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This poll was conducted between July 14-July 15, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Parents most frequently reported their children participating in athletics-focused programs in July. The least common activities were culture-focused programs and those related to career preparation; (2) Parents who have paid for career-focused activities for their children report spending the most amount of money. Those who have paid for arts-focused activities report spending the least amount of money; (3) Parents point to not having enough information, high prices, and inconvenient locations as primary reasons why their child isn't able to participate in certain supplemental activities; and (4) Most often, parents point to location, a safe environment, and academic quality as the main reasons why their child is enrolled in a specific school type. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) extracurricular activities; (4) school choice policies; and (5) the survey profile and demographics.

This report presents information about the educational, home, and community experiences of American Indian and Alaska Native (AI/AN) fourth- and eighth-grade students that was collected during the National Indian Education Study (NIES) of 2007. AI/AN students represent about 1 percent of the student population in the United States. Approximately 10,000 AI/AN students in 1,700 schools at grade 4 and 11,000 AI/AN students from 1,800 schools at grade 8 participated in the study. Surveys were completed by students, their teachers, and their school administrators. The three major areas of findings that are described in this report include: (1) characteristics of AI/AN students; (2) characteristics of their teachers and schools; and (3) integration of native language and culture in their homes and schools. (Contains 4 footnotes, 24 figures, and 64 tables.) [The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian and Alaska Native students in the United States. The study is sponsored by the Office of Indian Education and conducted by the National Center for Education Statistics for the U.S. Department of Education. For Part I of this report, see ED501263. For previous report, see ED491693 (Part I) and ED493678 (Part II).]

Native educators from around Alaska contributed to the development of guidelines for cross-cultural orientation programs for educators. The guidelines are organized around various roles related to culturally responsive schooling in Alaska. They encourage schools to strive to be reflections of their communities by incorporating and building upon the cultural traditions and knowledge of peoples indigenous to the area. Achieving such a goal requires that all participants acquire a deep understanding of the role of heritage culture in the educational process; to that end, these guidelines have been assembled. Each section of the guidelines is addressed to a particular education role group, briefly describes the group's responsibilities toward cross-cultural understanding, then lists specific actions for the group. The sections address (1) communities, tribes, and Native organizations; (2) school districts and administrators; (3) principals and teachers; (4) schools and school staff; (5) state policy makers and state education agencies; (6) tribal colleges and universities; and (7) sponsors of cultural immersion camps. Eight general recommendations are offered to support implementation of the guidelines. A resource section lists 15 web sites and 13 books and articles. (SV)

In this lesson, students draw on their previous studies of American history and culture as they analyze primary sources from "Jackie Robinson and Other Baseball Highlights, 1860s-1960s" in the American Memory collection. A close reading of two documents relating to Jackie Robinson's breaking of the racial barrier in professional baseball leads to a deeper exploration of racism in the United States, both in and out of sports. Students will: analyze primary documents closely; research documents specific to the history of race relations in mid-20th century United States; and draw conclusions moving from the specific documents to the broader society and test them for validity. The lesson plan is suited to American history and American studies classes for grades 9 through 12, and should take two to three hours. A procedure contains: an overview; an introduction to primary sources; an analysis of Jackie Robinson's letter; and an analysis of Branch Rickey's speech. Contains resources used and student handouts. (PM)

This two-week lesson plan exploring cultural rituals guides students to: improve their oral and written communication skills; write correct bibliographic citations for primary sources; and gain tolerance and acceptance of all cultures through the exploration and analysis of holiday and stages of life rituals. Aimed at students in grades 6 through 12, the lesson plan uses photographs, documents, and music from American Memory Collections and other sources. After investigating rituals and customs of various cultures, students then interview family members to deepen their understanding of their own cultural celebrations. Using their oral presentation skills, student present one cultural ritual from their ethnic group to the class. Includes links to American Memory Collections and student handouts. (PM)

