Newsletter Two<\/strong><\/p>\n\n\n\n This is one of a series of newsletters written by Peter Porr and Paul Sjordal between September 1993 and December 1995 for the purpose of explaining the South-East Asia Center\u2019s Building Bridge\u2019s<\/strong> objectives, philosophy, and approach to learning.<\/em><\/p>\n\n\n\n In our first newsletter, we\nexplained the new\nperspective on\nmulticultural education that is being developed by a team of educators at the\nSouth-East Asia Center in the Uptown area of Chicago. This newsletter will provide a review of the\nbest multicultural educational resources that were used by the Center\u2019s team to\nhelp develop their curriculum for grades 1-3 and 7-8.<\/p>\n\n\n\n The vast majority of the material\nreviewed appeared to be intended for suburban, not inner city students and\ntherefore not effective for the Uptown pilot program. Some ethnocentric material was considered\ncounterproductive because it would more likely create divisiveness rather than\nunity. Other material was rejected,\nbecause it seemed more theoretical than classroom-tested. The best \nmaterial was from authors who had collected material and activities from\nteachers who had tested and refined their ideas in the classroom.<\/p>\n\n\n\n The team found the Illinois\nPrevention Resources Center Library at 720 N. Franklin, north of the\nMerchandise Mart, to be an excellent source of curriculum material.<\/p>\n\n\n\n RESOURCE CORNER<\/strong><\/p>\n\n\n\n COOPERATION:\nLearning Through Laughter<\/em>,\nCharlene C. Wenc, American Institute of Alderian\nStudies, Ltd., Chicago, 1986: Contains 45 cooperation activities that help\nstudents learn to work together better. \nThe games help transform a classroom into an encouraging emotional\nenvironment. The activities have been\ntested with groups of all ages in various settings. They are useful in school, church, scouts,\nclubs, or any organization where group \ncohesiveness needs to be developed and maintained.<\/p>\n\n\n\n SELF-ESTEEM:<\/em> What To Say When You Talk To Yourself<\/em> , Shad Helmstetter, Ph.D.,\nGrindle Press 1986: This book shows people of all ages the most positive, esteem\nbuilding way of talking to ourselves. It\nshows the individual self-improvement that can come from self-talk that is\nkind, loving, caring, strong, demanding and determined. It shows how negative\nself-talk placed in our brains by ourselves and others can be changed into\npositive, habit-changing, positive self-talk. \nDr. Helmstetter shows how to program ourselves for victory rather than\ndefeat.<\/p>\n\n\n\n Enhancing Self Esteem<\/em>, Diane Frey, Ph.D., and C. Jesse\nCarlock, Ph.D., Accelerated Development Inc., Muncie, Indiana, 1989: Discusses\nfactors influencing self-concept\ndevelopment, psychological pathogens, the characteristics of fully functioning\nindividuals, the family social system, support networks, interpersonal skills,\ncommunication stances, strokes, and cognitive distortions. Contains numerous group and individual\nactivities.<\/p>\n\n\n\n MULTICULTURAL: Anti-Bias Curriculum:<\/em> <\/em>Tools for Empowering Young\nChildren, Louise Derman-Sparks and the A.B.C.<\/em> Task Force, National Association for the Education\nof Young Children, Washington D.C., 1989: The book represents the work of a\ntask force of early childhood educators with a variety of racial ethnic and\nclass backgrounds. This value-based,\nanti-bias curriculum embraces an educational philosophy as well as specific\ntechniques and content.<\/p>\n\n\n\n A World of Difference:\nTeacher\/Student Resource Guide<\/em>\n(Two volumes, grades K-6 and 7-12), The Anti-Defamation League, Chicago, 1986:\nContains curricular guidelines, themes and instructional activities that\nsupport them. The only drawback to this\nexcellent publication is that many of the activities seem to be suburban versus inner city oriented.<\/p>\n\n\n\n Black and White, Styles in\nConflict,<\/em> Thomas\nKochman, The University of Chicago Press, Chicago and London, 1981: The author\ntaught a course for many years in black and white race relations before writing\nhis book. His book addresses the meaning\nand value black and white cultures attach to their own and to each other’s\nbehavior. It looks at how the fundamental\naspects of cultural customs and communication patterns have meanings and values\nthat can easily be misunderstood.<\/p>\n\n\n\n Helping Children Choose<\/em>, George M. Schuncke and Suzanne\nI,. Krogh, Scott, Forsman and Company,\nGlenview, Illinois: Helps children K-3 learn the art of rational decision\nmaking. Thirty-four class-tested decision stories contain dilemmas frequently\nencountered by young children.<\/p>\n\n\n\n Helping Kids Learn Multi-Cultural\nConcepts<\/em>,\nMichael G. Pasternak, Research Press Company, Champaign, Illinois, 1979:\nActivities in this book were developed by a diverse group of people including\nprofessors, graduate students, community personnel, school principals and\nclassroom teachers. The creators wanted\nto expose their students to alternative lifestyles and cultural options, to\ndevelop understanding and appreciation for the validity of others’ ethnicity\nand to fill the education voids that most students have concerning cultural and\nethnic diversity.<\/p>\n\n\n\n CONFLICT RESOLUTION: Learning The\nSkills of Peacemaking<\/em>,\nNaomi Drew, Jalmar Press, Rolling Hills Estates, California, 1987: A book\nfilled with concrete activities that allow children to learn self-awareness,\nsensitivity to others, mediation, compromise and cooperative problem-solving.\nHer classroom-tested methods contain five key ideas: peace begins within each\nindividual; peace can be spread through cooperation once we have an\nunderstanding of ourselves and others; we are all interconnected-all part of\nthe “human family”; conflicts can be resolved through non-violent\nmeans; and each of us is responsible for finding and using peaceful options.<\/p>\n\n\n\n Creative Conflict Resolution<\/em>, William J. View Building Bridges Newsletter Archive Summary<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" In our first newsletter, we explained the new perspective on multicultural education that is being developed by a team of educators at the South-East Asia Center in the Uptown area of Chicago. This newsletter will provide a review of the best multicultural educational resources that were used by the Center\u2019s team to help develop their curriculum for grades 1-3 and 7-8. Read More …<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[63],"tags":[71,64,67,68,65,73,70],"class_list":["post-232","post","type-post","status-publish","format-standard","hentry","category-building-bridges-newsletter-archive","tag-culture","tag-education","tag-learning","tag-multicultural","tag-philosophy","tag-resources","tag-urban"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\tMulticultural Educational Resources <\/h3>\n\n\n\n