61. America Fails To Teach Its Own Success Story - 12/7/03 content in the time allotted for social studies and history saying it is oppressive to teach any particular democracy dwindles, so does the diversity of opinion http://www.detnews.com/2003/editorial/0312/07/a14-343181.htm

@import url(/includes/css/enhanced.css); Latest Editorials Home Page Essentials CyberSurveys Forums Photo Galleries Weather ... Contact Us Autos Autos Insider Drive Car Reviews Latest Deals ... Joyrides Business Business Careers Find a Job Real Estate ... Find a Home Metro Metro/State Wayne Oakland Macomb ... Detroit History Nation/World Nation/World Politics/Gov Census Health ... Technology Sports Sports Insider LIons/NFL Pistons/NBA Red Wings/NHL ... Scoreboards Entertainment Entertainment Events Event Finder Movies/TV/DVD ... Michigan's Best Living Lifestyle Homestyle Fitness Forums News Talk Autos Talk Wings Talk Lions Talk ... Tech Talk Previous Story Next Story Sunday, December 7, 2003 Losing Liberty: Education America Fails to Teach Its Own Success Story Rights and democracy are at risk as students graduate without knowing the principles of freedom and civil liberties By The Detroit News Earlier reports online Read earlier installments of "Losing Liberty" , a Detroit News series that has examined the threat to Americans' right to privacy, how procedural rights are being undermined and how Americans' rights to speak freely and know what their government is doing are being eroded. Student confusion In a statewide test last year, Michigan high schoolers expressed these misguided ideas about government:

62. CASSW: Anti-racist Training And Materials Project Between the Lines in cooperation with the Society for socialist studies=Societe d social Work 47420 L06 Cultural diversity and social Work Practice (1999 http://www.mun.ca/cassw-ar/teach/

TEACHING TOOLS Teaching Aids Course Outlines/Textbooks Tips from Teachers and Trainers Additional Resources Teaching Aids Books with guides, lesson plans, student handouts and ideas for activities. Racism in the lives of women . New York: Harrington Press. Bannerji, H. (1995). Thinking through: Essays on feminism, Marxism and anti-racism . Toronto: Women's Press. Barrett, J. P. et al. (1981). Teaching global awareness: An approach for grades 1-6 (Global Awareness Series). Denver: Center for Teaching International Relations, University of Denver. Ethnicity and culture in Canada: The research landscape . Toronto: University of Toronto Press. Bissoondath, N. (1994). Selling illusions: The cult of multiculturalism in Canada . Penguin books. Racial oppression in Canada . Toronto: Garamond. Cannon, M. (1995). Racism in Canada: The invisible empire. Toronto: Random House. Canadian social welfare (pp. 179-212). Scarborough, Ontario: Allyn and Bacon. Clews, R. (1996). Antiracist social work practice and education: Contributions from newcomers . Paper presented at Annual Conference of Canadian Association of Schools of Social Work. Brock University, Ontario.

63. Heinemann: Classroom Diversity Classroom diversity takes a sociocultural approach to Language Acquisition (Paperback); social studies Excursions, K3 The Energy to teach (Paperback); When http://www.heinemann.com/product.asp?sku=E00332

64. JAMES WILHITE A. An understanding of Multicultural diversity and Global Perspectives in American the ability to plan for and teach an elementary social studies lesson and http://arapaho.nsuok.edu/~wilhite/

JAMES WILHITE Dr. James Wilhite I also host a conference for elementary education teachers in Las Vegas, Nevada each year. You can check at the following link for information: (EEAC) Elementary Education Annual Conference PLEASE KEEP IN MIND THIS PAGE WILL ALWAYS BE UNDER CONSTRUCTION AND UPDATED. THE LAST UPDATE WAS MADE: 25 SEPTEMBER, 1997. My Background I am originally from Pecan Gap, Texas. It is a small community of approximately 250 people. I moved to Oklahoma in 1966 and attended Central State University (Now the University of Central Oklahoma) in Edmond, Ok. I received my BS from CSU in Physical Education and Social Studies and my MS in Elementary Education/Elementary Administration. I then pursued my Doctorate in School Administration and completed it in 1978. I have taught all grades from Kdg to 12th. (I lasted 1/2 day in Kdg). I taught in Edmond, Oklahoma until 1978. At that time I accepted a Principal's position in Bartlesville, Oklahoma and worked that position until 1982. I then arrived on campus of NSU and they haven't be able to get rid of me. I am married and have two children. One is a music major at the University of Central Oklahoma and will graduate in the spring of 1998. The other is a junior at Tahlequah High School. My wife teaches special education (LD) with the Tahlequah Public Schools.

