AUTHOR

JIMENT RESUME

St) 011 162 t:

Allen, TilbottEthnic Heritage.Studies: German-American Profiles andContributionsMajor Figures. Experimental Unit.

INSTITUTION Heritage Corp. of Louisville and Jefferson County,'Ky.; Jefferson County Public Schools, Louisville,Ky.; Lou sville Univ., Ky.-School of Edpcation

SPANS AGENCY' Bureau of Postsecondary Education (DIIFW/OE),Washington, D.C. Div. of fikternational Education.

PUB DATA 76NOTE 29p.; For relat ed documents see ED 150 043 and

011 775-7

.EDRS-PRICE ME01/PCO2Plus Postage.DESCRIPTORS :Behavioral Objectives; Cultural Awareness; *CUltural

Background; Educational 0t jectives;'Elmentalry'Secdnda.ryEdudation;!gEthnid Groups; *Ethnic Studies;Foreign .Countries_Foteigh Culture;.-Iwmigrant-4Multicu tural Education; Social Studis

IDENTIFIERS Ethnic age StudiesProgram Act; *German ,

Americans

ABSTRACTThis ';ea-,hing guide focuses on several prominent

Grown-Amaricans and thy' contributions .to American life, andprovides sown insights ino G?rman culture., It is part of-theLouisville Area Ethnid Her tage Studies PrOjectd,3saribd in ED 150043, The .project materials ar e. designed-to foster .communicationacross intercultural/athnic lines. Ile obj(ctOes for this unitarato-acquaint stud_entswith GOrman-Americaus such as Al_hert Einstein,Dwight. Eisnhower, Lilli Lehmann, John Steinbeck, "Babes, Ruth, andKaren Hor:ev, to h-elp students-recognize.contributions-to and affectson. American life at these prominent peopi: and to provide4 backgroundinformation on,O?rman culture.- SAiggested tiai1 allotM?nt is one tc twoweeks. The-guide includes a pretest, posttst, and Live behavioral'objeCtiveS accoopanied-by instructional strategis and facilitatingmIterials, including group iniepndentresearch, and role'playing._ A worksheet, designed to aid the student in doingilidepndent researdh, li'sts:th 'prominent persons. A bibliography ofresources conclude unit. (Author/cK)

-produci s supplied by EDRS aretrcm th origiLal*****4** *****

f.(g,-;,14************Lest that can be made

U.I. GIPARTMgNTO0 NsALToucaTioN'a viaLFARI .

NATIONAL INSTITUTE Op 4,6., IDUCATIOIC.,

THIS DOCUMENT' HAS:SERIN REPRO--P4 CED EXACTLY AS RECEIVED FROM

PERSON OR ORGANIZATION ORIGIN-

-STATED DO NOT -NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE-OF

. EDUCATION POSITION OR POLICY:

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

ETHNIC STUD I ES

GERMAN-AMERICAN 'PROFILES-ANDMAJOR FIGURE

_

TO T-FIE EDUCATIONAL RESOURCES.INFORMATION CENTER (ERIC):1

ONTR I BUJ ON S:

Experimental U nit

Project Dfre o

Edward Bel-man, Ed.. D.Everet 7 '=-Lton , Ph.

ETHNIC HERITAGE PROJECT

1976-1977

Jefferson County Public Schools, Louis-ville, Kentucky

W R. Beams

Reece E. L

DeputyAuperintendentfor Instruction

ASsOciate Superintendent-for HleMentery/Secondary_Education

Associate Superintendentfor Instruction

A '

Senior ,Director of.

Elenentary/SeconEducation

Director'of Curriculum.De lopment

Director of EducationDevelopment Center

a the policy of the Jefferson County Board of'Education in compliance with provisions of Title IXof the,Education,Amendments of 1972 not to discrim-inate on the basis of sex in the administration ofany educational program or activity.

43A

Jefferson.County Board of EducationCurriculum Office, Melbourne Heights Annex

3023 Melbourne AvenueLouisville, Kentucky 40220

AWEQUAL OPPORTUNITY E_

FOREWORD

. .

1ReCogniiing the value of an ethnic studies program as avehicle for prdisotiui '.positive attitudes toward cplturaldiversity, .Jefferson. Publics Schools curriculumwriters and teachers", in conjunction'with representativesof the University of Louisville and ithe BicentennialCommittee of' the Louisville Chamber of Commerce, haveexamined present ethnic Studies courses of the JeffersonCounty. Public Schools -and have developed, components forthese nurses.

