Presents an overview of a Jewish literature course for high school students with the observation that the heritage of a people can endure only as long as it is celebrated by the young. (RB)

Article is based on a speech given at the NCTE Convention in Atlanta, Georgia, November 1970. Describes Methods, experience, and results of a pilot project in African literature at a senior high school in Kansas City, Missouri (Editor/RB)

Using the Bicentennial theme, a literature course is described that studies nationalistic developments in various ethnic groups. (JH)

Teachers should assign the classics, include ethnic literature in the curriculum, use peer tutors, and teach argumentative and persuasive writing in order to help students to think logically, communicate effectively, and become responsible citizens. (DD)

Describes twelve multicultural novels, two short stories, and several poems, and suggests how they might be taught in the English classroom. (DD)

Focuses on American Indian and Afro-American oral tradition to explore the substance and potential pedagogic value of American oral literature. Stresses the literary value of modern folk literature, including popular songs and rhetoric. (Author/JB)

Considers Mark Twain's novel "Huckleberry Finn" as an object of literary instruction, especially its racist overtones. Argues that Twain's depiction of the runaway slave Jim is positive. Shows how Twain's novel might be used from a multiethnic approach. (HB)

Discusses 11 documents indexed in the ERIC system dealing with course organization, adolescent literature, course guides, unit plans, and ethnic studies, as these documents relate to multitext teaching. (DD)

Ethnic literature is an integral part of American literature. Teachers must take the time and effort to become informed about cultural minorities and their writings. (RB)