Myths are stories that explain why the world is the way it is. All cultures have them. Throughout history, artists have been inspired by myths and legends and have given them visual form. Sometimes these works of art are the only surviving record of what particular cultures believed and valued. But even where written records or oral traditions exist, art adds to the understanding of myths and legends. This packet begins by asking: "What Is Myth?" and offers readers basic ideas on the subject. The packet illustrates 26 myths in art throughout the world. It divides myths and legends in art by cultures, such as African, Euro-American, Chinese, Ancient Egyptian, Western European, Ancient Greek and Roman, Japanese, Native American, and Oceanic. The packet illustrates art by theme, including creation myths and hero myths, following these with a compare and contrast exercise. To help students understand the concept of myth, the material uses Herbert Hoover's life as an example. It provides a section about the birthplace of Herbert Hoover, giving key ideas, background, and discussion questions. The packet presents additional materials on the other world myths in art, in the same format as that of the Herbert Hoover lesson. The packet contains many colorful art illustrations and a glossary of art terms. It lists 10 suggestions for further reading. (BT)

Native American languages have no equivalent for the word "art." Yet the objects Native Americans have used and still use suggest that they are a highly spiritual people who create objects of extraordinary beauty. In Native American thought, there is no distinction between what is beautiful or functional, and what is sacred or secular. Design goes far beyond concerns of function, and beauty is much more than simple appearances. Some Native American artists continue traditions of their ancestors, while others transform those traditions in new and innovative ways. This packet on the arts of Native Americans provides an overview of the history and culture of Native Americans. The packet presents information about the Native Americans of the Mississippi Valley and their arts. It discusses the arts of the Native Americans of the Northeast Woodlands. The packet introduces the Native Americans of the Northwest and their art, followed with information about the Plains Indians and their arts. The packet concludes with information on the Southwest Indians and their arts. Each section of the packet provides many colorful, detailed illustrations and explanations of Indian artifacts and crafts. Contains a glossary and lists tribal Web sites. (BT)

This workbook is one of four intermediate- to advanced-level activity books in a series for teaching the Ukrainian language to both native speakers and second language learners. It offers a selection of exercises, vocabulary builders, dialogs, and writing exercises for language skill development. A teacher's answer key to accompany the activity book is also included. (CNP)

This workbook is one of four intermediate- to advanced-level activity books in a series for teaching the Ukrainian language to both native speakers and second language learners. It offers a selection of exercises, vocabulary builders, dialogs, and writing exercises for language skill development. A teacher's answer key to accompany the activity book is also included. (CNP)

This workbook is one of four intermediate- to advanced-level activity books in a series for teaching the Ukrainian language to both native speakers and second language learners. It offers a selection of exercises, vocabulary builders, dialogs, and writing exercises for language skill development. A teacher's answer key to accompany the activity book is also included. (CNP)

This workbook is one of four intermediate- to advanced-level activity books in a series for teaching the Ukrainian language to both native speakers and second language learners. It offers a selection of exercises, vocabulary builders, dialogs, and writing exercises for language skill development. A teacher's answer key to accompany the activity book is also included. (CNP)

This instructional package is targeted at students in grades 3 and 4. The package, presented to students as a travelogue, stresses basic map, globe, and geography skills, and presents case studies of communities (cities/towns/villages) across Germany. It contains three lessons: (1) "One Germany in Numbers: Size, Population and Landscape"; (2) "The German Landscape"; and (3) "Traveling through Germany". Lessons 1 and 2 provide students an opportunity to practice basic geography skills in a comparative Germany/United States context. Lesson 3 allows students to apply their knowledge to a visual tour of Germany. Each lesson begins with an outline for teaching which includes instructional objectives, a list of resource materials, and a sequenced list of procedures for implementing the lessons. All lessons contain worksheets. Appended is the Diary of My Travels through Germany slide/tape transcripts (Schleswig-Holstein, North Rhine-Westphalia, Bavaria, Saxony, Berlin, Mecklenburg-Pomerania). An audio tape accompanies the text materials. (BT)

This document is a companion to the North Dakota Social Studies Standards (December 2000), and provides descriptions of levels of student performance and achievement in relation to the state standards and benchmarks. It is designed for use by all educators in grades K-12. Components of the document include: content standards (statement that describes what students should know and the skills they should have in a specific content area); benchmarks (statements of knowledge and skill that define a standard at a given developmental level e.g., grades 4, 8, and 12); and performance levels (level 4 advanced proficiency; level 3 proficient; level 2 partially proficient; level 1 novice). The performance levels defined in this document are written as expectations for students when they complete grades 4, 8, and 12. These standards are divided into: (1) "Nature and Scope of History"; (2) "Political Institutions"; (3) "Economic Systems"; (4) "Social Studies Resources"; (5) "Role of the Citizen"; (6) "Geography"; (7) "Culture"; (8) "Sociology and Psychology"; (9) "Sovereignty." Also included are: a list of nine Web sites for reference; a list of resources; and a glossary. (Contains 16 references.) (BT)

