Supplement to A Teacher’s Guide to African American Historic Places in South Carolina : integrating art into classroom instruction

Within this booklet, teachers will find instructional resources covering a wide array of genres, including, dance, choral music, general music, instrumental music, media arts, theatre, and the visual arts. These lesson plans are explicitly designed to integrate artistic expression and comprehension with other academic disciplines, such as English, History, and Social Studies. Each submission highlights the grade level, artistic genre, sources, learning objectives, instructional plans, and modes of evaluation. This Arts Integration Supplement to the Teacher’s Guide to African American Historic Places in South Carolina outlines 22 lesson plans that meet the 2010 Visual and Performing Arts Standards of South Carolina and integrates the arts into classroom instruction. Where applicable, other standards, such as those for math and social studies, are listed with each lesson plan. The teaching activities in this supplement are provided to aid in the development of lesson plans or to complement existing lessons. Teaching activities are the simplest means of integrating art in classroom instruction.

Academic orientations of African -American adolescents in Miami-Dade County

The purpose of this research was to answer the following research questions: (a) how high-achieving African-Americans maintain a “racefull” Black identity; (b) how African-American identity affects academic orientation and achievement; (c) how the school's ethnic composition affects African-American students' identity; and (d) how family structure, specifically living in female single-parent households, affects academic orientation and achievement. ^ The data were gathered in an inner-city high school in Miami, Florida. Participants were African-American adolescents, males and females, who started their first-year of high school in the fall of 1995 until their graduation in June 1999. The number of students in the sample varied from 27 students at the beginning of the project to 24 students at the time of graduation. ^ Data were gathered through intensive ethnographic field work, which involved direct participant observation of students in natural contexts; in-depth interviewing of students, peers, teachers, and families; open-ended classroom discussions on matters about the research; and focus groups. Data on demographics, levels of self-esteem and depression, hours spent doing homework, family help with school work, aspirations, and other factors were gained through a survey. ^ African-Americans in this high school developed a racefull persona and still embraced education. They did not need to be raceless to succeed. The ethnic composition of the school where these students were a minority within a minority school resulted in their developing reactive ethnicity formation. Family structure did not affect academic orientation. What made a difference in these students lives were parental support and family ties, which affected their academic orientation. ^

The Iowa African-American Journal, July 1999, Vol. 5, no. 3

Newsletter for the Iowa Commission on the Status of African-Americans

The Iowa African-American Journal, January 2000, Vol. 6, no. 1

Newsletter for the Iowa Commission on the Status of African-Americans

The Iowa African-American Journal, July 2000, Vol. 6, no. 2

Newsletter for the Iowa Commission on the Status of African-Americans

The Iowa African-American Journal, November 2000, Vol. 6, no. 3

Newsletter for the Iowa Commission on the Status of African-Americans

The Iowa African-American Journal, Spring/Fall 2001, Vol. 7, no. 1

Newsletter for the Iowa Commission on the Status of African-Americans

The Iowa African-American Journal, Spring/Fall 2002, Vol. 8, no. 1

Newsletter for the Iowa Commission on the Status of African-Americans

The Iowa African-American Journal, Winter 2002/Spring 2003, Vol. 8, no. 2

Newsletter for the Iowa Commission on the Status of African-Americans

The Iowa African-American Journal, October 1999, Vol. 5, no. 4

Newsletter for the Iowa Commission on the Status of African-Americans

Iowa African-American Journal, Fall 2004, Vol. 10, no. 2

Newsletter for the Iowa Commission on the Status of African-Americans

Iowa African-American Journal, Spring 2004, Vol. 9, no. 1

Newsletter for the Iowa Commission on the Status of African-Americans

Iowa African-American Journal, Winter 2004, Vol. 10, no. 2

Newsletter for the Iowa Commission on the Status of African-Americans. Vol. 10, no. 2 also used for Fall 2004.

Iowa African-American Journal, February 2006, Black History Month Special Edition

Newsletter for the Iowa Commission on the Status of African-Americans. Black History Month Special Edition.