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This  Task Force  [or its  successor]  might consider developing principles   and  preferred  guidelines  to   support  the  creation  of instructional   materials   and   the   implementation   of  a   state-supported program   of teacher  training.
Examples:
A.       A balance should exist between the negative and positive
aspects  of this joint history and teacher training  should
emphasize   this   balance. B.       The   "Contributionist"   model   should   avoid  perpetuating
messages  of grateful   servitude  or  delighted  productivity
by  enslaved Africans. C.       Both  the brutalities  of master dominance  and  the
bravery  of slave  endurance  should be  treated  with
candid   sensitivity. D.      In  the  classroom,   wherever  most  effective,   instruction
should   be   mataerials/media   centered   and   not   teacher
focused. E        This  program  of education  enhancement  has  to  be
considered  as   a  multi-stage   endeavor  requiring   several
years of activity by those involved.    The existence of this
Task Force might be seen as Stage One.