WorldCat Identities

National Conference of Christians and Jews, New York, Ny

Works: 20 works in 21 publications in 1 language and 40 library holdings
Genres: Bibliography  Drama 
Publication Timeline
Most widely held works by New York, Ny National Conference of Christians and Jews
Desegregation without turmoil : the role of the multi-racial community coalition in preparing for smooth transition by Elinor Hart( Book )

1 edition published in 1976 in English and held by 2 WorldCat member libraries worldwide

This report of a conference on "Desegration without Turmoil" describes the community organization and public information efforts that preceded the implementation of government ordered school integration in cities where this transition was accomplished peacefully. It is the position of the participants in the conference that peaceful desegration in such communities, e.g., Detroit, Memphis, and Prince George's County, Maryland, could be directly attributed to these efforts. In cities where there was turmoil, the report maintains, the communities themselves were at fault, failing to adequately prepare the parents and children for the desegration process. The first part of this report describes the forming of coalitions, the participation of various community sectors, and the activities undertaken to facilitate peaceful integration. The second part of the report consists of the conference program schedule, texts of conference speeches by Ben Holman and George Meany, and an extensive list of individual and organizational resources on desegration. (Author/GC)
Education in a Transition Community by Jean Dresden Grambs( Book )

1 edition published in 1958 in English and held by 2 WorldCat member libraries worldwide

Essentially a "how to do" pamphlet, the material is organized with the needs of the public schools in mind. It is designed to help school administrators, teachers, parents, and community leaders choose wise policies when their school system is under the legal obligation to integrate. Recognizing that the problem of segregated schools is not restricted to only one portion of the united states, the experiences of communities of school systems in parts of the country have been reviewed. The material is presented as follows--a look at the american scene, barriers to change, starting at home, the balance sheet in school desegregation, what happens at school, the school board sets policy, administration planning with and for teachers, the administrator plans with the community, and planning with and for children. Included is a partial listing of national organizations offering services
Your Official U.S. Constitution Sign-on Information and Documents by New York, Ny National Conference of Christians and Jews( Book )

1 edition published in 1986 in English and held by 2 WorldCat member libraries worldwide

These learning materials are centered around the idea that each individual should "sign" the U.S. Constitution. A facsimile of the U.S. Constitution is included in each learning packet for students to sign. Section 1 contains five teaching modules on the constitutional process that can be used with any subject. The first two modules, "Students Have the Right To Vote" and "Should There be a Dress Code," are appropriate for use in kindergarten through grade six. First Amendment rights and an elementary school dress code are analyzed in module 2 through a case study. Modules 3 through 5 are appropriate for junior and senior high level. Freedom of expression and student newspapers are examined using a case study. The legal brief method is used to analyze the dilemma posed in a case study involving the cancellation of the senior prom due to an unauthorized senior cut day. A resource document on student rights and responsibilities is included to aid in implementing this lesson. Module 5 examines the constitutional issues involved in the sale and distribution of obscene materials as citizen groups petition against such sales. Section 2 contains instructional activities on constitutional issues that can be adapted to different grade levels. Section 3 discusses the difference between constitutional and statute law. Concluding activities present ideas to encourage students to sign the U.S. Constitution. (Sm)
Readings in intergroup relations by Helen F Storen( Book )

1 edition published in 1959 in English and held by 2 WorldCat member libraries worldwide