Fundel by the _United.StatesOf ice of Education, thenewsy deveforllid units focus on increasing understandingand appreciation of the diveYsity among ethnic groupsrepresented in7the Greater Louisville cemmunit

The units will, be tested and evaluated in Piloduring he . 1976-1977 school rear.

,Ernes aySupenn

_ ndentJefferson County Public Schools

has been prepared by

actInatr

Jim Hayden, Instruc4161.04Wbitwortho_In

Dever10;01,P4r0,reaStump 7re,partner

)4-an Hrothers,Jerrold.'Pattera Intalbott Allen, Bache

'Dilator

onal Lea4er1 Leaderttonal qoo dinatqt, ButlerBut r H School

uctio Coordinates, Doss High School.Doss ,Hi l'School

0 ructiona 'Coordinato .Durrett High'Schoolr, Durrtt 4 'School

Chic,Langnehs,-Teacher Shawnee -:-'Glenne Streeielt9 Tei r tACentral High Scho 7

Fern Halrell,-Teache ,,.Mkyreek Middle SchdolNagy Sherman, Teacher, Westport High Schoolthereeia Colberc, 4actrr,Odestpgrt High S hoolThelma Pare', Tea'C Wernererner Middle Sch 1

,Doneld Maabd, Teacher,'WoernerIdddle Schodl

High School

Consultants:

rmidy Yang,, EducettOm Developments Cdntfr,

Reginald Glass,,EducatIon Development CenterDell.1%.Courtney, Special Events Coordidatoritouisvi le Chamber

of Commerce-

Ihelma-Cook, Consu ti g Teacher,!CgrFiculum OfficeMary Ann Tyler, T tier., Ballard High,tchool

:Administrativ- Assista

Bill Sterrett

Pretest

Work Shiet

Pot Tes

Resources

Book Selection and Reevaluation PolicyBook Selection and llatevial:Reevaiva ion ProcedureBook Selection and Witerials Reey a ion PolicyCitizen's Request fot Reevaluatio terial

w

I

RATIONALE FOR RTHNIC-S

,Sta

o realize thatand often is theconflict. 1

as-intrinsic in 'Jodieece ving increased attention from the nati

cultural. diversity manitests itself daily isourte of communication bireakdoWn, asunder

tie`

a educatorse classroom'ng, and

nsesuently,, school, systems across the seekingVariety oCcurrieuldm offerings that will h this cu.4n substantive and affirmative wayi.

If

Tha,leffersonCbuitty PuhlicvtpchoolS became re -qtly d in thiseareh as the,resull,ofIrgrapt from the Un ted State( Off to of Educationfor the development of an 'Eth c StOdies Pr gram in locals The -

grantreilulted frill& a joint posal by the University of ouisville, theJefferson count Public Schoo l and the Lo_teville Chamb r of Commerce..

To meet grant guidelines, a curriculUikritinecommietee ompriZed of,locsi instruction* leaders and-teirhers met duting the m nths of July andAugust, I9760!tpipleVelop Criteria, or an ethnic stUdies-prograM, to analyze_present ethnic studies courses, to construct model unitsforimplementation.in tounty elassro and to plan ethnic fa_rs in six cOOntylichools.

to developturel diver

1

CRITERIA

7=-The-Ctirritulum-liritittee-foy the Ethntc,Studies P gram believesthat an Ethnic Studies,Program should cross disciplinary es throughout:,the curriculum and must intluqe *examination of major c groups,iapresepted.in American society. 4

The'coOmittee lurther believep:thatithe,specifie characteristicbeloW. Mark4 defigitive etb;llicistudies program. and sbould&be rein varyi- d- ee6, in indtVidual ethnic studies courses.

An Ethnic Studies Program, logically.

