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The secondary and college level guide outlines a course of study on the Middle East, with emphasis on water problems of the area. Among the course objectives are the following: (1) make generalizations about particular Middle Eastern cultures and support them with evidence; (2) interpret environmental and social data from specific Middle Eastern countries; (3) plan procedures for devising solutions to social problems such as sharing scarce water resources, diffusing educational opportunity, or resolving cross-cultural conflicts within Middle Eastern societies; and (4) forecast the directions in which Middle Eastern societies are most likely to move and have preferences regarding desirable social objectives in this area. Suggested teaching techniques include use of audio-visuals, questioning techniques, classroom discussions, field trips, and interviews. The major portion of the guide consists of case studies on the Universality of Water Problems and American Water Problems; Water Problems in the Middle East; The Nile River as a Source of Life for Egypt and the Sudan; and Reclaiming the Desert in Israel. A brief introduction to the topic, teaching strategies, and an annotated listing of audio-visual media are provided for each case study. Print sources of information on the Middle East, and education objectives of the course are also provided in the guide. (Author/RM)

The learning unit for grade levels 8, 9, or 10 is based upon viewing and discussing the film "Morocco: Chaoui Faces His Future." Among the learning objectives of the unit are the following: (1) to expand inquiry skills and the ability to formulate concepts, generalizations, and hypotheses; (2) to introduce the student to the interplay of forces of tradition and change in Morocco; (3) to help the student acquire knowledge about how Moroccan teen-agers serve as instruments of change, the historical forces which have helped shape Morocco, the people, and customs, the diversity of life styles, the geography, technology, economy, and the role of formal education in Morocco; (4) to help students generalize upon this information about Morocco to gain a broader understanding of North Africa, the Middle East, and the Third World. Teaching techniques used include analysis of a film, questioning techniques, and classroom discussion. This unit includes a list of learning objectives, basic information on Morocco, a general analysis of the film, instructions for using it and a series of questions with which to facilitate discussion. A bibliography of references on Morocco is also provided. (Author/RM)

The guide outlines a two to six week course of study on Armenian history and culture for secondary level students. The unit will help students develop an understanding of the following: culture of the American citizens of Armenian origin; key events and major trends in Armenian history; Armenian architecture, folklore, literature and music as vehicles of culture; and characteristics of Armenian educational, political and religious institutions. Teaching strategies suggested include the use of print and non-print materials, questioning techniques, classroom discussion, art activities, field trips, and classroom visits by Armenian-Americans. The guide consists of the following seven units: (1) The Armenians in North America; (2) Sketches of Armenian History; (3) Armenian Mythology; (4) Voices of Fiction and Poetry; (5) Armenian Christianity; (6) Armenian Fine Arts; and (7) Armenian Political Aims. Instructional and resource materials, background sources, teaching strategies, and questions to stimulate classroom discussion are provided for each unit. (Author/RM)

This 11-unit curriculum guide on Puerto Rican culture is intended for both Puerto Rican and and non-Puerto Rican teachers and students living in Connecticut. Although the materials are written for use in grades six through nine, they can be adapted for older or younger students. Topics include Puerto Rican history, ethnology, geography, economy, politics, religion, migration, unique cultural traits, family structure, language, arts, music, holidays, and foods. These topics are discussed in terms of the Island, the American mainland, and, in some units, the state of Connecticut. Each unit includes student activities such as map work, vocabulary development, drama, research, and art work. An annotated bibliography for each unit is included. Concluding sections present recipes, an annotated listing of films and filmstrips, and names of organizations in New York and Connecticut which can supply further information in Spanish and English. There is also a dictionary of commonly-used Spanish phrases and words rendered in Spanish and English with phonetic spelling. (DL)

The curriculum guide reviews the historical background and culture of the peoples of Italy and surveys the Italian community of Connecticut from the time of the earliest immigrants through the present day. The material is ungraded and can be used in elementary and secondary classes. The first part describes a kit, that may be ordered separately, containing artifacts, music, poetry, newspapers, posters, a map, books and booklets on prominent and successful Italians, recipes, and the game "BOCCE". Part two presents a history of the Italians from ancient times through the 20th century, facts about the Italian economy, education, literature, language gestures, music, holidays, festivals, recreational activities, contributions to world science and culture, cuisine, religious beliefs, and family structure. Part three concerns Italian Americans in Connecticut: their demographic origins and present distribution, family mores, employment and occupational practices, religious institutions and festivals, folk beliefs and traditional customs, politics, the media, social organizations throughout the state, art and artists, education, and attitudes toward schooling. Each part incorporates a glossary, learning activities, and references to books and films. (DL)

