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A Guide to Concept Teaching, United States History, Grade 9.(From Reconstruction to the Present)

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A Guide to Concept Teaching, United States History, Grade 9.(From Reconstruction to the Present) DOCUMENT RESUME ED 068 464 SP 007 344 TITLE A Guide to Concept Teaching, United States History, Grade 9.(From Reconstruction to the Present). INSTITUTION Madison Public Schools, Wis. PUB DATE 68 NOTE 301p. EDRS PRICE MF-$0.65 HC-$13.16 DESCRIPTORS *Concept Formation; Curriculum Development; *Curriculum Guides; *Grade 9; *History; *Social Studies ABSTRACT GRADES OR AGES: Grade 9. SUBJECT MATTER: United States history. ORGANIZATION AND PHYSICAL APPEARANCE: The conceptual approach forms the basis for each of four sections: Defining and Implementing a Conceptual Approach to Teaching Social Studies; Social Studies Skills To Be Developed and Reinforced by the Learner; Classroom Curriculum Planning; and a Conceptual Guide-U.S. History, Reconstruction; 1877 to the present. The conceptual guide covers six units: a review of issues in U. S. History 1787-1877, economic and social change 1877-1920, changes in government and political life 1877-1920, American foreign relations 1865-1920, the period of 1920-1940, and the themes in contemporary U.S. History 1540-present. The guide is lithographed and spiral-bound with a soft cover. OBJECTIVES AND ACTIVITIES: An overview of objectives is presented in the introduction to the conceptual guide. Activities are suggested under Student Learning Experiences. INSTRUCTIONAL MATERIALS: Books, records, films, filmstrips, and transparencies are listed under Instructional Materials. STUDENT ASSESSMENT: No provision is made for evaluation. (MJM) U.S. 0 EO 0 THIS 00 OUCEO E THE PENS INATING I IONS ST REPRESE 0 CATION P JW 1 A GUIDE TO CONCEPT TEACHING UNITED STATES HISTORY, Grade 9 (From Reconstruction to the Present) FILMED FROM BEST AVAILABLECOPY Department of Curriculum Develcpment Madison Public Schools I 1968 U.S. 0 U.S. DEPARTMENT OFHEALTH. ED EDUCATION & WELFARE 0 OFFICE OFEDUCATION HIS DO THIS DOCUMENT HASSEEN OCE0 REPRO- OUCEO EXACTLY ASRECEIVEO FROM HE PERS THE PERSON OR ORGANIZATION ORIG- MOOG I INATING IT POINTS (IFVIEW OR OWN- )NS ST IONS STATED 00 NOT NECESSARILY EPRESE REPRESENT OFFICIALOFFICE OF EDO, ATION CATION POSITION OR POLICY. A GUIDE TO CONCEPT TEACHING UNITED STATES HISTORY, Grade 9 (From Reconstruction to the Present) FILMED FROM BESTAVAILABLE COPY Department of CLrriculum Development Madison Public Schools 1968 TABLE OF CONTENTS 1 THE CONCEPTUAL APPROACH 3 DEFINING AND IMPLEMENTING A CONCEPTUAL APPROACH TO TEACHING SOCIAL STUDIES 5 A. Introduction 7 B. Defining the Conceptual Approach to TeachingSocial Studies 10 C. Social Studies Concepts 12 D. An Illustration of How Social Studies ConceptsAre Related to Understandings 13 E. Implementing the Conceptual Approach in the Social Studies'Classroom 15 SOCIAL STUDIES SKILLS TO BE DEVELOPED ANDREINFORCED BY THE LEARNER 21 CLASSROOM CURRICULUM PLANNING 25 Determining Objectives 26 Selecting and Planning Appropriate LearningExperiences 27 Evaluation 39 Visual and Quantitative Chart for the Measurementof Skill Development 41 Cognition - Hierarchies of Difficulty 44 Sources 49 The Place of Audiovisual Materials in ConceptTeaching 50 CONCEPTUAL GUIDE - U.S. HISTORY, RECONSTRUCTION 1877 TO THE PRESENT 55 Objectives for U.S. History (Reconstruction to the Present)Grade 9 56 'Unit Sequence 58 UNIT I - A REVIEW OF ISSUES IN UNITED STATES HISTORY, 1787-1877 59 Introduction of References Concerning Negroes in AmericanHistory 74 Evaluation in a Conceptual Approach 78 UNIT II - ECONOMIC AND SOCIAL CHANGE FROM 1877-1920 81 UNIT III - CHANGES IN GOVERNMENT AND POLITICALLIFE, 1877-1920 109 UNIT IV - AMERICAN FOREIGN RELATIONS, 1865-1920 133 UNIT V - A TIME OF PROSPERITY, TRIAL, AND RECOVERY, 1920-1940 155 UNIT VI - TPOES IN CONT:PORARY UNITED STATES HISTORY, 1940-PRESENT 175 2 -1 FOREWORD The "Dark Ages" were not dark, and the "Age of Reason" did not seem reasonable to the people who were living during that period. Rare was the person who experienced any real comprehension of the bent and direction his society was taking at any given time. It has remained for the historian writing generations later to identify and conceptualize the experience of man.This is as it has been, but this is as it cannot remain. The knowledge explosion and the kaleidoscope of culture change which has blended yesterday and today into tomorrow have created value conflicts within our society. The "generation gap" syndrome now being telegraphed with such clarity demands that we refine and enhance the abilities of our students to conceptualize more effectively the world as it is, while they prepare to shape their world of tomorrow. Suggestions in the Guide to Concept Teaching in United States History From Reconstruction to the Present, emphasize