1. Emphagizes the universality of human needs2. ,Explores the experiencesend contributionsof ethnic groups3.. Anal es the' r lationships between ethnic groups4.. Develops a hi ()rico]: perspective of ethnic groups5. Oftovides a ba sliced sedurate and impartial treatmen ,of ethnic

groups6. Analyzes ethnic myths andipte reotyped7. Contains interdisciplinary elements8. Explores futureproopects of ethnic groups9. Endorses the "principle of social equality, of individuals'

10. Vocuses on attitudes and values CI ethnic groupe4'Promotes indimispal self-awareness and4feelings of self-worthSeeks accommodation appreciation and acceOtance:of culturaldiVersity

Unit Title:

Unit Descriptinrhapose:

NOT

0,

,

Em ha i es the univer aalit

Explo_ es the experience

L

,

of hurnan needs

YES, ,...

NO.

APPLICABLE.

and contributions of ethnic groups ,

.

ionshAnal e.s tip.._,.I!2._..._.B4s between ethnic ro_ s,

Develops a historical tiers Wive o ethnic ipup 4_

..

,

provides a balanced accurate and im.artial treat ent of ethnic :r u. a.

Anil zes ethnic f, the and

Contains interdisciplinary

stercot acs

4

.

,slam nt

Explores future prk- oslests of ethnic _groups

EndorSek tt.__..._12Ai1Sk1UjdWgeUfflta individual. .

,

Focuses on attitudes and values of ethnic grou s I

r

,p ates individual self-

Seeks aecciodation appreciation

awareness and feelings o ,selif 'worth

and acceptance o f, culture" diversity

I

,

I

Description of the

Thii Onit focus

contributions te4merican life. It provides some insights intorman culture.

77' .on, several pr nent German-Americ ans and.their

Suggested Tim

One to two weeks

General bjective-

Acquaints the student with severaltheir Contributions to and effectsackground information relating to_ehaviorill objectives 6 and 7 from'Studies 402.)

:Concepts

Yorkville Day

Lederhoeen

Liedertranz

Deutschland-

Amish

prominent German-Americans andon American life. ProvidesGerman culture. (Refer tothe curriculum guide for gcial

Pietists

D jndls.

Schnitzel

Gernutlich

Turnwerein

.-Mennonite

r)

Contributions:'

teat will help-you and the teacher to become aware of.named of UranusrmanAmericana an their contributions to the American way of life.

It the names below with the contributions nf each individual by puttingcorrect number -in each blank.

A.

B.

C.D.

Dwight Eisenhower E. Lilli Lehmann h. John SleinbeckAlbert ,Einstein .F. Peter Unger I. Margaretha SchurzCarl Scharr G. Henry Heinz J. Theodore praiser,John Astor

The great physicist who c4r em Nazi Germany,

Z. A personal friend of Abraham Lincoln who Was later namedSecretary.of the Interior where he championed a humane policy'regarding the treatment of the Ailerican Indians--introduced themerit system Wtheitnterior Department- and advocated preserva-tion of public lands

One' of America's first realisticwork is AELLITILEMEIZ

A famous singer of German art son s,who joined the MetropolitanOpera Company of New York City in.1885

))

5. A pioneer in children's education in America who organized the'first kindergarten in the United States at Watertowl Wisconsin

Awarded the Nobel prize for literature in 1962 and best knownfor his novel, The Graves of Wrath

the United Stet_ As'a refugeo,

velists whpse most:noted

=His company manufactured pickles, Spices,relishes, and °that,:prepared fbods. The famous slogan "57'Varieties" wasoriginated by him.

8. Became famous in Colonial America 4 n who theprinciple of., freedom of the -press

A German immigrant who beca, the wealthiest man of -early 1941century America--made his fortune in fur trading and realestate

10. Former supreme commander of all the Allied forces in Europe inWorld Wir II elected 34th president of the United States,'served two terms in office from,1952-1960.

Ethnic StUdieaGerman-American Profilesand Contributions

Part II

Match-the mes,below with the contributions of. each individual by puttingthe correct in each blank.

K. "Babe" Ruth 0. Herbert 'Hoover K. Charles SteinmetzLa Karen Homey p. Eddie ,Rickenbacker S. Marie. E. ZakrzewskaM. jfilton Hershey Q. Wernher Von Braun T. Walter ChryslerH. Henry Steinway

Greatest )Irawing card in the history of baseball, holder of Manyhome run and other batting records

The first German-AWerican Quaker ever to be elected to thePresidency ;spent much of his life working for humanitariangoals

.111.e genius 'behind the development of the General ElectricCorporation, known as the "wizard" of Schenectady, New York; one,fpf-"the world's top-ranking inventors who is credited with morethan'100 inventions necessary in the use of electricity

14. A German -born ocket expert, who has helped direct America'smissile and space program--in 1972 became an executive of aleading American aerospace company

15. Prominent in the food processing industry, he created one ofthe most famous chocolate businesses in the United States.

