Resource Book for Teaching American Indian Children (Oneida, Sioux, Winnebago) Language Arts and Social Studies. Intermediate Levels. Working Draft.

Institution	Chicago Board of Education, IL. Dept. of Curriculum.
Titel	Resource Book for Teaching American Indian Children (Oneida, Sioux, Winnebago) Language Arts and Social Studies. Intermediate Levels. Working Draft.
Quelle	(1979), (203 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Alphabets; American Indians; Cultural Awareness; Daily Living Skills; Elementary Secondary Education; Family Life; Interdisciplinary Approach; Language Arts; Mastery Learning; Pronunciation; Public Schools; Rural Environment; Social Studies; Teacher Evaluation; Urban Environment; Urban Schools; Vocabulary + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Buchstabenschrift; American Indian; Indianer; Cultural identity; Kulturelle Identität; Alltagsfertigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sprachkultur; Aussprache; Public school; Öffentliche Schule; Ländliches Milieu; Gemeinschaftskunde; Teacher appraisal; Lehrerbeurteilung; Stadtökologie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Wortschatz
Abstract	This set of curriculum materials geared to Oneida, Sioux, and Winnebago cultures represents a response to a need to modify the Chicago public school curriculum for use with Indian children as more American Indian groups moved to the city, and is designed to integrate specific cultural content into language arts and social studies curricula. Suggested activities are provided to give the teacher a framework within which to implement a program directly related to the characteristics and needs of these populations. The materials and guidelines are based on mastery learning techniques. The guide is divided into three main parts, one for each group. Each part consists of: (1) a section outline; (2) a pronunciation key and (in the case of Oneida) notes on the alphabet; (3) vocabulary lists; (4) four topical sections (the child, the family, and the school; the necessities of life--food, clothing, and shelter; urban and rural life of the community worker; tribal culture), and (5) an appendix with related materials (pupil evaluation materials for the Oneida, tribal and linguistic order information for the Sioux, and useful expressions for the Winnebago). A bibliography is appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC