Social Studies; Statecu'rrituium Guides; State Government; State History; Teachilig, Methods; Units of Study IDENTIFIERS *Georgia ABSTRACT the Material

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TITLE Sobial Studies for Georgia Scho- `Ea_ rly Childhood, and Middle Grades. INSTITUTION Georgia-State Dept. of Education', Atlanta. Div.. ct -CarriclilumDevelopMent.; -GeDrgiVVState-Dept.cf Education, Atlanta. Office ofuinstrvittional Services. PUB DATE, 83 MOTE. 165p.; Several chbrts with small type may not reprOduce clearly. Colored paper'throughout.. PUB TYPE Guides - Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Asian studies; *Curriculum Design; Curricului, Evaluation; Educational Objectives; Elementary Education;- Ethnic Studies; Junior High Schools:, Learning ActiVities; Sequential Approach;vSkill,, DeveloOment; *Social Studies; StateCu'rrituIum Guides; State Government; State History; TeaChilig, Methods; Units of Study IDENTIFIERS *Georgia ABSTRACT The material. in this K-8 curriculum guide I-iS designed to help local Georgia school systems integrate objective knoWledge: and skills in the social studies curriculum. Two chapters cover scope and sequence,and-instructionalstrategie in,chapter 1, 4 main curriculum components (knowledge, values and attitudes, skills, andsocial participation') are discussed in'terms of specific teaching goals. Charts "tag the knowledge,ind skill components to- concepts, objectives, and grade le4els. This chapter also suggests' 23 strategies -for- effective. teaching and several -methods for improving student evaluation. Chapter 2 contains sample-teaching units. A K-4 section includes 30 activities, each - coordinated with:, knowledge and skill objective and-specific grade levels. Topicscovered include

seasons,radio_and television, family-tree, community, -ster:eotypeS, . map and globe skills, and population growth. The section for middlie grades offers the fallowing-units: United States ethnic groups China, technologyGeorgia studies,. and Georgia.state government, For each unit, a chart.summarizing .cohcepts, objectives, skills, and activities is followed by .detailed lesson plans and activities. An appendix provides a sample program evaluation checklist, textbook evaluation criteria, and a supplementary materials evaluation form. An annotated bibliography concludes the guide. (LP)

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Foreword

'Social Studies for Georgia Schools: Early Childhood and Middle Grades has been published by the, Georgia Department of Education to guide local school systems as they plan social studies programs. The ultimate goal of a social, studies program isle assist studente in acquiring the knowledge, skills, attitudes and values necessary for participating and functioning as effective citizens in a deninctlatic society. This publication is offered to help developa sequential program incorporating objective knowledge and useful skills. The Georgia Department of Education thanks the numerous.individuals throughout the state who assisted in planning, writing, reviewing and refining this document. We hope it will be a useful and valuable tool -to administrators and teachers as they provide quality programs for Georgia students. Charles McDaniel State Superintend n Schools Acknowledg ents

The Office of Instructional Services is grateful for the time, effort and expertise of all the people who assisted- in developing this guide. These people represent all areas of the state and include classroom teachers and social studies specialists, a curriculum djrector, a principal and university personnel. To the educators who were involved in this process the Georgia Department of Education extends its appreciation.

Advisory Committee Eirl Bagley. Columbus College, Columbus Sylvia Gay, Wayne County Schools. Waynesboro Mary Nell Hiers, Harris County Schools, Pine Mountain Fannie P. Jenkins, Chatham County Schools, Savannah Jeanette Kirby, Muscogee County Schools, Columbus Lo Doris Leavell, Muscogee County Schools, Columbus Blanche J. Lindsay, Elbert County Schools. Elberton Jeannette Moon, Atlanta City Schools. Atlanta Donald O. Schneider, University ofGel orgia, Athens Alfredo Stokes, Dougherty County Schools, Albany Lennie Wardlow, Chattahoochee-Flint Educational Services Agency Americus Befty Whisnant, Harris County Schools. Hamilton Harry D. Woodson, Stephens County Schools, Toccoa

Writers Beverly Armento, Georgia State University. Atlanta Glen Blankenship. Decatur City Schools, Decatur -Edi Edmiston. Graduate StudOut, Georgia State University,, Atlanta Naomi Grishman, Atlanta. City Schools, Atlanta Jeannette B. Moon, Atlanta City Schools, Atlanta Helen W. Richardson, Fulton County Schools, Atlanta Donald O. Schneider, University of Georgia. Athens Marsha Scheppler, Graduate Student, University of Georgia, Athens

A large number of educators' reviewed and commented on the manuscript throughout this 'development process. We are very grateful to this group for their contributions. Social Studies for Georgia Schools 4iddle Grades is designed to assist local school systems in developinr. ri--..-ams in social_studies to insure that suidents will have the opportunity t thi2 skills and attitudes needed to assume the responsibilities and rights of ci 'Tilt"; .rriculum is based on the concepts and methodologies of the social scien The following elements are addre_

* Components and goal objecti-w 1.111 :ot :nol systems can use to develop a planned program for social studies. an the concepts and methodologies of an interdisciplinary approach to t A comprehensive skills prograi- and relate' he Essential Skills forGeorgia. Schools. Exemplary units written by teacn -icluded to\ show how all these components can be brought together in the classroomi-Ilipnasis is on involving students in activities using a variety of resources. Characteristics of the learner are addressed in order to suggest appropriate activities 'and resources. Foundations of competency-based education are addressed in the elementary program' to prepare students to move irto the secondary program. The program expands and enriches the knowledge of and appreciation for one's own heritage and the social, political, cultural and economic structures of other nations so that students may understand and more readily accept responsibilities in their own society and in the community of nations.. Lucille Jordan' Associate State Superintendent for Instructional Services R. Scott Bradshaw, Director Division of Curriculum Services.

Iii Contents

Social Studies Program The Social StUdies A Definitirrn Curriculum Components for Social Studies Education I' 3 General Objedives for Social Studies- 19 General Objectiveg for Social Studies Skills Suggested Strategies for Effective Teaching and Learning 33 Evaluation of Learning in Social Studies 37 ,Social Studies Instruction . Planning for Elementary Curriculum Development 1 45 . Curriculum' Approaches 49 Sample Activities K-4 53 Middle Grades `A Rationale for the Middle Grades 61 Sample Units for the Middle Grades 65 Ethnic Groups 'in the United States 67 Investigating China 83

.4, Imiestigating Technology 92 Georgia Studies , 105 . The. Founding of Georgia , 107 The Georgia General Assembly 124 Appendices ., Checklists . . ; Sample Prograra.Evaluation Forms 133 Textbook Evaluation Cri eria 137 SupplementaryMaterial Evaluation 139, Bibliography 141

iv 1 The -Social Studies A Defittbon

Soci41 Studies is the study of the .variety of human sphere should prevail in which the search for truth relationships social, political, economic, cultural assumes primary' imporiance. In the social studies and environtriental, both in the past and the present. classroom,' learners- and teachers Ire Concerned It therefore is concerned with, instructional pro- with ideas. skills, values and action. grams that are designed to assist learners to understand.nalyze. evaluate and act upon A Sound social-studies program should include the development of meaningful, objective knowledge relationships of human beings to the world in and useful skills. A commitment to the vaide -of which they live, hionan dignity unites the study of the social World. relationships of human beings to (zither human This value imps that students and teachers alike beings and develop a positive sense of worth for themselves and for others who are different. relationships of human beings to themselves. A democratic society depends upon an informed The social studies classroom should provide an and active citizenry sensitive to social issues and environment in which learners can inquire into willing and able to engage in reflective decision- questions dealing with social behavior. An atmo- making. To these ends, social education strives.

1 Curriculum Co nents CurrIculum Components foi'SocialStudies Editation

T's The social studies curriculum in Georgia's schools draws on the appropriate knowledge of the social assumes that all students should be fully educated _sciences to provide the 'needed .understandings. to help them function effectively in a democratic Georgia social studies curriculum is basedon the society. An effective citizenin democracy is a concepts and methodologies of history, geography, thinking individual- who understands democratic political science...economics and behavioral sci- ideas, and has knowledge, attitudes' and skillsnec- ences (anthropology, sociology and psychology). In ssary to assume responsibilities and rights of. addition, knowledge from the datuml sciences and citizenship. humanities' is used when it bears on social prob- The social studies curriculum- should enrich and lems. expand students' conceptual patterns about the Below are given short definitions of the four major world and provide continuity for the developmeht of curriculum components of social studies followed these concepts: A curriculum-plan shoUld be devel- by a breakdown of the goals teachers should work oped Mich deals with situations from life and toward while involved in these components.

Knowledge Skills The knowledge component will enable students This comppnent will help students gain basic . to have at their command selected basic con- skills for obtaining and processing knowledge, cepts. facts and generalizations from the differ- for working with others, interpreting maps and ent social sciences. globes and understanding time and chronology. A major part of this ,component is the develop- meat of higher level thought processes such as analysis. application, synthesis and evaluation. Values andAttitudes Social Participation The values component will help students develop The social participation component will help constructive values and, attitudes about peopi students gain the desire, confidence and skills situations, ideas, institutions and other phenom- necessary for participation in spcio-civic affairs. ena_ In addition the development of valuing Such participation should be based upon fea- processes and skills useful for analyzing personal soned commitments to fundamental values such and social values is a'part of this component. as justice, dignity and worth for all individuals. rt Component Goals

nowledge Values and Attitudes The social studies -curriculum should draw from People having like' values are- the foundations of and emphasize current value concepts,' principles social institutions, since their values have conse- and themes representative of peoples' knowledge, quences for action. Since all social issuesinvolve experiences, culture and beliefs. This program should - choices,students Must have a full knowledge of . include the following. r issue's and-must also be equipped with valuirlskills to understand, analyze and evaluate these social Draw upon all the social sciences as history, issues and to engage in social actiOn. The progran-i geography, political science, economics and experiences should include the.following. 'behavioral sciences - Develop an understanding of the interaction .and . Foster a reasoned commitment tothevalues relationships among the individuals. ide&, socie-_ that sustain a democratic society ties andnations. past and present -Develop an uni rstanding that there are many alternative sets of values rooted in experience and . Represent some balancebetween the immediate social environment of students and the larger legitimate in terms of culture social world; among local, national and world . Aid the growth of positiveself-concepts and self- affairs; among past. present and possiblefuture direction skills directions; and among Western and nonwestern Develop respect' for and appreciation of the cultures worth and dignity of each individual Use knowledge from the natural sciences and Encourage a commitment to the process of learn humanities, as needed, to aid the full analysis ling as a lifelong activity and to the value of of topics reflective thinking . Enhance the developmentof valuing skills and processes Skills A social studies curriculum should provide a grad- Social Participation uated vertical sequence of experiences in skills, Social participation in a democracycalls for indi- areas and a horizontal component providing for vidual behavior guided by human dignity and ra- effective integration of the learner's experiences tionality. In addition, this behavior is based on a in the practice of these skills-The program should commitment to making choices in thecontext of include the following. concern for the society as -a whole.The program . Provide for the development andapplication of experiences should include the following. problem-solving skills Develop understanding of the roles of individuals . Provide foe the consistentapplication of a full in the cision-making processes range of thinking and value skills . Develop knowledgeof current public issues and . Provide for the consistent development and prat- skills- Jor the full analysis of such issues tice of communicative arts skills pertinent to re- 'Develop effective use of techniques of social action searching, organizing and processing data from a holy to influence political leaders, generate variety of sources and depicted in a variety of community interest in crucial social problemsand forms marshal support for desirable social objectives) . Provide for the development andrefinement of Develop *a sense of community and seek to Main- effective reading and writing skills in the Social taVi and irnprove".the community in all of its Studies content area ramifications (social, cultural, political. econorri- * Provide fordevelopment of map, globe.: chirt ic, and psychological) and at all levels (informal and graph skills in the context of all social saence- groupings, neighborhoods, local communities, distiplines regions, nations and global areas). KnOwledie

The importance of khowledge,acquisition as one of .forceful and intensive way that' any other connmu- the four broad goal, of social studies. instruction is nitation medium-, in history. Atomic energy has ._ ,apparent in the majority of.dails7 classroom activi- become a reality, and the possibilities for effective ties. The broad functioh a knowledge is to provide use of other forms of energy are now being ex- the reservoir, of data, ideas, vancepts.-generaliza-. plored..Humans have been able to leave earth and tions and explanations which in combination with set foot on the moon. Sophisticated equipment has thinking, valuing and social participation can be given us new knowledge of the distant planets of used by the student to ftinctio ionallyi and Mars and Venus. Machines which. Were once oper- humanely in our society. . st,a by human hands are,now run by other ma- A need for students to unders1 nd 'themselves and shinwes. -Helping students to/gain the knowledge, - the world around thegi has increased tremendously skills and attitudes for coping with their complex duiing the past 25 years as,a knoivledge explosion world is one of the nation's mast-urgent priorities. has increased the complexities of life and -brought TF issection will focus upon those major cotouonents new challenges. -This new lainwledge discovered by of knowledge-around which social studies inStruc- schillars slitting the past 25 years exceeds all dis- tion should be organized. Components are facts, coveries made previously. Many of the new discov- concepts, generalizations and explanations. eries give students a broader knowledge of the An understanding of each of these components is world than before. Television, for instance, exposes necessary if students, are to have an effective know!- students to violence, crime and war in a more edge-base for.funciioning in our society. FAC - ' Thera can be education without facts., Farts are ced with an addition& tespondibilify. The teacher

impoitant-fOrthey.-Provide the -417idaricon which mist choose :which facts will be taught. The need to= to buildconcepts to's7uppori generalizations. 7_:make a selection of facts requires that an educator._ and they promote preCision in thiriking.4-iotiievtr, have a Criteria for_selectiori whiCh-iS related_-to a facts are not impoitant just for the sake of teaming specific objective_ If the objective is to build -a_ =-facts. certainc_oncept: or_generalizatiom only those facia:- . With the movement away. rom survey course and relative to both the concept Ono the readiness of -less ernphasis on coverage of facts. the'educator is the pupil should be used.

- Facts aratestahle claimi. TheVocation_of places. Examples bf Fact Statement dates and ev.enjs, activities of people. artifacts of hurrian activities,staternentsofrules.a phys- r Atlanta is the capital of-GeorgiaBorgia. ical description of- something are facts or the 'The ,fititdI. States produces less oil than it needs. -bases for factual claims. to meet domestic demand_ (1970)_ __ . Fewer than five percent of-the people in- the ; United States are engaged In' fanning as their major occupation.

-.: . _ , , . Facts need to be distinguished from opinion .or Examples 0 Opiniois--Stateinents statements involving value claims -in which judg- The_ Ford s_oodia_g automobile. --- meats,f worth.ght._wrong,Or aestheticquality :--____-- .._ . are expressed_ . = Juhk foods are badillbr your health. The island inhabitants the a handsome people.

Specific facts- may be combined. to formfact Example of a Fact Summary - surrunaries that enable- stadents to move toward Fact-Statement conceptualizing. gener&izing-and explaining. -: _.- - . . = In 1970 Georgia farmers produced approximately-$2 million worth o products,

Fact Statement & During 'the -same year _manufacturingac- counted for $20 million worth of goods. . . --,_ fact Summary. . - Iii 1976 manufacturing accounted for 10 times s much income to Georgia as did farming. A concept is an idea represented b a word or term ruin- As a type of knbwledge; concepts are power- that stands for a class or grcitip of things. It includis fut. learning aools. If one knows a conceptual idea, all the characteristics associated with that .class.or one.knows the coricent's definition as well as rnanY_- group of thingtr- For example, the concept family concept examples. One is able to disti " guish ex-- includes all the Characterittics that families have in arkples from non-examples of the ccept,LThus, -common= A person's concept- of something is built when one ehrounters a new exampl of the con- up from a variety of experiences A young_ child% cept, one should be able to apply the concepthal _concept of family may be limited to the immediate idea and thus _comprehend thenew example. No - . _ group of people in -the home. As the child- grows other kind Of learning is so freeing as is concept older. the COnc-ept of famjlybecomes teaming; knowing a concept enables the learner to ticated as there is exposure to otherzfamilY groups. go beyond the immediate. pictures and stpries of families untilfamily.includes the notion of a wide Variety of units in terms of A concept may be a simple idea such as river or ethnic background size- and binction: house, for which these are concrete_ referents. These are relatively_easy to teach and for studipts

Concepts are the basic buildiiiitlakks_ of all knowl- to learn. Direct or vicarious -esperiencks with the

edge. Concept developmentWa fundamental part object associated, with word 4 labels are frequently - of the learning process. Students' need a r;ariety- of sufficient. But many of the most significant con- experiences with insideand outside of the class} cepts psed in -social studies are more abstract, room that will help them develop such concepts complicated notions. Figure 1 illustrates a _corn- _as democracy, private enterprise, interde, .plexity abstraction continuumbf concept ynder- Peudence, _ Citizenship, Culture. scarch r and standing.

Figure 1. eels of -Abstraction of Concepts .

cEvamples High-level coricepts, Big, general ideas, abstract Conflict Culture Institutions 41O Interdependence 0w Scarci iddie-I vel concepts General ideas, somewhat abstract Barter May combine smaller ideas Group . Law Nation Role 0 Low4eVel.concepts General ideas about concrete things Food 0 Mountain River acs Shelter

Middle and high abstraction -level concepts are examples are usually needed- before a. learner is More difficult to learn because they usually consist_ able to- comprehend this abstract idea enough to of two or more subcomponents that may be essen- use it; _ tial for complete understanding of the concept. In A concept of middle7level ab raction is money_ Addition the higher level concepts are. vague and This concept serves three funchs, and has three often diffieult to comprehend in and of themselVes.. Major subcomponents. One way tvisualize, this is Thus, the more general the idea, the` mbre time and to devklop a diagram. Medium Store FUNCTIONS of of Exchange Value

Paper Caine Money-

Initially elementary school students might be intro- develop more complete understanding of the roles duced only to the subcomponent medium of ex- money plays in modem econorhic systems. Eventu- change. fater in their social studies program the ally the concept becomes more useful to them in other two purposes, measure of value and store of dealing with other economic concepts such as valug, might' be introduced.- Thus students may market price, cast and inflation. - cepts may be from rinany.dieciplines, ain ways that have been effg4 -as a basis for many torieepts areinteisciplinr. Follonnng are cuniculurn organization. listing* of ccincepts categarUed -in two -Afferent-

is Ales of'Sia S7clence Concepts

Note: History does not` have a special set of conceal, that distinguish It from other social 'science disciplines, This historlan fonds. concepts and-generalizations using the terminology of the other social' sciences.

Geography Economl S cience Areal association Allodation Autlio Areal_ distribution Capital Citizenship Boundary Consumer Decision making- Cost . == Execiitive Culture Division of labor - Institutions Landscape Economic syaerns Judicial Link Goods Laav - Node Market Leadership Region- Money - Leg_islative /Resourceesource Price Political' systems. SCale ) Producer Power

Season production _Sanction_g

Site Profit .1 State Situation. Scarcity Spatial interaction Services Vegetation Psychology acilogy Anthropology Behavior Culture Acculturation Conflict Groups Artifacts Coping Interaction --Culture Frustration rots_ Diffusion Language Roles - Enculturation Motivation Rules Evolution Socialization Sanctions Innovation Socialization Language Sod Role -Values Tradition `Examples- of linerdiscftdinarp_Concepts ubsigniive Concepts* Value Concepts, sovereignt human dig_ conflictits origin, expression and resolution gmpathy- !-- the industrialization/urbaniz ation- syndrome loyalty secularization -- government by consent of the-governed

2 compromise and adjustment = _ freedom And equality comparative advantage - polVer A-spec of o g-tli 9 d moralityichhice - historical method and point-of vietv scarcity the geographical approach _ Inputtoutput causation - saving observatiOn. classification and ineasuremen the modified market economy analysis And s ' habitat questionfansw6r culture 'objectiVity institution -skepticism social control interpretation social ehatige eval stied interaction evidence 11C-cf

Adapted from Roy A. price et. 0.. lyiaJor Concep ,social studies. (Syracu-se:Social Studies Curriculum Center, 1965).

THE GOOD SOCIETY Generalizations are ten is mlpFopositio- ns The First two generalizations are reStricted e relate two or more_.:61dCes or ideas Generaliza- a particular place andjime or to a particul tioni have-wider applicability than factual claims conditions.- The latter generalization is universa hecatse`theti can bi applied to -a varietriof situa- that it riialteS4 claim Purportedly true for all times, Vohs or give meaning to a set of- factual places and people. In selecting generalizations asa They May-vary, -howlver,- in !hell breadth si- r-uni- _-basis for organizing thesocial studies curriculum, it ve . Note the variations in applicability of the is usually more desirable touse -thosewith the following broadest apPlicabilityAt is those generalizations arming in thq linked States has changed' -which enable.. the- learner to explain_ the most ex- reiitly since colonial days, aniples. ExaMples of generalizations selected from various disciplines and their_relationships to con= In a morkec:ccpPondc. systemthe demands, of cepts and facts may be used asbasis for organiz- consume's- primarily determinewhat things will _social - studies_ curricnban and classroom in- produeed. ion are:shown in the following table. Land and climate,= in part, mini their living.

pies Of the Rolationshiti Anicidfr - FroSocial-Selene/a D . oryit aid the , . Cial-Setence - ., _ - =. - miles c pec Judgments, Diseiplines = - . . Ideas (Generalizations) Cep CoOtep, = -= _Of Fact. . - Anthropology The life style of a culture isCulture gging Orthodox Hindus do not shaped by the contribution. - lel(_ eat beef. of groups that make upthat ' culture. __ = . . , EConornics Every society faces:a crin-,Scar .-- - The per capita income .., - filet between- unlimited', of the United States in Wants and limited resources- 1965 was roughly twice that of Great Britain and four times that of India.

= Geography 4 _Every geographic area isClimate _ Seaport Latosolic soda develop . affected by physical, biotic - -in the humid low -fah- -and societal forces hides ( where temperatures are high and rain- . fall heavy. - . History Historical events can rarely,Casualty Historical The- Quebec _Act_ was-_ . if ever, be explained in terms document passed in 1774. of a single cause. , .

Political Science All societies establish Guth-Political Citizen The Federal Government oritativeinstitutions thatSystem of the United States has can make decisions that three main branches. are binding on the -members of the society.

Psychology The social groups to whichPersonalityPerson' The higher an animal is an individual belongs help in the ontogenetic scale. Shape his behavior, the more complex is the organization of its ner- voussYstem- . v -

Sociology All social systems are im-Social Family. Some Pakistani families.' portant and meaningful toSystem make theirliving by those individuals who are raising sheep on - the their members. plains of central Asia. t.

*From Jack ft. Fraenkel. Helping Students Thipk and Value: Strategies for Teaching th octal Studies. Englewood Cliffs. New Jersey. Prentice-Hall, Inc., 1973. p. 109. .: _ . . - -- -

k_J In addition to their restrictiveness or uniiiersali refind'our understanding of various occurences and generalizations may vary in a number of other- interrelationships. _ qualities. It is important for students to understand Some generali7ation5 express conditional claiins some of these qualities in order to learn efficiently and in so doing they often express a-causal reja- and think effectively. Some genera_ laons are -- definitionin nature. That is, thy describe how tionship. terms of concepts are to be used or related. ample Example If taxes ateincreased,theri the pa power will tend to lose voting support in rAll bachelors are unmarried males. _ the nextelection' ome generahzatons are; erriphically testable_ Thae re of three basic' typesz,First are those that make Notice that this generalization= s stated inif faim. By stating IMO this way, it becomes a specific, claims such as stating t _at a specific testable hypothesis and is easily usable for class- occurrence took place at a particular time and room- instructional purposes. Teachers .may help location. . students refine' their *inking ifthey.encourage _ ample = students to state generaliiationsin this manner - -- as tentative propositions to serve as further guides In the mid 1270s the United States'hirth. -- rate declined to =the pOint wheretle _ to inquiry. poPulation growth rate was nearly zero. When teachersrganize theit instruction around , - A second type of generalization is a general claim generalizatitm, t ey must face the inevitable Pmb- -. that relata types of-occurrences._ !era_ of:selection. Since some _generalizations, are ... ._ . more poieerfUl than otheraeicfters should chooSe Example those ;that c!Wr the greatest utility or broadest Blue collar workers tend to vote for application. . - . Democratic Party candidates. As a -guide, to selectingselecting the most comprehensive_ A third type of generalization _includes thoSe that- _ generalizations, teachers May-find useful the Jol- state a theory or theory-like patterh of inter- lowing criteria stated in question form. - , . dependent ideas. Sodal scientists, unlike heir coi- To how many varieP-areat.events,people, ideat' leagues in. thenatureand physical scien _es, have.-- ohlectd, etc,, does the ieneralization_apply? (ap- irelatively few theories and fa/ if any- la s. But in .plicpbility). - : .._ driciplides-- srich aseconomics andpolitt alscience = - scholars have constructed well-knowhode& or How= likely is that the relationship which the theories of hpman- interaction that'd -scribeand -,4-generalization suggests does not indeed exist? relate phenotfi-ena and behayior.: Tii se 'models -(accuracy) . . may also serve at guides to action. M eels of oar To what degree does the generalization as stateh economic system, for' example, enabl economists lead to other insights? (depths) to advise (though frequently they offer conflicting 0_ To what eixtend does .they generalization suggest advice) on policies goiiernment leadersshould our- important aspects. of human -behavior and ex= sue to maintain prosperity and stability. plain important segments of today's world? (sig- Example nificance) -. Increasing the money supply during a How much information does the generalization encompass? (breadth) period of declining prices and rising un=- employment will tend to stimulate eco- How many complex concepts does it include? nomic recover). (eonceptual strengths)* As guides to action, these generalizations are testable claims and enable us to inquire further and to

*Jack R. Fraenkel.Helping Students Think qnsiValue: Strategies jet Tessching the Social Studies (fnglexaood Cliffs. New Jersey: Prentice Hell, Inc.. 1973, p. 105).

2 Teacljn students tq generate and use facts, con tive reconstruction of a sequence of events or- cepts and generalizations in the social studies description of ideas, interests and 'desires' that- obviiinsly important. These are a means to anens motivaiejfidividual behavior -Explanations are _The impartanfaim is for students to come to grip savers to' questions posed Incite inquirer. Whir did with explanations of phenomona, viihich is the work -the FrezithRevolutionpecnr?-Whydoes a relatively- of sprier-scientists and other scholars Since the_ largepercentage-of ArriericanS own autorribbiles? social studies draws its content from many disci- Hoir- was Jimmjr Carter able to_ win efactiOn as Ones, students will deal with several types 'of president?.What caused the Civil War? 1.1 - explanatiops Briefly, explanations ay a series of In response to the last question; a ical questiop generalizations. linking together concepts and factual claims to impart meaning.t to a series of occur. dealt with in the study uf, U-S- history. _Tt4uy_ explanations have been given'.- Sometimes hiStori- rences or toehavior _ . ans cite multiple causes, isprifeimes they cite a Eplanations follow-different patterns. Some may single cause. For examples7 Compare these two rhe deductive; others may be basedupon statistical) exPlanations. probabilities; others_Irnay_be_ based upon a

Arid` of the American Civil War, it may La ry was _ the surface issue; the teal ,-- ely beasserted that there was-7 a single-4,- _ -conflict went deeper.:Twice-heforebr our cause,. slavery.:. . When events are re- history nullificatibn had been attempted- duced td their last elenents, it plainiy with vellechttireats of secession, by New appears that the doctririe ofstates- England ((Min& the second' "war with and secession was invoked by the. So-uth England, aii&by'South Carolina in 1832. to save slavery,= and by a natural antag- In neither,caseras slavery an issue; onism the _Noah ppheld the-Union be- rather, it wag-Alit:belief thlt local ea!: cause the fight-for-its preservation was-- nornic ipterests-had- been linjustiy.-- in the first step toward 'the abolition of jured. In Midi-Li-secession would have Negro servitude If the Negro had never been quite possible ilNegro slavery had been brought to America. our Civil War never existed could not have dccrirred, Historian Ffareld U. Falkner Historian James F. Rhodes

