Written for second and third grade children, the book gives an account of Chicanos in the United States. Beginning with the Mayas, Toltecs, and Aztecs, it explains the history of Mexico, the Spanish conquest, and the northward movement of the "Mestizos". Subsequent chapters detail the immigration movement across the Rio Grande in search of work.…

Problems encountered by teachers of uncommonly-taught Asian languages attempting to teach the culture of the native speakers of the target language are discussed in these articles: (1) "Cultural Context, Linguistic Categories, and Foreign Language Teaching: A Case from Marathi" by Vasant S. Khokle, (2) "The Ethnology of Communication and the…

Investigating the background of Mexican American identify, the document determined that this identity is a dynamic image emerging from a continuous process of human development in which the genetic and cultural variations from European and indigenous peoples are combined within a complex historical situation. The combination includes: (1) the…

The study determined if there is a significant difference between the amount and quality of technological knowledge held by the American Indian students as opposed to non-Indians in the 4th, 5th, and 7th grades. Also, do these Indian students possess this technological information in a form which can be used, or is it in a state of unrelated…

American Indian education in Minnesota during 1970-71 is described in this report. Data presented in tabular form include financial reports; special state aid; enrollment and attendance; per pupil costs for schooling, hot lunches, and transportation; 8th and 12th grade graduates; and the rate of school taxes. Information is also provided for some…

The study was based on a year's work with Crow Indian children, grades 1-4, at Pryor, Montana. Five tests were given and evaluated: the Stanford-Binet Intelligence Scale, the Metropolitan Achievement Tests, the Gesell Developmental Examination, the Lowenfeld Mosaic, and 3 selected tasks from Piaget. The 21 pupils used for this study were broken…

The anthology presents Indian works which reflect the attitudes of the native Indian people of the State of Nevada, commencing with the possible first White-Indian contact in the 1820's when Anglo American fur trappers and Mexican traders entered the Great Basin. The writer points out in the Preface that no effort has been made to exclude native…

Coordinated Optimal Program Effort (COPE), implemented at Phoenix Indian High School, was funded by Title I of the Elementary and Secondary Education Act. The project set as its goals (1) the provision of services to the student according to perceived needs in the areas of guidance and counseling, social work, special education, psychological…

There are two parts to this curriculum development project. Project A is briefly described here as the development resource book, at an adult level, to serve as a primary source of information for teachers concerning the views and feelings of Indians and Metis peoples in modern society. A teacher's guide, curriculum unit and multimedia kit will be…

The Tri-Cultural Sensitivity In-Service Training Program, funded by the Federal government under the provisions of Title IV, Public Law 88-352 (Civil Rights Act) of 1964, was developed in response to the results of a system-wide survey of the staff in 1967. Eighty-five percent of the teachers granted that a deficiency in knowledge, understanding,…

The Ute Indian Tribe Day Care Center at Fort Duchesne, Utah, is an expanded Head Start Program serving Ute and Anglo children. The community control of the center is significant: two-thirds of the staff are Ute; parents work as paid staff and volunteers in teaching situations; monthly parent meetings are held; 40% of the parents are involved in a…

The report encompasses a joint student-faculty 2-year project (funded under Title III of the Elementary and Secondary Education Act) conducted in an effort to decrease problems of the educationally handicapped students coming to Bacone College. In better preparing the student with low ACT scores for college level work, specialized or modified…

The Project NECESSITIES Draft Development Plan, in the form of a Curriculum Development Bank set up to reform social studies education and communication in Bureau of Indian Affairs schools, attempts to establish meaningful guidelines in order to gain the benefits of centralism and regionalism in the creation of multiple Scope and Sequence Plans at…

The activities and materials in this Project NECESSITIES social studies unit (People, Places and Things) are meant to act as a framework by which the teacher may devise additional content material appropriate to her own students' unique background. The unit, devised for use with primary school students, has as one of its primary emphases the use…

It is recommended that this Project NECESSITIES material be used with high-potential Indian 10th, 11th, and 12th graders; however, the junior year may be best. It is also suggested that the social studies department of a high school plan to teach the material on a rotating-team basis. If no more than 1 period a day can be utilized, then the class…