The materials in this pamphlet describe the difficulties encountered by various racial and ethnic groups as they attempted to become assimilated into the American labor force. The experiences and problems faced by blacks, Jews, and immigrants from England, Ireland, the Scandinavian countries, China, Italy, and Puerto Rico are described in an…

Designed primarily for Indochinese students in grades 9-12, 34 United States history self-learning packets are presented in eight sections. The publication could be used by mainstream teachers who have a number of limited English proficient (LEP) Vietnamese students in their classes or by parents to tutor their children. The packets were adapted…

The papers in this portion of the Country School Legacy: Humanities on the Frontier Project, funded by the National Endowment for the Humanities and sponsored by the Mountain Plains Library Association, trace the development of Utah's country schools since 1896. "Country Schools as Historic Sites" describes the early schools as they…

Information from 22 oral history interviews, periodicals, unpublished manuscripts, and school records provides an indication of the role played by country schools in the history of southeastern Wyoming and forms part of an 8-state research effort to locate and preserve information related to country schools. The report focuses on six aspects of…

Oklahoma's Langston University, a land-grant college founded under the Morrill Act of 1890, is described. Its founding and growth in the Oklahoma Territory was intertwined with that of black settlers--new arrivals in the territory, some of them former slaves who gathered to establish a farming community and built a higher education institution for…

Designed to serve as a guide, a stimulus, and a path for other schools desiring to control their education and that of their children, this book has two objectives: to tell the Rough Rock story--the origin, growth, and development of the demonstration school, and especially current events in 1976; and to provide a guide to other communities who…

The guide, part of a social science learning continuum from first through twelfth grades, contains outlines for two-semester social studies courses for grades 6, 7, and 8. The courses focus on the geographic setting, history, and cultures of the Americans and the need for inter-American cooperation. The guides for each course contain three…

A social studies unit and student workbook explore changes in land use that have occurred in the Fenlands of England since the time it was first inhabited. Fens are lowlying land which is partially or completely covered with water. The English Fens are located on the eastern side of the British Isles and cover a total area of about 2,000 square…

This is the last of four guides which identify the scope, sequence, goals, and resources for the social studies program of the Spokane public schools. It suggests materials, resources, and activities related to social studies knowledge and skill development for grades 9 through 12. Lessons on all social science disciplines are outlined with…

These materials are designed to be used in a one-semester curriculum program which is linked to topics outlined in the American Issues Forum calendar. It is intended for use at the local level. Volume II, The Molding of American Values, concentrates on the ways in which American values and assumptions about national character can be tested by a…

The study guide is designed to be used with other instructional materials in a one-semester curriculum program which is linked to topics outlined in the American Issues Forum calendar. It is intended for use at the local level. This course seeks to develop new understandings of the problems and realities of contemporary America. Ways in which…

Describes Eleanor Roosevelt's efforts to correct institutional racism. Mrs. Roosevelt worked continually in support of civil rights for African Americans in employment, housing, and the armed services. Her efforts often were met with vehement and venomous opposition. (MJP)

Utilizes letters to the First Lady and President Roosevelt as primary sources for a series of activities supporting a unit on the Great Depression. The letter to Mrs. Roosevelt asks for some old clothes for a needy family. The letter to President Roosevelt expresses dissatisfaction with his efforts. (MJP)

Maintains that any historical literature needs to be evaluated both as history and literature. Presents a review of recommended books for teaching about the Holocaust. Asserts that no single book can convey the full story and true horror of that historical period. (CFR)

Maintains that most history textbooks contain little information on the Holocaust. Asserts that short stories and poetry should be added to the nonfiction accounts to provide unique insights for students. Provides teaching suggestions and recommends two short stories and poetry selections on the topic. (CFR)