Itis important sthat-students become aware of xplanatisms-when they come.across them in their reading, viewing & listening. Students shoulil understand that these explanations are a particular way off organizing factual claims and ideas, and that alternative explanations of the same phenom-- enon are possible; indeed, even desirable,- until the great weight of evidepce clearly indicates the likely validity of one explailation over c mpeting explanations, Skill development is an essential part -of the Social life because skills age acquired, retained and refined studies program. As.soon aschildren can talk, they .1through practice. The more complex the skill, the begiri to acquire ipformation:by asking-questions more practice it takes to acquire and master its use -sooner or later parents and teachers are unable to - provide theinfomiation..Long before that, childien A s7il indicates a specific proficiency which in gin developing the skills needed= to answer their combination with=with other interrelated skills enables own questions and to solve their bum problems; oneto.becoine competent To achieve the success as a student and an adult, A competency indicates- a broad statement that encompasses a combination 4:if'SkillS. each student must_become,proficient in _finding, analyzing, evaluating and applying- information,:Success in school and in many othersettingsis Skillishould be developed that Will facilitate satis: related to skills mastery. Being able to comprehend sag retationships with other people. Becanse these and communicate idens, to find- needed inforrna- skills are vital to successful liVing; their deiielop- tion, to Work with other persons on a- task, are -'tient has become an irnpbrtant goal of echication essential-life- skillsThe-social-studies-program and a key part of the social studieS cuiriculdm, aims to develop these-skills in Students and to Skills are means.to an-end, not an end, in them- provide-,opportunities for skills to be used. selves. Skill debelopment must start very early in haracteristics of Social Studies Skills

quentiy as possible,-Shills should_be Students should learn to read social studies mate- taught in situations that require their-use;_lr- rials-creatively, i.e., they should learn to c,pnimuni-- ._ the students see-that the development of a certain -T-7cate =with -the author by adding ideas to those skill will help them gain success in school or in life presented`13y the author and talking back to _the _-_outside the classroom, they are usually much more author, agreeinor 'disagreeing with the ideas eadei to developit thanthey would be if they had to presented. Reading creatively involves the use of learn the skill for use in an isolated situation: many of the thought processes. Students learn more successfully if they, feel a real To comprehend written social studies materials, need for deVeloping the skill. the student must be able =to visualize -what the Social studies skills are highly interrelated. author -had in mind. "Picture-reading" is 'an effec- The student seldom uses any one of the social tive way of aehieving this goal. studies skills without using others. For example, in social studies skills require students tothink. order to communicate effectively in a report, a All social studies skills call for thinking skills. A student:might _have_to _student cannot develop proficiencyinanyof these find materials ina-library; skills without developing thought processes. Fr example, a student making a map-comparing th * read to find answers to questions; main types of farming and' indush,n two stag ihterpret maps, globes, grahs and charts; must learn map and globe skills. i3ut just asImpor- take notes; tant, the stUdent should practice'sitills of comparing and contrasting analyzing similarities and di fererices, inferring reasons = and predicting kite - write with clarity and' accuracy. trends. _ A skills program mustprovide for individiial To develop a skill, the student must practice -differences.An planning a- skills program, the it ciorrectly. Astudent cannot gain a skill merely teacher Must consider the different needs, interests; through'observation or by reading about it. The experiences and abilities of individual students. To student mustpractice the skill correctly with a achieve optimum' student:growth; classroom goals re to improve performance; mastery is attained and teaching strategies must provide for these h considerable -practice. differentes. The student improves the ability to perform Students must read social studies materiails_ a skill over a period of time.The student creatively and with comprehension. The in- develops skills gradually as the result of a sneces- ,abilityofstudents to readsocial studies materials is sion of appropriate learning experienca. A skill is one of the greatest problems that tea0ers face. not mastered all at one time. Instead, the student The social studies teacher should be a teacher of begins by first learning the skill on a low level of reading who can help students red and compre- performance. Then, gradually, progreis is made to hend social studies materials. more advanced levels. Mugs = au As people grow and learn through experience,-they, Some of these values are develop general guides to thinking about theworld the dignity andworthof the and their behavior in it. These guidesgive meaning democracy as a way of life and government; and direction, life,and'are called value& In essence,values.- are standards and principles for- enrichment of society through cultural diversit Judging things, ideas; peopleactions,ancl_situa- acceptance of rights and responSibildies to one's tions. People build their own` value systems through nation; a multitude of experiences related to bther people, ideasand- events. Values are the things in life that a free and open market in the exchange of goods are considered worthwhile or desirable: and services; in-addition to values, individuals develop attitudes respect = for those who are different in :.terms of torespond to particular people, objects, situations appearance, race, creed: or national origin; or actions in-consistently specific wayS. Attitudes the peaceful interdependence of nations; may be defined as behavioral expressions of dev& education as. a vehicle in the pursuit of human aping values. Attftudes are acquired tendencies, to and social happines.s. respond positively-or negatively, favorably' or unfa- vorably to persons, groups, objects, sittiations,id_eas There are many other important values, but cer- or events. Values. ,however, are more basic ele- tainly these rank high on the scale of values which ments in. one's way of looking at the world; they the social studies car;convey,to students. underlie attitudes. Whereas people -may have a If schools have responsibility for openly dealing ------great-many-ath-tudes,-they generally havelar-fewer--, hvartiesand-attitudes:then-ItitarvalueSShould values. be. dealt: with? How do schools deal with thim? The proceNsi by which people come to hold certain Value phenomena may be studied, examined, coin- values and exhibit particular attitudes is teferrecrte- pared and evaluated much like any other kind of as socialization. Family, church, school, recreation, social science data. Students must first understand government and other institutions, as well as the what it is 'their society stands-for, before they are F.able to develop an appreciation or commitment to society: at large, serve as agents of- socialization. _ Although Maffy s-Chblars---Itave--noted-the- Special relationships among learning, personality and val- What are the specific implications for those who ues, educators have been divided by several major`teach social studies ?.Iii addition to studying about - questions.- values as content, students should also be provided Should schools undertake a conscious, active with opportunities to ,analyze value issues. The role in values educations?' selection of learning experiences should be guided the cognitive and emotional maturity of the tiIf. so, should they attempt to teach specific values student. As students gain in logical. analytical or be neutral? skills, they can apply these skills to dilemmas If schools attempt to teach acceptance- or com- occurring in personal, community, national or global mitment to specific values, which values should situations. be selected? - Certainly the values component of the social stud- How should instruction be organized and what- ies program is complex and often controversial. teaching methods employed to deal with values? Local school systems and communities must ad- Certainly these are delicate issues and there are dress this area carefully and make appropriate many interpretations of the statement that the curricular choices. A value-free classroom is nei- school has definite responsibilities in helping young ther possible nor desirable. Public school educators people develop values necessary for preserving and and social studies teachers in particular have defi- strengthening the principles of a fr ea society-Edu- nite responsibilities tohelp,young people develop cators should be concerned with help_ ing students those valuei anduttitudes necessary for preserving identify and analyze values from the substnce of and strengthening a free, humane andlust society. tie social studies and helping them develop priori- Essential to this society is the .development of ties of- social, political and economic values that citizens who are able to exercise reasoned, critical advance the cause of responsible 'civic behavior. thinking and who' have developed a cornitinent to democratic ideals and way of life. renal- Pa_ cilia Roles Skillsan -Experiences The acquisition of knowledge, the learning of fun- most important goal for education in the decades dainental co riitivckills, the development pi atti- ahead, re4uires a useful fundbf knowledge, clarity tudes and values and the ability to engage in-value of attitudes and values, cbgnitive and human rela- analysis andasoning are but prerequisites tions skills and re.sponsible social participMion.

for students' socialirticipation.-= &curriculum thav= doeS not haverlak a fundamental goal the deVelop!._ Ina democracy social participation should be based . Tent of students' willingness and abilities to-pattic- upon a reasoned commits eat to fundamental. val- ipate effectively in a society's political, economic. ues such as justieeodignity and worth of inVividuals ---social and- cultural affairs is incomplete. Good and rationality. Such participation should be en- -citizenship has conseqiiently-beeri=n longtime gnat_couraged from the primary grades through senior of social studiekinstruchon. ingh school. Students should participate in bdth -in- school and out-of-school activities. Some adivi-. Too often the goal has not been translate& into ties may fall more info the categories of observa-- specific meaningful experiences that provide oppol- tion,and data collection. Others may = involve more tunities for students to 'develop to-nctive-cat&orlis of organizational and leadership participate, a sense of belonging, dense of dominu- roles. nity, a feeling of power to influencep_eople an& institution's. Specific skills and abilities are needed Not'all social action involves direct or actual partic- totranslare personal'and group goals into effective Ipation in School. or community, affair; although action-in-civic affairs-.---When a student----diMplete-s- _That inawbe anultimategoaLSorneactivitijs_may- high.school program he or she should be able to also be categorized as readiness aetivities. These say, knbw wqat s going- on, I'm part of it and I'm include role. playing, simulation games, and other doing- something about it."' devices assigned to develop readiness for handling . actual experiences that can be provided later or for uch a sense of community involves multiple lev- which suitable direct activities cannot be provided. ; it begins With the family and expand outward as children mature to involve peer groups,neigh- Finally, although social participation activities may borfioods and the school's larger community. Even- focus op the resolution of issues -or problems or tually; this sense of community extends beyond to a attempts to bring about change, they also -may. region, the nation and perhaps, in some respects to involve activities supportive of institutions, organi- all humanity. In its basic form, however, a' zations, group_ or socially accepted patterns of civic -- commu- behavior. Some participation may include vofun- nity may be viewed as a group 11). in, which tary efforts in- community agencies that provide - membership is valded as an end in itself, not merely as 'a means to other ends; (2) that concerns itself tserviced to ramens such as day, care centers or with many and significant aspects of the lives of scouting groups. What is imp_ oitant is for the indi, members; () that allows competing' factions; (4) -vidual to develop &sense of community, that is, a whose members share commitment to common feeling of belonging, of shared goals, responsibili- purposes and to procedures, for handling, conflict ties-and rights and a'sense-Of peAnnal Worth and within the group; (5) whose members share re- power to contribute usefully. spon'sibility for the actions of the group; and (6) In.plalming school programs to 'provide opportunftites whose members have enduring and extensive perfor achieving social participation goals, the follow- sonal contact with each other."2 The development: ing descriptions of roles, skills and experiences may of a sense of community, argued to be the single erve as a useful/guide.

'National Council for the Social Studies. Social Studies Curriculum Guidelines. Washington. D.C., JVLSS 1971. p.15. 2Fred M. Newmann, and Donald Oliver. Clarifying Public Controversy: anftpprooch to Teaching Social Studies. Boston: Little, Brown and Company 1970. pp. 32930. -/

H. Freeman Stiffs. "The Search for Purpose in American Educatidn.'Taday's Edu Lion, arch/April, 1976, 65184. Sado-CivicParticipation Roles'andRelated Skills* ' . . . ---_,= - -Role ation et-lances _ . - Observing and reporting Listens and observes Attends group meetings . Records main ideas or other. Interviewk individuals __ informatkyi . Preparesiand distributes question-

. noires , _ Gives reports by ivritten or oral account. media presentations or panel-. distussions. -.:- ,_. . Supporting and helping - . Perf s tasks as directed . -Tutors-kithers_ = _ - Works well With others . Supervises ad:II/ides or tends per . Treats others with respect children , and fairness S es experiences with olderperson . Assists teachers, public officials or - volunteers in service-related tasks -. Works for the election of political

_ candidates . - -- --. Participatesin-a=community-interest _ group

= Solkiting and advocating btains the views of others Engages,others in discussion Of selected States position dearly . issues or problems'. _ . Provides reasons for advo- EstoblisbeSpositions based on logic cated position - and evidence . Knows how to influence . Brings problems and potential solutions others through appeals to to the attention of leaders and. others their interests in school community or organizations . "Mobilizes support for course of action ( . Identifies goals and . Itn nts plans of action_ Organizing and leading . . priorities ., Estashes aspecial interest group for Plans and coordinates46 the purpose of meeting a special need group activities in school or community . Matches roles and tasks Volknteerslo chair action or task with individual's according - committees in school, church-or civic to their interest and organization- - -'' ---= skills . Seeks-elective office in a group,or ; - . CreatesAfavorable working organization climate

*Adapted from Judith Gibes& and Stuart arus. Teaching Political Participation Skills,' I Education,October. 1976, 40373-79. The_four goal areas of theSocial-5tudiespairaisa they represent onlpa -range of general objectives be thought of as. process-knOMedge cotnPonnts resented in broad- terms, Several- m e specific Knowid.g, tiortting,-,vlaing andscicial partiCipation 'levels would be neeeisary-before their uld be ---abilffies nth rata i e posSible bykripwledge plus skills t.come-`aseful for a particular 'Ina 0 ruction.-hi-- ,,In this --section general objectives are presented _the exemplar units ca instruction. general objectives =forthe., knowled a --and skillecOmponents of-social=--_:from this section of the guide are more Specific and studies, Thee lists are not all-inclusivei'.rStiter;' useful for instructional purposeil-

Organizing Grade -- Levels Cbncepts tti-ves K=4 5-89-12

. _ The students willim able to .- .. .. . ! . daptatiOn - 1, recognize describe and 'compare hoeithey, other ,. : -+:-, . people, societies; cultures and physical phenomena ausation Changeover time. , .

__. Change_a 2, reco gnize, describe, and .compareand Contrast how people and animals adapt to physical and s!ocial . . Chronology environments. 7 :- I . D.Ft .. . . . Continuity 3. identify,describe and analyze adaptive patterns (personal . , social, economic, 'political) which emerge as groups . _, filltiple causation' adapt to physical anti soda! environments. D,fi

vc-.-.- .- ---_, :- gbconcepts identify, explain and evaluate causes and effects of . . particular changes (physical, social, political. cultural, tochifology eConornic).- I I,D-- D,R dustrialization iuse/effect apply-problem-solving teehniijues and guidelines to ivironment _-_ determine and evaluate what particular changes m' fight -. invention occur in particular situations. I.0 .,_.D R- wrotving - r p3-sonalchange recognize and cite exampleses- illusttate-thar people 5Ida' change invent, learn, borroti and transmit ideas and events, I Rural change i plarmed changk . -recognize anricite examples to illustrate that change planned change= add continuity are historical -yonstants. fi .R . ,--- _ 8.:recognize and cite examples to illustrate that cultures borrow. froth one another but are Selective in the traits- which are borrowed(societies adapt borrowed cultural elements to their own particular life style). explain,,arialyze and evaluate how one s corriPreR=n of the present maybe influenced by one'sundeistanding, of the past and one's ability to organize relevant infor. , matiao to assist in deser.iption and explanation. I;D D,R

10. explain, analyze and, gyalute how.one's view of the past

is influevced by the. availability of evidenceJone's own personal and cultural biases, and the societyo- and tithes in which one lives. . 10

*The code, 1. D. R. is intendedo_in which grade level some aspect of the general objective is introduced. and reinforced. -GradetLes -onceplu- _ _ - _ . - -- ,== , The students _h .able to -- - ; -' Beliefs 1.-,--recognize that-all human beings are of one species; j _ .: _ although differences exist among gro-ups of humans, = Culture ":- these differences are not necessarilsiinegnalities.-: ti Self - concept recognize and Mast-fate the idea that all human beings _. _ _ = .. ' have basic-physical and d-psychological needs. D . _. _ Values . _-__ . -recognize-and illustrate that all huinan beings experience Subconcepts thesame cycle of life and that hunian beings continually seek to explain that life cycle. . -__f_. adaptation , . biological needs recognize and illustrate that throughout history-__ people

human : --have Worked to meet common human nee_ dsad n= to , _ similarities' satisfy human desires and aspirations, D _ _human differences recognize and illustrate that whenever and wherever, buman behavior people haveliVed. they have developed artifacts, bellefi tools/- and_rulture, which have enabled them tO satistheir technology social and physical needs.

cultural -.. .=universals _ .--___recog- iuz e_,... Ithrtfanruovaluate how,culture and social _ _- communication patterns affect thinking feeling, acting and perceiving - - interdependence throughout life_- I.D D,R acciffturation : - enculturation . recognize and illustrate that the basic substance of any -ethnocentrism culture is in its values. . I, - ethnicity , customs 8. explain and evaluate how decisions on all aspects ofi heritage lifi are influenced bsi-the :-Value-sritirriS of-grinip-= _ identity mern I.D DX tradition . . identify and coinparexarriples which illustrate how traits : norms cultures use a'diversity of means to obtain similar ends rulestlaws -and to satisfy common human needs; * descriptive beliefs '10. explain and contrast relationships between the quantity moral beliefs of cultural inventions in any society and the degree to demorra - which the society is specialized. I,D ft -, values.' individual ri s 11. recognize, apply, analyze and,evaluate the relationshig individual re- between personal value systems and individual decisions. I :

sponsibilities , _ group rights 12. recognize and_ evaluate how a person's development of group responsi- human traits and self-concept derive in part from group bilfties associations. . equiti2 _ _._ equalityof recognize that each person bas a unique personality opportunity, and that personality is shaped in part by interaction . humandignity with others. N. recognize that people are mammalian, social and . cultural animals, living in cultural and natural environ- Ments. I - Grade 1-eir ect417_ liw _94 _ - . . recognize ind-ident ex-TarkiPleit4IllOstrate that and using iyinbols is an essential component,of every. culture.- '- : : -

16= recognize and illustrate that people of all races, religions, = _cultures and regions have contributed to a comnion - cultural heritage, and that modem social; owes a debt to ._

cultural inventors of other times and places. -' :- = I i D.

.- recognize and explain how cultures are comprised of' traditions, which are the result of accumulated knowledge, .- artifacts and customs. __

18. give- examples of how cultural exchange and borrowing - `occur when groups with diverse cultures come into prolonged contact. _ .. . 18. compare and analyze how cultural patterns are related to other phenomena, such as gerigraphic location and general historical period of,a people.- I,I H - . 20. -apalyze and evaluate how stereotyping a class of people . or-a-platoor-phildsophy-may-lead tafalse'statements --- . _ I _. and dangerous beliefs. . . illustrate and evaluate how culture affects two person's thinking about values. - . ; ' I I,D . The students wilt be able to . Compromise L recognize, analyze and evaluate how, throughout history, Conflict has developed between groups of persons having Conflict philosophical differences in goals.and means. ID

Conflict . identify and-evaluate examples which allow -that much of res lutions group behavior is guided by thared"values that people voluntarily follow or by norms and beliefs that they fol-, Cooperation low under the threat of punishment or the promise of reward_I

Power identify, compare and evaluate examples which illustrate .

that-in every. society and institution;iegulations and laws __Social control emerge to govern behavior of individuals. I l,D identify, analyze and evaluate how rules and laws reflect . the basic values of the society or institution.

. explain, compare and evaluate how many different types of political systems are used in different_, societies to determine public policy and to regulate behayion ip D,R

s _ .; ----

-_-__ r --Subconcepts . illustrate, apply and evaluate the idea that individuals are . - - -. interaction_ more likely to influence publicOnlicy when workingin groups -, ; customs than when working alone; -_-_-,-- . ir, civil rights = stability illustrate,-analyze And-evaluate how inclividuals and-groups discrimination have always attempted to achieve a sense of justice and , sanctions. reason in their human interactions and inthe establishment., operation arid-evaluation of their institutions.. _ -- I-- , R_ government by law -Ir rules - law 8._ illustrate, analyze and evaluate whysonflictsbaween __ social norms individuals, groups and nations have arisen_ . . _.=,_, civil war leadership illustrate and evaluate how individuals and groups may minority rights- retort to extreme methods to change public policy when they roles feel that authorities are unresponsive to their -needs or that sovereignty more traditional channels for alleviating gribvances have federalism been ineffective ID mores-- , J political organi- 10. explain, _.illustrate, analyze and evaluate examples of how

nation leaders,efnerge,. gain_ power and influence, and lose power norms and influence.- . _ _ _ R . . . U. analyze_ why there are continuous struggles between . ______different groupsforpower andinfluence. - _I)-R

. . D. The students will he able to , . Decision-making 1. give examples, analyze and evaluate how all nations are interdependent economically, socially, politically and Environment ._culturally_ _ _ _-__ _ _ . D give examples andand evaluate how the natural environment may set the broad limits of economic possibilities in an . ___ Interaction area but that the peopledetermine thespecificcharacter= life within the limits of their cultnre. . - 0 Interdependence . give, analyze and evaluate examples 01 how the level of Scarcity technology and the sociopolitical-econorhic-religious- aesthetic values of a cultural group influence the ways in Subconcepts which people use their natural resourees-. I ID - - resources illustratei explain and assesswhy.groups at different times resource use have reacted differently to similar environments. and conservation . universe . illustiate, analyze and evaluate-how regional specialization earth implies interaction. with other areas for the exchange of living organisms goods-and services. 'Spatial diStribution . settlement patterns b. explain how and why produFtion, exchange, distribution land use patterns and consumption:of goods tend to have a geographic areal association orientation. R. , - . (Miring tirade Levels -neap's: 5-8_9-12

ubconeepts i 7. -:---explain, Compare; illustrate and evaluate how natural --- --_-.Pollution environments influence modes of life_ and population ecology. patterns- ._. region . . specializatioh,..._ illustrate and_evaluate-=how cultural environments represent _- values social systems designed to carry out the basic tasks ofthe- -= resource allocation society_ -, 7. I opportunity cost _ .. = - _ , = _-_- - . .. illustrate and evaluate how geographic- areas are,affected.. by biotic arid societal forces. -I _ D,R

W. illustrate, compare, mialyZe and evaluate how people's social and economic relationships and behaVior are affected by their geogiiiphic distribution. I = D

11. illustrate, apply and evaluate various techniques used to influence various levvls of decision making_ - - The student will be able to

Decision-making I. identify. examples to illustrate that all societies develop a socialinstitution_s integrated around the majorneed_s of the Goals society= _ = _ -

Institutions 2 compare and analyze how everysociets .has developed complex ' processes to perform the basic functions of socialization and Systems acculturation. D II . - - Values . describe, analyze, compare_ and evaluate the many different types of political systems which are used insocietiesto determine public policy and regulate behavior._. -- I,D , - Subconcepts 4. describe, analyze, compare and evaluate the many different education types of economic and social systems which have evolved ;to deal With the basic economic and social fiinctions of the goverament -. religion society. I,D D,R family . - economic organi-. 5 illustrate, analyze and evaluate how the basic substance of national patterns a society. is rooted in its values. Explain and evaluate bow basic economic, social, political, environmental deci- rules/laws _. . futurism sions are influenced by values. I,D D,R change . . illustrate how societies exhibit patterned social behavior invention/ _ . `adaptation which can be described and vicPlained. 13,R rights/responsibilities explain, analyze and evaluate how some of the wants and. needs of m9mbers of society are satisfied through the economic, family, educational, political and religious

systems: _ i .

explain how andwhy,some individuals and groups within - every society are authorized to make binding decisions. 9expllnndIllustiate hpw-persons and-groups ifilInencer

change in societal = - -

explain. Compare.-analyze and evaluate how all societies =-

{ _ develop social institutions or complex sets of values, mores. laws-and procedures integrated around the major functions or needs of the society.

11- illustrate how institutions are characterized In - societies and explain the role Of the individual in institu-

dons in comparative_societies L D l = _ - -A - 12. illustrate and evaluate how jaall societies people have

sought better economic. polffreal and social opporlunitieS. = =- R

, -- - -' A comprehensive program for skill development communicating-- - orally and in writing must provide-. botiv-a--graduated15,verlical -se-- . _ , __... - quence of experiences in skills in gradesgrades tc11.2 as interpretmg pictures, charts, graphs, tables, -well as a-horizontal componeni providing for working with ethers. practice of these skills. :-- The following ° skills are a major' responsibility

Students deficient in skills cannot excl in social social studies. = - -dies, A planned sequence Of graduat llearnint Reading social studies materials activfties related to the students'etckimulating background of experiencealloWS them tbuild on Applying problem-solving and- critical- ;eXperierrees`that-have meaning-_beeauSe heY _ __-_skills_tesocial _ _ are able to interpreUtherni_Studerits learn froclass- Interpreting maps and globes room activities only when they can refate\ a new Understanding time and chronology - idea, fact or 'Act; to something the&; Wide stand_ -e Developing value analydis skills A-planned prram for-the teaching of skillshelps students make optimum-transfer of skill !earnings Developing social participation skills so that the skills become a part of their customary behhvor.= Learning experiences sliould 'result' in many immediate and varied applications of the The following principles of-learning and teaching skill. Research skills which are adequate for a should be emphasized as a basis= for the ;racial middle school student would be considered inade- studies skills program_ quate for a high school student Students should ...The skill should be taught functionally in the have_ horizontal and vertical coordination_at_ all context- of-a-topic- of-study-rather -than levels. separate program Helpiug students develop and use skills effectively 4. Students should understand the meaning and is one of the central purposes of social studies purpose of the skill and have motivation for instruction. Without an adequate command of skills, developing and using the skill. it is don6tful that students can gain the insights concerning their society or develop_ the habits of Students should be carefully supeivised in their - --- -intellectual and social behavior that' constitute the` first attempts to -apply the skill so that they will ultimate goals of the social studies program. Skills form correct habits from the beginning. a re tools for learning both in nand out of 'school. Students need repeated opportunities to practice Students who develop a command of social studies the skill with immediate. evaluation so that they skills during their school years and carry these know where they have succeeded or failed in skills into the adult years have laid a firm basis for their performance.

continued learning throughout their Ifves. , Students should have individual help through Some skills are a definite but shared responsibility diagnostic measures and follow-up exercises since of the social studies. These include not all members of any group learn at exactly the same rate or retain equal amounts of what they -0 locating information have learned. organizing information, e Skill instruction. should be presented at increas- evaluating information, _ ing levels of difficulty, moving from the simple to fhe more complex; the resulting growth in skills acquiring information through reading, should be cumulative as students move through acquiring information through listening and \ o - school, with each level of instruction building on serving, and reinforcing what has been taught previously. *AdaPted from John, Eunice and Dorothy M. Fraser. "Social Studies Skills: A Guide to Analysis and Grade Placement," Skill Developmentin Social Studies, Helen McCracken Carpenter, Editor. Thirty-Third Yearbook of the Nationil Council for, the. Social Studies, 1963. Pages 296, 310-312. SoCial Science.- Skills, Atlanta Board of,Educatign, 1975.

Sequelmcc hart of Map and. Globe Skillsand:Understandings, K-6os Angeles City Schools. Social Studies Skills Sequence, Anne Aryndel County, Maryland, -Students should be -helped- a each-stage-to Recall is the lowest leVel of thinking-This thought generalize the skills, by applying them in many process includes the recall.or recognition of in _ andvaried= situations; in this way, maximum motion previously encountered, such -al facts, cow- nsfer of leering-can be achieved cepts or geneizations.-_Although knowledge is . The program of instruction should be sufficie tly used in the exercise of all the higher, thought flexible to -allow skills to he taught as they processet--questions de-Signed to test only the stn- s knowled_ge do not require anythinking abil- needed by the student many skills,. should be developed-concurrently:1- beyond the level of remembering, recall-1g or recognizing. Re-ailing Skills , mples-of remernbering thoughlStudent ----gather infoimation from m _ Recalling information, such as the names of the sources filmS, filmitiips, tapes, radio,- televisi - state capitols. readingthe single most important Inkirmation gathering skill a student can possess._ The devel- Identifying the source of written materials, such bpmeneafthis skill isn-continuingprncessihrough- as a quotation. out the students'- education. One of the most effective Thenext leVel of thinking is translation. or chang- ways to develop reading skills is to teach reading in ing information from one form into anothei. For the content areas. TeaChing-a social studies lesson example, in reading a-map a -student must change__- as a directed reading lesson is one way of effectively-Are lines, colors and symbols -on the map into vivid using social studies time to improve reading skills. mental images of boundaries, rivers, elevation and Norrnally, the directed reading lesson consists of-number of people living in- the-cities shown on the'

= four parts. mnp. These mental images can be expressed in: _words-that-provide almostthesaineinformalibn providing necessary background the map. does. presenting new vocabulary Examples of translation establishing purposes for reading Explaining in one's own words the meaning Directed reading and discussion son ping read. Extending skills and abilities Drawing ,a picture to explain the meaning of a Enrichment and follow-up aaivities = concept such as cooperation. _ Each phase of the directed reading lesson can be Intnrprotation is the thought process usedin related to a social studies lesson. making it possible discovering relationships between two or more facts, to teach social studies content and improve reading concepts or generalizations. It is the kind of think- skills simultaneously: A convenient` guide to the ing students use when they make- comparisons or sodal studies lesson as a directed reading lesson is draw concld given in A Reading Program for the 70s: Social Studies/Reading. Atlanta: Georgia Department ofExamples of nterpretation Education, 1975; Comparingo or more pictures to decidehether they are similar or different -ThinkingSkills Discoveringcause-and-effect relationship be- One of the main goals of social studies is to help. tween_ two_ pheffornena._ Students develop their ability to think which in- ; Finding 'acts to supportI a ,generalization. volves acquiring and processing information. Stu- \ dents who ore able to use their higher thought Drawing conclusion ham statistics or other processes (rather than simply repeat information _ information. they have memorized) should succeed in school The thought process called application is the and in life. The ability to fulfill obligations as a kind of thinking that is done when knowledge is citizen depends largely on how well one has learned applied to life outside school. Application requires the person to recognize similarities in the new ...Benjamin Bloorit's taxonomy identifies seven thoughtproblem to problems previously encountered and to processes recall, translation, interpretation, ap-select the method and the information that are plication analysis, synthesis-and evaluation. most suitable for finding a solution. armies of application -_,gutduatlioft7of ,ideas, events or material objects._ calls for a person to have in Mind standards agdihst UsinTa variety of social studies skills to prepare _ a good research paper or oral report. -which judgments can be made. The siandaids may =- haUe been established by sotneone else may_ Using social studies skills in working with others_ have set up one's Own_ standards for judging. If a Voting on issues or candidates, either in School person uses faulty standards or misunderstands _the= elections or in electtons outside the classroom. nature of the standards the evaluatisin is likely to -be faulty-also.- For example,--if studenti did not use alysis is the thoughtprocessa person uses-inthe thonglitProce5ses of translation and inte-rpreta- determining how something is -organized. For ex- they may have a false imptession of am*, analyzing complicated information, andards theyare-using.,As_a_result,_therjudginent-L- dent Must sepal-ate it itsbasicparts to see masvbe incorrect. Helping stxclents irnprovetheir _ how they were put together and how grey are ability to make responsible judgments -is .a major related to each other. Analysis is much like inter- goal of education. pretmion, btit the pupil is more aware of steps that. nutsthe followed.to reach a solution to a problem. Examples of evaluation _Analysis is used in all kin& of critical thinking and Judging the accuracy, logic and clarity of a problem-solving. written communication. Examplesof,analysis Judging-the success of a class discussion.. Separating main ideas-from supporting facts. Deciding whether people are being treated equi-= _ Separating statements of fact from hypotheses tably. and conclusions. e Deciding which of several conflicting sources of `----4--DetectirgklikiiPPoitellasskm-Ptiong-.---fakIty----logi-e-----:, _informatidn is the-most:reliable.---- prejudice or propaganda. Even though the skills should be taught in order a. Distinguishing statements that have no bearing ffom the least to the most difficult, teachers should on the situation, question or problem under not assume that some students cannel be involved consideration. in developing skills at every level. YoUng students or,legs able students engage_in thought processes Synthesis is the thought process a person uses at all levels, but they do- so in terms of their own --when thinking iniaffinatively_ or creatively. It is theexperiences ;- achsers should piOvlde process of putting ideas or materials' together to opportunities for all students to develop thinking create a meaningful pattern or structure that did .skills at All levels. not previous No skill Or set of skills,is learned in one experience, Examples of synthesis in one year or in one division of the school system: Writing something original, which might be a Skills should be introduced and understood at the paragraph or an entire poem, story, or play. students' current level of maturity, used repeatedly in different situations and used at subsequent levels Writing a report-that looks at something in a new of maturity in increasingly complex situations. and.different way. Planning a public opinion poll that will provide information on a public issue. _o a Ica Studio

liar Data The student shotdd be able to' The student should be able to - interpret pictures. wapiti- and - categorize sources of Infotmittion mording to the tables, as Omani arAsectasdary. biographical points of view. Igl bkre an outline. _- or autoblorriphical. fictional or of ditoriit virtu_ _. relate an artifact to the subject nonEWorml. is table-of enr- - usean outline as a tool ft for - musky a Wing= _ .s use footnote& 'impisie- evaluate and =Mate an artifsM to subject artifacts m relation to subj-__ uM tlassificair

-B. Working with refermce--- - locate information In nuddrj 'Mom end tirtmpret suhable 1 data fralii refl.-661i (niodla. use snappendbc thoOrisot.WhoN Who readers 1* -guides,ete.) locate news source* onifm same topic from Melva-sources.

- sequence terms which denote time. colletsacrd arrange- -lib of swarm which - relate events Mown lifswith arrange sedes of events In r a giv conclusiom. _ those of a greater Wan of time chnitiological order: foristulate gerretalluaiors aad conclu- using same scale on time line. use time line to min Social Mom aborts social ducks audios Progrions to others lb relationstdpw

D. 'Argun-Mg irthrrination by - recallmajor-ideas following a - acquits infomtallon about a topic - rwMilk --. a formal, listening_ obleming_and = Poring _ Mute _than one __-_ surveying - tell about something that recently draw expository infezenCos abort a develop and use gifidelines designed situation by conducting rropartird - prepare a, group or class list of to aid In impartial obsemation . observations: questions to seek answers front people at bugd survey krchninesis designed -conduct a sekralfic random sample school or borne. to gather specific data.- survey and analyze the data

g)xnd Interpreting - explain the message of simple or bar graph and - plot multiline graphs to be used. pictorial -1st bar graphs of 'data.. cm plaiting smith studies data, in support of a ftwothialz. - ask pertinent questions related to fomndste hipotheses based the data bnalyrr d on clans and on data meted In graph form.