16, A psychiatrist who taught at the Berlin PsychoanalyticInstitute and the New York Psychoanalytic Institute

17. He had both an interest in music and a high degree of skilledcraftsmanship. He was a famous piano manufacturer who wasawarded the grand prize at three world fairs.

18, German-American World War I hero and flying ace who flew manysuccessful combat missions and destroyed countless enemy camps

19. A physician who founded a hospital which became New EnglandHospital for Women and Children

20. Born of German'stock, the founder of the automobile companybearing his name

Fart III

Directions: Choose one German - American from the lists in Parts I and IIand explain ways her/his contribution affected the Americanway of life.

Ethnic Studies

German-American Profilesand Contributions

Ethnic StudiesGerman-American Profilesand Contributions

Behavioral Objective 1

Following the viewing of the filmstrip The German-Americans andhaving participatedin a discussion of the filmstrip, the studentwill. write a definition for eleven teacher-selected terms from thefilmstrip.

Instructional Strategies

List on the chalkboard or duplicate theterms from the Teacher's Guide for thefilmstrip The mbn-Americans.

Have students view the filmstrip The .

German- Americans.

Discuss the content of the filmstrip,stressing the major terms introduced(refer to the Teacher's Guide).

Ask students to write'one,sent needefinitions for each of eleven termsfrom She filmstrip.

Behavioral Objective 2

Facilitatin Materials

Teacher's Guide for thefilmstrip TheAmericans, pp. 20-25.

Filmstrip:The German-Americans.The Other American ,

Minorities. Part II.

Given audiovisdal material, time for independent research, and alist of prominent GerMan-Americans, the student will complete a chaentitled "German-American Profiles and Contributions." (See WorkSheet 1.)

Instructional Strategies

Have students view a multimedia package.

Ask studentsto do independent research.

Have students complete a chart entitled"German-American Profiles andContributions."

Facilitating Materials

Film:

The Germans. MinoritiesHave Made America GreatSeries--Set I.

Filmstrip:The German-Americans.The Other AmericanMinorities. Part II.

The World BookEncyElopedia

Webster's BiographicalDiction.

Work Sheet 1 .

Ethnic Studies.GermanAmeritan Profiles ,

and Contributibns

. GERMAN-A_ RICAN PROFILES AND CO R BUTIONS

Prominent.

German-American-Major German-- Effects of German\-

AmeriCan Contribut

John Jacob Astor

Wernher Von Braun

Theodore Dreiser

Albert Einstein

DwightDwight,D. Eisenhower

Henry J. Heinz

Hilton S. Hershey

American Cont- butions

6 16

Ethnic StudiesGeran-American ProfilesandZontributions

Prominent- Major German-German-Americans American Contributions

Herbert-C. Hoover

Thomas Mann

Wa er P. Chrysler

Peter Minuit

Margaretha Schurz

Charles P. Steinmetz

Marie E. Zakrzewska

Lehmann

Effects ofGermah-AmeriOan Contributions

7

Pior;inent.

11-Americans

Karen Homey.

Edward "Eddie"

Rickenbacker

"Babe" Ruth

Carl Schurz

John Steinbeck

Henry Steinway

Ethnic StudiesGerman - American Profilesand Contributions

Major German -- Effects of GermanAmerican Contributions American Contributi &na

Behavio-

_ng the cornthe Student,American life

Ethnic StudiesGerman-AmeAcan Profilesan Contributions

eted chart. German- American Profiles and cottribtitione,

tag in a group situation, will diectiss the effects onthe .Contributi of German - Americans.

Instructional Strategies.

Have the stude s, in small groups, discussWe'effects of the German-American contri-butfiens on American life. Pursue theeffects of, one persoWs contribution orexplore with the Students one category.(e.g., food, music,Iscience, recreation)so that ehe students become knowledgeabieabout immediate effects, as well as long-range effeets,, in any ,cause-effectrelationship.

Haveothe students at the end of thedisc4ssion arrive at a conclusion.(Ask: What statement can you make aboutthe major effects of the German-Americancontributions on American life?)