These guidelines address issues in the application of traditional Alaska Native child-rearing and parenting practices to nurture culturally healthy youth in the contemporary world. Guidelines are organized around each of several roles related to child rearing: Native Elders, as tradition-bearers and essential role models; parents, who are the first teachers of their children; the youth themselves, and their responsibilities for their own growth; communities, tribes, clans, and Native organizations; professional educators, providing a supportive learning environment that reinforces students' cultural well-being; schools, which by engaging fully with communities, can provide consistent expectations for students; child-care providers; youth services and juvenile justice agencies; researchers working with Native communities; and the general public. Special attention is given to educational implications of the integration of traditional child-rearing and parenting practices in schools. Throughout this document, Elders are accorded a central role as the primary source of cultural knowledge. Respected Elders serve as philosophers, professors, and visionaries of a cultural community. Following the guidelines are general recommendations aimed at their implementation and the types of support needed from federal and state agencies, schools and school districts, tribal colleges, communities, and Native organizations. (SV)

This document discusses culture, identity, and cognitive development. It focuses on acculturation of English-as-a-Second-Language learners, discussing criteria for transferring students with limited English proficiency into the mainstream and the difference between language disabilities and learning difficulties. The following forms are included: "Sociocultural Checklist"; "Sociocultural Resiliency Checklist"; and "Pre-Referral Review for Diverse Learners." (KFT)

One of four intermediate- to advanced-level activity books in a series, this student workbook offers a selection of exercises, vocabulary builders, dialogs, and writing exercises for language skill development. It is intended for use in the instruction of native speakers, heritage language learners, or second language learners of Ukrainian. Also included is a teacher's answer key to accompany the student activity book. (CNP)

One of four intermediate- to advanced-level activity books in a series, this student workbook offers a selection of exercises, vocabulary builders, dialogs, and writing exercises for language skill development. It is intended for use in the instruction of native speakers, heritage language learners, or second language learners of Ukrainian. Also included is a teacher's answer key to accompany the student activity book. (CNP)

One of four intermediate- to advanced-level activity books in a series, this student workbook offers a selection of exercises, vocabulary builders, dialogs, and writing exercises for language skill development. It is intended for use in the instruction of native speakers, heritage language learners, or second language learners of Ukrainian. Also included is a teacher's answer key to accompany the student activity book. (CNP)

Guidelines are presented that address issues in the documentation, representation, and utilization of Alaska Natives' traditional cultural knowledge. This guidance is intended to encourage the incorporation of indigenous knowledge and teaching practices in schools by minimizing the potential for misuse and misunderstanding. The guidelines provide assistance to school personnel seeking to apply the Alaska standards for culturally responsive schools in their work. Native educators throughout the state contributed to the development of these guidelines through a series of workshops and meetings associated with the Alaska Rural Systemic Initiative. Throughout this document, Elders are accorded a central role as the primary source of cultural knowledge. Guidelines are listed to increase the cultural responsiveness of Native Elders, authors and illustrators, curriculum developers and administrators, teachers, editors and publishers, document reviewers, researchers, Native language experts, Native community organizations, and the general public. Ten general recommendations are also offered to public agencies, institutions, and communities to support the effective implementation of the guidelines. (SV)

One of four intermediate-level student activity books in a series, this book offers a selection of exercises, word-games, puzzles, cartoons, sentence-completion and vocabulary-building activities in modern Ukrainian. It is intended for both heritage language and second language learners. There is a brief word list in the back of each book. "In Days Gone By: Answer Key to Student Activity Book" is appended. (CNP)

One of four intermediate-level student activity books in a series, this book offers a selection of exercises, word-games, puzzles, cartoons, sentence-completion and vocabulary-building activities in modern Ukrainian. It is intended for both heritage language and second language learners. There is a brief word list in the back of each book. "Conflict: Answer Key to Student Activity Book" is appended. (CNP)