F. Evaluating subject ive and distinguish b nun fiction silatinpulsk between fictional and rrgutatrbmween objective and objective material and nonfiction_ nonfictional articles In subjective primary snores mclastaL newspapers. Mb wino,etc. jr airya,decision as to why it has tell when a claimant is a foct., been ovOrated as s stammers of en opinion, a value judgMent or fact, in opinion. a value judgement an inference. or an iderenco Obinahted_

The student sttnuld be able - identify and dandy define a prod.&

ForrnuMting hypotheses- - rate an aideptable imothesis

to be meddled. = - - l'Planning for r aaarch _ dedde Which data would be gonna timing data the sequ- in a research pied sequence a plan fur coil data:- - -- 3. Preparing8 - supporta docidon to accept - . use andimulated evi alternatives, or reject the hypotheadr:., - to adept or rejed based on the didence that hirTIOth indi. --- iladbeen = tradmine consequences of _ an -- :.. Formulating and"siting 7 thoose a solutionto the ; mionse a reasonable solution - choose a on conclusions - problem alter applying the to the problem after applying Winne tived - midinee- recognize arem for further

Skills ill; lik*MalPmticipatiow 942 k ad sfin be able to able to ati>deot should be able to and workinig Ali ethers - ammo 1.roies in ' -Ids goals and prior a grow- k with group as either leader . take widows roles in a worm and - Idsity tasks to beCOMpit1611. orfollower wed task is the Msks to tasks m fteCted- ed. participate in activitim by pat-Wilde in a group activity following nded observing set rules of pi e, act rule* of piccadure. aw respect and Minr organtae and complete a group - plan; orgarthe and combine Troup activity. peat ahem with re

L Gatheringand reporting infonnation. Identify and acquite infonad ,MIe many scam to obtmq . information remem record main ideas. don from public and private commit inkamation and - obtain information from Meted sourced ordxdOnry sour Interview individuals. - obtain [annum/on by diking prepare and gee reporid !II:prowl/de quidurrosai

evaluate .the reliability of

. listen and reaped views of : ; Hideo and obtain the dews . obtain die vies i of othddi others. of others. . mate demos formdvocatiiiPOIltiall& giVe re-Min!forposition. , stair`position clearly -preomt viewpoint to other attars; .-engage in disassion with trio de teaitona fpersonal leatimeand 0IEICULLL .orgsmire and participate In acdtdies x pry vtearpokt to- for effgettvejactiOn to asp .. work throughorganized mss, groups to support a view. paint- We the Lane system and the deLLtS W be able to The diadem will be able to...'_- rt be able to`- = _ by the , _; ;dila?SON*Otti With pailicular dtdei Lido - tutmethe fia-ahaf the week in onieg. - den:gibe the swan of time zones os - - nonshidse motels in cede. related to the'reardion al thetang_- conclusions _ M find dater of (pedal' - describe the relation he --, avant& , , earth's reecdution Ero _ and - deowibe the relation hnereen rotation ofcalendar year.- - the math and day and night_-- '_. use definite lime concept; asds - - use dedirdte Mite concepts undo es-. enemy. _- --, second. mimae. yew List indefinite. thisiconcepta Past - use Weighs time `:H'r`L - long ago. idol*. aitor . :., Thestudent wilibe able to =The otOdent aria be able to-- -The student will be obit relate sequence and duonology In everiencia. op numerical ;P - make simple Lima films related t _personal Experience. - relate Cause and effect relationships among rOanta and deer. gracethe length -of time between ghsen mat. lines sequencMg Bone thilerences In duration historical periods. discum Lhe Clakalan ay stom - and A.D.=

= - How Perceptions Change Over Time

Hemisphere View of Earth FromSpece ..Early- Exploration =Skills -

brihm Dittit She= The should be able _ Ships Motion° -1 - Idetify, -the nature of a comma maps to the strobe. het- natural In projectingthe gl . by mach _ - identify simple Land and soarer and +mud-mem projections forma --cadre rotatktratevoluti _ oaos, rives lakes paralkiharand their died& ofe Hat ; define mid and meaning of totatioarta panted of Irmanationd - to ditiend.night. - indicate how the earih's demenahatethemladonship of revolution mound the sun_ 2 rotation of the math and dins Seasons to change. -mplaintieasonal chemist In turns of the earth's revoloiliin and axis tilt. danciAbe satellite Orbits

B. Direclion - indorse how cardinal directions . deMorturate the relationship between Orient any Map to the north using given are determined by the poles. aura. - use of ParatIds and meridians as crimintre time in vs.-loos parts of -earth. detertOlortrue direction bons study of = direction - plot great circle mimes on cylindrical the globe-- use the intermediate dire ti projections - teaddkecdon by use ofp_leads and -Identify the earth's four major - use grid coordinates of longitude and meridians of arty map.- hemisphetes. latitude to locate places on a map or-- discuse direction Inapace arxrditection

on relation to continents - use the grid syston to find exam . collect infornustion about global and bodies of water.' lownions. pannea of land Bins, climate. natural system.to_ald In locriting__;-locate_ondtwethe Internadtmol_Date___vegetation, taansportation. places on a map. Line to Interpret time zones. - locate political Me-Talon& demondrate the need for reference - explain the division of the globe into - Mcrae di slid ocean cites which points on a globe or map iNorth pole, 360 degrees. affected expiteation and the South Pole, Equator) to describe - nom and compare made and hoed comitries routes on air. land and water-

Identify epedfic landmmrks, wick as = unusual comtline or other rtahnid feature and use the information to -*loam places on a-map or globe.

Symbols - rode photogrophsto map symbols. - describe he mild is shown by &snouts- Interpret the key or legend for-misp identity map symbols for physical- ontopographic trap& leading. features ; - explain whet. the various kinds of = analyze historical Maps identify map emboli for cultural symbols (dots, colors, lines) are used - Interpret physical And political !ova features, cities, boundaries to,Ahour(ldodp_roduntioth languages. _ by using colors and "robots - identify use of color or shading to showpoputstion). -- relief= devise mausymbols end legends for outline maps

- use different maps.to find places of =. use both physical and Bonfield maps to use mare and globes to seplsin intereatin the conotturiltY, city. slate and clarify concepts. geographical settings Of Waded and natiori. - consult variety of-maps for information current events - use Inset Mons about an area. infer human activIties and ways of compare maps and make inferences compare-old and new maps to kern life from data found on a map or

froth them. about changer people have effected. combination of rnaPS . use maps and globes frequently as - use maps and globes (paliticid. - transpose stet:haws/ data to map form :sources of information physical. icenOmi C. othsot) Of with legends

translate Infonnallon derived horn maps and globes Into line and circle graphs.

E Scale = relate known distances to Familiar demonstrate hose scale can be expressed map to scale. daces with those- &boom on maps:- In different ways= graphic:Idly. lo words- correlate maim of different scate& use scale on map to find the distance or as a representative fraction. -, --explain use of graduated scales that from one place to another- discuSS relation of scale to selection are Important for polar or Air age . makehog_e maps of fdrallar arena of data to be mapped drawn to a predetermined scale - compare maps of identical areas dream ' to different males _ Sugges earnin

In deVising teaching.-and learning strategies, cur- urinated by Milo riculum developers should refer frequently to course- .ative students or geveloping into a session of -objectives to make certain that methodCare cho-- short student answers to teacher questions. sen which contribute to reaching the goals. Char- acteristics_ of "the learaing task,,the learner, the 5. Excbetnge projects Are effetee means situation and the teacher must be considered When for learning about other people, regions, na- teaching-strategies are Selected. The proper corn- than§ and mittures. Correspondence with schools- binatiow enhances learning as well as motivation. in other' parts of the counts or the world can

be started by joining organizations which pro- _ Students fend to be cutioui, interested in a raageo vide rosters of interested schools. One of the topics,and generallY ableto explore ideas in depth; - best known is World Tapes For Education, Box -Teaching strategies 'should bb-selected which:en- 15703, Dallas, Texas, 74215. hence these tendencies:. Students should be en- eouraged to explore new and old topics, ter investigate ideas using- data from many sources and to 6. Field trips are effective for learning hbout a continue to refine skills necessary for effective community-first hand. They require advance problem solving. planning and administrative cooperation. Back- ground lessons prior to the trip help to struc- Many of the books listed in the appendix provide ture the trip and - =give students an idea about detailed accounts of the factors to consider when what to expect and to observe. deNtoping teaching plans, as well as the methods 7. Film! serve as an effective means of illustrat- themsehres. Listed below are selected teaehing ing concepts or documenting a study. Involve- ___strategies_aridtechniquestehich maybe adapted_to_ _ many situations. These ideas are listed in summary -ment-orstadenti in film=eieteing may be en- hanced by such techniques as having students form and are intended to suggest a range of strate- - narrate a- filin shown withont sound, .or by gies. stopping the film for discussion purposes at 1. Community studies and surveys use the strategic pnints. community as a laboratow and help_to make - learning relevant. These studies may take many 8. Group-work isffectivefor-promoting the formi, such as :surveys of social services, the exchange- of -idehs.7,_-peer -teaching and social community's economy, political structure, vot- skills. Gr up members can evaluate each oth- ing records, local history, etc. The tape re- er's work, question ideas and contribute to a- corder is' a useful tool `in, conducting these- group presentation. studies. 9InterViews and questionnaires are- chal- 2. Gamed may be used :in many ways and for lenging methods of gathering information, which Many purposes. A game may be a particularly reinforce Skills.- Analyzing, categorizing and ugeful why for a student to practice andreview synthesizing the data to be reported can pro- facts, definitions or skills introduced in another vide frustrating bra valuable learning experi- 'setting: Gameformats may be_patterned after TAi.'shows or simple commercial board games. ence§ as the student's product takes form. 3. Debates, panel discussions and symposia 10. Oral history projects, using a tape recorder are useful for bringing out many Sides of con- to interview senior residents, are excellent ways troversial issues: The student learns to defend a to/ preserve local history. They also make hiS- specific viewpoint with facts and experiences tory cOme alive for students. tht challenge of hearing opposing viewpoints and different perspectives on, that issue. Oral reports can be used purposefully to 4; Discussion can be an effective teaching tool bring information to Ifte class, to present a if handled correctly. It is a good feedback tech-, point pf view about an issue and to give stu- niquea to Assess What students are learning, dents practice speaking and listening. Oral Productive discussion. allows students to test -reports can become interesting student lec- their ideas ,before otheo and to learn the tures and may !be made more effective by the Positions- of- others. The teacher must guard use of transparencies, charts, pictures or other against this useful technique becoming an ex- media. L--:Peee tutors can _Servre-as 'teacher Aides by = differs from a dramatization_in whiCh-the stu- helping fellow classmates with new, difficult or dents walk and talk through a structured scri = review information. This technique is based on 18. Atudent conferences provide numerous-op_- the idea that the best way to learn something is f-'portunities for studelearnnts thin an out-of- to try Ito teach it to someone else. - classroom atmosphere through the midiurn of Resource -=speakers bring the communi assemblies and conferences.-Model lute the- classroom-They_ can give an added_ -floics, state legislatares-, youth forums...interne--; personal _dimenSion tci learning and perhaps tional days, eta have built-in motiehtiohal and substitute for field trips. Every community ha& teaching opPorldnities. experti, government officials, travelers, service _ Strident-exhibitions such as social science personnel; Peaceti-Corps returnees, missionar- fairs, 'historamas, and other exhibits of student ies,--coinpany executiiies, etc. Some communi-- projects are eicellent. motivators for both aca- ties have compiled directories of available dernic and nen-academic students. Regional ers. exhibits can be arranged with neighboring 14. Role playing places students in a staged schools. _situation where they must defend a viewpoint 26. Student. intern progranis provide a pradi- often different from their own by projecting cal pl for getting student& into the-com_rnu- themselves into the role of another. Allotting nity todorm useful work and to learn about students to assume roles helps to bring out the coneunity: Arrangements can be made their ideas, -values and prejudices -It is also with social agencies, Municipal offices, etc. for useful for aalYiingn the complexity of a ssitua- _ ,_-=--students-to_worken-a_re m...basis on.projects _...- tion by experiencing it and then talking about uIth regularetiff what feelings arise afterwards. 21. Telelectures and speakerp ones are low 15. Simulation game.% are-operating models of cost ways to give students ver al contact with physical or social situations. They have proven state and national leaders and experts. e to be prime motivational devices. Students plan consists of an amplified telephone setup learn concepts, skills. critical thinking and through which resource people talk from their much more in this at-Teachers shquld= =- horites or offiCes- with one-or more classes. observe or take p in a simulatidn game Contact yourlelephone company for details. .before assigning it to students. 16. Slide/Tape presentations- help . =to get the term paper out of the written format. Students 22. Teleasion provides many excellent programs pressnt the results of research in pictorial and nationally and regionally. The increasing use of _-_ audio -form with slides and taped narration. videotaping eliminates the scheduling problems The technical aspects of planning this type of which have severely limited educational televi, presentation illustrate that hour something is _Won. Some schools-are investing in cameras said is often as important as what is said. and 'producing -their -own prograTits for closed These presentaiions can be saved and used circuit' use. with other' classes. 23, Written reporls allow ent& to do in4depth 7. Sociodrpma is a type of role playing which. research on a specific s`ect of interest 'to deals with a social problem. The general set- them. Many important rese skills such a ting.of a sociodrama may be planhed, but that iocating pertinent inforrnati summarizing is all. The students make up the plot as they go ideas and wrung notes, outlining and develop- along. In this situation, students bhng past ing a sequence of ideasarid many other skills-- experignces to a new problem and use produc- May be developed and practiced as students tive thinking to solve problems. The sociodrama write reports. Approaches to Organizing Instruction Specific caching techniques are seleCted and used -- In the more directive approach tYie -teacher by teachers to help students attain a set-of compe- knows what results are exPected. Through _ tencies, Teachers .usually employ a specific ap- use of teacher- questions,- students compare proach or a more general way of attacking a topic examPles and der-hie-conclusions. or unit.LiSted beloware several possible approaches s the middle grade teacher might use. Although the amount of direction from the variesaries in thesehe twow kindsof discovery-. 1. Cas study approach is also known as in- the student is challenged, nevertheless, to con- depth studies or, postholing. This approach duct the inquiry and to become involved in involVes the study of a limited situation or a assembling the information- arld deriving the .irelathiely small class of phenomena or a ino- generalizations. rentin time rather than a broad survey of a movement or era. Comparison across cases -Hintorical-chronologicat approach is the allows the learner to derive useful generaliza- most commonly used method fortea_ching his- tions. torsh_The events are studied in the context of what happened before, during and after an Comparative studie.s approach does not incident. This Approach helps students gain a

restrict comparisons to describing static Aruc-,. sense of chronology. _ tures Or studying issues in parallelEvents. ideas, etc. are compared through 'the use of 6: Multimedia approach uses A variety of models and concepts that permit the examina- teaching media to preient information and to tion of Similarities and differences in groups of help students learn. This approach is limited iA--trticturesaqdpatterns, Syktematic cornpAra- only by funds for some of the expensive equip- tive analysis can be incorpoTalid into crosiN,------nlent-and-by the creativity and flexibility of the = cultural -spatial -chronologieal and hiterdis- teacher or student planning the presentation. ciplinary studies. Comparative studies allow Media include crayons and construction paper, studentg to build from familiar material and records. and song lyric.s, transparenciesand, overhead projectors, cassette players and slides, knowledge' .aired to expand to, less familiar informatidn to increase understanding of bor,h. recipes and cooking utensils, posters and bulletin boards, video tape machines, creative dance Descrillitive,expository-approachinvolves classesetc. the use of a narrative or a description of events as they have been recorded. This appioach can 7. Problem-solving approach presents a series of issues or dilemmas to be investigated . be particularly valuable when new information is to be presented as the data upon which other and alternaTive solutions to be sought and activities\are based. considered. The approach generallyoenters around conflicting sTfuations or opposing view-, 4 Discovery approach is also known- as in- hints, such as the priority of personal liberty ductive or indirect learning or inquiry. In this vs_ public welfare. Students apply problem7 . approach, students are 'encouraged to investi- solving skills-to the.analysis of social, econrim- gate on their own to discover the concepts, ic, political and personal issues. prirfcipleilhd generalizations inherent in the subject matter. 8. Y Topical or thematic approach centers upon a single topic or tbeme. such as revolutions, Two kinds of discovery may be designed. In the organized labor, immigration, _civil rights, etc. open-ended approach, -the teacher has not This- type of in-depth study investigates -one previously1 decided exactly what knowledgeor concept or topic through time or space. The conclusions1 the students are supposed to reach general theme is investigated through a collec- during the -lessons. The. teacher is- willing to tion of relevant incidents or examples. acc4f whatever issues the students suggest so long as they seem to be serious and the topics relevant. eariun ie-s

FM the teacher of social studies, measurement and made to quantify the presence or absence of partic- evaluation techniques may appear tobe particu- ularknowledgattitudeS or types of behavior. The- larly Crude and indirect in relation` to the_ goals the instrument_or techniques of measurement are not

teacher is trying to accomplish_ This is due. in part limited _io those which yield quantitative results; to the nature of social studies goals and objectives, many techniques are available to top the more Too often these have been vague and .ill-defined, qualitativek aspects of a social studies_ program. sometimes purposefully so, Social studies deals This seal" will attempt to-deal in a very limited with; in part. attitudes, values and processes about way with a few of "the concepts in the- field of which there is frequently controversy and lack of educational measurement which the social studies agreement on- specifics. however, most educators teacher needs to consider to obtain dependable will agree on the need to evaluate in-some system- information: making informed judgments about atic fashion the effectiveness of instruction and the .students.-4few suggestions concerning evaluation needs Of individual students. or theictural process (*making the judgment will be inclnAth. but the primary focus will be on Evaluation is a process in which information is improving the type and quality of information about used to arrive at some jndgernent. Typically, in students which can be obtained. education the information is -obtained through a process of xneasuiement in which an attempt is

- p ec lag Objectives The first step in Planning instruction in any subjea or program is formulating objectives for that course or program :.Objectives.are statements of student behavior that should take place if learning occurs. Such objectives are the basis of currieulum and teaching niethods but also are the hasis for educational measurement strategies. Objectives-May be classified into specific levels and into different domains. The common domains of -learning are re- ferred to as affective cognitive and psychoMotor. For the sake of example, the cognitive domain' will be primarily used in this discussion. There are at least three main specific-revels of A table of specifications is a useful tool for deriving objectives. The first level contains fairly abstract curriculum objectives. A table of specifications is a and long-term goal statements. The second level grouping or organizing of objectives according to a contains end-of-course objectives, while_ the third___scheme which will assist_the teacher in looking at levelis.much More specific, providing the content subject. matter (content) and behavioral skill changes for both instruction and meastirement. Objectives together. The table may be as simple as a two-way from the third -level specify types of behavior stu- table or in the form of a structural diagram. Besides dents should-exhibit, describe the conditions under presenting a convenient clasification scheme, build- which the behavior should occur and the criteria of ing a table of specifications helps teachers make acceptable performance. (it is acknowledged that decisions about the relative importance of different the process of developing and stating objectives is topics. This can be represented in the table in time-consuming and difficult, but itis essential percentages or weights, which liter can be trans- nevertheless and provides the basis of good evalua-- lated into types and numbers of measurement exer- tion.) dses or test questions. The ratings may chanbe, of

'Bloom. B. S (ed ) Taxonomy of Educgtional Objeres: Cognitive Domain. New York: David McKay, 1956.

37 course, -as _the -teacher _plans -lessqni and builds e used td indicate Weak areakto-studentl. s. -Likethe effort- iiripecifyingUbjectives the _Alailhes'Sp-ecifiCatfiTii'fable'Ind the stir-AC:Air time invested in building sfith a table of specifica- is ajm _afire- drawn --kom the -fifth glide -atilt :on tions 'will be well spent It will enable a-teacher to ethniC `grZitips inclUded in this-gqide. '

= = build better achievement measur e! and can even be s., the basis for diagnosing student weaknessei. _ 'Iu the, unit onethnicgrottps the-contentfoOnsesf largely on defining ethnic groups and understand" Simplified examples of a specifiCation table-and a ing houttbeir heritage affects their perspective and ----- structural diagram are given in tables,1 and 2. The behavinr--- and on the history of selected ethnic structural diagram is incomplete, but it is prelented groups in the US. Npmerous process subskills Are to show how content and skills interrelate. This can developed in the unit -which largely fall- to the . be made more complete by coding in actual re-_- categories of _locating and atquiring infotthation% sources such as books, kits, films, etc., as well as defining and understdnding concepts,. facts- and test items or other assessment techniques used in issues; and generalizingapplying this relation to each area. After testing, such a diagram tin to different or near-situations.

Table 1 Content BehaviorProcess Skills) ocating/AcquiringDefining Concepts/Generalizing/ Information Issues/Facts

e = Definition Heritage

Culture 5% 5% 15`5t: (25) = Perspective.

Historical Focus 5%

tereo g -Prejudice (30) Discrimination 5Cl 10% 15%

Clmtributions of Ethnic (35) Groups 10% -10% 15%

25 30 %-- .45% (100-

Table of Specifications for anit on Ethnle. Groups in the US.

38 . _ Content Behavior (ProcisS Sidlisk ------. Locating,-acquiring -Defining concep ts,_ aling. information: issues, facts Applying

Define ethnic Data what it is _ Effects of culture heritage Reiriev . on perceptions, culture Chart general characteristics behavior = perspective of groups specific groups 1 media resources 1 (Chinese/Mexican) --- i

Historical- Tinie line of even historica: , ckground Value judgments focus (Chi ican about historical etican) rights of minorities- key events/tirnes/pFaces -- . Stereotyping Observation what it is Sole playing prejudice -- - - -_ _ li,recognize potential conflicts discrimination 1 case 1 current, discriminatory Personal opinions, . 1 . studies I practices values . --- V Combating._ eliminating effects , . . Contributions of Brainstorm specific contributions Community, personal ethnic groups Observation .customs, food, _ examples Media resources- architecture, literature, aa, music, etc;

aural diagram for a unit on ethnic groups in U.

Alternatives to Tests The full extent of Student achievement in -social Student informaUon-gathering skills. To assess skills studies is usually preflicte0 on the basis of indirect in information gathering, the teacher can 'keep and incomplete measures, .typically paper-and- informal records in a notebook, noting when stu- penal-tests. While tests are not wrong, in social dents are performing asired activity. The teacher studies itis frustrating for teachers to only partially may also devise a checklist of desired behavior and find whether a student has acquired certain" skills set up a schedule of specific times to observe and 'concepts or understands a particular process students for the presence or absence of,the behav- well enough to apply it. Because of this the social_ ior_ A less direct assessment could be used by studies educator is expected to be innovative in the assigning students a topic to research and having measurement of actual- student performance. them describe orally or in writing what steps they follow_ These descriptions are indirect measures of Procedure and Process Measurement students' knowledge of resources and thoroughness Although it is not impossible to produce paper-and- and accuracy(. the unit in this guide entitled pencil test items which -can measure student under- "Ethnic Groups in the United States- has several standing of a particular kind of knowledge, process opportunities for student! to use research skills). or procedure, the best way to measure their skills is to observe them as they engage in research prob- Student group participation skills. In social studies. lems, simulations or group participations. Consider group participation skills relate to both cognitive the following examples. and affective goals. The assessment of the student may occur, informallY with the instructor noting content analysis scheme is devised. For example, from time to time when a student exhiba a partial- the objective for students is interpreting data and lar behavior. Or the teacher may set up a systemat- generalizing new situations, examples of reasonieg ic, loosely structured problem or task in -which and generalizations on the tape can be tallied and small groups or students mustm. work cooperatively rated. - or reach some consensus or decision. The group would be observed by the teacher,- au outsider or% Attitudes and Interests even other students and individuals rated pn certain _Sall-studies_teachers oftea_may want to assess -- ChiractitistiES-dithibiteSffidents may be observedwhither students have acquired particular attitudes during role-playing to ascertain how they apply and have adopted inquiry as a mode of thinking or knowledge and values. approach to problem-solving. The acceptance or In both examples above teachers attempt to mea- acquisition of various attitudes may be one of the sure- complex behavior. Often the desired -behav- most important measures of growth in social stud- ior is even more complex and the most impor- ies, and a number of instruments is available for _____tant aspects defy measurement. (A student s knowl- these purposes. A teacher interested in oarlstruct-__ edge of community= resources can be measured; but ing instruments- of this -type will find- a helpful the ability to get help in an actual emergency discussion in an old but still useful publication by situation can only be inferred, for example.) How- Furst, 3 ever, generally teachers will be seeking to measure The most common attitude measures are Liken amount of participation, and effectiveness. Stan- and Thurstone-type instruments. Likert items usu- dards or characteristics of these qualities must be ally contain a statement, with a scale of at least five specified so that observations of the students wijI be points which enables students to shoui 'tow strongly' systematic, reliable and fair. they agree or disagree with the statement Thurstone Observations of students shoul4 be made using a items allow the checking of statements with which -rating °procedure -'or check-lists These instruments onengrees or-disagreesStatements-are generated----- and their limitations are described in most basic to represent degrees of favorableness on a subject, texts2 on tests and measurements. All involVe mak- and values are assigned accordingly. ing decisions about which elements of a situation Another attitudor interest measure -which stu- should be measured, what materials are neeaed, dents enjoy is the Semantic differential, a type of what conditiona must exist how much time is _ . inventory in which paits of descriptive words are required and what instructions to giVe. used to rate characteristics of a concept or content --One other prpedure is impottant Teachers. should area For example, students could rate a particular analyze student thought processes besides those groupctivity as "dull-exciting," "bad-good," obtained on written examination. Class discussion's -boring-interesting," organized-messy," etc Les: are primary times to elicit such examples__Record- sons elsewhere in this guide on stereotyping and ing of discussions for later content analysis can be. prejudiceoffer several opportunities to use this helpful and not terribly difficult once a simples approach in measuring student attitudes. 2Chase. C L Measurement forEducational Evaluation.Chapter 8.Reading, Massachusetts: Addison-Wesley, 1978. 3Furst, E J, Constructing Evaluation Instruments. New York: McKay, 1958. '40 Since it is 'generally accepted that the primarytoor trivial facts. Matching items cancoverq'great 'deal of educational-measurement is the classroom test, of factual information in a short time but they are the teaCher, of social studies will `want to Produce not easy to build and all types of material cannot tests whiCh will not only test strident knowledge put into this' format. of facia-but also the meaning of the mater_ ial.," test. for facts is relatively _easy to construct, but a Matching and true-false hems can be improved by test for comprehension or meaning of concepts Is observing some of the following rules_ _ _ more difficult td- produce- Consequently, many tests Try to make true-afalse items as absolutelyirue or (including -well-known startdetdiied ones) are overly false as possible by specifying conditions and by weighted_ with recall; facts.` - Students learn this eliminating specific determiners such -as "air. and tailor theirpwri study accordingly, -restating in "never", "only," etc. a loss of the yeti, things Most needed the ability True-false items should be short and should to see meaning in new situations and to solve the - contain only one central idea (this helps to avoid problems these situations present. partiallytrue or partially false-*- combinations). However, knowledge of facts is important, for facts For younger students and poorer readers, match- are the base of more -complex understanding. The big itims should also be kept short, with lists Of most common measurement is by means of °Wee- responses not exceeding five. Older students may dye test items, orlteins which can be scored with a be able to handle up to 10 items in one list. minimum of subjective judgment.- The most corn- mon objective items are the supply type and selec- Matching items should not balance perfectly. tion type. Regardless -of item type, however, there The list, of responSes should contain some which _____match..more.than...one_thing or _do-not-match areadvantagesandlimitationsassociated h-` -- ach which can =only briefly be discussed. anything: With perfectly matched lists. students- obtain some answers merely by the process of Supply Items elimination. In supply (often balled short answer) items, the Matching items must have very clear' instruc- .student has to supply one or two words at most, tions for the matching basis. This may mean either to answer _a question or complete a sentence. long instructions Which would need to be read -For. younger studentsis better on -a test to have all aloud to young-students or poor- readers. of- one -type of these items together. These are Lists of premises. and responses in matching relatively easy items-to construct- and do not eri- items should be= as homogenous as possible., courage guessing. However; they may be difficult to Mixing geographic 'naines, governmerit leaders score because students may give partial answers or and natural' resources in a list of premises, for correct alternatives. These items are limited in example, makes the elimination process too easy. testing_anything other than fattUal information. Multiple-choice test items are the most widely used Supply items can be designed to minimize their,on standardized achievement tests but are among limitations. Statements should be written so that-the most difficult for classroom teachers to con- only one 'Answer is Correct. _Enough information_struct. However,this method is adaptable to testing -2.- must be given to eliminate ambiguity but not so application of knowledge as well as recall of infor- much information that the item becomes too easy. mation, which gives it an adVantage over other Extraneous hints shoulde avoided, suchasgiving methods. The following -are a few_suggestions for_ the first letter of the correctc answer. Statements constructing these test items. from texts should not be copied verbatim since-they may make very poor test items out of context. Distracters (the undesired or incorrect choices of Blanks should be near the ends of statements, and answers) must he reasonably plausible; other- there should be plenty of space for answers. wise the item becomes too easy. For primarystudents_, two or three options should Selection 'terns be the maximum number of choices. Upper The most common of thise test items are true- elementary students can easily handle four choic- false, multiple choice and matching items. The es. The nuMber of options may depend on how true-false and matching types are widely used in many plausible distracters can be generated. On elementary classroomS; The true--false type, in par- a teacher-rnade test all items do not need to have ticular, has limitations, in that they are particularly the same number of distracters: If there is a great subject to guessiog and usually deal with very deal of variation in one test, the items with the measuring fnunicire complex achieve-_ - me number_ oLchoices: should ,be grouped :1-_=used__tiapproa,_ ether to help avoid confusion. ment Such exerci a with objective- Avoid having the right 'answer being obvious by ;bin often: difficult to--Scor- = et _items, essay items should bear=n direct relationship virtue of its teri-h_,IAlso, make sure that th to the table ofspecffications il.-veloped earlier. is "stem" contains as Mdch_ol the item as'possible ula ly true with essay --items because they (this will' help keep the diponsii short); _ is partic r . reatieel must he constructed to elicgat specific behavior spouses should also haveparallergrani application. etc). evidence of this -be- construction._ _ _ . _ _ havioris necessary in the scm=hig criteria as well Avoid negatives insofar as possible, especially = _ In constructing essay items, once decisions are -Jos elementary students_ -and poor readers. This needlessly increases the difficulty of the item made as to behavior and conaitent to be measured examples: wtechis not true? all of the following and questions determined, teacher must corn- pose the correct response Tmicso often this is not except _ etc) done, and the result 14 haphwninixd scoring of student Testing for Complex Achievement responses based-on inconsistent criteria: When a teacher wishes to test for knowledge beyond Breadth= of coverage diffi---ult to obtain urith facts, that is to test for associated `meanings, it is essay:type items, since only few Such items can useful to introduce an element of novelty into usually be given at one brill: Concentrating on testing. It also becomes critical for -a teacher to items which allow for shcortr responses (a few have previously identified objectives and built a sentences, a paragraph) helpsbut will not alleviate table of Specifications, since -identiking types of the problem Giving students c=,ptions or choices is behavior to be assessed is essential to assessing not really a solution either, once- it means that leamingbeyondfaVientintewledge.__ great care must be taken to prseduce coicesh which Generally the teacher constructs.a new situation in are a equal difficul which previously learned faas or rules can < be One decision which will affe=t the administration applied. In a multiple-choite test this can be ac- time and Scoring time for say items is how much -cornplished by presenting a passage or an exercise factual knowledge must be dinsplayed in -the= final and asking a series of questions about it This response_ Musy the student' demefine all terms used should not be merely an exercise in reading com- and provide much supportin detail? A related Prehellsion-and materialsfshould-he realistic and decision-concerns- the-arnournmt--of- freedom- in commonplace: sponse a student has The teacer must make clear in the directions if onlyone popout of view is intended Another good technique isto have students look for or if only certain areas should 4liibe covered. Thebest examples or illustrations of concepts, rules- or items require a student to havwme- prior knowledge of principles in material outside their texts. For exastudentkey concepts and at the yarn time to use higher pie; current events mail relate or indirectly to subjects covered in classes (e.g. policies on ,level thought processes, reingees entering the U.S. are often in the news and Consider this example flow the unit, on Ethnic relate directly to fie unit on ethnic groups). Stories Mfoorifies: in books, television or movies may also present hxplain inwriting the F --isa Mowingstate- opportunities for outside work and discussion. ment. Members of varion ethnic groups isocial studies use of tables, graphs, Maps. and in the U.S, are alike iii orne ways but pictures can be useful in assessing student levels of very- _different . in others, 11-_, your response comprehension, analysis and application as well as list several similarities end differences facts learned_ However, inaterials should be kept and write a short description (one or two. clear and simple_ pictures can be used to simulate a- paragraphs) of the imp of at least one situation or an imaginary event: to elicit aftitucies or similarity and 'one diff erc-,nce on -Amen- process skills. Tables and graphs are widely used in can life. social studies assessment, since they help measure in this item the teacher hair specified that the comprehension and analySis Stalls. (See use of data answer should be relatively abwmrot, should listbolt' retrieval charts constructed by students themselves c should explain the in the ethnic groups lessons in this guide and also similarities and differences ant effe ctts of least a one of e st=h on Ame ri can life. the interpretation of the opinion chart in the exei.. Thus, the response requires background, of fac- cise relating to prejudice and discrimination) tual knowledge, but in additioik, requires the student essay exercises or test items provide a frequently to relate the consequences oft he factsa higher level process. 42 48 Improning ArlaSeiroom Aasfsmenit In addition to generating the best possible items. want look at _how well 'an --itemdiscriminates `-- teachers should analyze student tests to see whether between high and, low achievvrs. Most certainEr yield the desired information and whether the they will want to examine the pattern of responses tests_ discriminate among good and poor learners_ rstudent& make. How ---many- answer ssincorrectly'? Teachers can- use responses, of students to revise WhiCh incorrect response do most sel4 for airy and build new itemsfor future tests. For example, given item? Are incorrect items clustered in cernari common incorrect rfsponses on a short answer content --.areas? Response patterns may rave item could become distracters if the question in put weaknesses in the test, of coursq, but they canalb into_a multiple-choice format later. Analyzing mu- reveal Weaknesses in instruction!. dent test peiT6T---niancernaylea_d to revision in tables of specifications and even in course bbje cnv _ Analyzing testsis tedious and time-consurnin For rnaTtechniquesoiare limited in their usefulnes hods of item- analysis are discussed in most especially with-essay items. -However, the inforni--- s and measurements texts. The easiest to com- tion obtained is rich in iMpliations, and soin-ir pute and one of the most meaningful is item difficul- short-cuts unavailable. See, for example, a pubbTe- ty, computed in terms of the percentage of students cation by liierie-iich.4' who answer an item correctly. Teachers may also