65. New Class To Teach Diversity Growth coordinator, African and AfricanAmerican studies 497C will students an extensive curriculum of social justice issues, diversity leadership and http://www.collegian.psu.edu/archive/2001/08/08-30-01tdc/08-30-01dnews-8.asp

66. Newspapers In Education - The Seattle Times 12) Fifteen lessons on these diversity themes cultural enhance reading, writing, and social studies skills Character Education (4 — 10) * teach the values of http://gateway2.seattletimes.nwsource.com/nie/educators/guidesElementary.htm

Introduction Program Calendars Program Descriptions Curriculum Guides ... Contact NIE CURRICULUM GUIDES FOR ELEMENTARY SCHOOL Our library of curriculum guides, written by professional educators and writers across the country, address the most current issues in education, such as: Diversity and multiculturalism The variety of writing and reading models Integrated curriculum Conflict resolution Life skills Linkage to real world concepts And many more All Newspapers In Education (NIE) guides are filled with activities to stimulate dialogue and discussion, and NIE is continuously adding to its library. Newspapers are a perfect tool for teachers to use in the classroom, but they are also perfect for parents to read aloud to their children. Many teachers are sending newspapers home with their students at the end of the school day. Parents can help get more papers into the schools through our funded newspapers program. Important : These curriculum guides are not sold nor delivered separately to teachers who have not first subscribed to a particular NIE program. The minimum order to receive one curriculum guide is 150 newspapers. Educators, please be aware that many of these guides are outdated and may not be suitable for your classroom. We are in the process of revising them, but it will take time before the revised versions are available for you. Additionally, please note that fulfillment of these requests are done on the basis of NIE staff member's availability and work load. At the start of the school year, due to the volume of requests please allow six weeks for fulfillment. During the remainder of the year, requests should be processed within a three week period. Thank you for your patience.

67. ED 405 - ELEMENTARY SOCIAL STUDIES CURRICULUM AND INSTRUCTION to create, implement, and critique social studies lesson teach history, biography, or key social science concepts; this language and cultural diversity, you will http://gamcea.people.wm.edu/syllabusf02e05new.htm

Instructor: Gail McEachron Location/Time: Jones 201, 12:00-l:00W (2 cr. hrs.) Semester: Fall 2002 Jones 206, 1:00 -l:40W Office: Jones Hall 233 Phone: 221-2341 Office Hours: 2:00-4:30MW; And By Appointment; gamcea@wm.edu Readings McEachron, G. (2001). Self in the World: Elementary and Middle School Social Studies . Boston, MA: McGraw-Hill. (Required). Igoa, C. (1995). The Inner World of the Immigrant Child. New York: St. Martin’s Press. (Required). Research on designated region of the world. Additional guidelines provided in class. Review article relevant to regional/global social studies education; present to peers. Course Objectives Given social studies texts, articles, and handouts, students will demonstrate an understanding of the field of social studies by scoring 75% or better on objective quizzes and essay question. 2. Given research, modeled teaching strategies, and consultation with teachers in schools surrounding campus, students will design, implement, and critique a social studies lesson at the primary (K-3) or upper elementary levels (4-6). 3. Given research on a country of origin for recent immigrants, and consultation with ESL teachers in Henrico County, students will design, implement, and critique a social studies lesson for a multilingual classroom at a level different from the lesson taught in #2 above.

68. ED 405 - ELEMENTARY SOCIAL STUDIES CURRICULUM AND INSTRUCTION preferably historical fiction), to teach history, biography social studies program Cultural diversity and conceptual social studies and the Young Learner, 7(4 http://gamcea.people.wm.edu/ED405Fall02Syllabus.htm