One of four intermediate-level student activity books in a series, this book offers a selection of exercises, word-games, puzzles, cartoons, sentence-completion and vocabulary-building activities in modern Ukrainian. It is intended for both heritage language and second language learners. There is a brief word list in the back of each book. "Deeds and Doers: Answer Key to Student Activity Book" is appended. (CNP)

This small manual presents 12 learning scenarios designed to teach the Japanese national learning standards to American learners of Japanese. It is written by teachers for teachers. These scenarios are designed to teach interpersonal, interpretive, and presentational communication; practices and products of culture; cultural comparisons; language comparison; school and community practices and roles; and lifelong learning and making personal connections. Unit titles include the following: "Bentoo"; "Undookai"; "Ekiben"; "Hinamatsuri"; "Kodomo no hi"; "Uniform"; "Japanese Towns"; ""Happy Host Mother's Day"; "Trip to a Japanese Grocery Store"; "Orizuru"; "Apartment Search"; and "Daily Life." Numerous illustrations and tables appear throughout the text. (KFT)

This teacher's guide accompanies the four videos ("Born to Trouble: Adventures of Huckleberry Finn"; "The Shock of the Nude: Manet's Olympia"; "Hollywood Censored: Movies, Morality and the Production Code"; and "The Devil's Music: 1920s Jazz") of the PBS "Culture Shock" series. The guide suggests that the videos could be used in the English/language arts classroom, or as part of an interdisciplinary curriculum they could help sustain either a semester-long inquiry into issues of the arts and intellectual freedom or a chronological or thematic study of the arts in the United States. It explains that since all the videos touch on similar issues and questions, the themes become increasingly complex and interesting as they are considered in relation to different works of art. The guide contains an explanatory section and additional sections on exploring the series' themes and on teaching "Huckleberry Finn" in context. It examines each video separately, with activities and questions: "About the Film" offers a film summary and a brief list of key terms, topics, and people; "Literature Links" offers ideas for using the films in conjunction with books; "Viewpoints" contains quotes, article excerpts, and other primary and secondary sources ideal for student discussion and activities. Each video has its own "Resources" section, while the "General Resources" section lists books, organizations, and Web sites for further exploration. (BT)

In this lesson, students create an African Art Museum. Student teams research the culture and art history of particular regions in Africa. They collect art images for the museum, studying aspects of each artwork's creation and its relation to the culture. Each team will give the class a guided tour of its wing of the museum. Teams consist of researchers, designers, recorders, and tour guides. Students are provided with background information, detailed instructions, online resources, and reflection questions. The teacher's notes describe the unit's purpose, explain the application of history/social science standards, and suggest teaching strategies. (BB)

This book is one of four intermediate-level readers in a series intended for second- or native language learners of Ukrainian. It includes a selection of short texts in modern Ukrainian, including poems, sayings (aphorisms), short stories, and dialogs. Other topics in this series include (in translation): Human nature, relationships, courage, and fascination with the unknown. (CNP)

This book is one of four intermediate-level readers in a series intended for second- or native language learners of Ukrainian. It includes a selection of short texts in modern Ukrainian, including poems, sayings (aphorisms), short stories, and dialogs. Other topics in this series include (in translation): Human nature, relationships, courage, and fascination with the unknown. (CNP)

This book is one of four intermediate-level readers in a series intended for second- or native language learners of Ukrainian. It includes a selection of short texts in modern Ukrainian, including poems, sayings (aphorisms), short stories, and dialogs. Other topics in this series include (in translation): Human nature, relationships, courage, and fascination with the unknown. (CNP)

This book is one of four intermediate-level readers in a series intended for second- or native language learners of Ukrainian. It includes a selection of short texts in modern Ukrainian, including poems, sayings (aphorisms), short stories, and dialogs. Other topics in this series include (in translation): Human nature, relationships, courage, and fascination with the unknown. (CNP)

The report, entirely in French, describes Alberta's curriculum for second-year French native language instruction. An introductory section offers background information on the curriculum's design, links between the core curriculum and French native language instruction, underlying principles of language instruction, the curriculum's objectives and organization, notes on its implementation, and discussion of student autonomy and evaluation. A subsequent section provides a summary of program aims and priorities and performance objectives for each skill area (culture and identity, oral communication, reading, and writing). Appended materials include notes on French language teaching techniques, a discussion of French instruction within the francophone context in Alberta, and an overview of integration of instructional materials at the early elementary level. (Contains 15 references.) (MSE)