Using Evaluation in Instruction The reader may have felt that the foregoing discussion procedure. The structural diagram presented ea- of measurement-applied_ largely_tWevaluatingstu-v_lierin_this section not_only CAP be- keyed -to specif&.c._ s dent learning following instruction (summative eval- test items but to instructionamaterials as aTe124 uation). However, the same general principles of When -students are evaluated they can easily measurement apply to the area of formatiye evalu- referredto,appropriate materials for remedial hire- ation, or that evaluation which occurs at several struction If type of keying bias been done.Thies points -within the learning process. In both types of type of diagnosis-feedback-instruction cycle is thol evaluation,.but especially in formative evaluation; a basis of individualizing insiruction.

diagnosis of the assessment_ should be_used to As was pointed out earlier in --the diSCUssion guide the studenes learning process: improving test instruments. an analysis of_ tert Diagnosis of difficulties, of course. implies more items and class performance is ot useful classdial than simply- identifying areas of weaknesge Proba- nostic technique. N simple ccupputation of the ble causes of weakriesies also need tote found, and percent of students achieving certain items or task teachers should learn as much as they can about can quickly reveal gaps in achievement for small their students. In particular they should be inter- groups of students orfor a class. If these gaps arm ested in knowing how students learn, what is consistently appearing from year to year, teacher motivating to-them, what prOblems they have, and in a school or diitrict should analyze their curricit, -how are they performing in areas other than social lum and recommend changes that will better rnee-Jt-

-studiesForinative-evaluation-implies that-teach- the needs of the students. 4 ers know something of the leatning process. itself, particularly in, relation, to their subject matter. In The class analysis chart presented below is ar-Jr social studies, concept formation and critical think- example of such a diagnostic tool. Since the origi ing skills -are crucial_ Teachers must have a grasp nal table of specifications dealt- with the ethni= of the sequence of the learning task-as well as the gtoups unit and called for approximately 35 percern of items to deal with historical facts and definitions- . need to specify objectives in some systematic fashion (see concepts listing by developmental level, 30 percent with stereotyping (and its effects) and elsewhere. in this guide). percent with contribution of ethnic groups, a testoilF 20 items waslonstructed. Analyrsis of class perfor Formative evaluation can be carried out in such a mance (see Table 3) revealed that a small group Mr way that materials and strategiesare,specifically students experienced difficulty :with some of theme

keyed to sections of a test or other assessment more factual items, but a large group failed tcro -

dnii-,ftiederih. P. B. SHORT-CUT STATISTICS FOR TEACHE DE TEST d ed.)Princoon, N.J.: Educatviral Testin te. 1977-3- achieve many of the it erni-dialing ortah -coOribu-`-Meanirafollinstriktional deiiiioriSsocial studies tions of ethnic groups. If the`teacher isa!strac-- _(or arxyLnflurzer content area) require the evaluation tural diagram, a further breakdown i% Pus-ie to of learninS-1-. if the quality of student learning is to determhie- if the difficulties are vittll de; Tons, improve Rtrurualuation_ isessential;for it is the means generalizations, interpretations, etc. Fronk ihclass of deterrnimming quality. Learning must be ohserved analysis chart thereseems_to a heelsthe as it is falesking place in order to make needed ilas.s ingeneral_to further re74 the 'tiPtce:-:1611!-S changes hd I- instruction for individual itudentsclf the of ethnic groups and for the teacher tcv reat.:some feedback4eaching-leaining cycle is altered as stu- instructional changes in this area.= Sctim e2ents dent needs =are determined, then both the irnmedi- will need further work in the other aras .211: ate and e ultimate qualit i of learning will irh- prove.

Table 3 Example of a claass-anafyala ch DEFINrnoris.tusTorucAL E 47TYPINf3. pIr5MONS OF ETHNIC Ofif30 DEVELOPMENTS, GENERAL 11

STUDENT 1 MI 10 mormasileffil

11111111E11111111111111110 -Ass- 6.1101111111111111101011111111.11111101111111111111111111111111111NRI 1.111=11111111111111 111111110111111111111111111111110111111111 M11111111111111111111 11111111211111110111111110111111M1,111111.11 role F11111WM11111111111 1110111101111111111111111111EMIN G.1111111111111111111111 1111111111111111MIIIIIIIIIIIIIMIMME Chris 11111111111111111111 1111.11111111111111111111111111111EMINIMIS 11111=11111111111111111 TIMM

11111111111111M11111 1111111111111111111111111111111MMITIMMITIII T rr;111113MMINIIIII 1111.1111111111.111111E11111.11.11111111111 Feta 111011111111110111111M1111111.11101111111111 111111111111111111111111 INIIIIM11111111111111 111111.11111111111111111M11111111111111111111211111 11111111111111111111111211111111111MEMIM 111111111131111111111111 bW.

16. 4 1t1 10 _6 0 14 1 1 1 J.15 7 45% 35% 45%- 40%,xt-fgry.40% 7 75%4 5 %. 790

Average % correct e 69% Novo % correct e- -42%, Average % corrset = 66% SOCITht.5VUDIES

_ . ,.

_ Curri-cultrin _Development

------

_ . la sifor liEl!tp_ent a eve_opown_

Cunricillurn -developni0 may ..r-irge from a class- -- bilitie_s. How Will-the plan' be implemented, and `room lesson plan -to- planting a ,---'ystern _wide social who can contribute what resources toward that .7.-- studies prograxii.111esentialLeleMents for plan- end? nin§ are sarne. may involve DeSign and implement` a curriculum package designing a new unit (lIcencept=lesions and activi- that will address the needs_ of the students, fulfill ties for are existina-course, pvelow3ping a new course requirementi improve the teaching environment offering which-= fulfills -5.-2e or 1..beal reouireMents; and provide for on-going evaluation and revisions. Planning tile so 51,--lies pcograrn for a new Does the package provide what =w as needed - and school; or :revising sots= 13rtiort_.:Df the extant social wanted? How can that be determined? studies curriculum, -' follong steps can be applied kr each Qf Canipile a re_ cord of what was accomplished_ flow can the developed curriculum be continu- ess the-ne4cfs arti-nbiderasais and their imme- ously ;updated, improved, and revised without diate environrnvot,1,1,hat should be done and having to start from scratch every five or 10 what alternatieQs aiofirsoures are available to years? .accomplish it? The folIntifing procedure is suggested for continued . , ' acids on a plats nizIon aid assign responsi- progress with development and reorganization. -_ 1,

Ctunicalum Development

Needs Assessment NeedSAssessmeit ---:'*=Tilidetermine the needs-of &indents, nisesS their Breaking aWasr_hviii :the tra on capabilities *deficiencies an interestscoropile a cif histor:civiasaild geography inAhe list= of -goals of --the tommunity, trends infsociat =lum--to bring in pertinent _Materials from other

studies education and obje ct-.Yes for tfilkcyrocqhm. 1--_,!Ocial Sciences:-1 = 1 Review the-existing piograrrobjectively and realis- _ = = ---= = An emphasis on -experimentation ;aim using-in- = ticelly.-A checklist for ualcimiqting ckSocial SiudieS "terdieciplinary "approacheS tia Create an integrated included iri program Major emphasis of the sociarsti studies curriculum is -ExperimentatiO11- with new patterns of grade_ on the concepts, generaliza *t±ionS and methodology plea-en-lent of content. of the, social science iliscip1Wmes. Some of the cur- _ , --; An' emphasis on the 'research methods of the- -rent trends include the follmauing s c al scie-

An emphasis on establishig a conceptual frame- A conscious -effort to help students develop: a = : work for total social stusies program and for global frame of reference thraugh their ;octal_ each_ year's work in soda = studies_ studies work. a Conscious planning for deveuelopinent of concepts Multimedia approaches in the Selection and use and skills throughout the incitire-pingraim. _ of learning materials:

Consideration of Alltritatives -- --:-_,...... _ Review stated goals and objeLives or decide on the: ... a What role can resources play in curriculum extent' of revision. The Jaalternatnes are changes?, _ = _ suggested. a How can the findings of -recent research on Keep the same sequence 4=sf courses but update cognitive learning and-the affective domain be those considered weak. irrlevant or outdated. Shift courses firound toscieve better continuity_ e How can individual differences of pupils and or eliminate repetition. teachers be proVi ad' or?_-_ _ - - Eliminate courses, add rie.-41w ones or restructure a How is student progress ass&sedin the areas of _ . knowledge, skills, values, attitudes and partici- =- existing ones. - - pation? Institute a complete revisit=ari. Gather the relevant resources from the community. Regardless af the extent of ca_nrriculum development the staff and students, textbook companies and _ or reviSion, many questions be ekplored by- reference materials. Consider the following points. local curriculum planners an teafhersi The follow-_ ing questions address some1:1Fthe issues-of making All social studies teachers should be kept in- changes formed and have opportunities to participate at each- step, snick this will give them a vested n a comprehensive, cura=aul tive and coherent ' interest in the end product add- help assure-their program for the entire rage of -grades K-8 be--cooperation. -planned? Use outside consultants in social studies educa- How can all the social sciilc disciplines in the tion if this is practical. . overall social studies prog be used? Arrange visits to other districts which have How can the curriculum 4ie ortnized around worked on program developitient or revision concepts, generalizations to learnlheir experiences firsthand. = What emphasis should -lat-e-d---on- values, Se Staff competencies in curriculum development attitudes, skills, knowledgeand social participa- and revision may be upgraded' through work- tion? shops, seminars or professional organizatiohs. To what extent should cNifferent instructional strategies That assist stuilet learning and application be identified? Curriciduni Design Curriculum development involves many stages. Sys- student will be able to do following instruction. A ternatic and continuous planning is essential for further step is to state the indicators which will effective implementaan of instruction. The follow- identify the tasks to be performed by the students to ing stages are offered to instructional planners for show that the objd _fives have been accomplished. consideration. Stage /11.---What-nra als and instructional Stage I, Before considering what will be taugnt, it gies are available to the teacher, the -school, the` isnecessary. to consider who will be taught Who community and the student which could be used in are the students and what iS their environment? unit lessons? To-match instruction to the particular Knoivledge about developmental psychology and_skill levels, = needs and interests, student abilities informatiph about learning and teaching effective- should be assessed and diagnosed. ness are important for teachers to have Th,e,Once their abilities have been determined devel =t-society's general-concern&local_ opmentally appropriate instructional procedures-for -and available resources have implications for iii the classroom can be implemented. ,A variety of struction. The curriculum developer or instructional procedures (grouping, team-teaching, inde endent planner suld consider these factors when identi- study, etc.) should be -used.- Teaching methods fying goals and objectives for students. shouldhe varied to meet the needs of the student& Stage II Under the framework of broad commu- Teaching strategies and approaches are described nity goals and general curricular objectiVes, an- on pages 33-35. other question should be asked. Which _curricular Stage V. Formative and summative methods of approach or combination of approaches will be evaluation should be an integral part 'of the unit. followed? The units of instruction should be based Particular_ measures of evaluation should clearly_ on the selected approaches. Unit tides are sug- relate to unit and performance objectives. Feed- gested -under these- approaches on the chart of back to and from students--will aid in instructional curricuittm ippioachesapproaches on pages 49-51. Gen- planning and curriculum revision. A detailed dis- eral concept and procesS objectives_ should be se- - cussion of evaluation can be found on pages 37-43. lected which are appropriate .for the. units of study beingdeveloped:. may be The sample instructional units beginning On page chosen from the chart of concept objectives on 65 have been developed -sing the framework of pages 1%24, and the chart of skill object ves on general objectives, curricular approaches and teach . pages 28-31. jug strategies suggested in this guideThey. are included to illustrate how the components in this Stage-IIL The general _ objectives shduld be more guide can be combine° formulate instructional Specifically defined and stated as performance ob- plan& jectives. Pidormance .objectives specify in more concrete and ;obseablery terms exactly what the evision ,nd-Improvement .------CtrriculurtrtrisjorlinvOlvei--transtatinw-Co d-approvalhY and affective objectives into-desited student behav, -_coordinating_commee. = ___,ior_and Organizing this into a curfiddinn pat-Leta_The -entire:44f_ should beinvolved in periodic -A precise statement of objectives relating daily Meetings for reaction andevaluation of -these_ Activities to-expected behavior will permit evalita- progriAss reports.__ tion of-the success of the instructional program --As the Working -groups-identify -areas inwhich-- - The felloVviiiilitay be C-onsidered for eons-finding edifieeisneeded,consultantsfroth- Colleges or an organizational framework the Georgia Department of Edueation should be A committee should he established hea e_ by a coordinating or planning committee rote- Experimental units can be developed in, summer sentatiiies from the administration and -inStrinc- workshops for pilot testing and revision. The st group will direct the `revision objectives.- content and leering experiences of each unit should support overall program objec -- process and,-fts members might serve as chair- -a_ men of subcommittees charged with srtedfic .fives. = assignments toward implementing the total red- There- should be continuous evaluation starting sion effort. with the teachers who are using -lhe developed The work of subcommittees should be copied materials. This should lead to further revision. and fire evaluation. 'al studiee iitelernentaw schools is-A __ ,_ __ _ ut: omAlof_thes_ :ciences.-More -the: child-Mt becombrg ,-an active, 1ornied: global exaMplee are introduE6d thioughout- tbe - if rIkithfitriii-Kr-a---iid -qTh world= CoMmunity.- grede-livel than are found -in the tradffional pat- . -,---,Thelthowledge-zand- attitudes 'which: studentsac:-tern In'`kbehabioral- opproach,'ilite -a-re-gerferally- quire abotit:theinselVei-:arnd othereireJormed in-*awn from the behavioral Sciences- of anthropolo- theseyears o f groW th.-At t he middle school lev44-gy, Sodology'and psychology.'. 1-,--thereacontinuing emphasisonthe-growthoftare _ _ While-JhesUggested unit in `_thy three ap- -=';411d1 as iiirdiViaual, bat in social itidieS itriOjor -- _ preaches tocurricularcontent; May appear to be P9r1j9.!of T`4qy_ls-116yoted to the development of --vety-silar-actual instructifin will differ because of owledgerand-7attiludes of shidents to people-Or - . .--- - - dmerentdifferent content emphasis, The list of suggested different cultures who may. hold_different vabie& _ . -; _ ,- . _ .topics on the following page is intended to be 6 patterne:or -general -etirricidar approaches _ = , illustrative, not -ioriiprehensiVe. __CurTiCulum_. corn- t,c,an .be-identified with typical topics foi each grade- Mitiees may use a range of criteria to decide which _. .level_ A', pattern is a general approach= to the = . basic approach or combination-,. of aaproaches to -,-selection of content from:the knOwledge- of social-take-yerhaps certain data will be stressed at,cer- studie& A traditional approach to social studies tarn grade levels because of the interests of students. would draw heavily from geography and history.at thos-e ages_ There is, of course, no right ap- end would contain COnCeptk of an expanding- preach for all schools or for all students_ environment theme. The interfhsciphnory. approach Three Approaches to Social Studies Content Tradidoosi lutevdisciplinary Behavioral

A traditional pitteM draws An ._interdispfplinarywiern -draws7The behavioral patter*aws = heavily on the concepts and heavily on the concepts .andgen-, Keavily on-the concepts and gen- generalizations of history and- emlizations of all the social scienceemlizations of the behavioral cWtural -geography. 7dplines, sciences.

Suggested Topics Suggested Topics. Suggested Moira Kindergarten Kindergarten Kindergavten people and horses_ Learning about myself - Learraig-aboui people- _ Familiei_ - The home, and family - People and their needs Work4nd play - Our school - People are similar and different

P:;Who Frei- -I? Farniliei in other lands _- How I Learn: the senses - Holidays - Feelings and emotions - Children around the world - Foods we eat and where they come: from

- Things .I can do and can'tr_o Learning about the world: 1-people, places. sessions, animals

. Level 1 L e v el= 1 - Children aid families - Who am I? -,Groupsl_What are they?,Lbelong- - Families around the world - Children and families to &auk How do groups work? - Community helpers - The family at work Family groups: What is a family? - Wants and needs Families'around the world How are'lamilies around the - Living by rules Community workers world similar? Different? Transportation and communi- Why do we have.rules? - School groupa:-Why have . cation schools? How are school4 - Earth t home of people around the world similar? - Our c untrAi Different? Wprk groups; Jobs people do; Why and how people work together Interdependence: people I detiend on; people who depend on me. - The things people value ---- - s---Fernilles_Hvingin nelghbbr;-___:-.=.1Vhaf yi lei neshbo ood?-- =-- Câmmizñlflesárourid the_world

------z----" -'---= ------r' '''--- Penile shoptheneighbb-rliood. -----,':-- -- Novi communities develop and --f h _ -_ es----..Lierinng-abeiankihange- Cned ------Whit is the--ivorld of Work? ----,,-.- ---=*Ho-iv iforeenimitigoverathim------_ ___,- -_ -- of Work , __ -_=- (commungy_wo t-kers) _ .__, ,- -aelves,-;- -- = ---;-.--- rommuntfieS change --.7'--- - -,-Cominiinttkes change ------!-- --_---Communication and -traiispor-----.------t------. _ ... __ .... ',----- , - Peoplatiphysical needs - - Governing the .community _----- f :teflon ! Man's valu-es (art music, writ- -_=-'-How people In comiannitles _ - -- Ing) ,-----_ '`divi e-up Work- - Communication and transpnr-:::_,-,-,Interdeperidence/Exchangef--- %.: - ,.. tatlon = . s-,---' _7--Mil-kats (WhatPeopleneed and "--- ; ------_ - _ - _ _ --- - E. ------_-

2 People express their values

Level 3-:.- = Level p Level 3 1-- Howa city meets its needs What 1.1 a city? _ = ; The World: different natural _ - Cities change -.Problems of the cities resdurces, climatic and weather _ - - People who built aur cities tnniParitive study of our. patterns. = - Governing the cities community and other - Wants and needs of indlvidiiahi - People live on the earth _ - and communities _ The world is our neighborh - How are communities governed?7 How people use and co_ nserve --misiunication -and _ natural resources transportation - How people adapt to their - People's values (art, music. environments writing) How people govern themselves _ - An earth of many different places The Importance of Values (geographic patterns) - Using and conserving natural

- -

Level 4 Level 4 Level 4 = - People Live in regions A world of different regions - Institutions developed to meet - Geographical regions How do people adapt to their the changing needs of dif- - People and their resources environment ferent times-(historical and - A community of peopleand - My role in the changing environ- contemporary case studies of nations ment - selected sociedes.) _ _- Manufacturing regions - Early Georgia = Economic institutions help -- - Mineral regions - Georgia today . .people deal with scarcity - Exploring Our Community - Political syiterns emerge in all , societies : St-L-2--les change x-jr nuke _ . u I.:=11 ory and ernments, _ , :. past and present . ues of society

Level 5 Level 5 Level 5 - 'Hie-United States - United States Geography - Native Arrieriten cultures - Regions of U.S. - Our Country's beginning then and today - Our Canadian neighbors - Our nation has growing pains The early hiatatV-OU.aaftountry- Our changing nation - A nation rich in culture* -'Hotii our goVernment Works and - Living in a -democracy - Investigating industrialism and why it works that way urbanism (democratic values) I. - How our governnient works =A nation rich in cultures - Government and a changing HOW people express themselves: nation American art - American values Tichnoldwitom_munieation/ Our People express themselves -tia_nspottationfurbonisinfinven- - The. United States and the world tions - Contributions of ethnic groups to- The United States and Canada our coiintry - The South - The Northeast , - The West - The Westward Movement

50-,- - Peopfef the Ancient:World Merinini eidture =-- The meaning:of culture then Eiploring the Old World Ancient-civilization and now. there Mid here (focus Regions of the world -Medieval - on selected-arias,of ihe world - _ _ - Eastern Hemisphere= The A_griculural Revolution Ancient and Medieval ways-of _ _ -Medieval and modern societies The Urban and Industrial Re- life-- = volotiop 1Revolutios agricultural; in- -- The HumanizOkRevolutIon_ _ dushialiurban; humanizing - Investigating values of other Investigating values and-contrl- cultures buttons of other cultures-and ntribritiana franc eulturei = - Economics and use of resources -People and their government - People and their political systems- Economics and the use of What are our concerns of the resources _ _ world today - _

Level 7 . -Level 7 Level 7 -- Social-scientists at work _ - Environmental studies. Who am I?- The meaning of CultureThen -- People change the Earth (self-aWareness. personality, de- and-Now. Thereand Here A look at Latin Ainerica velopment) (Focus on selected cultur4 - The ways of people In Africa Persarial-economics mew of the World) _ Investigating_ technology - Investigating values - Introduction to the Social - Develop social studies skills - The individual and the- law Sciences (tools and concepts) - Introduction-ofthe social sciences- Who Am I? (Self Awareness. - Outlook for tomorrow Personality-Development) Environmental Studies' nornic DecisionMaking

Level 8 Level 8 Level 8 - The history of Georgia - The cultural environment of - The cultural and social en- - The giography of Georgia Georgia vironments-of Georgia _ State and local government - The social environment of - The historical and geographic - Modem Georgia Georgia environments of Georgia - Georgia in a changing society- Urbanization and industriali- Our state and local systems of - r ;-TechnologicM advancements ration of Georgia = govemment (inch ding the court - in Georgia - Our geographic environment system) Agri-business in Georgia Our historical environment Interrelationships of federal. - Urban development - Our state and local -government state and local governments Present-day Georgia - The Interrelationships of federal. - Modern social problems in state and local government Georgia - Economic development in Georgia Develop and extend social studies skills in every approach at every grade level. - Develop career awareness in every approach. Develop economic decision-making and political decision-making in every approach. _ r-______-

_ ample es

7-7-T1re-uclivities-in--this-section ern be -usecilne-to---use-the7books-listed-in h_sr=irt2 and-serve _as -a-Springboard_ for :ideas:- _elertientary_teicher should -he_ These activities are_designed to be used as ideas by adapting and ad-Opting suggested activities and committees who are developing curriculum for teaching strategies _to fit the needs of individual_ levels. They can serve as ideas for -thole systems students. The following activities are written as recipes for the teacher to embellish other-creative which choose to develop-a single-guide- for social - ingredients. They are keyed generally to the chart studies or forth-ose syStems which ared_ eveloping a of'-'Suthgested Topics for Development" for grade guide_using an integrated approach based on the- Georgia Department-of Educition model, .Personal levels kindergarten through foUr (see page 49150). These samples have also been matched to-several ring Education the Children of Georgia! K-4 of the general concept objectives and general skill.-Guide objectives (see pages 19-3D. Teachers= are also_ *The objectives are keyed.to thee General Concept Objectives encouraged to design their own activities, to refer (letter and number.5) and Skills (Roman numeral and letter. to teachersguides included in textbook series aand 11A)-

494 74 ig ifaiMil Iat irak NIBILV.mbommtlm 41411111mairinig OUR Irdir. vole* of the areas-thestudents named or save. it as a ._. retest -to'beiused later to measure their in-_;! Accumulate game boxes of p_uzzle_s_ of regions of theiverld.--(Petheris-tlie-=h14h- sae& ihcip teacher is looldngfor =a jig saw project.)-Trace ealVei A 1-I

a geographic-I:region-_ onto thbi plywood__ or heavy cardboardi- andcutoutthe impOrtant Have children bring familylphotos-frorn_ home subdivisions of_lhat region, for_example. coun- _Jackiding photos of their parents- as :children- .- tries-of Southilin:tenca.'oeeatiS and-continents -mpare-,-.yourselfjp== older 'Irt-ternbers, oft the of the world state's' of the U S or climatic family.. Point out- differences le-=aPpearariceS:- zones. Glue the original map onto the corn- i- _ which accoMpany-_dge.,_-ffavailabfer.haVe-thil--: pleted puzzle and Cot_ out the sections with a _ dren bring old Photos of the -p-arents as young- razot blade. Each puzzle may also be printed stern, With the appropriate data-and details. Level Level Kindergarten Objectives B 1II A, C, E; I A; III C Objectives C 3I D; III B Display piaures of people of different physical Play the role of a radio or television news characteristics, age, nationality,: dress, race, reporter. With microphone in hand, ask the occupation, recreation and sports interest, etc. children for their navies, their patents' names. to introduce the concept of cultural. diversity. their 'addresses, their phone numbers, Their Use the "following questioni to stimulate dis- ages and the names- of adults they know at cussion. school. The interview could be expanded by Why can't we all be alike? How are we really asking their opinions oil topics discussed in different? class. What are some differences between members :ofthe class? = . Level Kindergarten What are some similarities among members of Objectives D 2. 7I A; IV A the class? Studying -the seasons can be facilitated by Whatdoes,it mean to say, are all mem- using pictures of people dressed. in different bers of the human race,'or "We are all clothing. Many magazines. featiire seasonal citizens of one world and inhabitants of the sports. -Mail-order:catalogs_ change styles for same earth"? the seasons. Many magazines also carry adver- . tiseMents highlighting seasonsor-holidays. If 7. Level the children krioW their -colors, it would be Objectives C 11; D 11; E 5, 6, 7,11B, H. III A interesting to see which colors they match with Dealing with scarcity (limited resources and which seasons and why. unlimited want is a basic economic problem. Resource allocation involves a difficult decision- 4 Level Kindergarten making process. Objectives D 9IV C; III A. B Have a table large enough to seat 11 students. The expanding horizons .concept can be intro: Announce a special drawing assignment. Put -duced by asking the-children.-"Wherelim I?" out five-sets Of five colored pencil and call-five Start. With a dot on the chalkboard and say. studerrtSt the table. Begin to Make the as- "This is Joe at his desk." Continue to draw signment, Shen changing your mind add two concentric circles (or squares) on the board as ,more students to help out.- Ask the first five to the student answers expand beyond the desk to share. Record what happens or assign secret the room, floor or wing, school, grounds, street, obiervers- in the class to watch What haPpens. neighborhood, town or post office, county, state, Add another two students and record again region, nation, continent, hemispheres, earth, what happens. As they are -working on the solar system, galaxy, universe. Record the re- special assignment, give a reason for adding onses, ask them to name those places and two more students to the table. Again ask the .- II in the names in the corresponding concentric circles. Transfer the information onto a students to share and record what happens. poster. Display the poster next to actual maps Depending upon the group interactions, give them some time to work on 'or finish the paper plate, coins, Picture of a globe special drawing assignment Debrief the. - them for-gtialitie_Sof these circles roitnd

dims. Fled outli-o17-tv the table group fells t ey - were asked to share-more and more of their The_globe_isa sphere, and apicture_ofglobe resources (pencils). Askthe re.st_of the class or is flat. The globe Is the most accurate map of the observers to explain what they thought -the earth, but-a flat MaP ea-n-shointariiora of the earth's surface. Ask studeaSlor theirideas . happened.- about why we have fiat maps. The globe is. a model of theearth. A model is a representation- Level 1 = Objectives B-1, 8, 13I A, D; III B. C of a >real .object._ Have = students = brainstorm: exarriples of -models (cars; dolls, toy animals) Although the family is the basic unR in society, arid -list or -draw -Seine of the--modeli- they siees and patterns of family composition ears/. suggest on the board. Use a picture of earth Have students draw pictures of their families -from space to reinforce concepts of globe, map, and ask some of them to tell about individual model. members. DiscuSs how families can change through birth, marriage, divorce, death. Col- 11 =Level 14 lect and display pictures of family groups around Objectives C 2 3; E 1,0-II B; D; Ill A, C the world. Compare and contrast them with the experiences of-those in the class. With the whole class or in small groups ask students to think' about and then discuss one or Level 1 two classroom rules (or school or home) that Objectives B 5II A, B, D hwould like to see abolished. Record their answers. Choose one they mentioned most Using the following list of people, ask the often. Listen to their reasons. students to tell what each person does for other people that they could not do for themselves. Ask why they want to do away with that rule. AsIcwhy itwas-rnacleirrthe-firstplace:-Discuss------mail deliverer the consequences of doing away with it and police officer alternative solutiOns to any new problems. How newspaper deliverer do they sluiw they do not deed the rule? How grocery stare manager do they, prove they can do .tiithout it? What teacher rights must 'be respected? What responsibili- mother baseball player ties must be taken on? Why do people need rules?-Vdhy is -order in'groups impoftant? actress barber 12. Level 2 lawyer Objectives D 10I A, 1 V- ! = Ask the students to think of three people upon The concept of scale is important when work- whom they depend, and then describe the ing with maps. A full-scale picture of a student changes which would occur in their lives if is life-size. Display a series of progressively these people were not present. Ask the stu- smaller- pictures of the same person to show dents to name some services they now perform different scales. The same principle can be for-others or ones they want to provide in the. shown by using a series of maps of the U.S. of future' varying sizes. These maps show the same area but they are not on-the same scale. Discuss the 1 10. LeVel 1 reasons for having maps- of different sizes. Objectives D 10IV A. F Introducing the concept of a glob as a model Levet 2 of the earth, teach students to distinguish Objectives*B 20, 21; C 11H-A, D, E; III A between the two-dimensional circle and the Discrimination and stereotyping can take many three-dimensional sphere. Show the students a forms other than racial or religious. Divide the variety of spheres (balls, oranges, marbles, a class in two groups by sex, hair color, color of primary globe showing land and water in dif- eyes, those who say they would ea spinach, ferent colors). Ask them for a quality of a etc. Cite .aresearch study" which reports sphere (roundness). Show them a variety of evidence that one group tries harder in school basically two-dimensional circles (circle of paPer, than the other. List a nurnber of "findings" to support a decision to withdraw privileges from ;ar ;bands-

-= all day and them more difficult or longer _assignments. e next day announce a mix -up-of -the research reponS, that the results of the study - -'were actually reversed, -(4V-typed report with statistics;' ete. might help convince the'skep-- tics.) GO through the same tactics as day one or as group interactions suggest. _ At the end of the second day or at the hegin- ulag -_,of the third day, debrief the .students,

discitis the- problems -of tliterimination,_ and allow them Plenty= of -time .to express their experiences; feelings and suggestions for solving such a probleth. (See the film, Eye of the Storm.)

