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The program outlined in this proposal describes various teaching techniques which are suited to the styles and strengths of disadvantaged students. The general approach is directed at convincing the disadvantaged student that he can learn and become educated without becoming a middle class stereotype--that he can retain his own identity. A "New Careers" program is also suggested which would allow inexperienced, untrained people to assume routine, daily tasks in the classroom in order to allow the teacher to concentrate on creative methods of teaching. Recruited from the community, male class room aides would provide male role models and reinforce the assurance that the deprived can succeed in the system. (KG)

The Jewish legends which are a major part of Jewish life and literature are the focus of this study guide for teachers. Excerpts from a lecture on Jewish legends are followed by suggestions for classroom activities, discussion topics related to the study of Jewish legends, and a bibliography for both teachers and students on Jewish legend and myth. Also included is a 4-week model instructional unit, for the 12th grade, which contains teacher and pupil objectives, suggested activities, evaluation techniques, a bibliography, and a list of instructional aids. (MP)

This 1957 pamphlet discusses bias against minority groups, discriminatory attitudes and acts, and the need to replace discrimination with better human relations. In this context, the role of schools, and of education in general, in teaching positive intergroup relations is defined. The modern concept of education emphasizes "living" what is to be learned and helping the child to grow "gradually into the fulness of individual and social living." Specifically, the goals should be learning to live together, acceptance by parents and teachers of these goals, teaching children anti-discriminatory behaviors, intercultural understanding, and self examination of prejudice. For older students, study of the psychology of race and of the rationalizations which support racism is recommended. (NH)

THIS BOOKLET WAS DESIGNED TO MEET SOME IMMEDIATE NEEDS FOR THE FIRST SUMMER SESSION OF PROJECT HEAD START. IT CONTAINS SOME OF THE MOST WORKABLE AND PROMISING TEACHING METHODS IN THE ENTIRE FIELD OF COMPENSATORY EDUCATIONS, METHODS THAT HAVE BEEN USED IN PRIVATELY SPONSORED CENTERS AND HAVE PROVED VALUABLE IN COPING WITH PROBLEMS ENCOUNTERED IN THOSE CENTERS. (1) EACH CHILD SHOULD BE SPOKEN WITH EVERY DAY, IN ORDER TO OVERCOME HIS SILENCE. (2) HELPING CHILDREN BECOME SKILLFUL AT OBSERVATION BY CLASSIFYING OBJECTS AND READING PICTURES WILL ALSO INCREASE THEIR CURIOSITY. (3) DEMONSTRATIONS SUCH AS ZIPPING A ZIPPER ARE EFFECTIVE IN TEACHING PRACTICAL SKILLS. (4) THERE ARE MANY WAYS TO BUILD SELF IMAGE OR SELF RESPECT IN CHILDREN. ONE WAY IS TO LEARN RESPECT FOR OTHERS BY GIVING EACH CHILD SOME PERSONAL POSSESSION. (5) CHILDREN ALSO NEED TO USE PHYSICAL AND EMOTIONAL ACTIVITIES SUCH AS RUNNING AND PAINTING EXPRESS THEIR FEELINGS. (6) FOR CHILDREN TO DEVELOP CURIOSITY THROUGH SCIENCE THEY CAN HAVE PETS AND PLANTS IN THE CLASSROOM. MANY CONCRETE SUGGESTIONS FOR WORKING WITH BOTH INDIVIDUAL CHILDREN AND GROUPS OF CHILDREN ARE GIVEN. THIS DOCUMENT IS AVAILABLE FROM THE ANTI-DEFAMATION LEAGUE OF B'NAI B'RITH, 315 LEXINGTON AVE., N.Y., N.Y., 10016, FOR $0.50. (COD)

The resource unit is a teacher-developed guide to methods and materials for teaching about race and ethnocentrism at the secondary level. The purpose of the outline is to provide a substantive and provocative unit on race, prejudice, and discrimination, with the strong conviction that attitudes and behavior can be influenced through exposure to a coherent and structured body of information. Through the use of readings and films the student is presented with information; questions are then asked by the teacher to stimulate class discussion. Students are also encouraged to do independent research. The guide consists of the following three units: 1) Race; 2) Prejudice and Discrimination; and 3) Effects of Prejudice and Discrimination. Key bibliographical materials for students and teachers, and available audio-visual materials are provided at the end of each unit. Ideas, audio-visual materials, tests, and devices which can serve to stimulate many lessons are presented in the last section of the guide. (Author/RM)

