachusetts. In the fourth case study, students play the role of a large chain hotel executive. They must decide whether to convert a manual reservation system to a computerized reservation system in the chain's hotel located at the site of the 1980 Olympics. Banking services and marketing communication problems are analyzed in the last case study. A discussion of how to use case studies to teach economics is also included in the publication. (Author/RM)

These teacher developed case studies deal with the business and economic history of New England from 1690 to 1965. They are intended to help secondary students develop an understanding of economics and of the decision-making process. Suggestions for teaching, discussion questions, references, and bibliographies are provided for the cases. Several case studies are provided on each of the following topics: Boston Merchants and Puritan Ethic (1630-1691); Economic Change and the Community (1797-1965); The Factory System (1789-1850); The Middlesex Canal and the Coming of the Railroad (1792-1853); From Family Firm to Corporate Giant: J.P. Stevens and Company, Inc. (1813-1963); The Rise and Fall of a Family Business: The Sprague Mills of Rhode Island (1808-1883); The Dennison Manufacturing Company (1844-1865); The Katahdin Iron Works (1845-1890); and Crisis in a One-Industry Town: St. Johnsbury, Vermont, and Fairbanks, Morse & Co. (1815-1965). (Author/RM)

This teacher developed case study which surveys the meteoric rise of the McDonald's Corporation and that of its chief promoter, Ray Kroc, is intended to help secondary students develop an understanding of economics and of the decision-making process. A teacher's guide containing questions for discussion and suggestions for class activities is included. Students study a model corporation exclusively concentrating on a fast food operation and its development from a single company-owned store to a large predominantly franchised service operation. In the case study Kroc's motivation, salesmenship, and business acumen are traced. His interest in the fast food business and his eventual acquisition of the name, plant, and business operation of the McDonald brothers is discussed. The case surveys the early years of the Corporation, the growth years, management, marketing and advertising, job training, and social response. Through the case study students develop a working knowledge of the concepts of advertising, decentralization, expansion, management, franchise, market research, incorporation, personnel training, quality control, and mass production. (Author/RM)

These teacher developed case studies taken from the business world are presented to help secondary students develop an understanding of economics and of the decision-making process. The studies describe real business situations. All historical and current facts are provided, and students must analyze the data and make business decisions. Teacher directions are provided for each of the 11 case studies. Some examples of the studies follow. One case study, entitled "Making It in Ireland," focuses on a computer company's need to decide where to locate a new assembly plant--within the United States of overseas. Students learn the importance of profit in corporate decision making and some of the effects that government and corporations have on each other. Another case study asks students to take into consideration the new 1980 regulations regarding the trucking industry. Students must propose a new marketing strategy to accommodate changing market conditions and plan new routes between terminals. The sociological and economic implications of the Master Charge Program of the New England Merchants National Bank are examined by students in one study. Another case, designed to help students recognize certain aspects of business such as cost, quality, and efficiency, asks students how they would handle the problem of wasted donuts at the Dunkin Donut University in Braintree, Massachusetts. The publication also contains a discussion of how to use the case method in business education. (Author/RM)

These teacher developed case studies taken from the business world are presented to help secondary students develop an understanding of economics and of the decision-making process. The studies describe real business situations. All historical and current facts are provided, and students must analyze the data and make business decisions. Teacher directions are provided for each of the three case studies. In the first case students play the role of the chief executive officer of the Boston Gas Company. The student must make the decision to solve the immediate problems in the areas of public relations and meet the unprecedented demand to convert to gas. The second case which considers a number of options by which the cost of health care might be reduced is presented through memos from the Blue Cross president and treasurer. Students are asked to decide what plan they might think desirable and reasonable. The small business environment is the topic of the final case study. Students discuss how a small family corporation could expand into manufacturing while still maintaining their position in the distribution market. Also included in the publication is a discusssion of how to use case study materials in the classroom. (Author/RM)

These teacher developed case studies taken from the business world are presented to help secondary students develop an understanding of economics and of the decision-making process. The studies describe real business situations. All historical and current facts are provided for each of the seven case studies. In the first case, students debate whether the lobby for a shoe corporation should be in favor or against shoe import quotas from Taiwan and Korea. In the second group of studies, students acting as Field Supervisors of Collections for the Public Service Company must make some tough decisions on what customers will be shut off. In the third case study, students must decide upon the most profitable layout for a self-service, neighborhood discount department store. Students must decide on a sales program for a company in the data processing industry in the fourth case study. The fifth case study involves students in reading the Sheraton Corporation's case against a current bill on the minimum wage before the House of Representatives. Students acting as members of the House must decide how they would vote. The last two case studies involve students in making decision concerning advertising for the Howard Johnson restaurant chain and implementing new ideas for the Filene retail department store. (Author/RM)