14. I..evel 2 Objectives E 4, 5, 9 10I A, C, F; II A, D 16. Level 2-3 Have the _stude.nts study how -people define Objectives D IV A, C, D, E, F _____cornimmityin,an_econornic sense, Explore the concept of bartenng. Do a historical study of Important- in the development-- of mapanc business centers by having students ask older globe skills- are the concepts of scale, le family members how and where they bought symbols 'and comparative distances andzes things they needed (house furnishings, food, Explain that -a full-scale poster- of 'a strident clothing, transportation, etc.) and compare that would be the same as his actual size. Ask #Jieni data with the organization of business centers about the size one and one-fourth- seale today in cities, towns, aloog major roads,Ahop-_ posters. The students can probably name ex- ping centers and modern enclosed suallsProj- amples .of full scale dolls, stuffed animals -intr.- ect what the husiness.center -of the future will smaller scale toy cars, trains and photographs. include. What item of currency or method of Ask theni what size a full-scale map of the exchange will be added to the list of trading classraorn would be. Point' out that scale of a goods for goods, money, checks and credit map of the room would have to be much cards? sinafler for them to-be able to use it, at least the size of their notebook paper. Suppose they Level 2 are flying in a helicopter over the school,- and Objectives B 4, 14; E 1,-4III C; IV D the roof were taken off the classroom. What would a map of the classroom look like? Have Although children's ideas about communities them draw a map on their paper. may not be completely accurate, teachers can help them define community. Ask for their Perhaps some students Would like to work on a definitions or elements of a community. Tape, three-dimensional map of the classroom, the record or list their answers on the chalkboard. school grounds, a neighborhood or a larger Use a series of transparency overlays to deter- town. Using poster board on a+ work table, mine which of the elements (people) is most streets could be marked in with crayons, large important. Show an outline map on the first buildings and houses Could be represented with transparency with natural physical features decorated milk cartons or cardboard boxes (water, mountains, etc.) and ask ifitis a and cars, trucks and people represented by community yet? Add an overlay with man- WIT and dolls. As the class studies units on the made or cultural features (buildings, roads, grocery si&e, farms, etc., the teacher could etc.) and ask if it is a community yet? Add provide opportunities for them to study and figures of people on the next overlay and ask if make maps using pictures as Symbols forob - it is a community yet? jects. 56 4 investigation of a catture should include Objectives- C'3, 4 -TA; D; Iii B, C; E;111 B; C awe act to gether, things we inake and use we earn 'a hying, re igions,_languages'and Have students abserve the behaVior of adults in , - _a pub-11 E'plaVe.--.SThic as marry, restauranf,--- e see-neauty. chiirch:store -bus or concession' stand Ask sign a small group-of students to each rate- thern_to _describe some observations and_ re- gory. Ask them what they would put into a time enact a few situations in class. Have them capsule. Observe the group process and list the report examples of behavior which show that group's answers. Determine if they cathe toa the adultsareobserving certain social regula: -group consensus or why they had disagree- ris;AnalYze the social norms repoded by the ment. Discuss generalizations-about the Arner- dents and determine the basic values whi icari cultime represented in thetime capsule. Is the_norrns reflect._ ere_an average American. an American cid- turd or a nudtifaceted, pluralistic American so- . el 2-3 ciety? Can they agree on a definition of cul- ObjeCtives A 4: E 12ID, E; II A, B, C, D tuie? Have students interview parents and neighbors to find out why people live in-that commun 21. Level 3 Help them plan the -questionnaire, list possible Objectives D-9 IV A. B, C reasons such as schoOls, stores, climate. transportation, work,Winds-.- etc., and admin- Earth is a- planet in space. From space the ister the questionnaire t one or more adults at earth looks like a big blue marble with-white tiorrieTabulate results n a chart. streak.S. No lines show up that have been drawn on maps to representstates, nations and, Help students Practice the skills of comparing, the equator. Oceans and 'continents can be inferring, and generalizing. Discuss questions distinguished from_ each other, and the North such as the following. , and South Poles Can be, located. -Mapmaliers Elow_thany_people_were_ interdeuted? _( have had to devise a system for locating any total) place an ethih_ ',- Which reason was given most often? Using a ping pong ball-or similar sphere have Which reason was given least often? one student make a mark on it Then have What were the most unusual answers? anather student try to describe where the mark Flow does the 'actual response list compare is located on the ping pong ball. This-is difficult with the class list of possible iesponies?. to do without some basis for orientation. Even - with = several marks_owthe hall,=-Iorntions _are - Level 2-4 only relative to each other. -Lite a primary Objectives C 10ID, F; Ill B. C globe to show hoW the grid systein of longi- Have students each choose three influential, tudes and latitudes are used tolocate,places - powerful, successful, or famous people from south of the North Pole, north of the South any time pedod or from anywhere in the world Pole, north and south of the Equator and the (or restrict the categories to fit a special lesson Tropics of Capricorn and Cancer, east and objective) that they would like to invite over for west of the ,Prime Meridian and the Interne-, dinner and an evening of conversation. tional Dateline. Who would they be? 22. Level 3 Why does each guest impress you? Objectives D 10I -C; II A: III A What would you like to learn from them? The concept of growth can be- related to This could lead into case studies of leadership population changes over time. It can also be qualities: biographical study of an era, an interrelated to concepts such as industrial ex- industry a country, etc.; learning how to ask pansion, demand for governMent services and quality questions; checking information from a natural resources, demand for schools, etc. variety 4of sources; a values clarification of Mark off an area with masking tape on the what students consider important; study of the classroom floor which represents a county or influence of media on personal opinions; career state. A 'number of students is assigned to opportunities, etc, represent the population of the area at various census periods and is asked to stand within 20. 'Level 2-4 the marked off area. Record comments con- Objectives A 1, 7; B 5, 15; E 7, 11 cerning the increased crowding foi further I A; II C, E; III A, B, C discussion. Lima rnnney as =i 'Medium :Of eitclfan ge.-Ask7thOm- to Objectives D 1, 5, 11I Ai D, E predict whativill_JaketheplaCe-.9t money as we ow it.In u the conce of supply aid: ge_waiktaap of.tticOaorld_to_locate -where the products we eie_we-reade-digroiin. Much of the food we gat cemeitionidiffere regiont-ef the-countrsi or from other countri Oble ctive_s B-2II C, D; Ill A; B Place-a sheet of plastic overthe wall maP.'

= studente.to bring- in-Jahels or to ;makelabels ch_ Student-114sfivethings he or she could

= representing things we use-Attach these labele:- not without- for -_a week The teacher 4. to the plastic with rubber_ cement 'at-their-- rriakes a =composite Clasi- list' on the chalk- -correct location on=on the -map. Make a list -of _- board =or on butcher paper: The clats ran prodacts and places. -their needs- from most-to- least vital or- tl teacher asks the class to group the .item into ems from Detroit, Japan categdrieSand-to---give each category a-name. cameras from Japa-n clothing from Taiwan soda canned beef from Argentina hamburgers coffee from Brain ice cream oranges from Florida cranberries from New England electric chickens from Georgia_ house shelter tobacco from North Carolina my bed diamonds from South Africa oil from Alaska, Middle East my dog toys from Hong Kong mother lope friends 24.. Level 3 Repeat the exercise- asking the students to --Objettfires D-277 Mit A, B.-CfIV-A E- imagine themselves members of any other lise pictures of houses made of different mate- culture which they have studied- should rials and from various natural environments try to list.whatthey think children of the other such as log cabin, glass dome, igloo, teepee, culture would list Compare the items and mud and thatch hut, mobile home, wood house categories or rankings with those listed for the on stilts, stone-sided house, two-story briclt students. house house with enclosed _carports. house with overhanging roof, shtitterd windows, 2 Level 4 What building materials were used to make Objectives D 7I A; RI C, D, E each house? Why do houses in different parts Prepare a bulletin boardwhich helps students of the world look different? Where would each associate pictures with places_ Encircle a map of these houses be found? of the state, nation or world with a'Vaiiety, of scenes. These pictures may be snapshots, post 25. Level 3-4 Cards, or cut from an old travel -atlaS or a Objectives B 5, 8, 9,11, 21 H A, E; III A, B, C discarded textbook. One circle of pictures could Have each Student write on a piece of paper in feature tourist spots, another the- physical bold letters (or draura picture of the item) the landscape dr- a contrast between---man-rnade - name of an item he or she would- like to and natural environments. Thei ictures could exchange. Remind them that only items will be be labeled and ainnetted to teii tesOective 'exchanged; no money is involved. -Have each locations by yarn or string. Later the strings student in- turn tell the- rest of the class the _end labels could be removed to see- what the name of the item. Then have the students try to-- students have learned. The pictures could have find someone in the room with an item of equal numbers corresponding to.an answer key placed value who is willing to exchange. Everyone on the other end of the bulletin board. A good must try to exchange items at least once. Call project would be for the student to prepare a time according to how the activity progresses similar display for younger students by making and check to see if items- exchanged there of a map of the school- or community and by similar value, if each student is satisfied with taking their own pictures. the trade, if anyone had difficulty trading at higher or lower values._ Review the difficulties of the barter system, and the importance of tal -line With the census years-marked Objectives A_4I A, B.`E regular--interVals rand a vertical fine = with population- figdres marked at equal interval& is activilv is related to the activity ongrowth Instruct-students-to give-the-graph -anliapprb-- number2i. Guide students iti developing priate_ title, to plot the census data onto the chart Of the data they represented ire the marked graph and to project trends for several de off area of the floor. The chart could include a cedes: Graph's from newipapers and rnaga- title. titles for the date and population columns, airier could.be used to rem- force the in -ation a column of census years mad a column for graphed-and. as a guide in analyzin and' Fval- corresponding poPulation figures._The fi es _ could he expressed in such a wa that uating the manner inwhich the dataw students in the square represent thousands presented. or millions of:people. For example. if 10 - 0. Level 4 dents represented the population of 10,000 in ()Waives B 6, 13, 20; C 10 -II); -III A, B, C 1910, then the chart would show a 10 corresponding to the 1910 census column. Examples Assign Students in pairs to he Si htea leaders of similar charts found in newpapers and mag- and blind followers. The sighted student takes azines can be used to reinforce learning .about on the responsibility to lead a blindfolded fol- charts. They couldcompareand contrast vari- lower around some designated area such as ous types of charts and their information. the school yard_ The students are asked to tell, draw ar write how they felt and what they 29. Level 4 learned:The roles are then reversed with the Objectives D 10; A 4. 5I A. B, same, or different partner. The reactions may vary if the designated. route were varied. The This activ is also related to the actin on- coneepts of leader, follower, trust; handicap. growth, number 22. Guide students in con- sounds, senses, textures, shade- and sunlight structing a graph of the data which-they repre- temperatures, contour of the land, and many sented when they were standing in the marked others couldt topics of class cliscutsion. -off square7-The graph would irrelude a horizon- _

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-77 , In recen! years the middlesalonlconcept in educa- ProvideIor general education, with emphasis on tion has achieved acceptance across the development of- a sense, of inquiry, curiosity. country_ This acceptance Stem S from renewed in- -critical thinking and_ commitment- to learning. terest in students_ during the period of graduM_ Make 'pining more meaningful by are sang transition from Childhood to adolescence, which inten-elationships of content through interdisci- usually occurs between the ages of 10 and 14. plinary teary t teaching andblock_'scheduling.

The period, of change to early=adolescence pro- 'Place emphasis _on, continued deVelopment of duces a generally common set of sodal ,and emo- Jundarneigal learning tional-reactions which are diffetent from thoge early elementary or high school years- Diking this .0 InClude actiVe student participation as a major time when students are trying to determine their portion of the program. a- secure place in which -to lenrn is ai Wntain Basic respect for individual differences:- necessity, Emerging adolescents need schooling providelor personalization of instration; and which brings them to a better Understanding of help students assume increasing resportMbility themselves and their potential. makes School and for their own learning and behavior: life challenging and exciting, assists in further Provide opportuiities for- exploration and for a developing content, skills and attitudes, and stimu- wide vatiety of intellectual, social, aesthetic and lates the desire for continued learning.* physical expedencei. Schriols for the middle grades. therefore. should be Include community relations as an integral patt institutions which fulfill thefollowing,purposes. of the school program. _ Build on the need and interests of young people Emphasize the guidance role of the teacher, with from 10 to 14 years old, so tha thi student, not provisiOn far the student to have continuity of just the program, is important and opportunities contact with one -advisor through the middle to succeed are insured for all students- grade years_ Provide for personal development and self-actu- - _ alization.

Jell of the following is taken directly from "ThiMiddle Grades in Georgia: A Pdsition Paper." Division of Curriculum Services. Georgia ,patiment of Education, Atlanta. Georgia, 1979. Most _educators agree- that the prime reason for Emerging adolescents are increasingly -concerned Middle grade organization is based on the nature of With acceptance and = recogftition_ from the peer the pupils it - serves.= Middle grade students, 10 Rroup rather than fron-i adults. They seek to be through 14, are emerging-adolescents by- definition. independent and mature, but theyAllneedsecurfty A--Uftde dispel-it-1j of physical development Charac- and affection. They= want to-do things for-thein- terizes this age group. Other characteristiCs are -a selves but _sometimes fail to follow, through on wide range of intellectual, emotional andsocial- responsibililies. differences. Changes in -society -are reflected- in Physical, social and emotional factors have marked changes in the emerging adolescents today_ They uence on learning' during the years Hi to 14. areiphysically more mature than theircounterparts die grade students maybe willing' learners if of former years. They are taller, healthier and have they see it as useful and relevant to their greater-njobiliky. They grow in spurts, and there are marked differences between the sexes, girlsner-- -ftiteresL ally maturing much fasten than boys. These erratic These factors swiftly changing ernotional,-socie growth patternsi result in awkwardnest, sporadic and personal growth are often confusing- to energy, fatigue and resllessneSs. .middle grade lloungsters and cause them to be constantly redefining theqselves. Middle grade years Hormonal changes often result in the inability of are thus critical in the devIlopment of self-Concept, students to react to situations with poise: Moodi- an important contributor to personal and aca emic ness and introspection often changes quicIdy to = - gaietY and sporitaneitY_AmbilTafenee bet-wen-Child: -hood actions arnPadult behavfors are quite corn= moo ar;d can try the patience of most adults who _ work with this age grouP.

The Contemnan the Middle Grades

Communities must' provide for the needs of each cause the schools have undertaken more special- _age segment of its. population: Because of its impor- ized functions, such aseducatingall-students re- tance the transition from childhood to adolescence . gardless of intellectual 'or physical capacities or

_should receive spiecial emphasis. preparing students increasingly to_ enter technical schools. Furthermore,.in-the general subject area:" As urban and technical societies developed, a man- certain content has been re-evaluated and steadily bor of factors changed the community into which plaeed downward -intothg earlier years, of schent,z sfoung-peopre grow from childhood to adolescence. ing. - I Mechanization has reduced the need forh_ard In the twentieth cents, as the schools soaght to work or for human hands in production. becoMe more efficient and more 'of- an effective More education needed to enter increasing public institution, the high schools grew larger and numbers of occupations. - more specialized and separated farther from the More and more occupations are service oriented. elementary schools inpurpose- functions ofthe high school changed to broaden general education The age of final ice of life occupation has and prevocational and vocational directions. Larger risen from 19 tp 2 . schools were constructed to provide more special- Society sees little eed for the early adolescent to ized and advanced courses' and facilities First _work or even to p spate in community adivi- Ehoice of these courses was given to theolder. ties= students. The younger students often were exclud4d Our civilization recognizes the role of schools in the from taking even introductory first year courses in transition from childhood into adulthood. The trend the advanced and specialized courses. There are has been for a longer initiation with schools having still few- orientation courses in these subject areas to-assume more training andheing the originator of in high schools- more functions, often to the dismay of some young The move te larger schools was necessary to have people. Students. are staying. in school longer be- enough-- students to justify specialized 'courses and

62 _f =

However this action Muffed the younger studerits into-an:adolescent-adult- society through dents in oppolities for leadership roles, as exploratory experieoces. there were older students to fill all class and school - = leadership situations. in addition the large high More arid more, communities throughout Georgia and the nation are establishing schools for middle schools slid not -offer opportunities for younder_- = _ students to develop socially in supervised activities; grades between the elementary schools .and the, only adolescent or youth activities were offered in high schoOls to==do the following_ the schools. Adolescent` boys and girls, -rripre often Provide-depth- exploration of The subject fields than an the past, experieriEed unsatisfying. uiipro- through different remitted and elietiVe topics. _. ductive and under developed.early adolescent years. Provide for development in _a socially and eino- lw the s-Choorcurriculurn, these---students moved tionally protected environment where mistakes from the general education of the elementary school would not be too traumatic directly to the career acad =emic, pre-vocational and vocational preparation of the comprehensive high Provide carefully controlled physical develoti- schoptrivhere exploration was not usually provid- rnent activities. ed. A serious need was seen for the adolescent to ProVide different styles of instruction and learn-- explore several fields during this tillnsition period ing, such as completion of sequential skills growth, to make valid choices among the specializations. studsr in ar broadening Subject curriculum, small= There was a defiriffe need in today's society fdr a groups and individual research,. and the begin- . transitionschool,a -middle school, for initiating ping analysis of values. The social studies curriculuni for the niiddle grades and appreciation of their heritage and the social, is based upon: the assumption that students should political,,. cultural and economic structure§ of be- educated to the fullest extent oftfieir - other nations so that they can understand and to help them function effectively in a deinucratie more readily accept responsibilities in their own society. An effective citizen in a democracy is a society and in the community of rations_ thinking individual who has gained the depth of-. Teach themore difficult skills only found in the understanding, the loyalties to: democratic ideals, , social sciences as well as thinking skills essential the attitudes. and the skills which are neett4 to to democratic citizenship and to effective .de- assume the responsibilities and rights of citizen- cisionmax- ing ship- Thecurriculumis based in part on the con- - . _ 'developeve the habitin students of staying informedh cepfs and methodologies of history7 geographyI - political science, economics. and the behavioral on abstract issues which affect a humane society sciences. Social studies in the middle grades shoulandand of applying the principles and knowledge of do the following. - social studies to contemporary affairs. - a Help students learn to participate in.society and a Promote growth ofa strong and responsible make changes modem conditions demand or self-concept to help ~'' students become self-actu= creative imagination- suggests which are consis- and seeking to _learn. tent with basic-principles-and values of democra= a lievelop specific -competencies, skills and knowl- CY. edge of the basic concepts of the social sciences Enable students to identify and undeistand the and teach the rudiments of information gather- basic principles and values that constitute a ing and analytic methods of social inquiry. democraticsociety. a Expand and ehrich the student's' knowledge of The following units are presented as examples for ucation-13rograni,- including the Basic Skills Clus- or aiizireurriculumJ They were developed to-ters. : illustrate- how, the, components of a social studies -- program identified in this guide may be used-to The second:example illustrates q'format that goes _generate instructional plans- for classroom imple- down the page. Lesson plans within the units are mentation expanded for classroom use. -The activities are more fully explained with many resources shown Two exaMpleN,of formats are given in this section_ for greater teacherAt- utilization. More details are the firstone illustrates a format which goes across offered in the sequential development of the lesson the page outlining eleinents of the _curriCulum de- plans for the sample unite sign. The chart shows how all the eleinents are interrelate& The objectives and evaluation strate- These ideas are only presented as examples for gies are correlated -with the Essential Skills for organizing curriculum and may be arranged in Georgia Schools and the Competency -based Ed- different patterns. 1 '1 1.1 _ 1 1-1 I'S LI . 1 . . I -: ' . - -- - 1. '1 ' I i.1... . n I. . I In. . I n. n -I r -i -I ' - li .. . I .- L; d I I n I- I - n 1 - . 1+9 . - -1 - ' - 11;II ,- II'I 4 . 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I .. .! .. . i.. 11 111 -A- F 1 - .1...... , 1 .1 ... n . - I 1 C-. - n !i I' - - r ' 1 1 I - 1 11 n % . . - 1 . . b-- I I i 1 III 1 - - 1 I 11 ... .1' I ni - I 1. -X -ni I ni I in . .11 i i . - n n.4 -.11 ' . -' I. / 41 i . 1 .!1 - -P- ii nIl 1P 1 .... 1. - .11. 7 4 i - .... - . . 1E1- - - _ 14 I - !I :.11- ik I. 1 ' ' I . r r. 1 II - n 11 I m. I .. L: .. L b ' F. nil' 1 --n 1 ... 1 1.9.-:. . .L d. I.' ;1 - 11' 1. II . I F i I : - ' - I I 1 1 L . . I I 1 - . - n 4 rNO .... 1 - - r P . I I.- 1 II. .--' I - - - _. , . ii .- -,. I -I . r-- i r .. nr...... : ..14 - - -14111111111 INN -it -. ' . ri - _ Pi- - i. .. - 1. .. - - , , 112.1 it .1E1 .., 1.1 . 1 1 r - .1 . I - weamil ' I.! Al.'" . %I I b n n -I p... n n n 'r I i M. I 1;1. - n ... _ 1 n g. 1 - ' n i .4 I I. , -1 .... 11. - 11 . - 1 r. _.,-. I - J..T. .. NI -.II U j: .!.....-In-n ... E .- - - .- p. . nu ..1111.. n m. _I n .1 - n - - --. n an I - r _ F'- n 1 - 'I' il I . I I - , LE : .. n n ." LI-iii1-11r11 I U. ri-...- 1 o'dI I IL 14 - 11! 14'1I- .. 11 ..- .-- ... _ ;_: V. c LI A- I '" ' I _. ; II nil : 1 - 1 EthnieGronpsin the United States ApiproachInterdiseiplinmy and behavioral Teiehing Strategies Employed aide Level on I T-picture analysis; exarnple-to-rule con- _ Sample Lesson Titles cept lesson: _ I What Is An Ethnie Group? Lesson II time line, data retrieval chart, value - analysis _The Historical Background of Mexican Ameri- _ Lesson III rule-to-example concept lesson, data _ _ cans and Chinese Arnelichns retrieval chart, chart analysis III Problems Faced by Ethnic Groups in the U.S. Lesson IV case study, data retrieval chart, role IV Perspectives of Different Ethnic Groups play, data gathering and portrayal, V Contributions of Mexican Axnericans and decision-making model Chinese Americans brainstorming, data gathering and pOrtrayal

Concept Ob ectives (Lessons I and U) Process Objectives Lesson II) The-student will-be-able-to -Th dent will he able to a recognize and illusftate that whenever and * acquire information through reading, listening whirever humans have lived they have devel- and observing, oped systems of artifacts, beliefs. and behavior patterns or culture; which have enabled them Work with information from many sources, to satisfy their social and physical needs -(Gen- acquireand proceisinformation_ byusing eral_Objective B5). _ thought processes. a. _ recognize, explain and evaluate how culture and sequence terms which denote time and arrange a social patterns affect thinking, feeling, acting series of events in chronological order, and perceiving throughout life (General Objec- gather information for understanding an issue, tive B6). make cross-sectional comparisons, recognize and explain how cultures are comprised of traditions, ,which are the result of make and prefer statements about other groups accumulated knowledge, artifacts and customs which do not use their own groups as a standard; (General Objective B17). accept diversity as inevitable and natural, Process_Ohjectives (Les on I) perceive change as inevitable and natural, The student will be able to a recognize moral complexity in conflict situations, acquire information through listening, perceive conflict as inevitable and natural, frame productive questions, state reasons for advocating a position, make inferences about a situation through make logical inferences and identify evidence on serving, which inferences are based, recognize and state a problem, militate hypotheses on the basis of evidence,_ formulate hypotheses based on evidence, accept alternative perspectives as being legiti- listen and obtain the views of others, mate explanations of differing perspectives, of others, state reasons for advocated position, describe accurately the thoughts and feelings of combine experiences into larger, More inclusive others, concepts. tolerate ambiguity, use rational criteria for making evaluations, perceive that given actions, may affect people in different ways_

7 Periortnance Objectives indicators as The student will be able to The student will_ be able to . deinonstrate an understanding" of the concept differentiate between ethnic. groups and non-- ethnic group. _ ethnic grilups._ - , give examples of 'ethnic groups and describe~-

_ their general characteristics: demonstrate knowledge about the historical -- construct a timeline which demonstrates how backgrounds of Mexican Americans and Chinese Mexican and Chinese Americans became a Americans. . part of the U.S. , a compare and contrast the historical backgrounds of Mexican and Chinese Americans by completing a data retrieval chart make value judgments concerning Mexican and Chinese Americans' historical rights in the U.S.

Procedures Lesson I Use the following questions for the interviews. IntrodnctionPicture Analysis Have each person introduce hint/herself and tell a little about him/herself. The class is shown pictures of Mexican and Chinese Americans., Why do you consider yourself to be a _merican7 StudentS. are asked the following questions. What are some traditions and customs of your What do they see in the pictures7 group? Who are the people in the pictures? How would Are there any foods you do or do not eat because they describe them?4 you belong in this group? What are the people doing? a Do you exhibit any types-of behavior Nit certain 'What can =you tell about the people in the pic- things) that are due to your membership in this tures? (happy/sad, rich/poor, American/foreign, group? If so, explain. etc.) Does your group hold any values as a group? The students are told that the pictures are taken in How might one identify a member of your group? the United States and that the people in the pictures are AmtriCans and asked the following ques- Ask thestudents questions toelicit aspects of their tions. own ethnic and caural heritage. Further questions can be developed from students' answers. What are some things you wouldlikeo know about these people? Do any of you know -from which country your ancestors came? a How did they get to the U.S.? Do any of you belong to a group that has its own Where do they- live? traditions, customs, ways of behavitig, etc.? Tell Are they different front me? How? us about it. Explain to the students that they will be spending a Explain that the. groups you have been talking week researching many of the question& about are called ethnic groups. "Groups whose members share a unique social and cultural heri- Exampie-to-riale Concept-Lesson (Inductive) tage passed on from one generation to the next are Conduct interviews in class or play recordings of known as ethnic groups. Ethnic groups are fre- interviews. with a Jewish American, an Afro- quently identified by distinctive patterns of family American, a Cuban American, a native American, life, language, recreation , 'religion, and other cus- or a member of any ethnic group present in the toms whi cruse themto,be differentiated from U.S. other than a Mexican or Chinese American. others. A o il else, the members of such groups feel a sense of identity and an interdependence of Fusco, Paul and George D. Horwiti. La Cauca: The fate with thosewho share the customs of the ethnic California Grape Strike. New York Collier, 1970. - traditions?"' Weineri -Sandra._ Small Hands, Big Hands: Seven EiWnation (Leeson I Profiles of Chicano Migrant Workers and Their List differen_ groups the .students- and have Families. New York: Pantheon, 1970. them -identify these groups as ethnic' or now Chinese AmericanFigures

ethnic. _ Colman, Elizabeth. Chinatown U.S.A. New York: Boy Scouts (nonethnic) John Day, 1946. Greek Americans (ethnic) Lenski,- Lois.-- San Francisco Boy. New York: Lippincott, 1955. South Carolinians-(nonethnic Politi, Leo. May May. New York: Scribers, 1960: AmeriCan Indians (ethnic) Banks. James A.. Teaching Strategies for Ethnic Studies. Boston: Allyn and Bacon. 1975. Anglo-Saxons (ethnic Procedures (Lesson11 Families (no ThneLines Ask students to _brae ethnic groups and to ident f r the generar characteristicsthat- in-We----Theptir&seof tirne !tries isT6--diVetlideri& some them ethnic groups. historical perspective about Mexican and Chinese Americans.--the current issues and problems which Materials (Lesson') have developed over the-years and to help students Mexican American Pictures understand how the groups came to be part of the Anierican cultural heritage. A time line allows- -- Dobrin, Arnold. The New L La Vida Neuvcv. New students to see events as part of a continuum and -York: Dodd, Mead, 1971. not as isolated haPPeningi; cause antreffeet refa= Fitch., Bob, and Lynne Fitch. Soz Chicano: I am tionships are more likely to be discerned when data Mexican American. Mankato, Minnesota: Creatwe are, displayed as a time line. The time lines should Educ.ational Society, 1970. include the most- important historical events relative to Mexican 'and Chinese. Americans. A complete listing of eventsior inclusion on the time lines Peter I. Rose, Thek and We: Racial & Ethnic Relations. is provided in the Banks book, pages 285-288 and United States. New York: Ragdorn House, 1964, p. 11. 321-323.