ED 405 - ELEMENTARY SOCIAL STUDIES CURRICULUM AND INSTRUCTION Office Hours: 2:00-4:30MW; And By Appointment; gamcea@wm.edu Readings 1. McEachron, G. (2001). Self in the World: Elementary and Middle School Social Studies Boston, MA: McGraw-Hill. (Required). The Inner World of the Immigrant Child. New York: St. Martin’s Press. (Required). Course Objectives Given social studies texts, articles, and handouts, students will demonstrate an understanding of the field of social studies by scoring 75% or better on objective quizzes and essay question. Given research, study, interaction with peers, and interaction with students and teachers in the field, students will gain an appreciation for the diversity of human cultures. Explanation of Objectives Objective #1: Building a Knowledge Base for Professionalism. Developing a knowledge base in social studies is an important step in becoming a lead teacher in the field. Social studies curriculum and instruction encompasses both the content as well as the methods of teaching social studies. Understanding social studies education requires an integration of the two. The purpose of building a knowledge base in social studies is to become informed about a field that has been shaped by well-known educators such as John Dewey, Hilda Taba, Paul Hanna, and James Banks, so that students can critique new trends in education and determine whether or not they contribute something new to the field or merely rekindle traditions with new labels. In traditional social education approaches, it has been the case that the actions of a few have been maintained as generalizations for the behavior and attitudes of entire populations. While most of recorded history chronicles famous people and significant events, this course examines both traditional and pluralistic approaches in the social science disciplines. The course examines how these approaches have broadened social studies teaching and challenges students to embrace this complexity in relation to standards expectations at the national, state and local levels. A student’s performance in building a knowledge base will be assessed by three, ten minute, multiple choice quizzes and one optional essay question. If satisfied with the grades on the first three quizzes, the student will not need to take the fourth essay. If all four assessments are taken, it is not possible to drop the lowest grade.

69. Jobs Abroad Search Results- Teach In Tuscany fine and liberal arts, social sciences and business, political sciences, media studies and Italian course component on cultural diversity and understanding and http://www.jobsabroad.com/listingsp3.cfm/listing/12796

Italy city: Tuscan countryside (upper valley of River Arno) country: Italy length of job: dates: Inquire for dates Teach in Tuscany Casentino Study Abroad Program of Tuscany Via Timossi 40 Bibbiena, Arezzo 52012 Italy phone: job types: Anthropology, Architecture, Art History, Art/Fine Arts, Business Admin, Management, Communications, Computer Science, Creative Writing, Economics, Environmental Studies, Graphic Design, History, Humanities, Interdisciplinary, International Relations, Liberal Arts, Marketing, Ad, PR, Music, Philosophy, Photography, Political Science/Politics, Psychology, Religious Studies, Social Sciences, Sociology, Theater, Drama, Dance, Theology, Cooking, Journalism and Fashion Design language required: English qualifications / skills needed: Masters degree, Ph.D. preferred with lecturing experience at academic level. description: A private American study abroad program in Italy located in the heart of Tuscan countryside will consider applications from experienced professors to teach for an academic semester in Italy. Program includes courses in art history, fine and liberal arts, social sciences and Italian language and culture. Additional course suggestions are welcome. Please email full resume (including name and address of three referees), course proposals, and semester availability (Summer session 2004 onwards). No travel or accommodation allowance is offered. highlights: Our program is formed by a team of experienced study abroad people who have set up a new program geared to meeting the needs of American students. It offers visiting students from American universities a unique opportunity to study in Tuscany, Italy’s most dynamic cultural area. The program is basically geared towards humanities, business, political sciences, media studies and Italian language, together with a strong course component on cultural diversity and understanding and other philosophical and ethical questions, thus reflecting the cultural mosaic of modern Italy. Courses are taught following a semester calendar with a 14-week fall session, a 14-week spring session, and a 5-week summer session. As all instruction is in English, no prior study of Italian is required. The program provides a study abroad program firmly based on the American academic tradition. It brings together faculty from prestigious colleges and universities worldwide.

70. Asia Society - for a BA degree in history/social studies with a in the classroom unequipped to teach about Asia impoverished or both, despite the diversity that characterizes http://www.asiasociety.org/pressroom/rel-study.html

Study of Asia Flawed or Forgotten in US Schools New Report Warns Asian Knowledge Deficit Imperils Political, Economic Future in Interconnected World National Commission Calls for Making Asia an Educational Basic WASHINGTON, DC - June 20, 2001 "Some schools teach about Asia, but much of what passes for legitimate curricula is outdated, superficial, distorted or inaccurate - better suited to the age of the clipper ship than to the era of the computer chip," said James B. Hunt, Jr., Commission co-chair and four-term former governor of North Carolina. "Americans can go through life thinking of Asia as 'food and festivals' and failing to realize its vital role in global economics, security, health, culture, and environment. If we insist upon knowing so little about a region that encompasses 60 percent of the world's population, our success as a nation will prove fragile indeed." The Information Gap "Complex global interactions, once reserved for the diplomatic corps, are today the stuff of everyday business deals and cultural exchanges," said U.S. Secretary of Education Rod Paige. "If we expect students to know how to navigate international waters, we need to give them an international education that meets the highest standards."