and encourage the development of a functional approach to learning.Rein- forcement of ideals, clarification of values and attitudes, as well as refining appreciations and understandings, are the focus of this approach. With sharper definition of Negro visibility, the role of various ethnic groups has been stressed in the social studies curriculum to realize socie- tal needs more concretely while setting a foundation for positive action in democratic living. We appreciate the efforts of the various committees who during the last three years have helped to make this guide a reality. DOUGLAS S. RITCHIE Superintendent Social Studies Committee 1966 Douglas Mullen, Chairman Alfred Colucci David Parker Clinton Barter Garith Kangas Thomas Patterson Charles Q. Carlson James Lake Russell Phelps Social Studies Committee 1967 Charles Q. Carlson Susan Felton Garith Kangas Social Studies Committee 1968 Douglas Mullen Arthur H. Mennes. Omar N. Kussrw 7irector cf Curriculum Development Coordinator of Social Studies 3 THE CONCEPTUAL APPROACH The summer curriculum committee in social studies centered their attention on the conceptual approach to the teaching of American history in grade nine. Concepts are broad expanding categories of knowledge. A curriculum based on concept development is designed to give the learner a frame of reference for thinking and under- standing. There is agreement by the summer committee that the various social studies disciplines merit attention in the elementary and secondary schools' social studies program. The concept approach encompasses all social studies disciplines.The committee has selected a number of basic concepts which in turn have been translated into meaningful social studies experiences. The conceptual approach should show relationships of various subject fields. It should expose the student to important ideas in these disciplines. It should avoid fractionaliza- tion of the social studies into small unrelated compartments. More attention at all grade levels has been given to the disciplines of economics, geography, history, political science, and sociology. More intensive attention to all the disciplinee should add perspective and comprehension to the true meaning of conceptual teaching in helping the student understand his world and in giving dimension to political, social and economic experiences. Students should see that there are many ways of looking at a concept, and should be able to glean from all the disciplines new and varied understandings which are related to the central ideas or concepts. ARTHUR H. MEKNES Director, Curriculum Development OMAR N. KUSSOW Coordinator of Social Studies DEFINING AND IMPLEMENTING A CONCEPTUAL APPROACH acts Understandings CONCEPTS Values Attitudes Interests TO TEACHING SOCIAL STUDIES A. ErrIFCTX.:1-31; :hat we 12:e in a world more marked by change than ever before hasbrought the double imo=ct c :' the knowledge explosion and the need to be able to make creative,first-time deciecns into sharper focus. National and state efforts to re-evaluate social studies curricula show clear recognition of these needs. Today, an increasing emphasis is being placed upcn understanding of subject matter. This requires more than "covering the social studies text=7."Eastanding subject matter means recognizingit, organizing it, judging it, and being able to apply it creatively to new situations. A rapidly changing world requires that the studentprepare himself to find out things on his own. If he is taught the three reasons for the Populist Revolt, he is gaininglittle that will be of use to him in the future. If he can be placed in the Populist periodas a partici- pant through the use of a variety of imaginative materials, hecan be helped to ask the right questions that are relevant to the period. He can then ask those questions to find what isa fact and what is not a fact, to develop a tentative hypothesisand verify it through the use of evidence, and to apply his findings tonew situations. If we can assist the student to do this, then we are helping him to live in a changing world. To most effectively prepare the student to live ina world of rapid change, Jerome Bruner and others suggest that teachers can assisL the student to culleCtand organize into concepts the multiplicity of facts that confront them. These concepts can then be used to formulate hypotheses which, in turn, will help the student revise his theory aboutgiven social phenomena. Rationale The State Department of Public Instruction committeeworking on curriculum revision in Wisconsin gives the following reasons for a conceptual approach: "In 1900 civics, history, and geographywere the dominant, if not the only, offerings in the social studies curriculumas taught within the ele- mentary and secondary school. The disciplines of history and geography are still the central core of social studies instruction. However, today with
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