Mexican American Time Line

Important Dates 1836 1519 Mexico's President Santa Anna and his troops

Hemet; Cartes, the Spanish .conquistador, defeated the rebelling Texans at the Alamo. and a grounA3f Spaniards arrived in what is Six weeks later Santa Anna was defeated by now Mexico. Sam Houston and his Texan troops at San 1521 J3cinto. Texas declared itself independent and Cortes, with the support of Indian allies, seized formed the Lone Star Republic. the Aztec capital city, Tenochititlan, and the 1845 empire fell. 'The United States annexed Texas, which had 1810 declared itself independent from. Mexico in On September 16, 1810, Father Miguel Hi- 1836. This was one of the key events leading dalgo sounded a battle cry known as the El to the Mexican-American War. Grito de Dolores, ,which signaled the begin- 1846 ning of the struggle for Mexican independence On May 13,.1846, the United States declared from Spain in 1821. war on Mexico, and the Mexican-American

69 _ - _ War began. The United States invaded New es looking for jobs. -Other immigrants exico and California. came, to escape political turmoil and persecu- 1848 lie I lnrteadtates and Mexico_ signedthe 1924 Treaty of Guadalupe-Hidalgo which ended. °tigress established the Border Patrol =to the Mexican-American War. Mexico lost nearly_ monitortrnflic across the Mexicm-United States one-third of its territory. and the -United States border. This border had previously been pri- acquired most of the territory that makes up marily free. the Southwestern states. '1920 e League of United Latin American Citizens was formed in Harlingen-, Teiai. Like other earlier Mexithn-American civil rights organizations. the League stressed United States citizenship and assimilation. 1929-35 Thousands of Mexican immigrants were re- patriated to Mexico most without legal proceedings. 1942 ______The_Linited.States_mcLMeidco_madean merit that mithorized Mexican immigrants to work temporarily in the United States. This project is known as the.bracero program. =1853L 1943 James Gadsden, representing the United States, The anti-Mexican toot -suit riots took place in bought 45,532 square miles of additional land Los Angeles during the summer. from l exico-whici "was rich in copper. a transcontinental railroad route was conv- The United States and Mexico made a Migra- pleted through the land. tory Labor Agreement (Public Law 78) which established a new bthcero prograrri. 1859 _ Juan N. Cortina, who became a United States 1954' citizenp under the provisions_ of the Treaty of The United States Immigration and Natural- Gnadalupe-Hidalgo, led a Series of rebellions ization Seleice began Operation Wetback. a against- Anglo-Americans. in the Lower Rio massive plograrn to deport illegal Mexican Grande Valley of South Texas.- imrnigrarits-to Mexico. 1862 On May 5,- 1862. Freneh -forces that had A_grapejstrike led by Cesar Chavez and the invaded Mexico wer -defeated at Pueblo by National Farm Workers Association began in Mexican forces led by Ignacio Zaragosa, a Delano, California, a town in the San Joaquin Texas Chicano. May 5 (Cinco de Mayo) is an-- Valley.. important Mexican holiday also. observed by. Rodolfo `:..Corky" Gonzales formed the Cru- Mexican Americans. sade for Justice in Denver. This 'important 1878 civil rights organization epitomized the -Chi- The El Paso Salt War took place, in which cano movement that emerged in the 1950, s Mexicans organized and rebelled against- An- Congress passed an immigration act limiting glos because of a dispute over rights to salt the number of Mexican immigrants to the beds.- United States to 20 000 annually. 1910 1970 A revolution starting in Mexico caused many La Raza Unida was organized by Jose Angel Mexican peasants to immigrate to the United Gutierrez in Crystal City, Texas. _

Chinese American Time Line

iimiortant Dates 1850 The United -States census showed 450 Chi- neseimmigrants_in the United States. This number increased to 34,933 in 1860. The California legislature passed a discriminatory. Foreign Miners' Tax, which forced Chinese immigrants to pay a highly disproportionate shore of the state taxes. 1859 Authorities in the Kwangtung Province legal- ized the recruitment of Chinese laborers. 1868 The United States and China signed the Bur- lingame Treaty. This treaty firmed friend- ship between the two nations and granted the Chinese th± right =to travel and liveJn_the United States and Americans the right to trade and travel in- China.. .1869 1888 The transcontinental railroad was completed. The Scott Act prohibited the immigration of Chinese laborers did most of the work on the Chinese laborers and permitted only officials, Pacific portion Of the railroad. One of the teachers, students, iherchants and travelers earliest anti-Chinese riots took place in San from China to enter the United States Francisco. 1892 1871 .The Geary Act excluded Chinese laborers and A White mob in Los Angeles attacked _a took away most of the Chinese immigrants': Chinese community. Nineteen Chinese were legal rights. -killed, and their community was left in sham- 1943 bles. The Chinese Exclusion Act was replaced_ How- 1880 ever: only a token- quota of 105 Chinese One of the most deplorable anti-Chinese riots immigrants a year were allowed to enter the - occurred in. Denver; Colorado. United States. 1882 1959 The Chinese- Exclusion Act was passed by Hiram L. Fong, of Hawaii, became the first Congress. The Amigration of Chinese labor- United States Senator of Asian ancestry. ers was prohibited for 10 years. Sobsequent 1965 acts renewed the terms of this act, excluding Congress passed an Immigration Act that Chinese immigrants for decades. eliminated quotas based on national origins 1885 and ipstituted fair immigration policies;it A serious anti-Chinese riot took place in Rock became effective in 1968. After this acttl Springs, Wyoming. Twenty-eight Chinese were number of Chinese immigrating to the United killed, and many- Others were wounded and States increased subtgintially, from 4.057 in driven from their homes. 1965 to 14,417 in 1971. Data Retrieval Chart

A data retrieval chart enables students, to _record _information in a-simple-and Convenient form that facilitates analysis and interpretation of data This n of chart alsolacilitates comparisons and con- acts -between_ Mexican Americans and Chinese

Americans. The different categoriei (concepts). =o the.chmt foeus Students' attention on specific...as- peets of information. Specific questions can 'be included m each-c_ ategmy_to_focus attention - more .= _ narrcituly. Select appropriate reading and audiovisual

_ terials from the included lists. Given appropriate data,- students should be able

construct a timeline concerning the period from 1810 - present, depicting important events in the historrj of Mixican Americans. constructatimefine concemingtheperiodfrom 1850 - present, depicting important events in the history of Chinese Americans. analyzedatato complete the first two categories of the following data retrieval chart (adapted from Banks, pp. 214-215).

ata Removal:hart Chinese Immigration What were the periods ofgreatest_ immigration of each group? What were the mairheasons for immigrating? Where did they settle? Population What was the approximate number oUthe ethnic group already in the U.S. prior to the period of gteatest immigration? Wheie were the members of the group who werealready here mainly settled? Prejudice and Discriaination What was the nature of prejudice and ti)scrimination they faced? How did prejudice and discrimination affect them? 72 1/1111eAtialyslis (1:4zsson H) The following questions require students to make value Teacher materials, History of Mmdcan Americans judgments based On the _information in Lesson It. Students-shotilff:be able tot recognize the inherent z_Acuna,Rudolfo. Occupied .Arnerica: The Chicano's conflict among beliefs, vales and attitudes-and to Struggle Toward Liberation.,San Francisco: Can- field Press. 1972. levelop -'their _own bdiefs,AValues and --attitudes _ Jogically and rationally. Very few issues are neutral McWilliams, Carey. North from kedco: The Spanish ind to ignore this aspect of an issue in the claSs- Speaking People of the U.S. New York: Green- room denies students- the opportunity to develop wood Press,-1949, updated edition, 1968. ;kills necessary for analyzing personal and societal 3roblems. Meier, Matt S. & Feliciano Rivera. The Chicanos: -A History of Mexican Americans. New York: n answering and discussing these questions, stu- Hill & Wang. 1972. lenti should identify and label the basic values - mon which they base their opinions. They should Moore, Joan W., Afredo Cuellor. Mexican-Ameri- ie aware of the consequences of acting upon their cans. Englewood Cliffs, N.J.: Prentice-Hall, 1970_ rattles and whether or not acting on the basis of Moquin, Wayne & Charles Van Doren, eds. A ine-yalue violates another. Consequences can be Documentary Flistory of- Me.xican Americans. ;xamined by a consideration of the import of all New York: Bantam, 1971. motile advocating a certain value position of uni- ersal application. Analogous cases can help clar-_ Nava,- Julian. Mexican Americans: A Brief Look the-consequences- of-a--value position- at Their History. Anti-Defamation League of Bnai Writh, 1970, 3iven appropriate data, students will answer the allowing questions. Rosaldo, Renato, R. A. Calvert & G. L-Seligmann. Chicano: The Evolution of a People: Huntington, During the latter half of the nineteenth century, - N.Y.: Robert E. Krieger, 1977. thousands of people from the East and South eere moving West. Many who could not fiudlobs Student materials - History of Mexican Americans blamed_the Chinese, because they felt the Chi- nese were taking jobs from people who- had been Acuna; Rudy. The Story of the Mexican Americans: there longer. Did the` people from the East and The Men and the Land. New York: AmeriCan Book Company, 1969. South have more_ right to the jobs?. Explain your _-_ answer. Chicano' (Film)Distributor: BFA Educational Why do you think the Chinese set up their__ own Media, 2211- Michigan Avenue, Santa Monica, communities instead of spreading themselves CA, 90404. out among the people in the towns? Cortes. Carlos E., ed. Aspects of the Mexican- Why might Mexican Americans feel they have a American Experience. New York: Arno Press, better claim, to certain areas of -the Southwest 1976. than Americpris of English and European heri- De Garza, Patricia. Chicanos: The Story of Meld- tages?. Do you think this claim1avalid one? car; Americans. New York: Julian Messner, 1973. Explain your answer. Martin. Patricia M. Chicanos: Mexican in the United States. New York: Parents Magazine Piess, 1971. Nava, Julian_ Mexican Americans: Past, Present and Future. New York: American Book Com- :valuation (Lesson H) pany. valuation is based orr student's ability to construct Pincbot, Jane.- The Mexicans in Amea. .nneap- me lines, complete the chart and answer -the olis: Lerner Publications, 1973. .- uestions. Answers-to the questions should include folldwing. Rambeau, John, N. Rarnbeaa & R. E. Gross. The Magic Door. San Francisco; Field Educational- a clearly stated opinion Publications, Inc., 1968. a logical_ development af the opinion based on Rambea.u, John. The Role of the Mexican Amer- peninent data ican in the History of the Southwest Conference a statement concerning the basic value upon sponsored by the Center-American institute, Pan which the opinion is.based American College, Edinburg, Texas, 1969. Teacher Materials, History of Chinese Americank Piocessr ObjectiSe (Lesson EU Barth aunther_ Better Strength: A History of The The Students will be able to Chinese in the 1.1.5_,-` 1850-1870. Cambridge:- acquire information? Howard University PFess, 1964. observing, eng-Tiu Wu, ed, -`Chink!'''Neur York World,1972. a locate and work with in orMationmorn a van Hudsob. harry. Human = Rights in a G Age. sources, Bloomington, Indiana: Indiana University Founda- a acquire and pros s informalon using thought 1977. processes, oger and R. C. Remy.' Citizenship Decl- make inferences about _a s' on thr-h obser- aring. Readii;g,Mass.:Addison-Wesley Pub- vation techniques,

bating Co., 1978: . organize inforination in a u ung, Betty L The Story of the Chinese in Americo. a interpret a_ chart, New York: Mcrnillan, 1967. a formulate hypotheses based on evidence, Sungf....S. W.:Chinese American Life: Some As- propose alternative pa-I:sib-al:ties for realitie pects of their History, Status. Problems. & Canal- butions: Seattle: University of Washington Press, a choose. a reasonableL 7-!'so n tothe prob after applying the evidailajo the Various-altern

tudent materials, Historir of ChineseI Americans use divergent thinking in problem - solving, Canton Weit, (film) The Story of Chinatown from observe interrelationships between two proble 1849-1900. Distributor: Modern Teaching Aids; -and solutions to Division of Ward's Natural Scioice, P.O. Box a gather information nece for- understanding 302, Rochester, N.Y. 14603 an issue, Chu. Daniel & SamuetChu. Passage to the Golden a state reasons for adv pcated p_osition: Gate: A History 4 the Chinese in America to a identify alternative methods of managing con- 1910. Garden City, N.J.: Doubleday, 1967. flict,- Dowdelf, Dorothy & J. Dowdell. The Chinese Helped make cross-sectional comparisons, Build Americo. New York: Julian Messner, 1972. group and label items, Rambeau, John, N. 'Rambeau and R. E. Gross. .combine experiences=inter,larger, more inclusive la China Boy. San Francisco: Field Educational concept?. - Publications, Inc., 1968. make lo ical inferences andidentifevidence Sung, Betty L. The Chinese In-America. New York: on w 7 inferentes are based.

Concept Objective .(Leison UI) The student will analyie and evaluate how stereo- ing a class of people or a. place or philosophy may lead to false statements and dangerous beliefs (Gerieral Objective B 20). '1-. ._ i ____,_____ P ante Object lief . Indieatoraffas_ - ,

. The_ student will 'be able to The studentill be able to

; , demonstrate an understanding of the concepts give exatirples_Of prejudice and discrimation.- :_of prejudice and discrimination. .._ .m, - discriininati-betWeenfixamples and non- exampie of the concepts. ='

make hypotheses c nceming possible_ solutions - to the problem. write a paper describing pdssible solutions to

- the problem.

-- . demonstrate a knowledge of discrimination and othe_s e about the causes,of discrimination. ,prejudice experienced in the past by Mexican

and Chinese Americans. - , compare add contrast the historical treatnient - . of Mexican and Chingii AmeriEans by completing , a .._data- retrieval chart. demonstrate knowledge _of ciarent.discrirri-: _interpret_a,chart_md_infer..frOm it current_a'- inatory practices and prejudice affecting Me xi- tradestoward_s ChineseAmericans. can and Chinese Americans.. describe cases of current prejudice and discrimi- - :nation aimed at Mexican Americans.

. - evaluate Mexican Atnerican attitudes and re- . actions to prejudice and discrimination. ---= .

Rule-to.example concept lesson (deductive) not wing blue-eyed students to have cess scrimination), ConcRpts 3 discrimination. prejudice hatinall 'dark-skinned people (prejClice 1. -Explain to thegclass that prepidiee can be a neg- atlye attitude koww-d_an_individual,_grLap, a signs front of factories during the late Mce, etc. due to a Preconceived opinion that is nineteeli and early twentieth century - NINA, not based on safficient grounds or knowledge; No. Irish Need. Apply (cliscOminaiion); 2. Explain- that discritninatiOn can be a pegative .'thinki>ig all people- from Europe are stupid way of acting toward or treating an in aividual.'a (prejudice). group, a race, etc., and that discriminadoa is often based on prejudice. 4. -Evaluation Ask student& to tell about cases Of prejudice a Cite examples of prejudice and _discrimination, and discrimination they know of and have them such as expf.ain Ashy these are examples of piejudice scrumnabon. 74.1Negative-feelings-re-fint-always-prejudicePDis- ich -ol mien are- positiy abo ut-Chinese?-H-- stimination is not always negative, Ask studentS, Did the-- percentage of_ peOplwho_ aareed _ tit giVe examples ofthese.-Someexamples are with positive opinions change between 1966- and '1972? 0 being angry at someone who= hurl you, Overall, was there a shift in American's opin- forming a dub for people interested .in hooks. ions about Chinese between 1966 and 1972? How wotdd you describe the shift?-

-= Follow-t3 I President Nixon visited China in 1972 and was the first president to visit China since it 6. Ex lain to the clan that, ethnic groups are often became a Communist country. Do you think h victims of prejudice and Aiscriininetion. this-visit-may account for the shift in Ameri- can attitudes ? Why?- 7.. Discus-4 the following questions. Are .AmericanS- attitudes toward the Com- Why do yod think ethnic 'groups are often the .muniSt Chinese likely to be similar to-their attitudes towards Chinese -Americans? Ex- victims of prejudice and discrimination?, plain your answer. How do you think peOple experiencing prejudice and discrimination feel? 10. Students will discuss the following queStions What do you think people accomplish by their based on the film Chicano (BFA Educational prejudice _and discrimination? Media). Do ethnic groups have any defensl against pre - Do Mexican Americans still experience prejudice and discrimination.? If so. what? judice and 'discrimination? Describe exam- s How do Mexican Americans combat discrimination? Are their Methods_successful? Data Retrieval Chart -Do you think Mexican Americans who desire tobe bilingual, bicultural Americans 8. Have students read appropriate selections from the list ofcesources ;and complete the last can succeed? Why or Why not? category on the data retrieval chatt (Lesson II). .1. Do you-think that their being bilingual_and_ The follow-Op -qoestions listed above can- be bicultural will increase or decrease prejudice distussed in light' of thenew evidence. against them? Explain. IL Stu_ dents will, write a paper-about possible mays Of decreasing prejudice and discrimination agaiust ethnic groups in the-US. 'Evaluation of students' understandin4 of prejudice andicljs ChartAnalysis criminetionls based on the ability to produce a logical pape) Criteria for evaluating the-paper 9. Have students 'interpret the following chart by might intlude answering these questions. (Chau and first three questions-are from Hodson, Harry, Human Rights citing of several examples of prejudice and in alobal Age, pp, 36-37). discrimination to be eliminated, Whit opinions erg negative about Chinese? 0. listing of-several ideas concerning decrees- Did the percentage of people who agreed with ing prejudice and discrimination, poSitive Oinions -Zhange between 1966 and describing the steps of the plans for 1972? How? creasing prejudice arid discrimination_ = - Opinions About the Communist Chinese Percentage of Americans who agree with statement Opinion 1966 - 1972

. . Chinese are hard-working. . 37. 74

Chinese are warlike. 23 13

Chinese are progressive. 28

Chinese are lazy. -

inese afe intelligent. _14 32

Chinese are-conceded. ------___.3 -_ _p-______

Chinese abrave. ..17

Chinese are ignorant. 24 10'

Chfnese'are dull.'. . 6 7 ------7--- 8 Chinese are practical. k

Chinese are treacherous. 1 12

Chinese are religious. 14

_ . 20.- 19 Chinese die sly. -- .

Chinese are cruel. 13

Chinese are artistic. 13 r 26

Chinese are ordinary. 12 15 udson, his in a Global Age: Bloomington, Indiana: Indiana University Foundation. 1977. pp. 36-37.- oniiciept _Objecitlie change the solution if new data-warrantS The learner recogdize;: explain' and .evaluate how c=iiiture and social patterns affect thinking, apply probierrilsolving technique to solve personal' feeling, acting and perceiving throughout life (Gen-- and grouP=related iroblern- eral Objective 8_6). use divergent thinking skills in problem solving, Make cross-sectional comparisons, 1Proceita Objectives (Lesson UV . ri4ignize the existence of perspective and proje student will be able ,to themselves into alternative perspective, acquire informationthrough reading, listening. accepf alternative perspectives abeing legfti- observing,_ mate explanations- of ,differing4erceptions of locate and lark with information from a vane others, _ . of sources, consider interests and welfare of others, organize information in a usable `form, describe accurately the thoughts and feelings of

recognize and state a problem. -_ others, e'proposealternativepossibilitiesforexisting -explain why they wduld think, feel, act thi3.same realities, as if they .were.ere in the others' social and choose" a reasonable solution to the problem situational setting, after applying the evidence to the various alter- frame,productive questions. tatives.

Performance Objective bidicatorsfras

tudent will be able to The student-will'he able to recognize differences and similari complete a data retrieval chart comparing and ethnic groups in the US. contrasting aspects of the livet of a Mexican ierican, a Chinese American and the student;

-vole play the different reactions of a Mexicar American, a Chinese American and a White Anglo- Saxon Protestant to a situation; analyze the origins of a custom of a Mexican American, a Chinese American or the student; create a letter written to a persiin of a different ethnic heritage by generalizing)ftom information about Mexican-and Chinese-Atriericans. make a decision based on knowledge about differences and similarities among ethnic groups, - _ endures

e Study are disc- uesing the situation in the. playground; 1. Choose froth the list of resolitres an appropriate ariue'for or against the impending cut in funds. - case study of a Mexican American's` life and a (The Min Chicano introduces Students to the Chinese American's life. concepts ofbilingual_and bicultural) Steps for role play. 2. Have-students -read the case studies which will provide thein with information about the lives of Set up the situation. a Mexican Ameiican and a_ Chinese American- - Discuss various attitudes that are possible for From the gudies they should be able to general- the three different students to e; get stu- ize °about the lives' of Mexican and Chinese dents to think of airternatives. Americans in the U.S. today. The students can also discover similarities and differences among.- Choose one of the scenarios for the role play. Mexican Amedcans, Chinese Americans and _Select the actors. themselves from the studies. Prepare the -audiencsby telling them to _look Data Retrieval Chant for certain things (t* position of each actor, the reasons given for the position, the feelingS 3. Have students construct a data retrieval chart displayed by the. actors, etc.). similar to thene below from which comparisons and contrasts among the two case studies . Set the stage by talking to the actors and and their own lives can be made. Students can making them comfortable. Describe the sana- brainstorm ideas for the different categories for- tion and define exactly where the action is to -the chart-and choose the ones in which they are start. (give one. actor the first line) most interested. a Enact the role play. Suggested questions based on the chart. Ask actors how they felt- Ask -the audience to -describe what they saw. . How are your lives alike?. How are they different? Reenact role play using a different scenario or- How do you account for the similarities and the the same scenario with different actors. differences? Discussion. _ _ _

Data Retrieval Chart Evaluation. Ask .if the actors realistically por- trayed their parts. Do .you think that was how exican,Chinese the people would really feel? Did you form an in nsAmericans Student opinion regarding the funding of bilingual, bicultural education? If so, what is it?

Role Playing 4. Have students role play the following situation. You are students at a middle school in a Cali- ornia Community which has large numbers of Mexican and Chinese kmericans. It has been announced that federal funds for bilingual,-bicultural education may be cut. Takinj the positions Mexican-Americani-Chinese-Americanrand-- a White Anglo-Sax6n Protestant student who AL-jille1L wit*riirjii4.. r-1, '"'

rap-up._ Make general statements pertain- Evaluation _ ing to the role play experience and the situa- 8. Evaluation should :be based on the _ students' tion. ability-to-complete-the7data retrieval -chart

-m. assume the role of an ethnic group member and arch Papers write the research pap-er, 5. Have students choose a holiday, custom, food, The student should be able to explain in writing etc unique to their own ethnic group, research why members of different ethnic groups in the its origins and write a short paper on the topic U.S. are alike in some ways but different in The following questions should be considered. other& In the explanation, students should list several ways in which peoPlenredifferent; these What is the history of can be specific to Mexican Americans and Chi- What is the current practice of the ethnic nese Americans, but students- also should -be group regarding ? able to generate other example& Students shoWd O How do Members of the group learn about also give ways in which all people are alike - (these similarities should not be restricted to Mexican and Chinese Americans). They should Are there,any _ ssimilar to mine in also be -able to describe the impact of the the other two ethnic groups? similarities and differences on American life. 0, Has spreagto other groups? If so, how? Fitch, Bob and Lynne Fitch. Soy Chico-no: I am ntkion Activities 'Mexican American. Mankato, Minn.; Creative 6. Explain to or have students read about the Educational Society, 1970: Cuban refugee situation Each student will compose a letter to Cubthi students who have ar- Mohler, Joe. A Chinese American Child Tells His rived in the U.S..telling them what probleris Story_ New York: Franklin Watts, 1%73. they may faCe, what will be different in the Molner, Joe. Graciela: A Mexican American Child U_S, etc._ TellsilerStorst4iew YorkFranklin Watts.1972 7. Using the decision making model from LaRaus, Politi, Leo, Moy May. New York: Scribners, 1960, Rober and Remy, Citizenship Decision Making, Reit, Seymour. Rice Cakes and Paper Dragons. students will in small group% fill in a decision New York: Dodd,.Mead, 1973. tree_ The students will be the President who is trying to make a decision about allowing Cuban Tenski, Lois. Sari Francisco Boy. New. York: refugees_into the US_ _ _ Wf3Wittiff,-1955. Concept,ObjectiVe (Lesson V) _ The learnerwill recognize and illustrate that people accniire and p information by using thought of all races, religions, cultures and regions have processes, _ contributed to a common cultural heritage, and Organize information in -a useable form. that modem society owes a debtto Crillural innovators cif other times and places (General Objective construct and interpret graphs, charts, tables. -_ etc.. Objectives (Lesson V recognize and state a problem, formulate- hypotheses based on evidence, The student will be able to ' determine reliable materials, acquire information through reading, listening and observing, gather information necessary for understanding an issue. locate and work with information from different sources use media to perform increasingly complex tasks.

Performance Objective Indicators/Tasks The student will- be able to The student will be able to recognize and list the contributions, of Mexican list influences on his or her life of the two and Chinese Americans to the cultural heritage ethnic groups_ of the Un Mates-ates. 41IP . gather, analyze and present datapenaining to the contnbutionsOf MiliEad-Cliiire-ii-- Americans to the American cultural heritage. Procedures (Lesson V Brainstorming 1. Brainstorm with students ways in'which Mexican tural heritage' Assessment should be based on -Americans and ChineseAmericans influencetheir their abil-o incorporate what was taught into lives. Students should be able to name foods, res- the pape taurants, clothing styles, housing detilgns, etc.

. 2. Ask studentsto bring to school objects which illustrate influence of the two ethnic groups. Discuss Dowdell, Dorothwand Joseph Dowdell. TheChinese the importance of these objects in students' lives. Helped Build Amerka New York- Julian Messner, 1972. Oral Reports di Garia, Patricia. Chicanos: The Story of Mexic 3. Have studenis choose a topic to research which Americans. New York: Messner, 1973. deals with a particular contribution of one of the two ethnic groups or a member from one of the_Franchere,- Ruth; --Cesar- Chavez- New--York: groups who has made a substantial contribution to Crowell 1970. the group or the American culture. Students Jones, Clair. The Chinese rnerica. Minneapolis: ay choose topics freely or from a list compiled Lerner Publications, 197 y the teacher..trevious reading and the lists of materials shousuggest topics, such as Cesar Newlon, Clarke. Famous Mexican Americans. New Chavez or Chinese participation in buildinglhs; Dodd, Mead. 1972. transcontinental railroad. Students can use fr Paredes, Americo and RaIrmund Paredes, eds. Mex- brary resources and classroom materials for - icon American Authors. Boston: Houghton Mif- data- ach student will preserif-the--- ifi-iffingss' = flint 1972. orallsk to the 'class or ma k* a graph, poster, model, etc., to show. Pinchot, Jane. The Mexicans in America. Lerner, 1973. Evaluation Tenian, J.P., and Kathryn Cramer. Mighty Hard 4. Have students write a short essay on the topic = Road: The Story of Cesar Chavez, Garden Ci The UriWeiI States has_a rich and vaned-cut-- .Y.:-Doubleday 1970. .1. 1 p L 1. . J I 4 ... - . 1 1 . . 91111119 IIIP . 1 91111.111111 .- IC p I i - 1....a -. 1 1 b - I.- 1 ..1.- . FI r' 11" P - L- Ir 1.1 r r I II - I ,;' Ip. - 1 Il 14- q . e - .. i. ._ IIII ! -- - -a .-LII --- . .114 ... F. . . 1, II - - -.- I - 1 .1 1 . I 1.- 1 - I - .. - LI 1 7 E. bl - L 4 1: ...L - e I 4.. I.. .. . I 1 I r1 1 .I I ...1 I -'I.1.4 0.1.4 .- 141 I I - 1 I- - II 1 11 .. - I I - r4 II - II - P4 1 ...... = . r 1 --II. I I 11 . 11 ' -PO-- rl 1 r ;: - - Fl .. 1-1. i I .51' I L IN . - , I. - I - !... . I INI ;7: I II-.1 ,... r -...... 1 U.L .- -4 .. - I - 1411111 I. C: :II- ir L- -.1 I, 11 -:- h 1 -I.. 0.1 r 11 7 . 1 - .;_ -....., IN : r . 11 '''I..p 11 k- - N. 1,1.-1 - = -- P - . 1-1 -.."_ : _ - : - I f - - . . .4.4 1 - .. 1-. 1.1.1 4 II II4 !I "I 1 .. .. PEI.. 1 r. . - -..L P - I .1 -1-:I -P r I I I. 1 ' 1.-4. 1 . L a 1 11 - r- I - I 1 - i ;" _. . - I 1414- 1 J Praiii ._ ... 7 1. 4 -- !_f_ 1;1 ..7 11 11 1 ' I , 4I III. 11 , 11 1. 1...... - 1 . 11 . 1- 1 1 -a I gni = .14 il ler I ;- . l'1111 1 11101 1 - . cal I. 1 : 11111.11111111...!:' I --4 1 . I-I N.! 1-. . . 1 I-1" PI 1r -I -. : : 1. !In.i.. . r 1i + . .. a ? .. . II .-'...- -1 ! iii -.- 1 .ib 1 ..-.'1.! - r: a .1 a .. _ -' . wi 1.1111111 .. 1 .. I ( 1 . 1 i. .1 .. -I 1 - . P. I _... -.1 '. --e1 ..... Pr I a.... 1.. VI I: I. , . a a " - -. 1.-- = 1- ' .. -4 1 1-J 1-1 a II -r1 .1 1 'J . . il 1 II. : .- ". 7 ..% .- I- - . ! I II . . - a ...... -. L. 7.. r - E. I I 11011 -I I = - "1.11! . .:. - iir r 1 -: =I 11. ! b. . 1 - . - . . 1 -11 . ..-1-11 1 .LI .. cor . 111 . I L , I . ; :Li -... ." r. a I P I '-=I - . . __1;-__ .. I .1 1: - .' , :PI I -11:.. 1 1 11- Id - L .-, I-1 - .. - 1.1 1 - ... - -: 491:31.. 11 - ' -- - i. 1- . 1I :.1 1- 10'. - : ...... t NI 1 - II' .- - I P -1 . 11111 _ ..- .. Ciftl .= .1 : : d I.111 " 1 .1 - - 1 : J. L -11Mill . II 1"--4 J I = Ii .1 _ kr' . 101M1Mil . 11 -.. -. I , 1 - 1 - - m i I . . I-. ,1.1 1.- 1 I 1-1 - - - Lilluill 1I .- M I 1.1 1 . - ,+ .91 ..L Id .E....,M ." e 4 - AI .. 1 . :1 . -,r ' 1 L- 14 sor 7 MINNI1 .. 1 .. :,d.- 1 ...1- I - 1. .1 . .... P Ie I.= .:r, 11 -1 .- IA. .. . -in-' -- 31 .. - II I= .r 1 1 J1 ri m: I-- r . , L - III.-1 ILI . E. -7 . I .(11 ..!' I I1 I Ull .._ 1 II 1 1- .1 .. . -1- II 1'11 'I - -; _.111 I 0. %. --1. 1.: 1 , ? 1--- _0 likl:.. Iv-- -. -.. . II i ::r - p.I, -.% . 1 . 111 . 11 I I. I Fl -: I 1 a - -. .1 11 za. -1.1. . Iii% .._ _ :_. " ...II ..1 .. 1 1 - .-_.- _ _ I ' _ 1 I _. __ ja111C_ettn-- hi

ApproachInterdisciplinalY and behavioral _ caching Sbrate Grade Level = 6 Lesson I concept learning, data gathering Sample 1.iisson Titles Lesson H concept learning, group work, brainstorming discussion, data gathering; I Learning About.China Throh Maps data retrieval chart, chart analysis II A Belief System of China on III concept learning, discussion, data HIChina's Contributions to the World gathering, oral presentation, group Other- le&sons appropriate for this unit are listed work _ below. China's Early History Marco Polo and China European Influence in China