Parts 1 and 2 of this book introduce the concept of intergroup education and survey types of materials and methods used for its presentation in the classroom; the remaining and major portion of the book (Part 3) is an annotated bibliography of over 1,200 materials related to intergroup education. Part 1 focuses on those who need intergroup education (the primary assumption being that if a person can learn to hate he can learn to like). In Part 2, the use of five types of materials is discussed with cross-references to portions of the bibliography: "real" materials, role-playing, open-ended stories or scripts (seven are printed out), pictures, and affective materials. The bibliography, which is divided into 22 categories by subject matter or material type, covers the following: minority group background in America, with additional sections on Negro and African history and on Negro history adapted for school use; prejudice; civil rights and school desegregation; language and culturally different students; poverty and education; human relations education; city and state guides and reports; role-playing, games and simulation; background for elementary and secondary education; books for students and adults; textbook studies; pictures and films and their uses; recordings; bibliographies; journals; and organizations. (LP)

THERE ARE SEVERAL CAUSES FOR CONCERN ABOUT EDUCATION IN HUMAN RIGHTS. CONFLICTING VALUES ARE PLAYING AN INCREASING ROLE IN THE INTERNATIONAL COLD WAR. THERE IS A PRESENT DANGER THAT, IN THE ANXIETY TO WIN THE RACE OF SPACE AND TECHNOLOGY, THE U.S. MAY NEGLECT THE STRUGGLE OF VALUES WHICH IS SO CRUCIAL IN WINNING THE WAR FOR FREEDOM. THERE IS A RAPIDLY CHANGING RELATIONSHIP BETWEEN THE INDIVIDUAL CITIZEN AND THE GOVERNMENT. THE POSSIBILITIES FOR COLLISION OF GOVERNMENT ACTIVITY AND INDIVIDUAL RIGHTS INCREASE AS THE POWER OF THE GOVERNMENT ITSELF EXPANDS. EXAMPLES OF INDIVIDUAL AND MOB LAWLESSNESS AS WELL AS THE DANGERS OF BIASED OR IRRESPONSIBLE JURY MEMBERS MAKE CLEARER THE NEED FOR EVERY CITIZEN TO POSSESS A BASIC SENSITIVITY TO HUMAN AND CIVIL RIGHTS. SECONDARY SCHOOL SOCIAL STUDIES TEACHERS HAVE A MAJOR RESPONSIBILITY FOR INSTILLING AN APPRECIATION OF HUMAN RIGHTS IN THEIR STUDENTS. TEACHERS NEED TO DEMONSTRATE THE ESSENTIAL FLEXIBILITY OF CONSTITUTIONAL GUARANTEES THROUGH A KNOWLEDGE OF HISTORICAL COURT CASES. THE MOST USEFUL MATERIALS FOR THE TEACHING OF CIVIL RIGHTS ARE CASE STUDIES, EITHER REPORTS OF ACTUAL COURT CASES OR HYPOTHETICAL STUDIES, DESIGNED TO PRESENT UNSETTLED LEGAL QUESTIONS.