Noting that the field of human relations has received more attention in the last generation than ever before, the national conference of christians and jews has revised its 1956 edition of selected reading literature. Readings are divided into seven categories--prejudice - causes, prevention and cure, religion - understanding religious groups, church and state, religion and education, race - understanding the concept of race, ethnic groups - immigration, the negro in american life, class, and what schools and communities can do. A descriptive critique of contents accompanies each document cited. A directory of organizations which serve as resource agencies and an index of reprints, articles and pamphlets to help build better intergroup relations are included
Some of My Best Friends by Robert Crean( Book )

in English and held by 2 WorldCat member libraries worldwide

"Some of my best friends" is a play which consists of five characters--the speaker, catherine, a protestant, amy, a jew, anthony, an italian catholic, and peter, a negro. The play is performed in a round acting area rather than on a stage, and there is no scenery. The audience surrounds the acting area and plays an active role as the speaker talks with it and as individuals identify with the characters, who are all teenagers. As an open-ended conflict of intergroup relations, the play does not present conclusions but provides problems for discussion. One discussion technique found productive is to divide the audience into small groups of 10 to 15 and to have discussion for 20 or 30 minutes. Each group then returns with several questions to be further discussed either by the group as a whole or by a panel. Some of the thought-provoking questions which might arise could include--do we cover up our prejudices by rationalization. Why are generalizations about any group--protestant, catholic, jewish, negro, white--dangerous. To what extent are our children reflections of ourselves. To what extent does prejudice promote the "murder" of personality. And how can we as individuals, as a nation, cease to hate and reconcile the gap between what we practice and what we preach
Where Hostility Begins by Leon J Saul( Book )

1 edition published in 1960 in English and held by 2 WorldCat member libraries worldwide

Children need warmth, wholesome conditions, and affection in order to mature with good will, love, and respect. The mistakes of parents produce many problems of adults and of the world. There are few problems which cannot be solved if there is good will on all sides. Evidence shows that a child starved of affection is doomed to an emotionally starved life. Young of all animals must have a loving relationship with their mothers to mature emotionally, to set a pattern of attitudes, and to learn socialization. Hostility can be prevented by proper rearing of children during formative years of childhood. Structure of society reflects the structure of families. Four positives should be kept in mind for the welfare and future of society, foundations for healthy growth up to age 6, good parent-child relationships, the provision of good parental models with which children can identify, the need of security, affection, understanding, and respect for the child's personality. The emotionally mature adult is a person of good will, a good spouse, a good parent, and a good citizen
Feelings are facts by Margaret M Heaton( Book )

1 edition published in 1951 in English and held by 2 WorldCat member libraries worldwide

Because education should help children become mature and well-adjusted people, concern about feelings has always been important to teachers. No teacher is called upon, however, to assume the role of therapist. What the teacher can do is take cognizance of feelings as an important factor in learning and make a place in her classroom activities for the development of social sensitivity. There are four main tasks of the teacher that seek to promote better human relations among pupils of different backgrounds through observations of ordinary behavior, community situation, and home life. The diagnosis should help in understanding children's reactions in a given situation. Second, feelings must be brought out into the open. Having children write on such topics as "what makes me mad, ""what I am afraid of," and "what makes me happy" and guiding discussions of picture stories are ways to bring out feelings. The third task involves rearranging school and classroom situations to give the students new motivations, new goals, and new feelings. Concrete examples of methods of changing different students' feelings, the relationship of individuals, and the morale of groups are provided as guides. The last task is the actual teaching about feeling. Discussions of family life, contributions of great people from all races, problems of newcomers, and stereotypes are aids to teaching
School Safety Report III A Sourcebook for Self-Help by Lorraine W Addelston( Book )

1 edition published in 1979 in English and held by 2 WorldCat member libraries worldwide

The School Safety Committee is concerned with the obligations of schools to educate all children in an environment of moral responsibility and physical safety that will enable each child to realize the promise of America, that is, human rights, dignity, equality, and justice. The problem of school safety will be aggravated by the nation's economic crisis and accompanying increased unemployment. School personnel, community members, law enforcement agencies and the judiciary are in urgent need of strategies to prevent confrontations among themselves and to increase school safety. Suggestions, facts and legal decisions are presented, with the goal of preventing and controlling disruptive pupil behavior in schools. Topics addressed are: (1) building regulations; (2) dress; (3) flag amenities; (4) free press; (5) loco parentis; (6) parents and school safety; (7) police and the school; (8) the principal's role; (9) school regulations vs. juvenile court regulations; (10) search and seizure: (11) suspension; and (12) use of force. (MK)
The Role of the Community in the School Desegregation Integration Process: A Collection of Working Papers by New York, NY National Conference of Christians and Jews( Book )