The report, entirely in French, describes Alberta's curriculum for first-year French native language instruction. An introductory section offers background information on the curriculum's design, links between the core curriculum and French native language instruction, underlying principles of language instruction, the curriculum's objectives and organization, notes on its implementation, and discussion of student autonomy and evaluation. A subsequent section provides a summary of program aims and priorities and performance objectives for each skill area (culture and identity, oral communication, reading, and writing). Appended materials include notes on French language teaching techniques, a discussion of French instruction within the francophone context in Alberta, and an overview of integration of instructional materials at the early elementary level. (Contains 15 references.) (MSE)

The report, entirely in French, describes Alberta's curriculum for third-year French native language instruction. An introductory section offers background information on the curriculum's design, links between the core curriculum and French native language instruction, underlying principles of language instruction, the curriculum's objectives and organization, notes on its implementation, and discussion of student autonomy and evaluation. A subsequent section provides a summary of program aims and priorities and performance objectives for each skill area (culture and identity, oral communication, reading, and writing). Appended materials include notes on French language teaching techniques, a discussion of French instruction within the francophone context in Alberta, and an overview of integration of instructional materials at the early elementary level. (Contains 15 references.) (MSE)

The Na'imiloa (seeker of knowledge) program provides educational enrichment opportunities to gifted underachieving Native Hawaiian high school students. Developed by the University of Hawaii at Hilo and selected high schools, the program was designed to build upon students' talents, develop their self-esteem, and develop an awareness and appreciation of the Hawaiian culture in order to support overall positive achievement at school. Students selected for the program start in their sophomore year. The Na'imiloa classes fall under varying academic disciplines as determined by the individual schools. The foundation of the curriculum is the values embraced by Hawaiians. The curriculum concepts--identity, social interactions, physical environment, and artifacts--provide focus for the development of these values within specific educational activity settings. These concepts may be developed for performance in a spectrum of informal to formal relationships and situations. The culminating activity of the fall semester is a Makahiki celebration where all school sites gather to recreate a multifaceted Hawaiian community and display their mastery of the curriculum concepts. Evaluation combines informal, performance-based methods relevant to the Hawaiian experience and formal, Western-style methods. Curriculum planning forms and a glossary are included. (TD)

An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The module's purpose is to broaden the concept of culture in language teaching beyond the focus traditionally found in college and university foreign language departments, using a behavioral and social science approach and accommodating two trends in second language learning and teaching: the inclusion of culture content in the new national standards for K-12 foreign language teaching, and the restructuring of college language programs to meet the interests of students who seek to use a second language in wider, interdisciplinary contexts. Sections address these topics: the definition of culture; different approaches to culture (belles-lettres, social sciences, foreign language); establishing expected learning outcomes for cultural education; determining the cultural content of language courses; classroom techniques for teaching culture; and assessing cultural learning. Contains 76 references. (MSE)

This guide completes a 6-year American Textbook Council project on religion in the schools. An inquiry into textbook content expanded into this exposition on religion, curriculum, and character education. The guide explores the sources of moral instruction in an era when spirituality comes in many forms, and cracks in public culture are apparent. Public schools, like other agencies of culture, have lost the conviction that the universe, nature, existence, and human lives are guided by the "Divine," and the moral force of the curriculum is rarely considered. The guide first poses the problem of what public schools should say and do regarding religion. The importance of religion in schools and trends in textbooks are discussed. Appendixes list basic texts, as well as subjects and themes in U.S. and world history. (Contains 21 endnotes.) (BT)

The content and materials of cultural instruction in elementary school second language courses are discussed. First, the availability of such materials is examined, and a model for deciding what to teach is presented. Four factors are included in this model: students' first language proficiency and the transfer of skills to the second language; developmental stages and the appropriateness of materials for each; methods and materials for teaching culture and assessing cultural learning; and culture themes to be included in the curriculum. Literature relating to each of these factors is reviewed. In relation to selection of culture themes, several approaches to selecting content are presented. Contains 27 references. (MSE)