AN UNDERSTANDING OF HUMAN RELATIONS CAN BE DEVELOPED BY MEANS OF NEW MEDIA. PROCEDURES ARE GIVEN TELLING HOW TO USE A NEWS ITEM AS A STIMULUS FOR RESEARCH ON THE RELEVANT FACTS BEHIND A REPORTED EVENT AND HOW TO USE SUPPLEMENTARY READING AND CREATIVE ACTIVITIES TO GAIN A CLEARER UNDERSTANDING OF MEANINGS BEHIND THE HEADLINES. USE IS INTENDED FOR SCHOOLS AT ALL LEVELS AND FOR COMMUNITY GROUPS. AREAS DISCUSSED INCLUDE--DISCRIMINATION IN HOUSING, EMPLOYMENT, AND EDUCATION, MINORITY GROUP STATUS, POLITICAL EXTREMISM, INTERRELIGIOUS CONFLICT, AND ANTISEMITISM. EACH SECTION IS ORGANIZED FOR USE AS A COMPLETE UNIT IN THE CLASSROOM. THE OUTLINE INCLUDES--ACTUAL NEWSPAPER HEADLINES, BACKGROUND INFORMATION ON THE STORY OR THE PRINCIPLE INVOLVED IN THE INCIDENT, QUESTIONS FOR DISCUSSION AND READING MATERIALS RELEVANT TO THE PROBLEM, AUDIOVISUAL AIDS, AND ACTION PROJECTS WHICH ARE INTENDED TO TRANSLATE THE ABSTRACT PROBLEM INTO A LEARNING EXPERIENCE. IF OTHER PRESS REPORTS ARE TO BE USED, THE FOLLOWING STEPS CONSTITUTE THE METHOD TO BE APPLIED--SELECT THE SIGNIFICANT HEADLINES IN THE NEWS, GATHER RELEVANT INFORMATION AND HISTORICAL FACTS FROM MANY SOURCES, USE AS MANY OTHER KINDS OF LEARNING EXPERIENCES IN ADDITION TO READING AS POSSIBLE, SUMMARIZE, EVALUATE, AND FORMULATE PRINCIPLES OF INTERGROUP RELATIONS, APPLYING THEM TO NEW SITUATIONS.

AMERICAN PUBLIC SCHOOLS ARE CONFRONTED WITH THE NECESSITY OF TEACHING ABOUT PREJUDICE AND DISCRIMINATION AS FACTS OF LIFE, AS CONDITIONS WHICH PREVENT THE FULL DEVELOPMENT OF EVERY PERSON, AND AS PROBLEMS WHICH MUST BE SOLVED IF DEMOCRACY IS TO FUNCTION HERE AND BE ACCEPTED AROUND THE WORLD. AN OUTLINE ON THE SUBJECTS OF PREJUDICE AND DISCRIMINATION IS PROVIDED FOR THE TEACHER PLANNING A UNIT IN THIS AREA. DEMOCRATIC PRINCIPLES AND VALUES, VOCABULARY WORDS ASSOCIATED WITH PREJUDICE AND DISCRIMINATION, CAUSES OF PREJUDICE, THE NATURE OF PREJUDICE, SOURCES AND FORMS OF DISCRIMINATION, EFFECTS OF DISCRIMINATION, RACIAL AND RELIGIOUS BIGOTRY, HUMAN RELATIONS AGENCIES, AND NATIONAL HISTORICAL DOCUMENTS ARE AMONG THE SUBJECTS MENTIONED AS VALUABLE IN AN EFFECTIVE UNIT OF STUDY. IN PLANNING FOR THE TEACHING OF THE ABOVE SUBJECTS, ACTIVITIES THAT SHOULD BE CONSIDERED AS EFFECTIVE TEACHING TECHNIQUES INCLUDE TEACHER LECTURES, CLASS DISCUSSIONS, FILMS, RECORDS, TV AND RADIO PROGRAMS, COMMITTEE WORK, PANEL DISCUSSIONS, READING OF APPROPRIATE BOOKS AND PERIODICALS, FIELD TRIPS, CREATIVE WRITING, ROLE-PLAYING EXPERIENCES, STUDENT INTERVIEWS WITH ADULTS IN THE COMMUNITY, TALKS BY COMMUNITY RESOURCE PERSONS, AND ASSEMBLY PROGRAMS. THESE AND OTHER ACTIVITIES USED IN THE UNIT SHOULD ENCOURAGE PUPILS TO DEVELOP A PERSONAL CODE OF BEHAVIOR, TO MAKE NEW FRIENDS ACROSS RACIAL AND ETHNIC GROUP LINES, TO CHALLENGE STEREOTYPES, TO WRITE LETTERS PRAISING TV AND RADIO PROGRAMS WHICH PROMOTE GOOD INTERGROUP RELATIONS, AND TO REFRAIN FROM TELLING OR SPREADING STORIES WHICH PRESENT UNFAVORABLE IMAGES OF MINORITY GROUPS.

