Classroom Assignments and Materials on Self-Help Activities and Mutual Aid Groups among Minority Communities. Part II.

Autor/in	Kramer, Steve
Titel	Classroom Assignments and Materials on Self-Help Activities and Mutual Aid Groups among Minority Communities. Part II.
Quelle	(1995), (240 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Acculturation; Adjustment (to Environment); Blacks; Curriculum Development; Economic Factors; High School Students; High Schools; Immigrants; Instructional Materials; Jews; Minority Groups; Self Help Programs; United States History; Urban Areas + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Akkulturation; Black person; Schwarzer; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ökonomischer Faktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Jew; Jude; Jüdin; Juden; Ethnische Minderheit; Self help programmes; Selbsthilfebewegung; Urban area; Stadtregion
Abstract	These materials provide documents related to the efforts of African, Jewish, Hispanic, and Asian Americans to help themselves and improve their communities through mutual assistance and self-help groups. These materials are designed for teachers of high school history. The study of self-help groups for minorities is a useful part of U.S. history and can help student understanding of minorities. The materials are related to the discussion and essays in Part 1 of the project, which introduces the mutual aid organization and provides three detailed examples of this type of association. Three pedagogical methods are suggested that have proven useful in the study of historical material. The first is the biopoem, a device for letting students break materials down into a poem that is meaningful to them personally. The second approach is the poem with two voices, and the third is choral reading. Each of the 18 assignments starts with the source of the primary document, followed by suggested uses and suggested teaching approaches. The document itself is not included if it is readily available to teachers. Otherwise, it is presented in its entirety. Teachers are urged to choose from these documents and activities to supplement high school American history courses. Contains 54 references. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC