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This 2007-2008 manual, "Handbook of Procedures for the Graduation Program," has been approved by the British Columbia Minister of Education on July 18, 2007 for the purpose of setting out graduation requirements. The handbook outlines procedures for efficiently sharing student data between schools and the Ministry of Education, and answers questions pertaining to provincial examinations. It supports the work of both educators and the Ministry's Assessment Branch, which works with schools to produce transcripts and administer provincial exams. Ongoing liaison and information exchanges are vital to the timely production of accurate data. Following an Introduction, this manual contains seven chapters: (1) Provincial Examinations; (2) Earning Credits in the Graduation Program; (3) Graduation Requirements; (4) Student Credentials; (5) Scholarships and Awards; (6) Data Exchange; and (7) Adjudication. The manual also contains Important Notes and Changes for 2007/08 and Graduation Program Examination Schedule and Examination Session Information. Appended are: (A) Forms; (B) Procedures for Conducting Program Examinations; (C) Calculation of the Standard Error of Measurement (SEM); and (D) TRAX Unit Requirements from Offshore Schools. An index to this manual is included.

An award winning project for teaching economics at the fifth-grade level is described. Content is based on the theme of the economic repercussions of petty crime. As an initial activity, students examine the economic effects of local vandalism on the community and the taxpayers. Throughout the year, rap sessions provide a vehicle for class discussions of how small crimes relate to the concepts of scarcity, resources, economic sectors of society, goods and services, economic interdependence, and economic decision making. A variety of miniprojects incorporated into the curriculum examine specific economic concepts in greater depth. For example, students develop an economic problem-solving model, listen to guest speakers from business, study the economics of the Christmas season, and implement a community-wide clean-up campaign. A midyear incident of school vandalism is integrated into the study, serving as a basis for student created skits on crime prevention. These skits are then filmed and included as part of a culminating program presented to parents and community at year's end. Development of personal scrapbooks of the year long unit, pre- and posttests, and student observations provide a means of unit evaluation. This paper concludes with a bibliography of print and nonprint economics materials, and newspaper reviews of the class unit. (LP)

The guide presents an overview of a national contest designed to make history come alive to students in grades 6 through 12 through imaginative projects, original performances, media presentations, and papers. Students submit their entries into contests in which they are judged by historians, educators, and other experienced professionals. District winners attend state contests, and winners compete in Washington, D.C., in the National History Day competition. The guide briefly discusses the contest theme, awards, divisions, contest categories, and topics for entries. Rules and suggestions are first stated in general terms, and then specifically stated by entry categories: (1) the historical papers category (poetry, diaries, and fictional accounts); (2) the project category (displays, reliefs, overlay maps, reconstructions, charts, and models); (3) the performance category (lectures, demonstrations, puppet shows, pantomimes, or plays); and (4) media presentations (video recordings, motion picture, slides, films, and transparencies). In addition, judging procedures are detailed with attention given to adherence to the theme and rules, quality of presentation, and historical quality of the entry. The guide also offers suggestions for teachers and is designed so that it can be used for several years. (LH)

This report discusses the Malcolm Baldrige (MB) Education Criteria, the award process, and the experiences of one institution, San Juan College (New Mexico), that received an award at the state level. The Baldrige Criteria are based on 11 core values: (1) learning-centered education; (2) leadership; (3) continuous improvement and organizational learning; (4) faculty and staff participation and development; (5) partnership development; (6) design quality and prevention; (7) management by fact; (8) long-range view of the future; (9) public responsibility and citizenship; (10) fast response; and (11) results orientation. An institution under consideration for an award under the Baldrige Criteria must submit to the awarding agency a self-assessment report written around the seven MB Criteria providing the framework for the core values, including leadership; information and analysis; strategic and operational planning; human resource development and management; education and business process management; school performance results; and student focus and satisfaction. In 1994 and 1995, San Juan College participated in the Quality New Mexico Award process. This process uses teams of evaluators who read, score, and write feedback comments on reports of organizations under consideration for an award. This document concludes that the Baldrige Criteria have provided a conceptual framework that focused the action planning process of San Juan College. (CK)

Lessons from a ninth-grade course which integrates social studies skills development and economic concept teaching are outlined. An overview describes the content of the year-long course and the skill objectives. Course content is divided into three sections: a basic introduction to economics, student interest topics such as the economics of crime and consumer economics, and a simulation of an economic community. Skills developed in the course are related to: textbooks, "Reader's Guide to Periodical Literature," card catalogs, encyclopedias, charts, graphs, tables, editorial cartoons, fact and opinion, bias, time lines, and source reliability. Following a chart which tags economic concepts to activities and skills lessons, lessons are described in greater detail. The appendix contains the following sample lessons: use of economic cartoons to understand symbols and opinions; examination of circle graphs of energy production and consumption; use of the encyclopedia to study the industrial revolution; and location of information on inflation, energy, and unemployment through the "Reader's Guide." Also included is a test of junior high school level economic understanding. (LP)

Described is a project designed to make government lessons and economics more appealing to sixth-grade students by having them set up and run a model city. General preparation procedures and set-up of the project, specific lesson plans, additional activities, and project evaluation are examined. An actual 3-dimensional model city was set up on three 8-foot tables. A monetary system was developed. Within the city, each child assumed his or her role as a property owner, worker, and head of a family. From among their peers, students elected a city council and a mayor. The role of "fate" was played by the teacher. Specific lessons--for which objectives, materials needed, specific teaching procedures, and teacher notes describing what happened when the lesson was implemented are outlined--dealt with the following topics: transportation, funding education, trying to prevent a factory closing through the formation of a corporation, electing new council persons and a new mayor, pollution, nuclear power, and redevelopment. Interdisciplinary activities in which the students were involved included writing essays, writing newspaper articles, and designing buildings. Project evaluation procedures included student observation, quizzes, and an essay test. (RM)

This book, based on the experiences of institutions of higher education, lists print, nonprint, and organizational resources to assist colleges and universities involved in Continuous Quality Improvement (CQI) efforts. The book has 12 sections which provide: (1) an annotated list of campus documents from nearly 100 college campuses putting CQI into practice; (2) a list of books, articles, reports, and papers on CQI; (3) a list of associations concerned with CQI; (4) a list of audio cassettes from four conferences on CQI; (5) a description of 14 campuses with centers offering training in total quality management and/or CQI; (6) a listing of conferences focused on quality in higher education; (7) a listing of CQI sources on the Internet; (8) descriptions of nearly 40 journals, newsletters, and magazines focused on CQI; (9) information on the Malcolm Baldrige National Quality Award program and 20 similar state quality awards; (10) a list of 20 software programs useful for CQI-related activities; (11) a description of over 25 articles featuring the use of CQI tools; and (12) a list of companies that distribute and/or produce CQI and organizational change videos. The appendix lists presentations at the 9th American Association of Higher Education (AAHE) Conference on Assessment in Higher Education and describes two quality initiatives of the AAHE. (CK)

Eve Bunting is an award-winning author of 167 books for children and young adults. After a series of interview questions and responses, activities are suggested to accompany several Bunting picture books. (AEF)

Research and study of economic discoveries, inventions, improvements, and man's use of natural and human resources and capital goods from the Stone Age to the present helped fifth graders understand and appreciate the foundation and structure of the U.S. economic system and today's standards of living. The year-long study, which was integrated into the social studies curriculum, consisted of five mini-units: Early Man (Caveman and Early American Indians); Early Europeans; Explorers; Early Builders of Our Nation (Colonists and Frontiersmen); and Enterprising Americans Today (Free Enterprise Society). Student activities were many and varied. For example, pupils used classroom learning centers; did a choral reading about their country's history; role played life on a deserted island; made murals, model homes, and dioramas showing early man's economic activities and then displayed these projects in a children's museum; wrote creative stories; took field trips; listened to guest speakers; and wrote letters. Major concepts and goals and activities for each unit are described. Samples of student work are included. (RM)

In this award winning project for incorporating economics study into the curriculum, a fifth grade class studied economic interdependence as it applied to their community (Barling, Arkansas). Class readings of several books dealing with the development of an economic community preceded the students' creation of a mini-Barling with elected officials and regularly scheduled board meetings. Students chose to study four aspects of their community's economic structure: household economics, the business world, financial institutions, and government. Learning activities for each of these topics included: surveying class and community characteristics, analyzing the town's economic sectors, and locating the town's goods and services (household economics); studying retail business, analyzing income, and comparing agriculture, services, and industry (business world); researching the functions of money and banks (finance); and studying social decision making, analyzing the school's organization, examining various types of taxes, and researching the town's budget (government). A variety of strategies such as research projects, bulletin boards, group discussion, and guest lectures was used within each topic. As a culminating activity, students created a filmstrip of a town council meeting. Appendices include a bibliography and copies of classwork. (LP)

A 3-month study unit introducing first grade students to economics through an Easter theme is outlined in five sections. Sections 1 and 2 describe rationale, goals, and learning objectives. Section 3 provides learning activities. A wide range of instructional strategies is used to teach the basic economic concepts of want, need, scarcity, inflation, goods and services, division of labor, and economic interdependence around the framework of Easter preparation. Bulletin boards, an Easter wish book, economic riddles, and Easter stories introduce students to wants and needs. Adaptations of games such as musical chairs present the idea of scarcity, and supply and demand. Creating murals and baking cookies and bread are used to convey the concepts of goods and services, division of labor, interdependence, and production and consumption. Students also practice economic problem-solving through applications of a 5-step decision-making process. In section 4, the overall project is evaluated. Section 5, a bibliography, includes audiovisual and print resources, games, and free materials. A separate section contains copies of all written class activities, including stories, worksheets, tests, puzzles, and a coloring book. (LP)

Designed for middle school students, this award winning, six-day teaching unit helped students learn about the concepts of specialization, interdependence, efficiency, and profit. At the onset of the lesson the students were already familiar with the concepts of scarcity, goods, services, profits, supply, demand, and opportunity costs. The unit's activities involve students in discussing a case study entitled "The Coach's Dilemma," and deciding whether or not a one coach junior high school should drop some of the many sports in which it presently participates so that the coach and the students can focus on one or two sports and have more time to practice and improve. Students also survey 30 local businesses to determine if they specialize or not. They identify the main goods or services each business provides. Some local business persons are also interviewed. Using the results, students then discuss whether or not they believe it is more efficient to specialize or not to specialize. Students learn how to use scientific methodology in their research project. The lessons also incorporate a value analysis experience and a field trip. Specific teaching procedures, student handouts, tests, and the student reports of their interviews are included. (RM)

The packet of visual images, designed by Ojibwe artist Steven Premo, is intended to provide teachers of Indian students with contemporary, positive, non-stereotypical images of native cultures, particularly Indian women, that can be used in all classes for any aged student to assist in increasing the self-esteem of Indian children and help raise the level of understanding among all cultures. The materials include: sticker designs (11 pages of contemporary Indian students, animals, books, and smiling elders, which can be stuck to papers and worksheets or given as prizes); borders (2 types for edging announcements, posters, or worksheets); certificates (2 general designs which can be used for any event to recognize and congratulate outstanding students); duplicating masters (an example sheet is provided which contains drawings of actual female Indian students suitable for worksheets in all subjects or for notes and letters); and a bookmark design. (NEC)