This document serves as a guide for establishing new supervised occupational experience (SOE) programs in agriculture and/or updating/improving existing SOE programs. It is designed for use by administrators, guidance counselors, agricultural teachers, advisory committee members, and others who have an interest in or responsibility for the school curriculum. Section I lists the major steps (activities) for establishing/improving existing programs. Individuals and/or groups needed to carry out the activities are suggested. Section II provides guidelines for conducting high quality SOE in agriculture and suggested strategies for implementing these guidelines. The 11 areas for which guidelines and strategies are provided include definition, purposes, types of SOE, clientele, administrative support and policies, supervision/coordination/placement, relationship to in-class instruction and Future Farmers of America, legal requirements, evaluation, and options for using SOE as part of an agricultural sequence in New York State. Some adaptation is anticipated to meet individual school situations. Section III contains supplemental materials, including a teacher calendar of key SOE activities and a glossary of terms. (YLB)

The practical use of such concepts as sets, probability and statistics are considered by many to be vital and necessary to our everyday life. This student manual is intended to familiarize students with these concepts and to provide practice using real life examples. It also attempts to illustrate how the insurance industry uses such mathematic concepts for everyday business activities. The booklet was designed to be used in basic and advanced high school mathematics classes. The eight lessons contain activities involving: (1) sets; (2) sample spaces; (3) probability; (4) statistics; (5) mortality tables and life insurance; (6) interest; and (7) insurance premiums. (TW)

The materials described here represent the conversion of a highly popular student workbook "Sets, Probability and Statistics: The Mathematics of Life Insurance" into a computer program. The program is designed to familiarize students with the concepts of sets, probability, and statistics, and to provide practice using real life examples. It also attempts to illustrate how the insurance business uses such mathematical concepts to carry out everyday business activities. The program was developed to be used in basic and advanced high school mathematics classes. The eight lessons contain activities involving: (1) sets; (2) sample spaces; (3) probability; (4) statistics; (5) mortality tables and life insurance; (6) interest; (7) figuring the insurance premium; and (8) information about the annual premium. The entire package includes a teacher's guide, four computer disks, an answer key, and a copy of the student workbook. (TW)

To help high school students learn first-hand about county and local government, educators in New York state developed a community internship program. The program stressed frequent discussions between students and officials to review meetings they had attended and to assess student progress on journals of local government activities, community study projects, and seminars with other interns. Teachers and/or representatives from agencies sponsoring internship programs began by contacting potential advisory committee members and local public officials. Advisory committee members then coordinated organizational matters such as scheduling internship activities, arranging release time, determining program costs, working with schools, obtaining formal approval, selecting students, arranging credit, and planning orientation sessions. Orientation sessions concentrated on background information about the county or municipality and program requirements and responsibilities. Projects on which interns worked included conducting research on current issues, polling constituents, responding to public questions and requests, and writing a constituent newsletter. Feedback from interns who participated in the program indicated that students became better informed about the workings of local government, enjoyed working directly with public officials, and gained exposure to career possibilities in local government. (DB)

This teacher's manual is designed to complement the student manual Guidelines for Keeping Cornell Farm Account Book. The first part of the teacher manual contains lists of concepts that should be taught within each of the fifteen units of instruction. The remainder of the teacher's manual provides the fifteen units of instruction included in the student manual along with the answers to questions within each unit. The fifteen units of instruction are (1) Why Keep Records?, (2) Operating Expenses, (3) Labor Records, (4) Interest and Debt Payments, (5) Capital Purchases and Improvements, (6) Milk Sales, (7) Crop Sales, (8) Livestock Sold, (9) Miscellaneous Receipts, (10) Summary of Farm Operating Expenses, (11) Summary of Farm Inventory and Farm Net Worth, (12) Calculation of Depreciation, (13) Summary of Farm Receipts and Expenses, (14) Labor Requirements for Livestock and Crops and the Farm Business Chart, and (15) Electronic Accounting Programs. Each unit of instruction is divided into four sections: objectives of the unit, introductory information and questions, procedures, and sample entries. (LRA)

This monograph, designed to help secondary students recognize symptoms of major dairy cattle diseases, stresses the need for preventative management practices and cooperation between the dairy farmer and the veterinarian. The first of three parts, The Healthy Animal, is divided into five units: body parts, vital signs, excretions, behavior, and reproductive characteristics. Part 2, Disease and Its Prevention, contains two units: the nature of disease and preventative management practices. The final part, Identifying and Treating Diseases, provides the following nine units: treating the diseased animal, reproductive diseases, mammary diseases, digestive diseases, respiratory diseases, structural diseases, other diseases, parasites, and calf diseases. Each part of the monograph is preceded by a vocabulary list. (LRA)

This student manual contains guidelines for keeping the Cornell Farm Account Book. The manual is divided into the following fifteen units of instruction: (1) Why Keep Records?, (2) Operating Expenses, (3) Labor Records, (4) Interest and Debt Payments, (5) Capital Purchases and Improvements, (6) Milk Sales, (7) Crop Sales, (8) Livestock Sold, (9) Miscellaneous Receipts, (10) Summary of Farm Operating Expenses, (11) Summary of Farm Inventory and Farm Net Worth, (12) Calculation of Depreciation, (13) Summary of Farm Receipts and Expenses, (14) Labor Requirements for Livestock and Crops and the Farm Business Chart, and (15) Electronic Accounting Programs. Each unit of instruction is divided into four sections: unit objectives, introductory information and questions, procedures, and sample entries. (LRA)