71. Early Childhood Social Studies links provide information about all aspects of social studies. the most culturally and geographically diverse places in teachnology - The Art and Science of http://www.teach-nology.com/teachers/early_education/subject_matter/social_studi

Best Sites Curriculum Daily History Downloads ... Professional Development Enter your email address for FREE weekly teaching tips! Home Teacher Resources Early Childhood Education Subject Matter ... Early Childhood: Social Studies - Large collection of activities to help young children learn about themselves and the world in which they live. Fun Social Studies - Fun articles and links provide information about all aspects of social studies. Go Eat Your Homework Series - Fun lessons provide an introduction to the history, culture, and food of major U.S. cities. Greatest Places Online - A virtual look at the most culturally and geographically diverse places in the world. Helping Your Child Learn Geography - At-home learning activities for children ages 5-10. From the U.S. Department of Education. The Travel Bug - Explores the concept of travel, the tourism industry, and tourist destinations around the world. Participate in the discussions on our message board Teaching K-6 Teaching Middle Level Teaching High School ... ExamBuddy.com

72. Teach For SCOPE - NYS Learning Standards an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of social studies. http://www.li-scope.org/teachfor/standards.html

New York State Learning Standards SCOPE Staff Development supports the New York State Standards and our courses reflect that support. All instructonal technology courses meet Standard No. 2 in Math, Science and Technology In addition, technology courses can be the link to the standards of other disciplines - social studies, language arts, school to career, to name a few. SCOPE is pleased to print a handy copy of the New York State Standards now being addressed in our schools. Health, Physical Education, and Home Economics Standard 1: Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. Standard 2: A Safe and Health Environment Students will aoquire bhe knowledge and ability necessary to create and maintain a safe and healthy environment. Standard 3: Resource Management Students will understand and be able to manage bheir personal and community resources.

73. EDCI 604 intend to teach. This unit plan should reflect their 1) understanding of social studies as a multidisciplinary subject; 2) knowledge of diverse instructional http://www.pnc.edu/depts/ed/Chan/604syllabus.fall03.htm

Purdue North Central Education Section Course Syllabus EDCI 604 Teaching Social Studies in the Elementary School Instructor : Dr. Kam Chi Chan Office : 208 Technology Building Phone Email : kchan@pnc.edu Office hours 3:00 – 3:45 p.m. , and by appointment Semester : Fall 2003 Class time : Tuesday, 5:30 – 8:20 p.m. Meeting place : 214 Technology Building Credit hours : 3 Semester Hours Required Texts Indiana academic standards for social studies . (2001). Available online at www.doe.state.in.us/standards/welcome2.html Selected articles and materials as assigned or distributed in class Course Description : This course provides inservice teachers with an opportunity to reflect on and improve the way they teach social studies and assess student learning in social studies. The course emphasizes the role of the learner as a critical thinker, a decision maker, and a reflective practitioner in the teaching-learning process. Course Objectives : By the end of the course the inservice teachers will be able to: describe the primary goals of social studies education; apply knowledge of the national and state standards in evaluating the quality of social studies curriculum, instruction, and assessment;

74. Social Studies 6th Grade social studies Projects Here are many excellent student New York offers much to study, as described at the flavor of the rich diversity evolving over http://members.tripod.com/exworthy/social.htm

Social Studies Different Cultures Native American Cultures Geography General History Topics ... Presidenc y Ethics Election Process Census U.S.Gov't Civics History African-American History American History Lessons and Themes Ancient Egypt ... History Information and Link Collections Ancient World History Exploring Ancient World Cultures - Eight cultures of the past are detailed at this site. Designed for upper elementary and older students, visitors will find information about the Near East, India, Egypt, China, Greece, the Roman Empire, the Islamic World, and the Medieval Europe. Information, photos and links to great sites are here. The Ancient Stones of Scotland On this website you can find information, images and panoramic movies of 182 sites, ranging from the earliest settlements (dating from about 3500 BC), through the stone circles and standing stones, to the defense towers called brochs, built about 2000 years ago. The Cave of Chauvet Pont d'Arc- This website provides a unique look at the discovery, research, preservation, and historic importance as well as providing an opportunity to "visit" the cave. The Ancient Indus Valley - This graphically rich site contains photographs, exhibits and information related to this ancient civilization.

