County,' - Ed

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

Ethnic StudiesGerman-American Profilesand ContributionsBehavioral Objective 1Following 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 StrategiesFacilitatinList on the chalkboard or duplicate theterms from the Teacher's Guide for thefilmstrip Thembn-Americans.Teacher's Guide for thefilmstrip TheAmericans, pp. 20-25.Have students view the filmstrip TheFilmstrip:The German-Americans.The Other AmericanMinorities. Part II.German- Americans.Materials,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 2Given 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 StrategiesFacilitating MaterialsHave students view a multimedia package.Film:Ask studentsto do independent research.The Germans. MinoritiesHave Made America GreatSeries--Set I.Have students complete a chart entitled"German-American Profiles andContributions."Filmstrip:The German-Americans.The Other AmericanMinorities. Part II.The World BookEncyElopediaWebster's BiographicalDiction.

Work Sheet 1Ethnic Studies.GermanAmeritan Profilesand Contributibns.GERMAN-A RICAN PROFILES AND COProminent.German-American-Major German--AmeriCan ContributJohn Jacob AstorWernher Von BraunTheodore DreiserAlbert EinsteinDwightDwight,D. EisenhowerHenry J. HeinzHilton S. Hershey616R BUTIONSEffects of German\-American Cont- butions,

Ethnic StudiesGeran-American Major GermanAmerican ContributionsHerbert-C. HooverThomas MannWaer P. ChryslerPeter MinuitMargaretha SchurzCharles P. SteinmetzMarie E. ZakrzewskaLehmann7Effects ofGermahAmeriOan Contributions

Ethnic StudiesGerman - American Profilesand ContributionsPior;inent.11-AmericansKaren Homey.Edward "Eddie"Rickenbacker"Babe" RuthCarl SchurzJohn SteinbeckHenry SteinwayMajor German --American ContributionsEffects of GermanAmerican Contributi &na

Ethnic StudiesGerman-AmeAcan Profilesan ContributionsBehavio-ng the cornthe Student,American lifeeted chart. German- American Profiles and cottribtitione,tag in a group situation, will diectiss the effects onthe .Contributiof German - Americans.Instructional Strategies.Facilitating-MattriaHave the stude s, in small groups, discussWe'effects of the German-American contributfiens 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 longrange 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 GermanAmericana on American life.Behavioral' Objective 4'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-;)aformer revoluti,onary, a laborer) stating'personal reasons forimmigrating to the United States in 1848.Instructional- StrategiesHave Students read " German TmmiVirginia Brainard Kunz andycarLincoln's Friend.Facilitating. late-ants" bySchurz-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

Ethnic StudiesGerman-American Profiles.and ContributionsInstructional StrategiesFail' to ingerisHave individual students assnig. therole of one of:the five German immigrantslisted below, explain,t0e isithigrant'spersonal reasons for migr &tion tottheUnited States.0A farmerA sChoolboy/ choolgirl.A "writer,A former revolutionary,A laporer,-P.ti' Behavioral Cb jective 5Given readings "German Immigrants"and "Carl Scurztincoin'a,Frientt,"the student willte a one-page pssay,.concerning the contributions toAmerica: of the "Fy-Eighter," in general, and Carl,Schurz, inparticular.Instructional StrategiesFaciiitatin MaterialsHave students read two readings, "German.Immigrants" and Gnarl Schuri-Linceln'sFriend.""German. Immigrants" byVirginia Brainard Kunzfrom Many Peoples OneNation.,Asaign,students a one-p ge essay desc b. ngthe contributions toerican,culture, oftie "rOrtY-Fighters" and Carl Schurz."Carl Schurz incoin'sFriend".from Land ofImmigrants.

-PAST lESTlea and Conpributiona-:Thia, test will help y90 -tend tF teacherare pf names.tof famOusmeriesR wa4 oftltfe.German - Americans and e it contributtonNf%Part4Match the names bekoWthe Correct number inh the contributions ofeh blank. h individual by putting04Dwight EisenhowerAlbert Einstein.Carl SchurzJohn AstorB.C.D.:.F.Lilli LehmannPeter ZengerG,Hen -y. HeinzE.John StoinbeckMargaretha SchutzTheodore DreisertThe great physicistfrom Nazi Germany.cathe United Ss as a refugeeA 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 novelists whose most noted workis An American Tragedy4.A famous singer Of German art songs whoOpera Company of New Yoik City'in 1885.-d the MetropolitanA-pioneer in children's education in America who organized theiirst kindergarten in the'United States at Watertown,' Wisconsin6.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.1Bedame,famous in Colonial America as a maprinciple of freedom of the press9.who fought for theA German immigrant who became the wealthiest man of early 19thcentury Americamade his fortune in fur trading and realestate10.Former supreme commander of1 the Allied forces in Europe inWorld War II; electedr34th preSident of the United States,served two terms in office from 1952-1960.