1 edition published in 1977 in English and held by 2 WorldCat member libraries worldwide

In this document various aspects of community response to school desegregation are considered. General themes presented are the role of the community in the integration process as well as some ways in which the process can be facilitated by purposeful organization. A Checklist for Assessing School Desegregation Plans serves as an instrument whereby a layperson can examine the components of a school desegregation plan for equity and quality. Working papers from the National Center for Quality Integrated Education, based on a variety of locally produced materials, examine the sequential stages of the community's role in school integration. This role includes developing the public position statement, coalescing for peaceful desegregation, organizing and programming in preparation for the implementation of the plan, the pre-order stage, use of federal funds to aid a smooth transition, and some implementation day activities. Two case studies highlight community desegregation experiences. The role of the churches and the religious community is another subject discussed in this document which includes a section on written and organizational resources. It is useful for formal and informal community organizations, group coalitions, and individuals who wish to participate in the process of school desegregation. (Author/GC)
The employment of persons with arrest records and the ex-offender by Paul E Sultan( Book )

1 edition published in 1970 in English and held by 2 WorldCat member libraries worldwide

This document was an attempt to distill in a readable form some of the highlights of seminars and institutes sponsored by the National Conference of Christians and Jews in Los Angeles for the purpose of studying the effect of social labelling of persons with an arrest record on their chances of being employed and earning an honest living. Some of the issues discussed are: society's trampling of the offender; Americans' fear of crime; what the prison does to and for the offender; the possibilities for training and job orientation programs; psychological behavior in the adjustment process; innovative institutional programs; irrelevance of personnel tests and entry level requirements; orientation guidelines for the evaluation of police records; and inservice training in job survival. (Pt)
Building intelligent concern for others through role-playing by Fannie R Shaftel( Book )

1 edition published in 1970 in English and held by 2 WorldCat member libraries worldwide

This booklet on the educational techniques of role playing describes a method designed to help children become decision-makers by providing a life-related way to help them learn to solve problems between people. Part 1 describes the role-playing method in which children act out the ending of an unfinished "problem story" which stops with a dilemma usually demanding a choice between a personal interest and a social value. Part 2 on how to guide a role-playing session focuses on each step in the process: warming up, selection of participants, preparing the audience, role playing, discussing and evaluating, replaying the revised roles, sharing experience and generalizing. Part 3 discusses the planning of a curriculum to provide a program in intergroup education. Part 4, "a Strategy for Intergroup Education," includes six problem stories with discussion of their use in individual group acceptance, intergroup relations, and sensitivity training. Part 5 on involvement contains a problem story focusing on a "busybody or good Samaritan" dilemma. Part 6 describes special uses of role playing, E.G., how it can be used to relieve a disturbing classroom situation and to bring help to a handicapped child. Part 7 illustrates how children can write their own problem stories. Part 8 on role playing for younger children includes discussion of pantomime, dramatic play, and use of problem pictures as a stimulant for role playing. A 53-item bibliography is included. (Js)
Role playing the problem story : an approach to human relations in the classroom by George Armin Shaftel( Book )

1 edition published in 1952 in English and held by 2 WorldCat member libraries worldwide