75. NBPTS Certificate: Young Adulthood/Social Studies-History social studiesHistory Standards. teachers understand the cognitive, physical, and social development of young people and the diversity among them, observe http://www.nbpts.org/candidates/guide/whichcert/20AdolYoungSocial.html

@import "../candidate.css"; This site will look much better in a browser that supports web standards, but it is accessible to any browser or Internet device. Candidate Guide: Fields of Certification Adolescence and Young Adulthood/Social Studies-History Overview The Adolescence and Young Adulthood/Social Studies-History certificate is appropriate for teachers who teach students ages 14-18+ and who know the full range of the school social studies- history curriculum: U.S. History, World History, Economics, Geography, and Political Science. Below is a set of questions for you to ask yourself about your teaching practice. If you answer "No" to one or more of the questions, you may need to discuss your teaching situation with professional colleagues, your school faculty, a National Board Certified Teacher, your faculty support group, or a state-level official who is directing a fee subsidy program. For the portfolio, will you be able to: demonstrate that your teaching practice meets the Social Studies- History Standards? have access to a class of at least 6 students, in which 51% of the students are ages 14 through 18+ during the 12 months prior to submission of your portfolio?

76. NBPTS Certificate: Early Adolescence/Social Studies-History form constructive relationships with the students they teach. that each student brings diverse perspectives to a broad knowledge of social studies and history http://www.nbpts.org/candidates/guide/whichcert/21EarlyAdolSocialHistory.html

@import "../candidate.css"; This site will look much better in a browser that supports web standards, but it is accessible to any browser or Internet device. Candidate Guide: Fields of Certification Early Adolescence/Social Studies-History Overview The Early Adolescence/Social Studies-History certificate is appropriate for teachers who teach students ages 11-15 and who know the full range of the school social studies-history curriculum: U.S. History, World History, Economics, Geography, and Political Science. Below is a set of questions for you to ask yourself about your teaching practice. If you answer "No" to one or more of the questions, you may need to discuss your teaching situation with professional colleagues, your school faculty, a National Board Certified Teacher, your faculty support group, or a state-level official who is directing a fee subsidy program. For the portfolio, will you be able to: demonstrate that your teaching practice meets the Social Studies- History Standards? have access to a class of at least 6 students, in which 51% of the students are ages 11 through 15 during the 12 months prior to submission of your portfolio?

77. ARTSEDGE: Lessons will explore how various cultures have contributed to making the United States a unique and diverse country. Music, Visual Arts, Language Arts, social studies. http://artsedge.kennedy-center.org/teach/les.cfm

document.pageDescription='ARTSEDGE is the National Arts and Education Information Network, operating under a cooperative agreement between the John F. Kennedy Center for the Performing Arts, the National Endowment for the Arts, and the US Department of Education. The mission of ARTSEDGE is to help artists, teachers, and students gain access to and/or share information, resources, and ideas that support the arts as a core subject area in the K-12 curriculum.'; About Us Feedback Search A RTS ... Teach Lesson Finder: Use the pull-down menus below to filter the Lessons listed on the right. All Arts Subjects Dance Music Theater Visual Arts All Other Subjects Foreign Language Language Arts Math Physical Education Science Social Studies All Grade Bands K-4 Lessons Quick Search: Enter keywords to search all Lessons. New Lessons: The Charleston Story Advertisements Giving Voice to History Arthur Miller and ... Southern Puritanism and Tennessee Williams Tips: Share your arts-integrated lessons with educators worldwide! Visit the Writers' Center for information on publishing lessons through A RTS E DGE Icon Legend: = part of the current spotlight = opens in a new window = kid-friendly = printable = interactive = audio = video = images Viewing items. Use the options on the left to narrow / broaden your results. You can also click the column headers below to re-sort items.

