pies of music and dance from many traditions throughout the 

 Americas. Each tape is accompanied by a 40-80-page booklet 

 that includes general articles on style as well as descriptions of 

 each track, most of which have recommendations for further 

 viewing, listening, and reading. 



Another Smithsonian/Folkways video project was initiated 

 three years ago and documents music of the Great Lakes Indi- 

 ans. It consists of two videotapes dealing with Ojibwe pow- 

 wows in Wisconsin which will be targeted to the Wisconsin 

 public school system. The first of the two videos, 

 "Naamikaaget: Dancer for the People," has been completed 

 and shows a young dancer dressing for two powwows in suc- 

 ceeding years. The second video will be a more generic treat- 

 ment of powwows, including everything from singing and 

 dancing to the preparation of fry bread. 



Approximately 35 interns who came from colleges and uni- 

 versities from around the country, and several fellows from the 

 United States, South America, and Africa, assisted with the re- 

 search for and production of the many programs rhat were car- 

 ried out by the Center for Folklife Programs and Cultural 

 Studies. 



National Science Resources Center 



gram, modeled after the NSRCs national institutes, brought 

 together more than 70 represenratives from New York City 

 schools. 



Seventeen of 24STC hands-on science units for the elemen- 

 tary and early middle school grades are now available in com- 

 mercial or field-test editions. This year, Balancing and 

 Weighing, Weather, and Floating and Sinking were published. 

 Animal Studies. Solids and Liquids. Comparing and Measuring. 

 and Land and Water reached the field-test stage, and the devel- 

 opment of the final three units in the STC program began. As 

 part of the STC program, the NSRC also began work on sets 

 of science activity cards for grades four to six. Each set will 

 complement an STC unit. 



The NSRC completed work on Resources for Teaching Elemen- 

 tary School Science., a completely revised and updated edition of 

 its best-selling annotated guide to exemplary hands-on sci- 

 ence curriculum materials. The NSRC also began reviewing 

 exemplary curriculum materials for a resource guide for mid- 

 dle school science teachers. 



The NSRC hosted Corporate Americas Impact on Elemen- 

 tary Science Education, a one-day working conference held at 

 the headquarters of Merck & Co., Inc., in Whitehouse Station, 

 New Jersey. Sixty corporate executives and managers met to 

 discuss how business and industry can work effectively with 

 school district leaders to bring about and sustain science edu- 

 cation reform. 



Douglas Lapp, Executive Director 



The National Science Resources Center (NSRC), a program of 

 the Smithsonian Institution and the National Academy of Sci- 

 ences, helps the nations schools improve rhe teaching of sci- 

 ence. The NSRC collects and publishes information about 

 current science teaching resources, develops innovative curric- 

 ulum materials, and sponsors activities to help teachers and 

 administrators develop and sustain exemplary hands-on sci- 

 ence programs. 



In the past year, the NSRC continued to involve teachers 

 and school system officials, scientists and engineers, commu- 

 nity organizations, and corporations in science education re- 

 form through the National Science Education Leadership 

 initiative (NSEL) and the Science and Technology for Chil- 

 dren (STC) curriculum development project. The NSRC also 

 expanded its international role in science education reform 

 through ongoing contacts with education leaders in Mexico 

 and South Africa. 



This years Elementary Science Leadership Institutes, a part 

 of NSEL, brought together 38 teams of lead teachers, top ad- 

 ministrators, and scientists, including teams from Mexico and 

 South Africa, for training in the planning and implementa- 

 tion of science education programs. To date, 178 teams from 

 43 srates, two Canadian provinces, Mexico, and South Africa 

 have participated in the institutes. The NSRC also co-hosted 

 a regional Science Education Leadership Institute with the 

 New York City Urban Systemic Initiative. The weeklong pro- 



Office of Elementary and 

 Secondary Education 



Ann Bay, Director 



The Office of Elementary and Secondary Education (OESE), 

 the Smithsonian's central office for precollege education, has a 

 threefold mission. First, it makes Smithsonian resources avail- 

 able to teachers and students in the Washington, D.C., area 

 and nationwide. Second, it provides materials and training 

 that enable teachers and students to use museums and the pri- 

 mary sources they contain for experiential learning in class- 

 room and museum settings. Third, it fosters communication 

 and collaboration among Smithsonian education units and be- 

 tween the Smithsonian and education organizations. 



The office and Smithsonian magazine established an 

 educator's membership in the Smithsonian. Member educa- 

 tors receive a year's subscription to the magazine, as well as 

 subscriptions to OESE publications. 



The District of Columbia Public Schools established two 

 museum magnet schools and named the office as coordinator 

 of the Smithsonian's involvement. OESE developed the con- 

 cept and worked wirh the school system to craft the proposal 

 to the U.S. Office of Education. The museum magnet schools 

 will show how the vast material and human treasures of the 



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