An aid to the classroom teacher in the teaching of human relations is presented. Sociodrama, or role-playing, is primarily useful in solving problems involving relationships among two or more persons. It therefore provides a valuable learning experience in schools which are concerned with the social development of boys and girls, with moral and spiritual education, with helping children achieve their developmental tasks, and with the personal-social needs of their pupils. It is often easier for children to solve their own problems if they can stand off and look at them through the eyes of someone else. Also, role-playing provides an opportunity for persons to experiment with better ways of dealing with situations. The method presented has the teacher read aloud to her pupils carefully structured story of a typical life-situation of childhood. The story has no ending, but terminates in a dilemma peak. The listening children are then encouraged to finish the story, as they thought it would end, in role-playing sessions. The steps the teacher should use include acquainting the children with the problem at hand, selecting the participants, preparing the audience to observe alertly, role-playing, discussing, and evaluating, replaying the revised roles, and sharing experiences and generalizing. The place of role-playing in the curriculum is important, for only after children have learned to meet their own interpersonal problems are they ready to identify with, and to attempt to resolve, those problems in intergroup education which are not directly pertinent to their immediate life-situations
Taking America's Pulse A Summary Report of the National Conference Survey on Inter-Group Relations by New York, NY National Conference of Christians and Jews( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

The National Conference of Christians and Jews commissioned pollster Louis Harris to conduct a nationwide survey to determine how America's most populous and fastest growing ethnic, racial, and religious groups perceive one another, the opportunities available to them, and the problems they share. In telephone interviews nearly 3,000 people were surveyed. The study showed that different minority groups harbor strong negative prejudices toward one another but are united in their bitter feelings toward whites and share a sense of collective discrimination. White Americans dispute the premises on which much of the bitterness is based: the conviction that minority groups do not get a fair chance to succeed. Some hopeful findings emerged. Despite the ugly stereotypes that mar the national landscape, overwhelming majorities of each group express a willingness to work with other groups to deal with pressing community issues like education, childcare, and violence. Most survey respondents endorse integration as a desirable goal, and many positive interactions are reported across intergroup boundaries. The challenge for America's leaders is to transform readiness to work together into action. Appendix A summarizes differences by region and by sex. Appendix B provides 18 tables and 19 graphs of supporting data. (SLD)
Educator's Guide to "Straight Talk About America." by New York, Ny National Conference of Christians and Jews( Book )

1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide

This guide is designed to help kindergarten through grade 12 students begin a life-long dialogue about intergroup relations. It helps them to examine their attitudes about diversity and intergroup relations, assists them in identifying problems in intergroup relations by using their own experiences and the results of The National Conference Poll on Intergroup Relations, and enables them to develop strategies for improving intergroup relations and building respect for diversity at school and in their communities. The guide first provides a general introduction for educators about what the dialogue consists of followed by sections that address such areas as cultural diversity and intergroup relations, establishing a safe space for dialogue, developing common concepts and vocabulary for talking about intergroup relations, and the latest data on intergroup relations in America. The bulk of the guide contains student activities divided by grade level and handout material. Contains a 36-item bibliography and a resource list. (Glr)
The high cost of discrimination : the waste in manpower, morale and productivity costs American industry $30 billion a year by Elmo Roper( Book )

1 edition published in 1963 in English and held by 2 WorldCat member libraries worldwide

On the basis of employee surveys and in-plant research, the total cost of discrimination to american business and industry in actual dollars is estimated at roughly $30 billion annually. Discrimination in industry begins at the hiring gate where minority groups are refused employment because of race, color, religion, nationality, political affiliation, or other reason. Within the plant, discrimination is evident in ceilings on advancement opportunities and the prevention of promotion based on merit. Discriminatory practices extend to the foreman and supervisory selection process, employee benefits, lay-off policy, profit-sharing plans, and even to the time allotted for vacation and sick leave. Another form of discrimination within a company is refusal to enforce standards set by law or contract to protect certain groups of workers. Women and children are particularly affected by the violation of work standards. The psychological, social, and economic costs of industrial discrimination are that high-discrimination destroys employee morale, reduces productivity, disrupts foremen-worker relationships, and adversely affects the effectiveness of trade unions. The economic implications of the added revenue and added national income which would result if it were not for discrimination are many. Discrimination represents a blot on the american democratic system which must be removed if the american ideal is to extend to all facets of our society
Human Relations and Audiovisual Materials by New York, Ny National Conference of Christians and Jews( Book )