Ask a member from each group to readorally-to the class the statement concerningthe effects of the contributions of German-Americana on American life.

Behavioral' Objective 4

Facilitating-Mattria

' Given readings "German Immigranta" and "Carl. SChurz-Lincoln's"Friend," -the student will'rofe play one of We following Germanimmigrants (i.e., A farmer, a schoolboy or girl, a write-;)a_former revoluti,onary, a laborer) stating'personal reasons forimmigrating to the United States in 1848.

Instructional- Strategies

Have Students read _" German TmmiVirginia Brainard Kunz andycarLincoln's Friend.

ants" bySchurz-

Facilitating. late-

Kunz, Virginia B."German Immigrants," inMany Peoples One Katied. by Peter I. Rose,

Cutler, Charles L., andMorrill,' George P. Landof_IMmigrants, "CarlSchurz-Lincoln's Friend."

1

Instructional_Strategies

Have individual students ass nig. the

role of one of:the five German immigrantslisted below, explain,t0e isithigrant'spersonal reasons for migr &tion tottheUnited States.

A farmerA sChoolboy/ choolgirl.A "writer ,

A former revolutionary,A laporer,-P.

' Behavioral Cb jective 5

Ethnic StudiesGerman-American Profiles.and Contributions

Fa il' to ing eri s

Given readings "German Immigrants"and "Carl Scurztincoin'a,Frientt,"the student will te a one-page pssay,.concerning the contributions toAmerica: of the "F y-Eighter," in general, and Carl,Schurz, inparticular.

Instructional Strategies

Have students read two readings, "German.Immigrants" and Gnarl Schuri-Linceln'sFriend."

Asaign,students a one-p ge essay desc b. ngthe contributions to erican,culture, oftie "rOrtY-Fighters" and Carl Schurz.

Faciiitatin Materials

"German. Immigrants" byVirginia Brainard Kunzfrom Many Peoples One

,

Nation.

"Carl Schurz incoin'sFriend".from Land ofImmigrants.

ti

0

-PAST lEST

lea and Conpributiona-:

Thia, test will help y90 -tend= t F teacherGerman - Americans and e it contributton

N

f%Part4

Match the names bekoW h the contributions of=

the Correct number in eh blank.04

Dwight Eisenhower E.B. Albert Einstein. .F.

C. Carl Schurz G,D.: John Astor

t

The great physicistfrom Nazi Germany.

are pf names.tof famOusmeriesR wa4 oftltfe..

Lilli LehmannPeter ZengerHen -y. Heinz

ca

h individual by putting

John StoinbeckMargaretha SchutzTheodore Dreiser

the United S s as a refugee

A personal friend of Abraham Lincoln who was later needSecretary ofthe';nterior where he championed a humane pdlicyregarding the trAtment of the American Indiansintroduced themerit system in the Interior Department and advocated preeerva-

.tion'of public lands--

One of Americes first realistic novelistsis An American Tragedy

4. A famous singer Of German art songs whoOpera Company of New Yoik City'in 1885.

whose most noted work

-d the Metropolitan

A-pioneer in children's education in America who organized theiirst kindergarten in the'United States at Watertown,' Wisconsin

6. Awarded the Nobel prize for literature in 1962 and best knownfor his novel, The Grapes of Wrath'

His company manufactured pickles, spices, relishes, and otherprepared f ds. The famous slogan "57 Varieties" was originatedby him.

1

Bedame,famous in Colonial America as a ma who fought for theprinciple of freedom of the press

9. A German immigrant who became the wealthiest man of early 19thcentury Americamade his fortune in fur trading and realestate

10. Former supreme commander of 1 the Allied forces in Europe inWorld War II; electedr34th preSident of the United States,served two terms in office from 1952-1960.

1 r

Ethnic SiudiesGerman - American PTO,and Contributions

.Matchthe tuimesjelow with the contributions o each individual by puttingthe correct number in each blank.

"Babe" Rqth 0. Herbert Hoover R. Charles SteinmetzKaren Horney ! P. Eddie: Rickenbacker S. .Marie r. ZakrzewskaMilton Hershey Q. Oernher, Von Braun T. Walter ChryslerHenry StethWay

,

. i 0.