Lesson I Learning about Chips Through Maps Concept Objectives The students shoidd be able to compare and analyze how cultural patterns are related to other phenomena, such as geographit location (General Objective B19); The Communist Revolution The Influence of Mao Tse-tung on China_ China'i Future explain; ;compare. illustrate and evaluate how natural environments influence modes of life and population patterns (General Objective D7). ocess Objectives The student should be able to ainterpret the keyr legend on different-kinds of a explain the use' of International Date Line. maps, -use grid ,coordinates -of- latitude or longitude to e= determin e distance on a marl by using scales, .

locate places on a Map or globe, identify special map symbols for physical features,_ a locate and use the International Date Line to explain the use of color or shading on physical interpret time zones, maps, use physical maps to clarify concepts, explain how symbols are used to ,show all kinds a consult a variety of maps-for information about of information, an area, compare maps and draw enCesflornthem. a locate places in relation to land and water mass- es, -= - PerformanceObjectives --- -:Indicatorsrfasks

The studefit will be able to The student will be- able to a use the-Jr-tap or globe tocomp re . locate China and the Udited States on a world map. China and the United States. . . compare the locations of China and the U.S. . answer questions concerning differences in daYs and_ times in China and the U.S. - , a use various types of maps to make . write generalizations concerning China's generalizations about' China. location. . _ - a write generalizations concerning China's -climates. . write generalizations, concerning China's population.- - write generalizations concerning China's terrain.

a use a map of China to locate given sites a use a map of China and a list of clues to find the answers .to a map game. Procedures n_whapart of the world is China ocated? Asia) Concept Learning What countries border China?(e.g., SoViet Using a map of the northern hemisphere or a Union, North Korea, North Vietnam, Burma, globe, have the students do the following. Laos, India) a -Locate the United States. a If you traveled from here toChina, describe - a LocateChina.. your route. Describe the- location of the a countries -in' Using climate, elevation and population maps of relation to one another. China, have the students answer the following Compare the location of the two countries by _questions. using latitude. a Is China a sparsely ordensely populated Answer the following questions. country?(densely) When it is Monday in the U.S.. what day is it in a In what part of China-do most of thepeople China?(Tuesday) live? -- (eastern China) When it is 12:00 noon in the LIS_ what time is by do fewer people live in _western China? (There is no seacoast on the 'western side, . it in China?(12:00 'midnight) which makes trade difficult. Wesiero China If you traveled from the U.S. to China, at what has large areas of high mountains and high paint would Monday hbcarne Tuesday? -(in- plateaus which Make travel difficult. In wes- ternational Date Line) tern China there is not. enough rainfall for _Data Gathering farming.) How does northern China differ from southern 2. Usinci _a world map or globe; have the students China? -(The climates differ. Northern China- Answer the following questions. is very cold in the winter. Southern China has In and size is China a -large .or small na-- moderate temperatures.) tion?(larpe) Why is southiastem China good for growing Are thee any countries larger?,(yes)Name rice?(The,climate is warm and huraid. The them. angtzejilver prortiW4K---ier attype of,elevation isTound in south China? Go southeast to a =city approximately 275 _ many hills)Since it is difficult to raise 'Crops miles away; (Foochow _ _ _ _ opunlevel laild,Whai do vou think the-Chinele Go north along the coast for approximately do to solve this problem?( ey cut terraces 800 miles to a 'city on the Yellow ,Se. The into the hills.) End.(Tsinwao) 4. -Map Gale Provide each student with maps China. Haire Eiraluatin them test their 'map reading skills by using the clues below to se who can correctly reach the evaluation of Map activities end location the quickest. Begin at the capitol of Chiria.(Peking) Books for students Go to a city approximately 50 miles to the southwest.(Tientsin) Spencer,- Cornelia. The Land of the Chinese People. _ do approximately 600 miles southwest to a Lippincott. 6 ci_t i which is at the mouth of the Kangtze fiver.-(Shanghai) Books for teachers Follow the river north to the n_ext major China: A Resource and Curriculum Guide. Liniye city.(Nanking) sity of Chicago Press. Go- southeast to a ,city approximately 800 miles away.(Canton) Latourette, Kenneth S.' The Chinese, Their History and Culture. Macmillan Go north approximately 600 Miles tc7b---c' the Yangtze River.(Wuhan) Seigel-, Elizabeth. The Pageant of Chinese History. Go southeast to a city approximately 175 McKay.- miles, away.(Nanchang) Weins, Flerold J. China. Fideler. Lesson II A Belief System of China Concept Objectives. The students will be able to state reasons for advocated Position- a illustrate. analyze and evaluate how individuals .a formulate hypotheses based onevidence;_ and grotips have always attempted to achieve a a-generate logical inferences and identify evidenc _ sense of justice and.reason in their human inter-_ on which inferences are based; _ actions and lathe establishment_operationa nd combine experiences into-larger, more= inclusive evaluation of their institutions (General- Objee! concepts; tine C7). recognize and explain how cultures are Com, acquire and =prdcessinforMationby.using priSed of traditions. which are the result of thought proceSses; accinnulated knowledge. artifacts and- customs e locate and'work with- information from different (General Objective B17). sources; make coraparisons;t Process Objectives _ work with a group as leader of folloWer___- The student will be able to until .task is .completed;-- acquire information through reading and listen- describe accurately the thoughts and feelings of

, ing; others. =

Performance Objectives Indicators Tasks The student will be able to The_ student will be able to a demonstrate anunderstanding of concept . list three types of beliefs. "belief." - list some of their own beliefs. demonstrate knowledge about Confuciusand citefacts concerningthe life of Confucius his philosophy., and his teaching _.-- explaiq:the meanings -.of a given list of :- quotes from Confucius, . _ compare arid contrast- the teachings of Confucius to our modern life style. compare Confucianism With two other Chinese belief systems (Taoism and Buddhism). -

Brainstorming or synagogue, pgers. tacl-terg, etc.) L Explain to the studentS that an imp° Explain that in theiestudy of China they will learn of culture is belief. Ask thesn- to brai storm a about some Chinese beliefs based on the teachings list of their beliefs. Ekplaiii that there are three of a man named Confuciu6. Explain that Confucius asic kinds of beliefs. taught-way of life rather than a fon-nal-religion. beliefs that describe the world. Group Work belief concerning right and wrong. 2. Divide the students into-groups. Give each group beliefs establishing: . what is beahtifu list of the questionSbelow. Explain that eadi Have the students classify each of their beliefs group is going on a research scavenger hunt. aceiirding to the three above types of beliefs. Allow the students to use text, books,. encyclo- pedias and other reference books to find the an-

Explain that beliefs a e learned. Have them list the- stvers.Aftereach group finishes the task.. dis- sources of their beliefs (parenis, relatives.Church cuss -the answers -in class.- The - teacher may_ give The great- man-see :good- .character rather prizes to students-finishingfirst. -- When did Cohfucius live?(about B C.) _gar Rut. yourself in-order. Then be-sure you aci During -that time period, what was the politi, justly and sincerely toward others; and you will be a happy man. cal structure in China?(An ernpercir was _ head of thnasty= There were also rulers of Mdn is_by nature good.- _ the small states. The emperor's authority was . due tothearowing power of_rulers If-a ruler himself is _upright, =all will be well in' small States.) = without orders. But if he himself is not upright, s even though he gives orders th ey willnotbe Why did the emperor like the teachings of obeied, C onfucius?. (He taught- that all people should respe ct and obey their ruler.) Have the students read the quotes carefully and . Confucius taught :about hunian relationships. explain in writing what -each one means. Ask- List five relationships which were mok-impor- them to rewrite the quotes as they woillfi say tant.(Ruler and suliiject, husband, and wife, them arid choose the quotes which they feel, are father- and sort, older brothers and younger the most important- Have them- explain their answers. brothers, and:friends) = Confucius believed there were five qualities of Have the students write their-own saying about goodness (virtues) in people. What were life on a.poster;and illustrate it with drawings. they?.(Do good to one another: be good, Confucius.would agree with their saying honor and respect one another, be wise, be or belief. Have them eXplain their answers. -- Make a display of their posters. _ = _ sincere.) - - -List some other teachings of Confucius. 5. Have the students pretend. that Confucius is alive taday. Have them write an essay on how Discussion Confucius would feel about the typical American 3.' Explain that Confucius taught about-authority family. Remind them to point out contradictioni and obedience in human relationships. The ruler and compatibilities between Confucius' belfefS had authority,: and the subject was obedient. and the way we- interact today. -- The huSband -had authority,--and the obedient. The,fatherhad'authority, and the son was obedient. The older brothers Eacl authority, and the younger brothers` were obedient. Ask the students to compare this to modern relationships. Ask stid-rqueitions as Do you agree with his philosophy? Why or Why not? What would the women's liberation move- iiteitthink,of his teachings ? -If Confucius lived today would he favor the Equal Rights Amend- ment? Explain. Would ou'r society be a better one a we followed his philosophy? Explain. 4. Provide each student with a copy of quotes from Confucius. Sample Totes are hear much, choose what is good, and follow it; to see, read much and remember. EaCh family is a title gotiernmerit. Data Rdtrieval Chart 6. Explain that there were other belief systems-in Do not do unto others what you would not have ancient China. Twb of them were Taoisthand. _ others do unto you. Buddhism. Using the reference' books, have the gentlemon-makes-demands-an-himself;--the-- students--!compare=the-three-bellef-systemsAjse erior man makes demands on others. a cliart.similar iikithe following one. 87 Origin of belief 1 Belief Founder (Conntry and date) Important teaching

Confucianism

Taoism

Buddhism Chart Analyala er the students complee the, chart, ask theBoo -tudenta-- followingiquestions. Collins,Williams.-Chinese Way of Life. World Pub- How are these beliefs alike? In What ways? lishing Co.' How are they different? Categorize these differ- .. Schafer, Edw China. Time. ence.s. What parts of each belief do you agree h? Disagree With?Explain. Books :r-Teaelseirs Evaluatioull Hookharh, Hilda. A = Short History of China. Si. oral questioning Press: 9= partipation in group wet* E.J. .The Great Religions of the Modem accurate completion-of research scavenger hunt World. Princeton 4.iniversiiy Press. aceurate- completion of assignment on quotes Scharlstein, Berg-An-1i_ The Mind of China. Basic from Confucius Books.- evaluation of essays W_ ei, Cho-mi he Spirit e Culture. accur4te completion of chaits Scribriers. Lesson Ill China's Contilbutions to the World Concept Objectives Process.bjectives The student. will be able to The students will be able to acquire'. information through reading, -listening and observing; recognize and illustrate that people of all races, religions, culture. and regions have contributed wort; with information from a variety of sources; to a common cultural heritage,.and that modern-. . acquireand process. infortnatiollbyusing society owes a debt to cultural.innovators of other thought processes: times and places (General Objective B16). state reasons for an advocated position; give examples of hoW cultural exchange and combine experiences into larger, more inclusive borrowing occurs when groups with diverse cul- concepts; tures come into prolonged contact (Geneial Ob- jecnve-B18). work with a group -as either leader or follower until task is completed:, trace and compare trade and travel routes; . organize information in a usable form.

Performance Objective , Indicators/Tasks ,-, The student will be able to . The student will be able to develop an anpreciatict for the contributions of identify the early trade routes between China to the west. Europe and China. research an item obtained frorn China. search and prepare a presentation .concerning a, particular cultural contribution of China. .

Procedures silk which was sent on to Rome.Asecond. Concept Learning route was established about700 A.D.Ships sailed from China to the Middle East- The ships 1. Asts the students if they ever borrow anything. traveled from Canton through the South China If yes, ask them to list the types of thugs that Sea to Singapore and across the Indian Ocean they have borrowed. Point out that both tan- into the Red Sea. Goods were transported across gibleitems(inventions,etc.)orintangible land fromithe Red Sea into the Mediterranean Sea things (ideas, philosophies, etc.) can be and on tolltaly. Provide the students with outline roadHave the students share their lists in maps of the Eastern Hemisphere on which they class. Explain that just as they borrow from can draw and label the two trade routes Have one another, cultures borrow (Torn one anoth- them label the following places Peking. er. Explain that in this lesson they will learn Canton. China. South China Sea, Singapore. about how the West borrowed from China. Indian Ocean. Red . Sea, Mediterranean Sea, 2. Explain that the first trade route between Eu- Italy, Rome, Constantinople. Have them use the map scale to determine the 'approximate dis- rope and China was established aroundii .C. Caravans traveled from China to P is with tance of each route: Data Gathering . Types of instrumentsuse 3. Provide the students with a list of items that Sample Chinese rnusip on tape or record , Europe borrowed from China (silk, gunpowder, . Types of spices` used porcelain, tea, printing, paper, oranges, coal, Types of Other ingredients Used mariner's compass and zinc). They can choose one if to research. Their report should in- Variations of cooking in different sections of clude the following. China: . Customs in serving the meal how the Chinese discovered it. why the Europeans would want-it. . Sample recipes how the..furopeans transported it from, China . Sample rneakor dish toEitrope. . a summary of the importanceof the item in Evaluation Western society. _ oral questioning whelher this item is still important to society. * completion of maps with accuracy o p evaluation of incjividualveports 4. Explain"; tp the students that another part of a observation of participation in group work -count -culture is its food, clothinA, language, literat ncluding folktales), music, art, testi-. Materials vals and architecture. Divide them into groups, and ttv each group choose one of the areas of Books' or pupils- ChinOe culture to investigate.' Using reference Silverberg. Robert. Wonders of Ancient Chinese mate'rials, have them prepare an oral presenta- Science. Hawthorn.Books. Aiwa-kir the class on their topic. Assist each group with the type of information they should Books for teachers., provide. The following !music and food examples Bredon, Juliet. The Moon Year : 'A Record 'Of Chi- are suggested. neseCusiontsrond Festivals. Paragon. hinese beliefs about music Gittings, Jam. A Chinese View of China. Panthe- t Brief history of.Chinese music SampeUni a

Unit: hitiestigatifig Team Level ample Unit Investigating Technolo

Approach Traditional and interdisciplinary Teaching.Strategies Grade Level7 Lesson I concept learning, data gathering, dis- Sample Lesson Titles cussion, oral presentation, group work I- Tools Lesson ll concept learning, discussion II What Is Technology? Lesson Ill group work, brainstorming, data gath- cering, discussion, data retrieval chart, Ill Technological Change chart analysis IV Technological Change Affects Careers Lesson IV guest speakers, field trips, data gathering, concept leamin V The Side Effects of Technological Change Lesson V- discussion, concept learning, experimentation. simulation, debate, guest speakers

Lesson IToo locate and interpret data from references; - demonstrate a capacity to group, label, regroup Concept Objectives and relabel items; The student will be able recognize and cite organize and lead a small group toward accom- examples to illustrate that people 'invent, learn, plishment of alask; 4 borrow and transmit ideas and events (General state reasons for an advocated position; Objective A6). . make a single line or bar graph and chart depict-

Process Objectives , ing social science ,data; . The student will be able to e- acquirearfd'process information by using thought processes;, acquire information through reading and n- . locate and work with information from different ing; sources; demonstrate a capacity to perceive change as constriTct and interpret graphs. inevitable Ind natural; e

Performance Objectives Indicators/Tasks. ,

The student will be able to The student will .be able to eL demonstrate an understanding of the concept discriminate between tools and nontools. of tool. generate a definition of the .corept of tool. arriteF and illustrate a tool dictionary.. construct, a chart and graph illustrating the tools used by the class-within a time period. . list types of tools by categories.

demonstrate knowledge about the historical compile-a list of tools used in a time background of the use of tools.. period. - c gather, analyze and present data pertaining to human use of tools.

92 ProcedtweS- tions for each entry asnil draw illustrations. Put 1. Put the following list on the board. the students' c9ntritiutions together to make the class dictibnary. 'Nor. knife hammer saw . chair 5, DiKide the students into groups. Give each , broom window television scissors group one of 'the lollowind assignmenti. Stu- bowl pot pulley candle dents can make additionstn..= orydeletions shoe flashlight wheel cereal from this list according to their interests- earringapple `, table , pencil -- Ask The students if they have heard of the word Using library resources, research early tise of tool. Ask them to explain what-the word means. hand tools. Prepare a presentation for the Accept every answer. Have the students review class. the list of iterris on the board and identify those Ling library. resources. research early man's which -Shouid be classified as tools. Have them use offire as an energy source. Prepare a 'explain`--their answers: -Ask the /students if their presentationfo; the class. -definition of tool was altered in any way after Using library resourpes, research the use of `working' with the list. if yes; how? Have the water as kn energy source. Prepare a presen- students look'mpf the definition of tool in the tation_fbr the dais: dictionary. Have,them compare their definition Using library .resources, research the inven- with the one in the didionary. Are-they similar tion of the wheel. Prepare a presentation for or different? Ari both ifefinitions valid ones? the class. Have the students make, a list of the tools that . Using library resources. 'research the use of they have used in the past 24 hours. Make a steam as an energy source. Prepare a presen- class chart tallying the results. Have the stu: tation for the class. dents illustrate the results' with a graph. 3. Divide the students into grouP4 Give each gtoup a different category of tools. such as Materials kitchentools,yard toolS; :household tools, construction tools, etc. Have' them brainstorm, Books for Students as many tools for th'eir category as possible. and make collages .toillustrate the results. Burlingame, Roger. Machines That Built America. They can use drawings or magazine pictures. Harcourt Brace. Hartman.' Gertrude. Madhines and the Men Who 4. Have the students compile' a' tool- dictionary. Made the World of Industry Macmillan. Give each student a differenf letter of the alpha- bet. Have them compile a ha of tools begirding Shippen. Katherine. y1iracle in Motion: The S =with they letter, alphabetize the list, write defiiii7 of America's Industny. Harper and Row.

.93 1 0rl Lesson II What Is Technology demonstrate an ability to Make ecuriparisons; acquire informationthrough listening and ob- Concept Objective serving; The student will be able to recognize and Cite acquire and process information by using thought examples to illustrate that changegand continuity.' processes:. are historical constants (General Obje 'dive A7). state reasons for an advocated position; Process Objectives formulate hypotheses based on evidence; The student will be able to1- -work with information from different sources: listen and obtain the views of others; demonstrate a capacity to perceive change as inevitable and natural; organize information in a usable form. Performance Objective Indicators/Tasks The student will be able to The student will be able to demonstrate an understanding of he write a definition of technology. concept oftechnology. summarize data from audiovisual presentations. illustrate the present level of technology by using pictures. write an essay or paragraph explaining how technology affects their lives. Procedurs tions. After the students view the audiovisuals, have them write at least five things they learned. 1. Put the following list on the board. Example: I learned that horse and buggy automobile 3. _Have the students bring magazines to class and bicycle motorcycle find pictures to illustrate our present level of airplane space ship technology, such as airplanes, cars,telephones, herbs aspirin trains, computers. etc. Have them make col- fire nuclear energy lages with their pictures. Ask the students 4. Have the students write an essay or paragraph What does each pair of words have in corn- (depending on their ability level) which explains .Mon? how technology affects their lives. Allow them How are the first words in each pair alike? to share their work and discuss it in class. , How are the second words in each pairalike? Evaluation Can you name other pairs to add to the list? Oral questioning of students, completion of "I

A learned" statements, participation in- making col- Ask the students lages, evaluation of essays or paragraphs Have you heard of the word technology? Materials What does it mean? Books for Teachers a answering_,refer If the students have trouble Crowther, James G. Discoveries and Inventions of them to a dictionary. the Twentieth Century. E. P. Dutton. Have the students write their own definition for Leyson, B.W. More Modern Wonders and How They technology. Work. Dutton. 2. Expand the concept of technology by showing Oliver, John William. History of American Technti filmstrips or films. See Materials for sugges- lofly; Ronald Press.

94 -Books for students McCready, Albert. Railroads in the Days of Steam. Harper & Row. Bendeck, Jeanne. The First Book of Airplanes. Frank- lin Watts. Nathan; Adele. The-Building of the First Transcont nental Railroad..Randorn House.

Bendeck, Jeanne.The Firstook of Automobiles. Pratt, Fletcher. All About Rockets and Je .Random Watts. House. e Bendeck, Jeanne.The First Book of Space Travel. Pratt, Fletcher and Coggins. Jack. Rockets, Satellites Wafts. and Space Travel. Random House. Blow, Michael. Men of Science and Invention. Harper Reynolds, Quentin. The WrightBrothers: Pioneers of & Row. American Aviation. Random House. Clarke. Mary A. Pioneer Iron Works. Chilton Book Shef ton; William R. Countdown: The Story of Cape Co. Canaveral. Little Brown. Cothftn, Marion. Buried Treasure: The Story of Amer- Shipper'. Katherine B. Andrew Carnegie and the Age ica's Coal. Coward-McCann. of Steel. Random House. Fermi. Laura. -The Story bf Atomic Energy. Ran- Stevenson, O. J- The Talking Wire. Messqer. dom House_ Green, Erma. Let's Go to a Steel Mill. G. -Putnam's Sons. Filmea Halacy, Daniel S. Energy and Engines. World Pub Making the Things We Need. Encyclopedia Britan- nica Educational Corp. lishing Co_ Hays, Wilma Pitchford. Samuel Morse and the Man and His Tools. McGraw -Hill Book and Education Electronic Age. Franklin Watts. Services Group. Hill, Ralph Nading. Robert Fulton and theSteam boat. Random House. Filmstri Holbrook, Stewart Hall. The Story of American From Agriculture to Industry (Culture of Regions: Railroads. Crown. Mid-Atlantic Series). Filmstrip House. Hubbard, Freeman. Great Trains of All Time. Grosset How Automation Affects Your Life. Popular Science and Dunlap. Publishing.Co. Hutchins2n, William M. and Spielberg, Kurt. The Industrial Revolution in the United States. Curricu- Book About Space Travel. Follett Publishing Co. lum MaTirials Corporation, Lewellen, John B. Jet Transports. Crowell. 'Man'sUs Power Through the Ages. Popular Sci= ence Pu hing Co. Lewellen, J oh n B. You an omic Energy. Children's Press. Man theoolmaker. BFA Educational Media. .95 5 Lesson III Technological Change locate and interpret data _horn references; Concept Objective , demonstrate an ability to make comparisons; The students will-be able to recognize, describe and compare how they, other people,-societies, cultures organize information; and physical phenomena change over time (Gen- demonstrate a growing capacityo perceive eral Objective Al). change as inevitable and natural;

- acquire and process information by using thought Process Objectives processes; The student will be able to snquence terms which denote time and arrange a acquire information through reading, listening series of events in chronological order; and observing; demonstrate a growing capacity to propose al- frame jroductive questions; ternative possibilities for existing realitiesi compile survey instruments toF,gatljer specific listen and obtain the views of others; data; use rational criteria for-making evaluations. Performance Objective Indicators/Tasks The student will be able to The student will be able to demonstrate knowledge about changes in compile a time line illustrating the level of technology over a period of time. technological changes in a particular field. complete a data retrieval chart and use it to make compariSons. conduct an interview with an older relative about technological changes in that person's lifetime. illustrate and write an explanation of an imaginary invention for the future.

Procedures 2. .Divide the students into groups. Have each group seleA a particular area of technology to I. Introduce the concept of technological change investigate, such as communication. transporta- by asking the students the following questions. tion by air, by water, by land. energy, farming, You now know about the concepts of tools and etc. Have, students use reference books to de- technology. In your lifetime have you noticed velop illme Hoe illustrating technological changes any changes in the types of tools we use or our in areas of their choice. Sheets of butcher paper level of technology? should be used. The time.lines should include What changes have you noticed in communi- title, dates, written explanations, drawings. The group can explain their completed time lines to cation? class. Display the time lines in the class. What changes have you noticed in transportation? . 3. Using the information from their time lines and reference books, have the students complete a What changes have you noticed in toys? data retrieval chart to help them to make com- What changes have you noticed in kitchen parisons. tools? Upon completion of the charts ask thefollowing` What changes have you noticed in yard tools? questiol, What changes have you noticed in educa- What period would you enjoy living in the tional equipment? most? Why? What changes have you noticed in farming?

6 D a ali hart

Transportation

Communication

97 107 , - Sample kite-ew,fourm

elationship to Student Ag e In your lifetime what;changes have you seen-in automobiles? What changei have you seen in 'radios and televisions? What changes have yon seen immass transit? What changes have you seen in air transportation? How doryou-leel- about the progress you have witnessed? hat changes do you think you'll see in the future?

Has the technology in a particular category Evaluation advanced more rapidly than_ another? Explain. dl questioning. evaluation of titre lines, teacher If you were an inventor or scientists, in what observation of group work, evaluation .of 'charts,, technology would you like to make contribu- participation in interviewing -procedures; comple- tions? Why? What contributions would you tion of an imaginary future invention. like to make? . What changes will we see in the future? o Materials 4. Have the students interview theirparents, Books for-Terickers grandparents,: etc.,concerning technological changes that they have seen4ri their lifetimes. G. Lloyd. Transportation and Communica- Have the class compile five to 10 questions tion. Appleton- Century - Crofts.. for the interviews such as those shown on the sample interview form. Books for Students

Alachmarl-rank P. Great Inventors. andTheir Inven- Students may wish.to tape the interviews or take tions. erican Book Cdnipany. notes. Allow them to share interesting portions of Rich6rd W. Bishop. Frorii Kite to Kitty Hawk, Thomag their interviews with the class. _ V.Crowell: Have the students evaluate their interviewing expe- Baehr-, Walter. Railroads To 'ay and Yesterday. G.P. rience. Ask the following questions. L-1 Putnam's Sons. What did you enjoy most about your experience? fisher, Douglas A. Steel: From the Iron Age a to the . What did you enjoy least about your experience? Space Age Harper & Row. What was the most difficult part of the interview?' Foster G_ Allen. Communication from Primitive What was the easiest part of the interview? Toin-Toms to Telstar. Criterion. If you had to do it over, would you change. your Hirsch. Carl, This Is Automation. The Viking Press, procedure? If yes, how? Reck, Franklin M. The Romance of American Trans- Have each student think up an inventionl of the CroWell. future. They should illustrate the invention and , pOrtation. write an explanation of it Allow the students to Spencer, Cpmella_ More Hands fo- r Man: A Brief His- shake their inventions. Discuss the feasibility of . tory of the Ii gllstrial Revolution, 1760 -1850: The each one, , John Day Company. Iv- How Technological Change Affects -C Concept Objectives- e student will be able to The students will be able to derriensfiate a growing caps perceige. change as inevitable and natural; a recognize and cite examples to illustrate that peopleinvent,learn, borrow, and-transmit ideas acquire nformation by listening to more than and events; students will recognize that this one source; _ behavior, = in pan, distinguishes humans from acquire information by listeUing and observing; other living things (General Objective A6). _ a locate and interpret suitable data from references; -recbgnize and citeapples to illustrate that listen and obtain the Views of others; change and contiou are historical constants (General Qbjective A7)_ a .acquire and process information by using thought processes; - a work with information from a variety of sources; combine experiences into' larger, more inclusive

°Once- _

orntance objective------' ------.----Indir.sitorsfras The student will be able to The student will be able to

identify the relationships between work roles a listtools used in various-, careers. and technology. .. a cite technological changes in various industries_ . _

a acquire inforTnation about technological -- changes-from guest speakers and field .trip guides. a cornpile a report on the tools used in a chosen career. . -

,. v Procedures 2. Invite the career. educadon, vocational educa- -. tion and home economics leachers to-discuss Introduce _the_lesson _by_ asking _the following tools used in various carers. Ask them to questions, Explain to the students that they will demonstrate some of these tools. Culminate this learn more abourthe interrelationships between activity by asking the students- the following work roles aridtechnology in this lesson. questions. hat types of tools: does your father use in the careers we've discussed today, which perforn-iing his job? ones have had the most technoloMcal changes in the past 25 years? What types of technological changes has your father seen in his job? a What _types of adjustments did the people in these careers- have_to make?' What types of tools does your ritotheuse in pefforming her job? Which one of the careers appealed to you? Explain. a What types of technological changes bas your- mother seen in-her job? 3. Have the students choose a career which inter- a .What types of tools do you use in perfonnin esis them. Using reference materials, have them research the types of tools that they would use your work assignments? in their careers. Also have them research- the What types of technological changes4mve types of technological change.s made in their you noticed in your work assignments? chosen career. Have thern share this informs-. a How does technologsr affectthe job market?_ tion with their classmates. 4. Have the students Make-a list of careers which = e_ has technological 'change _ had_ a _bositive o = interest them.- Invite guest-speakers from vari- negative effect oil-that industry

Caiscareers to talk to= =the students about tools - used` -in their r-trade- or profession: Have theM:Evabiation discuss technological changes in their field and -haiw_these changes haVe affected than.: Oral questioning,observationof student participa- tkon;,evaluation of student researct..-evaluatkin of 5. Plan a fieldiirip or trios to local industries for student presentation to the dais_ studentS to .idew -such concepts- asassembly lines, automation, mass production, etc: Have ..Mat The tourgaides discuss the effects of technologi- chi changes on their indur -Upon returning Books for Students from the field trip, ask the students Esterer, zAmulf K. Tools, Shapers Civiliza which job at the induqtry visited interested Julian Mestner. them the most? Why? Poling. James. The Story of Tools 'Roar They Built which-jointerested_them_theAeast9 Why? Our World and Shaped Mares Lif son V The Side Effects of Technological Changes a dernonstr- e a capacity to propose- alternative possibilitifor existing realities; _ Concept Objective present o posing vieuT andstatement _ The students_ will be-able-to identi, _explain, and 40-1-1denti d clearly define a problem; evaluate causes and effects of paiticular chahges listen dnd obtain the views of others; (physical, social, political, cultural, economic) (Gen- -. eralsObjective A4). a _ acqnire . ijriformation through obServation; a =make 'ir ffergnces about a situation through ob- Process s-Objectives sewing; The student will be able to a recogni e and state a problem; 6equire information through reading; listening fommil Othesesbaseil on -evidence;- and 'Observing; state r asons for advocated position; locate and interpret data from references; a -- combine experiences into larger, more inclusive organize and lead a small group in accomplish- concepts; ing a task; make comparisons.

Performance Objective Indicators/Tas

.,, The student will be able to student 14411 be able to

:monstrate an understanding of the side effects a list the benefits oftechnology of technology on life styles, economy-and # list the negative side effects of technology. environment.. a- find news articles about the Side effects of

r - -technology. a draw a political cartoo&to illustrate erne or more side effects of technology. . . a debate opinions about technological change_ participate in asimulatedtrial of a person for , crimes-againstmature_ - -- =: find evidence of pollution on a nature walk. participate in a scientific experiment on pollution and write a hypothesis and conclusion, -+" participate in a simulation of acity council meeting where_ the pros and cons of nuclear .power are listed and explained.