This guidebook is intended for parents of French-speaking students in Alberta. It describes French-as-a-first-language education in Alberta and provides information to help parents, in collaboration with school personnel and the wider francophone community in Alberta, to preserve and develop their children's identity as speakers of French and as members of the French Canadian culture. The guide includes the following sections: (1) French education in Alberta; (2) On the road to French-as-a-first-language school; (3) The first partner in French-as-a-first-language education--the role of the parent; (4) Books, studying, and homework; (5) Language, identity, and culture in the home; (6) Home/school communication; (7) Adolescence--a stage of life; (8) Testimonies from former students and parents; (9) Data bank of resources; and (10) Bibliographic references and glossary. (KFT)

This book provides a conceptual scaffolding and practical guide for educators and evaluators as they respond to the challenges of diversity in schools. It introduces ways to assess the capacities of various professional development programs, curriculum transformation projects, diversity initiatives, and study abroad opportunities to realize complex cultural objectives. It introduces a content-focused form of program evaluation that indexes program quality to the culture-revealing features and effects of goals and objectives, program designs, learning opportunities, and program outcomes. Each of the three parts of the book examines particular aspects of cultural education program evaluation. Part 1 emphasizes the input side of the program by focusing on conceptual and programmatic dilemmas that face evaluators as they try to assess the quality of the cultural education provided for participants. Part 2 addresses the evaluation of program outcomes, suggesting ways to evaluate changes in the professional behavior of participants and the quality of instructional materials. Part 3 focuses on the relationship of program inputs and outputs simultaneously, emphasizing two themes of importance for evaluators: the economic dimensions of cultural evaluation programs and the issue of cultural bias in the assessment of students, along with the need for new performance-based assessment. Among the assumptions on which this book rests is the central assumption that cultural education program evaluators need expertise in cultural analysis, qualitative and quantitative methods of data collection and analysis, and the forms and functions of program evaluation. Each chapter contains references. (Contains six figures.) (SLD)

This intermediate- to advanced-level reader is designed for learning Ukrainian as a native or second language. It provides a selection of short texts in modern Ukrainian, including poems, short stories, fairy tales, fables, sayings (aphorisms), and dialogs. (CNP)

This intermediate- to advanced-level reader is designed for learning Ukrainian as a native or second language. It provides a selection of short texts in modern Ukrainian, including poems, short stories, fairy tales, fables, sayings (aphorisms), and dialogs. (CNP)

This intermediate- to advanced-level reader is designed for learning Ukrainian as a native or second language. It provides a selection of short texts in modern Ukrainian, including poems, short stories, fairy tales, fables, sayings (aphorisms), and dialogs. (CNP)

This handbook aims to help teachers use archaeological remains and historical evidence in and around Colchester (England). Investigations supplement studies at Key Stages 2 and 3 of the British National Curriculum and can also be used for cross-curricular topics. The book contains suggestions for work on the town walls, the British site at Gosbecks and the nearby dykes, and the development of the town after the end of the Roman period. The chapter titles include: (1) "Historical Background"; (2) "Timeline"; (3) "Documentary Sources"; (4) "Life in Colchester"; (5) "Educational Approaches"; (6) "The National Curriculum"; and (7) "Activity Sheets." A bibliography and resource section are also part of the text. (EH)

This packet contains five lessons related to the five themes of geography: location; place; human-environment interaction; movement; and region. The lessons are designed to support the teaching of courses in world geography, U.S. government/civics, and economics from a comparative U.S./German perspective. Lessons include: (1) "Location of Germany on the Earth's Surface"; (2) "Physical and Human Characteristics of Germany"; (3) "The Interaction of the German People and Their Environment"; (4) "Cultural Diversity in Germany"; and (5) "German Unification and Regional Changes." Several activities support each lesson. Thirteen color transparencies focus on: (1) "The Location of Germany in Europe"; (2) "Landforms, Rivers and Canals"; (3) "Important Industrial Areas and Location of Mineral Resources"; (4) "Types of Industries"; (5) "Population Density"; (6) "Land Use"; (7) "International Commerce"; (8) "Foreigners in Germany"; (9) "German Unity"; (10) "The German Language"; (11) "Radio and Television"; (12) "The Federal States of Germany"; and (13) "Important Dates." (Thirteen photocopied transparencies for classroom use are appended.) (EH)