Greatest drawing card in the histarryxo, baseball, holder of

a=r.rmmi

ny he run and other batting records

12.' The first German-American Quaker,everto be elected to thePresidency- -spent much of his afe'worktng for humani,tartan,goals

lb

The,ien uS-behinp.the developmenx ofithe General ElectricCorpOration, known as the "wizard" of Schenectady, New York;One of the world's top-ranking inventors who is credited withmore than 00 inventions necessary in the use of electricity

14: A German-b rn racket' expert, who has helped direct Americamissile and-apace program--in 1972 became an executive ofleading American aerospace company

A

15. prominent in the food processing industry, he created onethe most famous chocolate businesses in the United States.

16. A psychia trist who taught at the Berlin Psychoanalytic,Institute and the New York Psychoanalytic Institute

17. He had both an interest in music and a high degree of skilledcraftsmanship. He was a famous piano manufacturer-who wasawarded the grand prize at three world fairs.

German-American World War i hero and flying ace who flew manysuccessful combat missions and destroyed countless enemycamps

19. A physician who founded d hospital which became New EnglandHospital for Women and Children

20. Born of German stock, the founder of the automobile companybearing his name

12

k Ethnic 'Studies

German - American Proand CoOtributiona

Choose one German-American from the lists in Parts I and IIand explain ways her/his contributions. affected the Americanway of 14e.'-g;

Ethnic Studies

German-American profilesand Contributions

RESOURCES;

The Germans. Minorities Have Made America Gieat'Series. Set i. Rev.16 Warren Schloat Productions, Inc., 1973. Co r. Sound.

Filmstrip

The German-Americans. 'The Other American Minorities. Part II. TeachingResources Films, 1976. )Color, Sound. (Includes Teacher's. Guide)

VBooks

Cutler, Charles L., and Morrill, George P. Land of Immigrants.Backgrounds: An American Reader Series. Columbus, Ohio: XeroxEducation Publications, 1974.

:Rose, Peter I., ed. gmykeglies_OneNarign1 ew York: Random HouseiSinger School Diyision, 1973.

materials are not available in the School, telephone the Ethnictags Studies Project Office at Education Development Center (456-3270).

14

BOOK SELECTION AND EBEVALUATION POLICY

Objectives.,* 4'

'The primary objectivi of the school materials center is to implement,enrich and supplikt the educational program of the school.'

The school materials center should contribute to the social, intellectual.cultural and spiritual deielopment of the students.

Selection

Materials for the school materials center should be selected by librariansin consultation with administrator aVPoriliOrs, faculty Wirers, studentsand parents.

Reputable, unbiased, pro sionally prepared selection aids should beconsulted as guides.

ria for selection

Selection should consider the needs of the individual school based on aknowledge of the curritulum and on requests from administrators andteachers.

Considerationshould be giiah to individual students based on a knowledgeof elementary and secondary youth and on requests of parents and students.

Selection should provide for a wide range of materials on all levels ofdiff ulty, with a diversity of appeal and the presentation of differentPo of view.

The instructional materials should have high literary

Materials should have superior format.

Jefferson,Couniy Public Schools. Esx to Policies and Procedures forLibrarians. Louisville, KY.. Jefferson County Board of Education, 1969.

v43

BOOK SELECTION AND MAT TAL REEVALUATION PROCEDURES,

ReVised Jtine 27, 1969,'

We seek to educate young people Th.the'democratic tradition, to foster recognitionf individual freedow'and social responsibility, to inspire mcaningf6I awareness-and respect for the Constitution and:the Bill of Rights, and to Instillappreci-

atlon ofthevdlues of individual personality. It is'recognizedthat these:'=democratic values can best be transmitted in an atmosphere which is free f'romcensorship and artificial restraintsupbn free irmuir?-and lea ng'ind in which'academic feeedom 'for' teacher and s"tudentis ereCouraged.'

It is further recogniied that theteare areas of such a controversial lox question-,able nature that some restraints upon complete academic freedom are necessary.

The Jefferson County Board of Educatio'n wishes to meet ignorance, hatred andprejudice not with more ignorance, hatred 'and prejudice; but with understanding,goodness, and reason. Therein no individual will be allowed to impose his

'personal views in any subject area, and the best professional behavior andindividual-thought'willbeexpectedat,all times 14ien_ political, moral orsocial problems arise -withinhe classl'oom as topics of discussion or study,opportunities for opposing points of view must be prqvided.