Ethnic SiudiesGerman - American PTO,and Contributions1r.Matchthe tuimesjelow with the contributions othe correct number in each blank."Babe" RqthKaren Horney !Milton HersheyHenry StethWay0.P.Q.each individual by puttingHerbert HooverEddie: RickenbackerOernher, Von Braun.,iR.S.T.Charles Steinmetz.Marie r. ZakrzewskaWalter Chrysler0.Greatest drawing card in the histarryxo,baseball, holder ofny he run and other batting records12.'The first German-American Quaker ,everto be elected to thePresidency- -spent much of his afe'worktng for humani,tartan,goalslbThe,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 electricity14: A German-b rn racket' expert, who has helped direct Americamissile and-apace program--in 1972 became an executive ofleading American aerospace companyAa r.rmmi15.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 Institute17.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 enemycamps19.A physician who founded d hospital which became New EnglandHospital for Women and Children20.Born of German stock, the founder of the automobile companybearing his name12

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

Ethnic StudiesGerman-American profilesand ContributionsRESOURCES;The Germans.Minorities Have Made America Gieat'Series.Co r.16 Warren Schloat Productions, Inc., 1973.Set i.Rev.Sound.FilmstripThe German-Americans. 'The Other American Minorities.Part II. TeachingResources Films, 1976. )Color, Sound.(Includes Teacher's. Guide)VBooksCutler, Charles L., and Morrill, George P. Land of Immigrants.Backgrounds: An American Reader Series. Columbus, Ohio:XeroxEducation Publications, 1974.:Rose, Peter I., ed. gmykeglies OneNarign1iSinger School Diyision, 1973.ew York:Random Housematerials are not available in the School, telephone theEthnictags Studies Project Office at Education Development Center(456-3270).14

BOOK SELECTION AND EBEVALUATION POLICYObjectives.,*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.SelectionMaterials for the school materials center should be selected by librariansin consultation with administratoraVPoriliOrs, faculty Wirers, studentsand parents.Reputable, unbiased, proconsulted as guides.sionally prepared selection aids should beria for selectionSelection 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 differentof view.PoThe instructional materials should have high literaryMaterials 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 MATTAL REEVALUATION PROCEDURES,ReVised Jtine 27, 1969,'We seek to educate young people Th.the'democratic tradition, to fosterrecognitionf individual freedow'and social responsibility, to inspire mcaningf6I awarenessand respect for the Constitution and:the Bill of Rights, and to Instillappreciatlon 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 leang'ind in which'academic feeedom 'for' teacher and s"tudentis ereCouraged.'It is further, recogniied that theteare areas of such a controversial lox questionable 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 times14ien 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 girldTeachers 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, appointed 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 POLICYor groups who challenge or criticize instructionalIndividuals, Organizationmaterials .shall be asked tc complete thejorm Citizen's Request for Reevaluation.of Material comparable-to that suggested by the National Council of Teachers ofEnglish.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 reachconcerning 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 disposition'of the complaint. 'This decision will be reported back; to the principal byThis central committee shallthe Associate. Superintendent for Instruction.composed 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 subjectSuch requests will be honored.matter'.*The- word mature in this context applies to all members of the committee andmeans 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 bypermission of the National Countil of. eachers of-Eftglish,,Ottober 16, 1963.

CITIZS RET.FORALEEVALUATION OF MATERIALBookFilmstripLecture-FilmRecordOtherAuthor (if known)tiePublisher (if known)Request initiated byTelephoneAddressComplainant represents:himselforganizations (Name)oaths; group (Name)To what in the material do you object? (Please be specific2.What'do you feel might beresult 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?Whaiparts?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 materefrain from Assigning it to your childwithdraw it from all studentsrefer it to the committee for reevaluatio-In its place, whaas valuablepictuterial, if any, would you recommend that would conteyandlSe spective of our - civilization?Signature of Complainant

The'Bthnie Heritage Studies Project isby the Jefferson County Public School sponsoredSystem, theUniverSity of Louisville, and the LouisvilleBicentennial Corporation of the Chamber of'Commerce and is partially funded bythe UnitedStates Office of Education.' The unitis being usedexclusively by selected teachers in theJeffersonCounty Public Schools.

INSTITUTION Heritage Corp. of Louisville and Jefferson. County,' Ky.; Jefferson County Public Schools, Louisville, . John Astor The great physicist who. c. 4r em Nazi Germany, Z. . the most famous