The Cup'ik people are a group of Yup'ik Eskimos who live in southwest Alaska. This curriculum aims to enhance Cup'ik students' interest in their own culture by making that culture a part of their daily activities; to teach students to practice the traditional Cup'ik respect for elders, fellow students, and others in the community; and to teach traditional skills for surviving in the Alaskan tundra. An introduction briefly discusses the Cup'ik way of life, traditional rules of cooperation, and the importance of field trips to traditional Cup'ik sites. Such trips allow students to appreciate and understand their cultural way of life and internalize the stories told by the elders. There are three lessons: the land and waters, the history of the Cup'ik people, and the Cup'ik way of life (traditional hunting and fishing practices and the subsistence lifestyle). The history lesson compares the Cup'ik traditional history with modern anthropological theories of Cup'ik history and describes seasonal celebrations and festivals. Each lesson contains a lesson outline, general objectives, related activities, and a general description of the outlined items. Underlined words in the paper text indicate where links to additional information are in the Internet version. Also, in the Internet version, one can hear the pronunciation of the underlined words in the glossary by clicking on them. (TD)

A university teacher of English as a foreign language (EFL) in Japan draws on teaching experience and a classroom experiment to discuss how a socio-historical analysis of culture can be combined with intercultural communication and global issues to supplement learning and teaching in the college-level EFL curriculum. Students were asked to make a list of five things about culture that they would like to know by the end of the semester. Participants in three teacher training workshops were asked a similar question about teaching. Results indicated students wanted answers to highly specific questions, whereas teachers had more general questions reflecting greater abstraction. This suggests a Vygotskian view of developmental changes in thinking processes and, in particular the theory of the Zone of Proximal Development (ZPD). Implications for ZPD in pedagogy and diagnosis of student developmental level are examined, and classroom techniques are discussed briefly. (Contains 40 references.) (MSE)

This unit developed for middle school students utilizes the countries of Romania and Bulgaria as the basis for a study of their music and drama. Middle school students will recognize the commonalities of world music, dance, and theater by developing skills and understanding of elements of each art. Folk music and dance from Romania and Bulgaria provide the basis of study of culture, instruments, and social and historical contexts of the musical settings. The document also includes a middle school play entitled, "Dracula: The Real Story." (EH)

This report focuses on rhythmic meters characteristic of Bulgarian folk music. Folk instruments, attire, music history, and methods of learning the folk traditional music and dances are presented. Students prepare a lecture/recital to showcase their learning of this unit. The project is intended for use in an undergraduate music history course for music majors. The guide analyzes and discusses the life of George Enesco and the cultural life in Romania of the early 20th century. (EH)

This document consists of a two-page outline and seventeen photographs of Romanian art objects. This unit focuses on advancing the high school student from the art of Western Europe to the art of Eastern Europe. The curriculum projects are geared for the 11th and 12th grade student. Students begin with a study of Rodin and progress toward that of Eastern European artists. Students explore primarily sculpture and self-portraits in clay. The second part examines the works of Constantin Brancusi and Margit Pogany of Romania. The final section examines Bulgaria during transition and the way the changes are reflected in contemporary art works of Boyan Gospodinov Dobrev. Students complete two acrylic paintings incorporating the past with the contemporary world. (EH)

This packet is a primary/elementary instructional package targeted at grades K-3 with interest level extending to adult. The lessons of each topic draw heavily on interpretation of photographs and address the topics of physical and cultural geography, basic needs, community services and community helpers, transportation and communication, political symbols and migration of people. The materials focus on a comparative U.S./German perspective. Titles include: (1) "Germany in the World"; (2) "The People of Germany"; (3) "Neighborhoods and Communities in Germany"; and (4) "Political and Cultural Symbols of Germany." Numerous activities accompany each lesson with handouts and transparencies for use. There are 48 transparencies in this packet correlated to the topic areas. ERIC copy of the document contains photocopies of the transparencies. (EH)

This packet contains three lessons designed for the high school classroom. Lessons include: (1) "The German Worker"; (2) "Government in Germany"; and (3) "Culture and Daily Life in Germany." Student activities focus on comparative economic systems, worker training and apprenticeship programs, structure of government with case studies of the health care system and the federal budget, the role of the press in Germany, and leisure activities. Numerous activities, handouts, worksheets, and transparencies accompany the lessons. ERIC copy of the document contains photocopies of the transparencies. (EH)