The Board of Education does not advocate a policy of censorship, but a practiceofjudicious Selection of materials to be used with students in the classroomsof Jefferson County Public Schools, and wants only tO be helpful to he teachersin providing good learning experiences for boys and girld Teachers shall useprudent judgment in determining whether materials are of such nature and.shallsubmit items to their principal and supervpors for approval before inclusionin their instructional programs. Should such material be selected for inclusionin a teacher's curriculum guide, and objections to same evolve, the Board insistsupon the following.

Individuals involved will be provided an opportunity to discuss the matterfully with local school personnel.

The materials reevaluation procedure wii be initiated and conclusionsreported to the school and individuals i solved. See attached BOOKSELECTION AND MATERIALS REEVALUATION POLICY.

With reference to library books per'se and book selection, the form usedin 1963-69 and the years before may be'used.. See attached CITIZEN'SREQUEST FOR REEVALUATION OF MATERIAL.

Furthermore, in recognition of the scope of this problem, the Board encourage theadministrations of the local schools to form panels of qualified persohs, appoint-ed fairly (e.g., teacher, parents and other school and community representatives)to consider materials to be used in the curriculums that might have an adverse,effect on students. In addiEion, the Board suggests that individual schooldepartments_be encouraged to consider, read and review all supplementarycurricular inclusions that might beioffensive politically, socially ,or otherwise.

BOOK SELECTION AND MATERIALS REEVALUATION POLICY

Individuals, Organization or groups who challenge or criticize instructionalmaterials .shall be asked tc complete thejorm Citizen's Request for Reevaluation.of Material comparable-to that suggested by the National Council of Teachers of

English.

After-completing the above mentioned form a school committee composed of theteacher in the aubject area; the principal, the superviaor'and thelibrarianshall.review with the complainant the written'criticisms and attempt to reach

concerning the complaint.

ff a decisionia-not reached which is satisfactory to the complainant, theprincipal shall request the Aseociate SUperintendent for Instruction to delegatea central committee to review and make a final decision concerning the disposit-ion'of the complaint. 'This decision will be reported back; to the principal bythe Associate. Superintendent for Instruction. This central committee shallcomposed of an-adMinistratOr,.a supervisor- in- the subject area under question, a`claseroom teacher.in the subjeCterea, the Coordinator Of.LibraryServicesanda mature* parent, preferably from.the chool district from which the complaintorgipates. No.member 6f-the central committee, shall -have been a member of the

-achool'torMaittee with--the-exception of the supervisor.

The materials- involved shall have been withdrawn from general circulation anduse pending a decision in writing by the central committee.

HoweVer, in the event the complainant does- not concur with the decision, he mayrequeSt that this child be excused from any egntact,with' the objectionab e subjectmatter'. Such requests will be honored.

*The- word mature in this context applies to all members of the committee and-means highly developed or advanced in intellect, moral qualities and-outlook.

The materials center in.each schodIshould have'on file "Citizen's Request forReconsideration of a Beok" from The Students'. Bht to Read. Reprinted by .

permission of the National Countil of. eachers of-Eftglish,,Ottober 16, 1963.

CITIZ S RE T.FORALEEVALUATION OF MATERIAL

Author (if known)

tie

Publisher (if known)

Request initiated by

Telephone Address

Complainant represents:

himself

Book Filmstrip Lecture-

Film Record Other

organizations (Name)

oaths; group (Name)

To what in the material do you object? (Please be specific

2. What'do you feel might be result of exposure to the material?

For what age group would you recommend this material?

Is there anything good about this material?

Did you inspect all of this material carefully? Whai parts?

Ate you aware of the judgment of this material by -critics?

it do you believe is the the of main idea in this Material-

8. Which of the following would you_like the school to do with this mate

refrain from Assigning it to your child

withdraw it from all students

refer it to the committee for reevaluatio-

In its place, wha terial, if any, would you recommend that would conteyas valuable pictu andlSe spective of our - civilization?

Signature of Complainant

The'Bthnie Heritage Studies Project is sponsoredby the Jefferson County Public School System, theUniverSity of Louisville, and the LouisvilleBicentennial Corporation of the Chamber of'Commerce and is partially funded by the UnitedStates Office of Education.' The unit is being usedexclusively by selected teachers in the JeffersonCounty Public Schools.