78. Institute Of Development Studies Teaching And Training learning and innovation in diverse approaches for in Participation, Development and social Change is structured opportunities for study, dialogue, application http://www.ids.ac.uk/ids/teach/mapart.html

Term dates and Administration Postgraduate studies Funding ... Applying to IDS See also: Related courses at Sussex 15 Months (full time, including part time field-based learning) Concepts and methods of 'participation' are increasingly used throughout the world for engaging citizens, communities, stakeholders and beneficiaries in decision-making. Participatory approaches are now widely used in processes of policy-making, development planning, governance and community empowerment in a wide variety of contexts. At the same time, there are growing concerns about the quality of practice, and the 'mainstreaming' of participation in ways that are poorly grounded in theory, politics or past practice. Few opportunities exist at the postgraduate level for critical reflection, in-depth, experiential learning and innovation in diverse approaches for engaging people in decision-making and active citizenship. The MA in Participation, Development and Social Change is designed for experienced practitioners who have a need to reflect upon and deepen their knowledge, innovation and practice. Taking participation as a fundamental philosophy underpinning policy and practice, students will be provided with structured opportunities for study, dialogue, application and critical reflection.

79. K - 12 ONLINE CURRICULUM, Social Studies, Music, Science, Geography, Home School went to school and now by example teach today which a new gateway to relevant, diverse and engaging ASIAN CONSTITUTIONAL studies MIDDLE SCHOOL STUDENT CENTERED http://www.edu-cyberpg.com/Culdesac/Home_culdesac.html

var ecp_channel="CulDeSac" Get FREE Online Curriculum Vendor Listing FUNK BROTHERS WEBQUEST Hot Site Award Hot Site Award Hot Site Award Hot Site Award CUL DE SAC AREA of ONLINE CURRICULUM Educational CyberPlayGround provides K-12 interdisciplinary, multicultural, collaborative, online, thematic curriculum modules for schools, home schooled, and learning centers. Gain access to individual curricula and tools. It's easy for beginners to start. FUNK BROTHERS MOVIE 11/15/02 Students Produce a Web Quest FUNK BROTHERS " EMPTY NEST WEBQUEST" ... FOLKSONG REPOSITORY The Historic Electronic Online Archive Our Own American Repository, and Public Folklore Project built by the children of the United States. DOMINO by Karen Ellis A Cross Curricular, Interdisciplinary, Multi-Cultural Resource 60 Traditional Children's Songs, Chants, Games, Proverbs, and Culture Collected from the American Virgin Islands. WORLD TRADE CENTER Crisis Curriculum CHECK OUT ALL THE WEBQUESTS ASIAN CONSTITUTIONAL STUDIES by Al Haskvitz ECP RingLeader Middle School Project BECOME A LIFEGUARD GUARD OUR AIRWAVES YOU CAN SAVE LIVES - Learn Morse Code Ham radios in the aftermath of 9/11/01 MARCH is WOMEN'S HISTORY MONTH BLACK HISTORY ALL YEAR LONG HOME SCHOOL INFORMATION Indigenous Folksong Reading Module ... St. Croix United States Virgin Islands Thematic Caribbean Curriculum

80. Social Studies Development Center and posters for teaching from a social justice perspective teaching notes for instructors, study guides for that promotes tolerance and diversity and combats http://www.indiana.edu/~ssdc/multlinks.htm

Multicultural/Cultural/Global/Peace Education Asian Educational Media Service (AEMS) This site features a database of more than 2500 records with information about educational media for use in learning and teaching about Asia. Also available here is the AEMS newsletter; information about AEMS learning modules, videos, and other teaching materials; reviews of classroom materials; and a set of well-organized links to other Internet resources. The Peace Center Library of peace education/conflict resolution materials, annotated list of peace education programs, plus a checklist for stereotyping awareness. The Center for Teaching International Relations (CTIR) at the University of Denver Based at the University of Denver's Graduate School of International Studies (GSIS), CTIR links academic research with community needs by developing internationally-oriented programs and publications to support professional educators. The Web site offers a resource library for teachers; information about both student programs and teacher education; and the CTIR publications catalog of materials on area studies, civics, economics and environment, global issues, reading and writing, art, cultural studies, geography, and history. Diversity Database From the University of Maryland, this database is a "comprehensive index of multicultural and diversity resources." Particularly useful for planning multicultural and diversity efforts in higher education, the diversity plans and statements, diversity news bureau, diversity reference resources, college/university syllabi, and related materials listed in the database have other applications in education as well.

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