This teacher's manual examines the activities, attitudes, and approaches necessary for teaching about ethnic groups and provides guidelines for classwork. It is specifically designed to accompany a series of units about Irish, Italians, Puerto Ricans, Blacks, Poles, Armenians, Scots and Scotch Irish, and Jews in Connecticut. The first section of the manual reviews five problems inherent in teaching about a foreign group or culture. The second section defines the general concept of an ethnic group and identifies information to be included in an ethnic studies curriculum, who should be involved in both teaching and learning ethnic studies, and the most effective strategies for learning about other ethnic groups. The third section offers specific suggestions for teachers planning to use the Connecticut series, with outlines of content and classroom activities applicable to the study of any ethnic group. A bibliography containing materials of a general nature on teaching ethnic studies, ethnicity in America, and cross-cultural education is appended. (DL)

This monograph reviews the history of Scots and Scotch Irish settlements in Connecticut from the 17th century to the present. Intended primarily for adult readers, the pamphlet is part of a series of curriculum guides about ethnic groups in America. Historical information was obtained from oral histories, church and military records, and consultations with scholar-specialists. Written exclusively in an expository style, the pamphlet analyzes how conditions in Connecticut affected Scottish Americans, the ways in which they made an impact on Connecticut affairs, the situations in Scotland which prompted Scots to emigrate, and some cases in which citizens of Connecticut have influenced events in Scotland. Specifically, content includes 15 biographies of Scottish Americans, maps showing the origin of Scottish immigrants, roles of Connecticut Scots in the American Revolution and Civil War, and the Presbyterian church in Connecticut. The monograph concludes with a list of Scottish American fraternal organizations in Connecticut. (DL)

The curriculum guide is designed to promote understanding of Irish Americans and their culture in their homeland and in America. It is part of a series of guides about ethnic groups in America and in Connecticut. Written for grades nine through 12, the material is adaptable for younger readers or adults. A 15-question quiz to test students' knowledge of Irish culture introduces the guide. Seven units comprise the body of the guide. Statements of aims and objectives precede each unit and most units include an expository narrative, learning activities, a glossary, and a list of relevant books, films, filmstrips, and magazine articles. Unit one provides background information on Irish topography, climate, peoples, and the economy. Unit two outlines the history of Ireland from 200 B.C. to 1973 A.D., incorporating short biographical studies and a list of holidays. Unit three surveys patterns of migration to America and identifies the contributions, roles, and problems of Irish Americans. A list of Irish American institutions and organizations is included. Unit four concerns the Connecticut Irish and their demographic patterns. Unit five presents examples of Irish literature: poetry, drama, biography, fiction, folktales, and journalism. Unit six deals with fine and folk arts, architecture, dance, cooking, athletics, and recreation. Unit seven gives a very brief description of Ireland today. (DL)

The guide reviews the origins and history of the Jewish people, their contributions to American history, and their role in Connecticut history. It also incorporates a brief survey of Jewish religious beliefs and cultural patterns. Useful for both Jewish and non-Jewish students, the material is designed for junior and senior high school classes primarily but can be adapted for younger students. Part I examines the origins of the Jewish people, listing important dates, holidays, and rituals. Part II examines American Judaism, its differing denominations, worship services, attitudes toward Israel, Jewish ethics and values, and occupational and historical roles of individuals and groups. Anti-Semitism and Zionism are discussed. A glossary of commonly used Yiddish words and phrases, Jewish recipes, and examples of Jewish literature and folklore are included. Part III concerns the Jews in Connecticut: their history, demography, and social organization. With each part are discussion questions, activities, a glossary of words, an annotated bibliography of audio-visual and printed materials, and additional resources. (DL)

"Educational Futuristics," a pilot instructional module for a foundations of education course, resulted in the compilation of these guidelines. The aim of educational futuristics noted in the introduction is to increase student awareness of trends in the environment and of the impact of choices in the future, as well as to equip students in handling more changes creatively. A rationale for teaching futurists is supplemented by two inquiry strategies and some concepts fundamental to educational futurizers. The contents of the guide include the following: a Year 2000 scenario; an explanation of educational futuristics, of the use of guesstimation and choice trees, of cross-impact matrix extrapolation, and of delphi methodology; and comment on global development education, on future oriented games, and on change and innovation strategies. The chapters review important background material and concepts to be presented along with successful classroom approaches. A list of futurist centers and a short reading list on educational futuristics conclude the guide. (Author/KSM)