1 edition published in 1960 in English and held by 2 WorldCat member libraries worldwide

Audiovisual material is useful in mental health education. Types of materials include films, filmstrips, discussion pictures, plays, and tape recorders. In using these materials the leader should be fully familiar with the participating group, carefully preview the materials, identify the main concepts, problems, or facts on which the group should focus, plan the total learning situation in which the materials will be used, and be prepared for a wide variety of reactions. Careful use of certain audiovisual materials at all levels of education can help students to understand the problems and attitudes in intergroup and intercultural relations. Films, community studies, recordings, and role-playing have been successfully used. Inter-group education gives students understanding of, and positive appreciation for all cultural groups
De facto school segregation by Arnold M Rose( Book )

1 edition published in 1964 in English and held by 2 WorldCat member libraries worldwide

A wide range of issues involved in de facto school segregation are discussed in this monograph. A section on the background and nature of the problem deals with the history of segregation laws, restrictive covenants, residential segregation, and the manipulation of pupil transfers as avoidance maneuvers. Another section discusses the social-psychological ills of segregation, the techniques of token desegregation in the south, and various reasons for white northern resistance to desegregation. Some court cases involving de facto segregation are detailed and interpreted in a third section. A fourth describes various methods of abolishing de facto school segregation where there is residential segregation--division by grades (princeton plan), rezoning school boundaries and school relocation, and voluntary and compulsory transfers. The final chapter deals with efforts to eliminate de facto segregation, through boycotts and protests, school board policies, state laws against racially unbalanced schools, and compensatory and enrichment programs. The author concludes that despite the variety of manipulations used to achieve school desegregation the ultimate solution depends upon residential desegregation, which is at the heart of the national segregation problem. This document is also available from the national conference of christians and jews, 43 west 57th street, new york, new york 19, for $0.75. (nh)
Rearing Children to Meet the Challenge of Change by Dan W Dodson( Book )

in English and held by 2 WorldCat member libraries worldwide

Parents have a responsibility in rearing their children to become mature, responsible, and useful citizens. Children should see and understand how groups become differentiated. Parents can also help children become secure within their own group, thereby lessening the threat of contact with people of other groups. Making the children loved, wanted, and happy members of their families and helping them appreciate their own heritages are two major ways of developing group security. A third parental responsibility is to aid children in growth toward emotional maturity. Good mental health is maintained by helping children to rationalize their disappointments and find substitutes for unattainable dreams, by encouraging them to test their aspirations, and by teaching them to accept gracefully defeat. Fourth, children must be taught to make decisions and to accept the moral obligations of their choices. Finally, parents can work with neighbors to create a community conducive to growth and development of all groups without sacrificing characteristic differences
Educator's Guide to "I Am America." by New York, Ny National Conference of Christians and Jews( Book )

1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide

This guide contains kindergarten through high school level lessons designed to help educate and sensitize students to cultural differences, while encouraging them to see how Americans are alike. Each lesson, some of which can be completed at home, features both affective and cognitive learning activities. The lessons, which have an interdisciplinary focus, include writing exercises and involve subjects such as social studies, literature, mathematics, and the arts. Handout material is also included. The guide concludes with a personal view from a high school senior on the subject of diversity. Contains a 33-item bibliography and a list of resource centers. (Glr)
Building brotherhood what can elementary schools do by Mary B Lane( Book )

2 editions published in 1965 in English and held by 2 WorldCat member libraries worldwide

Brotherhood in the public elementary school should encourage the appreciation and utilization of the differences as well as the similarities of people. Children can be taught to understand the basic tenets of brotherhood through such methods as reading appropriate literature and role-playing. Measures outside the classroom include membership in student organizations, widespread leadership in these organizations, and the existence of equal dignity in these organizations. Good relationships between the school and the community should be advocated. The superintendent should develop democratic human relations through his relations with the school board, the teachers, and the community. The parents, as well as the school staff, are responsible for giving leadership to sound intergroup education
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English (21)