A RESOURCE UNIT FOR TEACHERS IS PRESENTED. IT AIMS AT EXPLAINING THE RIGHTS AND LIBERTIES OF A CITIZEN, DEVELOPING THE PRINCIPLES AND CONCEPTS OF DEMOCRACY, AND DEVELOPING THE ABILITY TO THINK CRITICALLY ABOUT QUESTIONS OF INDIVIDUAL RIGHTS AND RESPONSIBILITIES. SUGGESTED METHODS FOR TEACHING THE UNIT INVOLVED--THE USE OF CASE STUDIES, MASS MEDIA OF COMMUNICATION, AND FILMS, FIELD TRIPS TO A COURT SESSION, AND PROBLEM-SOLVING AND SOCIODRAMA. THE CONTENT INCLUDED THE HISTORICAL EVENTS AND DOCUMENTS WHICH PRECEDED THE WRITING OF THE FEDERAL CONSTITUTION, AN ANALYSIS OF THE PRINCIPLES WRITTEN INTO IT TO PROMOTE THE WELFARE AND HAPPINESS OF THE PEOPLE, AND A DESCRIPTION AND INTERPRETATION OF THE AMENDMENTS WHICH CONSTITUTE THE BILL OF RIGHTS. SOME OF THE LEARNING ACTIVITIES SUGGESTED WERE WORD STUDY, READING, DISCUSSION, RESEARCH ON HISTORICAL DOCUMENTS, CONSTRUCTION OF TIME-LINES, BIOGRAPHICAL STUDIES, TRIPS TO GOVERNMENTAL INSTITUTIONS, THE USE OF CONSULTANTS, LETTER WRITING, FILMS, ART WORK, MUSIC, AND RECORDINGS.

THE NORTH CENTRAL ASSOCIATION OF COLLEGES AND SECONDARY SCHOOLS SURVEYED THEIR MEMBER COLLEGES TO FIND WHAT ATTITUDES PREVAILED AND WHAT EDUCATIONAL OPPORTUNITIES WERE OFFERED IN THE AREA OF HUMAN RELATIONS. ALTHOUGH THERE IS A LARGE AMOUNT OF AGREEMENT AMONG THE RESPONDENTS THAT INFORMATION ABOUT AND UNDERSTANDING OF HUMAN RELATIONS IN GENERAL ARE IMPORTANT, ABOUT HALF ARE NOT SURE OF THEIR IMPORTANCE FOR BOTH THE FULL PERSONAL OR PROFESSIONAL DEVELOPMENT OF THE INDIVIDUAL. CONSIDERABLY LESS EMPHASIS IS GIVEN TO THE PROBLEM OF INTERGROUP RELATIONS THAN INTERPERSONAL RELATIONS. MOST OF THE RESPONDENTS AVOIDED CONTROVERSIAL TOPICS IN THEIR COURSES. BECAUSE OF THE RESULTS OF THIS STUDY THE COMMITTEE FELT THAT ADMINISTRATORS SHOULD CHALLENGE THEIR FACULTIES TO CONSIDER THE QUESTIONS OF TEACHING INTERGROUP RELATIONS. THE POOLING OF INFORMATION ABOUT THE COLLEGE COURSES SHOULD REVEAL OMISSIONS. INVESTIGATIONS OF STUDENT ATTITUDES AND OF VALUES IN HUMAN RELATIONS SHOULD BE CONDUCTED. TO COMPETE THE CAMPUS SELF-EVALUATION, TEXTBOOKS, MATERIALS, ACTIVITIES, AND ORGANIZATIONS SHOULD BE CONSIDERED IN LIGHT OF EFFECTIVENESS IN DEVELOPING HUMAN RELATIONS. GOOD PRACTICES USED IN VARIOUS COLLEGES AND UNIVERSITIES FOR DEVELOPING HUMAN RELATIONS SKILLS ARE FACULTY CONFERENCES, STUDENT SEMINARS, A HUMAN RELATIONS CENTER SUMMER WORKSHOPS, AND FIELD EXPERIENCES FOR PRESERVICE TEACHERS.