The aim of this program for the primary grades is to: 1) acquaint pupils with the many contributions by blacks to the city, state, nation, and world; 2) improve the self-image of black children and the understanding of white children so that a mutual respect can develop and grow; 3) acquaint all children with the heritage of Africa and its contributions to world culture; and 4) help children understand how people are important to each other. The guide is intended to assist teachers to integrate black studies into the regular work of levels K-3. Therefore, the units follow the normal elementary sequence: the family, the school, the community, and the earth. Each unit follows the same basic format. For example, Grade Two, "The Community", lists various kinds of communities (the city, suburban, rural, African, industrial, etc.); next come "Generalizations" (e.g. Every worker in the community is important); and then "Desired Outcomes" (e.g. To have some knowledge of life in African communities). This is followed by the basic lesson, suggested activities, short biographies of noteworthy blacks, and suggested resources. A black studies committee produced the middle grade curriculum guide after soliciting teacher opinion, taking suggestions from middle grade district meetings, and reviewing materials. The program is intended to help teachers integrate black studies into the regular work of the middle grades social studies curriculum. The fourth grade materials cover a sweep from historical notes on the first blacks known to have lived in St. Louis to present day local people. Fifth grade students study their own country and hemisphere, learning about blacks who have been important in all sections of the U.S. from early explorers to persons still living. The sixth grade focuses on Africa, its great civilizations, its contributions to the world in law, medicine, art, government trade, mathematics, music, religion and education, and why these things have been so long ignored. The units contain objectives (e.g., Students should know black authors, explorers, poets, inventors and their contributions), readings (e.g., on Estevanico), discussion questions (e.g., How did Africans usually become slaves?), and suggested activities (e.g., Students pretend they are Estevanico and write a diary of experiences). Bibliographies are included. The appendices provide biographical statements on blacks in various fields. (Author/PR)