Procedures- Discuss the benefits of -technolo with the = 3.- Discuss the negative side 'effects of technology doss. -- environmental pollution, the depletion of. a It has increased production of goods and natural resources, technological unemployment services. andthe creation of unsatisfying jobs.: It has reduced the amount of labor needed to produce goods and services- 4. Have the students collect news articles wbich `illustrate or explain the benefits or side effects a It has made people's labor easier_ of 'technology. Discuss the articles in class., a It has given them higher living standards,- Develop a bulletin board -or-scrapbook to display the articles. _ 2. Invite a Senior citizen to speak to thedoss concerning living standards today compared 5: Show the students examples of political car- to years ago. toons in the local newspapers. Have them draw' wn political carioca's showing e did it again, is there another role th side- effects: Of technology.- Afte you would like_ to portray? If yea, which one?: complete theit-cartoonS, display them_ If we did = it .again. would you 'make dents may wish to unite-an.editori ch&nges in our procedure? If yes, what? tided -with their cartoon -8. Take an observation walk in your neighbor- debate.Thedebate_propbsition should hood or in an industrial neighborhood.Haye olved, 1 chnology has _more-p-oositive the students take notes concerning any, eei- is than negative side effects' e denceof pollution and share their observationg ants to be on the yteamearna _ er thewall ants -tobe on the negative team;-, _ Invitee science teac erto demonstrateex- he debate should be as ows_ - rmative introductory speech riments to illustrate pollution. One example egativeintroductory speech is beloW ative speech tit -two sets of 6" x 6" white cardboard

negative speech= squares_ Numbereachset from one to five. Put gative rebuttal a thin layer of vaselirie on each card. Tape one ffirmatiye rebuttal set of cards on the exterior of- the building: negative. rebuttal and closing summa- Tapethe other set on the inside of the building. Have the students write an hypOthesis for the affirmative rebuttal andislosing suart-.= experiment before it begins_ Throughout- n experiment fi1'-thern write the procedure they are following and their daily observations. e audience evaluate the debate by Each slay they shoirld --observe the particles the following - that Stick to the squares. Each day remove one Incside had the 'most convincing a *mate from the outside and the inside Have rhea? _ = the shidents corripare the squares. Discuss the Which side do you agree Continue this proc-;,Por five days. At - -end of the expenmentaffave the stud-ents If you had been a debater, d you have totheir ca,iclusions. In their- conclusion said _anything differently? If ye what? should state whether their original by- 7. Have the class simulate a-- that whete the. kitties's was correct or incorrect. human race is tried for crimes involving natu _ I-avestudents_ pretend that they are the earth _ ral resources (land abuse, air pollution, water or the atmosphere. Have them write a letter to pollution, etc.)._ Witness for the defense should humanity explaining their feelings about the include Mr. Higher Living SthndardS.=:Mr..-Eas- ler Labor, Mrs.-Increased Produttion, Mr. More ects of technolog-y upon there. Have students Leisure Time. Mrs. Technology. Have the class read the letters to the class. brainstorm others. Witneftses for-the prosecti 1. Simulate a city council meng_ The item on hon should include Mr. Strip Mining,,Mrs. Air, the agenda is the building of a nuclear power Mr. Water. Mrs.-Wildlife, Mr. Earth. Have the plant near the city. Have students play the class brainstown others- Students, should alto roles of city council member.% mayor .and play the roles of judge, bailiff; Stenographer, witnesses. Discuss the roles with the student defense attorney, prosecuting attorney, defen- and allow them preparation time for research. dant, jury foreman, jury members. Before the Make sure various viewpoints will be presented - trial meet with studepts to diseuss theirroles. in the'simulation. After the simulation have the Discuss the procedure of the trial with the students evaluate the experience by-answehng entire class. § At the end of the simulation. queitions- see procedure #7).- eyalnate the experienee by asking the students the following qyestions. Ir'raluation What did you enjoy most about the simulation? Participation in discussion sessions, participation in class activities, evaluation of political cartoons and a What did you enjoy the least about- the editorials, °Oral questioning, evaluation of perfor- simulatioh? mance in simulations, evaluation of written data on a What did you learn from the simulation? scientific experiment, evaluation of letter .

102'1 7- Leinwand, Gerald The =FuturePrbblerns--of arshWLJames:. The Air We Live in - Air Pollution-. American, Soci Simon and Schuster_ attiard=NICarin.-1 - Isleedhani, Dorothy. Pollution: A Handbook for , J, Shadows over the Land. Seabury Press. Tenchers:Scholastic Book Services_ Perry, John, Our-Polluted World: Can Man Survive? Franldin Watts. Toffler,-via: Future Shock. Random House. The first law which -required students in Gergiao The que_sticiii of time allotted tokhe Georgia Studies schoolstostudy Georgia-history and government _-Program was = raised when some Schciol districts was_passed_kiL1923_-;aila updated in 1953_, When begin-levelopinga quarter system_ Although the the MeMiatExPro&am for Education in iGeorgia law does not specify a-time requirement, a Jaile.` law was pailsed in--1974 this --requirement was 1971,memorandimt of the Office of Instructional ained, although -no grade placement or time Sertrices= advised these systems that the require- an is specified_ ments could be met-by a rnirrium of fwesAuarters. , - Some interpretations hatie been formulated and Thus, two thirds of a sohI term would be re: circulated fion the Oce of Instructional. Services- t4uired. The _arrangement of the time requirement -When the state went to a 12 grAde reqyiremeni f can be flexible, but a specific number -df instrpc-.. high school giaduation, many systems Placed Gebr= tional hairs should be -given meerthe require- id history and gokefrurient an the eighth- grade.:'* ment_ _ number of decisions-have reinforced,thi deoisi$ri '*sAt the present time, most systems have a full year The State Board of Educatio-n adopleithGuile ogram in which students have the opportunky to Studies 1962,- which- placed it considerable work in Georgia Studieshistory, eighth grade, andthe Curriculum Peorne eography. culture; econamics and state arid Georgia Schools, also reorced it Most s overnment The followingiormat is offered as an- _ -contintie toOffer it at the eighth,gladelevel ,a exanipleTor the development of a Georgia Studies though -a few systems offer if-af the VaTint Piigram. , ost instructional materials have baeir_deVe op for-the eighth grade level; 4 ...... ; ... ! .'d- .., bn..I: - 111- 1,1Ly L P.I ;Al; . 1._ P -I 1: -. 1 - 1 'Il "I r10-. -n - m" n - . - - - I 1 .- n I- f d - in ILI --; r ri 1 II:- ..'-:-; 1 i .1 i.--r.Ill :, r " II-72: -:- I I .-111' . 1 .-- I. . _ .- Id -1,:, 1 i 1 _.:1". .1 .. 1. ..L 14- :- .: ._ 9 .. _ : - 1-. :n. ! 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ApproachInterdisciplinary Teaching Stra- tegies

Grade Level g LCSSOH I data-rettleval charl _ Sanzple Le.sscm Titles Les.ton -' inquiry model (primariy_source)

I. 3ypei of Colonies Lesion IIIinquiry model ; data analysis; rule play -- content analysis/role pliy;. inquiry II The Charter of Georgja- son IV . , model IIISelecting the Colonies IVEarly Days of the Savannah Settlement

. Lesson.1 Types of Colonies Concept Objectives Process Objectiv The students will be able to The student will be able to give examples, analyze and evaluate -h-ow all 62 acquire -Inforijatioh_l_through- reading,-_ fix:tuning. nations are interdependent eConornically, 'social- observing and-surveying; - ly, politicWly and eulhaally. (General Objective locate and work with information from a vane

,D1); _ of iources; - illustrate, analyze and evaluate how regional -organize information in a usable form; s ecialization imDliis-interaction with ether areas 4) construct and ;interpret graphs, charts, tables forthe exchange of goods and services (General and cartoons. Objective-D5); Materials illustrate, compare anal and evaluate how People's-social-and-economic relationships and Textbook or film, filmstrip. minilecture_

behavior are affected by their geographic distri- =Teaching Technique 7 bution (General Objective D10); - . . - 1 - Data retrieval chart illustrate and evaluate how in all societies per- . . ,_ , sons and have acted-to seek better eco7 nomic, political_and social opportunities (Gen- eral =Objective E12). , ..

Performance Objective Indicators/Tasks

The student will be able to The student will be able to demonstratean understanding of the concepts complete a chart identifying the four types of English colonies. of corny and mercantilism_ define mercantilism and describe the role,of the Georgia b ony in the process.

107

_ _ _ . - 1 EAST FLORIDA-

Proetaure Sample questions to ask while working with the Give students background information on what .a data retrieve chart, colqny is; the four basic.types of colonial govern- e Describe the differences between the four colo- = .-- ment and why European countries wanted to of nize the New World. The background information Explain the reasons for mould be pr vided in the form of a minilecture, a e Why were trading compan ed? texibook s ion or -,filmstrip.. To help -students organize the informatiop for easy retrieval, have What control did the people royal colo them c.pMplete a ehartWhich resemble:5 the follow- have over their govern Review student answers from the worksheet. Stu- Evaluation clentsshould understand the concepts of eolony and mercantilism. The background lesson should also Student evaluation will consist of successful comple- -explain _why the governments of Europe desired_tion etthe data retrieval chait_and participafioniri s tie class discussion. A pop quiz matching terms with land in the New World and how these conce their definitions can-also be used

Data Retrieval Chart

Type of Colony Lies _on Ezamplis

Proprietary

Trading Company :

Charter Colony

- Royal Colony

108 Lesson H The Charter of Georgia

pt Oh work. eitIveier leader orMower_ Th students will be able to illustrate, analyze and until a task P ev u ow, dividuals andlroups have always loCate places= t Iaticrn to Maid and`water r,s ass- attempted to achieve a sensejustice and reason . in their human interadions and in the establishment, operation and evaluation of their institutions Mit (General-Objective C7)_ Copies of excervsho om-sia's Charter (732) Process Objectives for each steldenitc'elise of the United tates- for each Student The student will be able to Teathion Tekinia acquire information through reading,- listeriin observing and surveying;

Performance-Objective The student will be able to The student 'Lbe able to

demonstrate an understanding of the contents fist- the_ errasons fur efounding ofihnrdeorgiathater--.1732. , Georgia. identity the faction of tIqetrustees... * construct arie.:tline map of the origin Georgia laurel grant define charter.

Procedures 1. Distribute copies of the Georgia Chattek to each What statvs now exist -nauhere Georgia vacarigi- member of the class. Have them notice that really Was to be located?"' there is no punctuation; To insure that they read -- WhY do Vbiuthlok the g gar e such large the document in a meaningful manner, ask amount of Ind to the tri.istees? them to work individually or in pairs to add proper punctuation marks. When the students have read the doctutent, ask them to list-the' Eva three basic reasons given for the founding of Georgia. Other questions are listed below. Student e-va/aaakisliptild isnrodude-Completinvrmof _ _ the activities reloted to thedcharter. Other 44ues- Which 4reason do you think was the most tions might include those listri below. important to the king? Why? . Why was Englandtoteurested in seeing that Which reason do you think was the most Georgia was settled? important to the people in the other English colonfes? Why? Totals in Georgia are g-zlinted charters up.mhieh allow theroto'net up gov-trenents. Who-rants What type of colony was Georgia, trading these chorinta Counta=ie this type of darter _ company, charter, proprietary, royal? Justi to, the 0-Fe granted toz=.the trustees._ flow_ your answer. are they allke?Differen? Who were the trustees and what was their Compare the otosnizalz=ion and purpos-eans of responsibility? the local bind ofedecaion with those. the Was religious freedom guaranteed to allepi- Trustees crPhe Colonynzrf Georgia? Whamt are dents of the colony? the sirnilarMes? Pifferec'es? 2. Using the description of the land King George How are Gentgla'S ptesrit boundaes idEliffer- gave to the trustees, draw how Georgia looked enr frono theonginal bor-underieS as desc=-ibed on a map_ Ask the students in the charter? 109 _ George the Second by. the _Grac-i of God To all to How thedescriphon of the Colony of -Georgi whom these-Pre.sents shall rmi reeting wheras appears on a modern Map.- We are CrediblY Informed that -r=n- any= of our Poor Subjects are through-misfortune and want_ of Em- ployment reduced to great necesttie.4 insomuch as by their labour they 'are not amiable to .provide' a maintenance for themselves an 4arl Families and if,- they" bad :oceans to defray Charge of Passage and other -EX-poises. incident to new get-dements they would be Glad to be _SettMed in any of our vinces in America whereby Cirxwitivatirig-the Iands at present =wart and deli:date thr- might not only gain a Comfortable Subsistence r themselvesnnd families but also Strengthen =cu Colonies- and our heirs. and Successors Do Will Ordain Consti- Encrease the Navigation id wealth of these tate Declare and Grant That bur Right Trusty, and our Realms End whereas our-Provinces in North Welibeloved John Lord Viscount Percival of our America have been -frequently F-gvaged--by4Indian Kingdorn of -Ireland Our trusty- and,Willbeloved_' ----Enernies-rnore-EspeCially-that,cmsCSouth-Caralina Edward DigbyGeOrge-Cm-periter-goile-s,Oglethd which in the_ late wax by the neignifibouring Savages George. Heathcote _Thomas _Tower Robert More = was -laid wart -niith- Fire and ___word-. and great Robert Huchs Rogers Holland Willaim SloperFran--- numbers of the English Inhabhanmts miserably Ma-s- cis Ryles John Laroche 'JamesPrnon sacred And our Loving SUbjictswho now Inhabit Beliiha- Esquires Stepben -Hal& astly of Arts these by reason -of the Srnallnes of their numbers John Burton Batchelor in Divinitychard Bundy will in case of any new war be E=cposedlo the like Master = of Arts Arthur Bedford ster of an_rkies -in =a- s Onch atttheix-_=-- =whole -Southern= Samuel -Smith MaSter of its Adam d Frontier continueth unsettled and lieth open to-the Thomas Coram Gentlemen and Such other per- said Savages. And whereas we .rme think it highly sons as shall be Elected in the manner herkinafter becoming Our Crown and Royal._Eitnity to protect mentioned and_thein Successors to eElected in all our 1.oving. Subjects be they never so distant manner as hereinafter is directed berid shall be from us to Extend our Fatherly C.irnpassion even to one Body Politickand Corporate insell and in the meanest and most unforiunte of our people name by the Name of The Trusteelfo ablishing. and to relieve the wants of -our _ above .thentioned the lony of Georgia in American_ . poor Subjects And that it will be -__Ibighly Conducive . ose lands Countries and Terrilhieses Situ-. for accoMplishini thole Ends tilt a Regular Col- - ate lying a d being in thai of South rolina in ony of the or- people Estab- ich lies from the most Northern-Stre,am- of Carolina and AmOnca fished I e Sou ern Frontier ____of a lei _thm_commonly called the Savannah all wherea wee h e =been well Asured that if wee: alonge Sea-C-Ciast to the Southward4o- the- would be. Graciously pleased to irect' and. Settle a mostouthern Stream of a certain -othegreat Corporation for the receiving rrinaging and Dis ,water or River calle0 the Altamaha and We ward posing of the _Contributions of oumir-Loving Subjects from the heads of the said Rivers respectiy in divers persons would be Induce& = to Contribute to Direct Lines to the South Seas... the uses and purposes aforesaid kmarow yee therefore that wee have for the Consideratiirmnnt oforesaid and . . there shall be a liberty of conscienceallowkd for the better and more OrdethrCarrying on The the -Worship of God to all 'persons Inhabitinor Said good purposes id our Esper---ial-Grace certain which shall Inhabit or be Resident within-our s 'd KnoWledge and Meet Motion Ordained Con, Province And that all such persons Except Papits stftutectand Appointed And by thP---se Presents for us shall have a Free Exercise of their Religion. -

+Albert B. Sage, ed.: Geoia Charter 0 1732. Athens: of Georgia Preis. 1942, pages 19 110 Les&Asn Selecting the Colonists _:aslc pertinent questiensfelated to the data Comeeept Objectives analyzed on charts and graphs; formulate hypothesss baseclii evidence; e = udents will be able to

_ _ use accifinulated etidene to accept or -reject recognize and illustrate that throughout his- _ hypotheses; -t+ people-have:worked to meet common 1-turnan needs and to satisfy human desires present opposinig views ad statements:, airid aspirations (General Objective B4). listen and obtain the viea of others; - compare and analyze how cultural patterns state _re4iscnis for -sclvoCeed position: ire related to otherf-ptienornena.- such --as acquire and procesS irformatian- by using _veograptuc location- and general historical thought processe4, = riod of a people (General ObjettiVe illustrate and evaluate how in all societies aterlalls _people have sought better economic, political oind social opportunities (General Objective opies of 'Ijs-t4z Passenger-sr:1 the Ann-- joi%each Sttident (see Temple.--5.0. andE.Colernan. Georgia Journeys,Athens- cfGeorgia firess:1961. s ObjZctives pages -295-299. The. student will be-able to. ------,cinstruct-and-interpret-graph%-charte.-tables Teaching-_ Teihnique_- aind cartoons: - Inquiry inizdel: data anallisis;:h_ . play_ . .- . Perre-srinance Objectives Indicators he rodent will Pe able to The student will be able to idemonstrate an ability to_interpret a data chart _=. construct graphs from ram cata_for easier _ on the colonization of Georgia. interpretation..- develop hypothesesfrbrit ra,.. data concerning

. the type of-person who cdonized Georgia.-- derrzonstrate an Juiderstanding of the express a point ;of ncernipg the duality complexity of colonization: of life in the Netv World-tin role playing_ develop a list of criteria la selecting qualified

. 7

_ . Piticdures- Have the students'ainplay tile4firdings graphically to make it easier- to interpreti'ffelp-lhem-to detei- 1. Ditrihnte .copies- of -Passengers on the mine fife most effective meal-lid display circle Arzrz" to each student and have them examine - thy= list- and tally items such as graph, bar graph, line graph, etc number of families who made the voYage 2. After the students' have ccmpreted 'the abSve.',, riumber of children who made the voyage hatre them formulate hypotheses.based ori their. ..-1.1ei-age age of the adu# colonists findings. The following queillorir may aid them. number of -people,who had died Why do you think faniilier were encouraged number of people wholeft -the colony to become colonists .the variety -of lobs represented Who- was mare leave Europe. young. middle-aged or of er person? Why? - rity otherappropnate tally Were there more men or ronen-among these Tallyibg can be divided among students. Groups first colonists? Why? can divide the list and each group be responsible Whageneralization co Ube made about the for orn particular item. quality of life in Gorgia? --.EC : --,...t_ = over-rereserited? -._ en betugOve oran a What occupations' se,cu cied=bf a icoLani Under-represented? i 7, ,== reitiOnsibi dude" any -oerAilforrnotIon you fhink niay --. Do yda--feel.any. '4'3apiipations lisifectwe'reun,--.-: convince peorde 0? -60 dry- for the voyage.===- nicessaiy? 'Are t ere notlingthityo . - - _ / , respond to Your ad,_ have feel,shouldbe : e-pe ,yle tv on ford far itteriv49-fill;in_;Deeide Based onwhatYuultiniruedahoutwat Nein the,!. -who vveuld 1-*,....a.usefrl to -you, as a colony, conduct are! -actur:in= ich you eq. in chOrAugl.the be *-t applicant% _Tandptit are trying todopvi ose guestions on -the applicalion = your paints n *LotTour -to Georgia_ our par want-today in En.11_ aq4.)- r your husbanAwife to p to -therwgew World. Evafnatini (Heishe would r4t1retiriy, Evaluation would condet.of successfW.comfEde . General- Oallharpty,take you cmocer-lhe Ann tion of_the four activitid above. ftdditionai with him. Coutria-ca lai you Woulita be of valve subjects for evaluaticivemIght include to the ci lony. does not want try t you- * Row were the .firstveins selected? Be stwe-to list araunients In your- favor-=_--before youFin a short Paragraillhkscribe the first begin. After-you have -completed the a.---tivUsr once, of colonists. = . _ reverse roles with-your partner.Are you able .to see Make a list of jots peientin this class hold; their :point-of-view? _ s Coinpare-th sli st:re-fiat of-lhefirsEcolonists. 4. PrePama recruKuuent aduedisegneut to place inf Which are the °ides met:tinds of earnmga- newspapers in England, Descritie (Wile typeof living still I/reser:it in the c-4.:1rnmun- ? Which person you, a trysfee. stilooking for the jobs appear to nn kidger exi ? XIST, or ASSEN G

Occupation and Family. Savannah Wild, Fiasition Age Connection Lot No.in Georgia Disposition by 1754 -Anions, Plul_ Italian silk Gardener and silk Dead, Dee., 1736 . care Bowling, Timothy = = 38Potash maker - Dead, Nov_ 5, 1733 Calvert, Mary 42Wife of William Dead, July 4, 1733 vert, William 44Trader in goods No record after 1738 meron, John =: '35 -Servant to Francis To S.C. (Richard) _ __Scott _ non, Clementine 3Daughter to_ Supposedly Richard murdered ? Cannon, James 7 mo. Son to Richard Dead, on Ann,ov. 26,'1732 Cannon,-Marmaduke Son to. Richard No record after 1741 Cannon, Mani Wife to Richard Dead, July 22,-1733 Cannon. Richard Calendar Dead, 1735 carpeider- Carvell, James 5Peruke maker 4 Keeper of workhouse, No record after 1741 Carvell, Margaret 32Wife to James Dead, Sept 7, 1733 _40__Calico_pri 24- Bailiff, public_.-.___ _Dead,1746 -

storekeeper) _ _ Christie, Thomas 32 Merchant 19 Bailiff. recorder In S.C. (?) Clark, Charles 11Son to Robed Dead, no date Clark, James 9 mo. on to Robert Dead on Ann, Dec. 22, 1732 Clark, John 4 Son to Robert No record after 1740- Clark-,,Judith 24Wife to Robert Perhaps in _Georgia- Clark; Peter 3 Son to Robed No record after 1740- Clark, Robert 37, Tailor 37 Dead, April 18, 1734 Clo e, Ann 2Daughte to Dead, April 2, 1734 Henry close. Hanna 32Wife to Henry To Scotland, May, 1740 Clo Se; Henry 42 =-Clothwarker 40 Dead, Dee. 14, 1733 Coles, Anna 32Wife to Joseph- Apparently still in Ga. Colts, Anna 13Daughter to .7 7.P. '7. Joseph _ _- Coles, Joseph 28Miller and baker 27 Dead; Mar. 4, 1734/5 Cooper,- Joseph 37Writer 20 Dead, March 29,1735 Cormock, Mary 11Servant to Noble No record Jones Cox. Eunice 3Daughter to To England, 1734 William' Cox. Frances 35Wife to William . To England, 1734 Cox. William 41Surgeon Dead, April 6, 1733 Cox.William 12 Son toWilliam To England, 1734 Allis, Thomas 17 Servant to Noble No ;record after 1738 Jones itmalter, Joseph 1 Gardener Constable, public Dead, Oct. 28, 1742 gardener -ox, Walter 35Turner Port gunner, Dead; Dec.-_ 30; 1741 ing man- 3oddard, Elizabeth 42Wife to James Dead, July 28, 1733 ccupation and FarnilSauaml -Name Connection_ -- Lot No. =in--Geoffa Disposition hp 175.4 Goddard,-EliTabetli Da-tighter-jig* -NO retard -after-1735 a' Jayne Goddard, Jam 35- penterand=- Dead, July, 1733 _joiner No record after 17 Goddard. John _ 9 Son to James _Gordon. Katherine. 28 Wife to _Peter_ -TosEngland Gordon, Peter --Upholsterer Bailiff To England, Ain% , `1738 racy, John 22- .Parnier Apparently in S. C. Greenfield. Charles 16Nephettw to Wm. -record after 1738 Calvert arienfield. Sarah 16 = Niece to Win. -Apparently to -Sr Calvert Greenfield, William 19 - Nephew to Wm. .No_record after 17 -=' .-Calvert Hicks, Mary Servant to Richard No record after 1733 Caanon

= Hodges, Elizabeth 16 -Daughter to Pead,Aug. 4; 1735 Richard. HOdges-,\Manj 42Wife to Richard Apparently in Georgia Hodges, Mary 18DaughtTr to Dead, March 24,1738

= . Hodges, Richard 50 Basketniaker 17 Bailiff Dead, July 20, 1733= Hodges, Sarah:- 5Daughter .io Apparently in Georgia -_ -:-Richard Hughes, Elizabeth 22Wife to Joseph Dead, June 5, 1740 Hughes, Joseph 28:= Cider f trade, nnder- ---' -Storekeeper toTrust Dead, Sept. 30,1733. stands =writing t

_ I ;_ and_ accounts- 16___ Johnson, Robert 17 Servantto Thos. Dead. July'23, 173 Christie JonesMary 3 Daughter to Noble In Georgia Jones, Noble 42Carpenter 41 Surveyor, constable, In Georgia guard bbat corn= mender, register, capi_ of militia, Jones, Noble; W. 10Son to Noble In Georgia Jones, Sarah 32Wife to Noble Probably dead, 1752 Little,Elizabeth 31_ Wife to William Dead, Sept. 26, 1733 Little; Mary 5Daughter to Dead, July 12, 1733 si Little, William 1 Understands flax Dead, July 12, 1733 and hemp 37 Little, William 2 Son to William In Georgia Lloyd, Henry 21Servant to No record after 1739 William Cox 171 25SerVant to Dead, July 25, 1733 Joseph Stanley Milledge, Elizabeth 40Wife to Thomas- Dead, June 2, 1734 _ Milledge, Frances 5Daughter to Probably in Georgia Thomas; Milledge; James 2Sonato Thomas Dead, Nov. 4, 1734 Milledge, John 11Son to Thomas 91 Tyihingnian, /com- Still in Georgia mander at !Fort

--Argyle I )ccupetio and Faintly'

-Name. --_ Age- :Connection-- --Disiiogition by- 1754

ffledge, Richard --= 8 = 'Son to-Thomas _----No-reetird after 1740 lilledge. Sarah 9_ Daughter to Iri GeorMi Thoinas

ledge, _ 42 enter and beadr:July20, 1733 _ joiner 36 dge;Francis 39 Sawyer 12 Dead: .hdli 1, 1735

Iu, Ellen _ 38Wife to James Dead, July 10, I.733 Mair, James 38Peruke maker 18 To S.C., 1739 died there fir.- John 2 Son to James To S.C. Overend. Joshua 40 Mercer - 1 Dead, une, 1733 Parker, Jane 36Wife to Samuel 38 Dead,-1742 (?) Parker, Samuel 33Hedmaker, under---- Constable Dead, July 20, 1733_ stands carper -- tering 38 Parker,-Samuel, Jr. 16_ Son to Samuel '93 Blacksmith Dead, 1741 Parker, Thomas . 9 Son to_Sannuel In Georgia Penrose; ElizabethElizaeth '46 :Wife to John Apparently in Georgia Penro-se;-John 35HuSbandnian 15 Pilot at Tybee In Georma---- Pratt, Thomas 21= 33 To ngland, April, _ -1735 Semmes, John 42Cordwainer 9 Dead, Aug. 21, 1733 Satchfield, Elizabeth 24 Sere ant to Jame No record Muir 40- Reduced military Dead. Jan. `2, 1734 Scott, Francis _ officer StanIey, Elizabeth 35Wife to Joseph Public midwife To England, Oct., 1736 ---- _-- _ -_ Stanley, Joseph 45Stockingmaker, can Sexton Apparently still in draw and reel- Georgia silk Symes, Ann 21Daughter to Dead, 1739 George Syfrie.s, George 55 -Apothecary Magistrate (?) bead, by 1740 Symes, Sarah 52Wife to George Dead, July 21, 1733 Thibaut, Daniel 50Understands vines 9 Dead, Oct. 24,1733 Thibaut, Diana 7Daughter to -Dead, no date Daniel Thibaut, James 12Son to Dailiel IU Georgia Thibaut, Mary 40Wife to Daniel Apparently in Georgia Wallis, Elizabeth 19 -Servant to-Wm, Dead, no date CalVert Warren, Elizabeth 27Wife to John-. Dead, March 30, 1737, in England Warren, Elizabeth 3Daughter to John No record after 1746 Warren, Gebrgius Son to John No record. Appar- Marinus ks.. ently dead. Warren, John 34Flax apd hemp Dead, . Au- 11, 1733 7 dresser. Warren, John 2 - Son to John Dead, June 12, 1733 Warren, Richard 4 'Ron to_John In-Georgia Wanen, William . 6Son to John Dead, Sept. 5; 1733 Waterland, William 44Mercer Bailiff To S.C., 1734 tWatitin _ and= Farnilii -Sagannah-Offtcia Position _ Age Connection __Lot No_= inGeorgia- Disposition-by,1754:. ellen-, Eli .inn ---Seivani-to-Joieph TO England,: Coles eat; ElLiabeth Wife'toJ_o Dead, July 1:1733 West, John Smith De9id, 1739 _West, Richard_ 5 ontoJohn _D d,.July31, 1733 Wilson, James 21Sawyer-- record after 1740 Wright, Elizabeth -11Daughter to John _ Dead,-May 8, 11 Wright,-John = 33Vintner Dead. Dec 1737 =W iright, John_ Son to John Tythingrnan, jailor,No record after 1742 Norton 13 messenger to Press= dent and Assistan Wright, Penelope 33- Wife to John Wharfinger In Georgia Young,- Thomas -45Wheelwright 26- -Dead, -by 1750,

Recapitulation

-1--leads---qf Families *1 in SC. wid died theme 19 Nci record 1 to Britain arid died there No record 1 no record, apparently dead 7 -To S.0 To Britain 10 In Georgia 2 Alive in Ga 11 Probably in Ga.. 2 Probably in Ga. 9 To Britain 2-

_ -il4 = Total ...... 39 _ _

Date of Deaths Wives of Heads of Families 1732 2 Dead* dead in England 1733' -26 To Britain 1734 6 In Georgia 1735 5 Probably in, Ga. 1736 1 No wife came with 1737 2 1738 1 1739 3 1740 2 No date 4

0, Temple,S and Coleman, Kenneth. Georgictiourneys. Athens; University of Georgia P ess, 1961, pp. 295-29. on IV = Earlsr Dads 4;f the Savannah Settlement

incept Objecti formulate hypotheses based on evidence; _ student Will be able to . propose alternative possibilities for existin realities, Irecogrilie:descrihe and compareand-contrast how people and 'pima's adapt to physical and use 'both physical and political maps to clad f--social eiivironrnis (G nerarObjective-A2). concepts; - O identify, de-scribe and a sizead ap_ tive.- pat use different mapsphysical, economicfor _ information urns (personal1_ socialeconomic, political) ' which as groups adapt to physical and .__use maps and-slobes to-explain geographical -social environments (General Objective A3). Settings of historiCal and current events. Process Objectives aterials

-_The student will be able to - Copies of excerpts from "Peter' Gordon's Journal.'" . acquire -infoation through reading, listen- and " eter Gordon's MaoMapesSavannah A Planned - City" or each student; transparency of the map_ mg,- ovserving1, - and surveying; O locate and Work with information from a vari-' of sourcesl Teaching Techniques -sequence ters which denote Aline and arrange a serie of events in chronoloiical order; Content analysis;-role play: inquiry model

Performance Objective Indicators/Tasks The student Wi I be able to The student will be able to . . 0 demonstrate an understanding of the activities. . summarize the events described in a journal of the firsteorgia colonists., written by a colontst, - write an interpretation of the events of the first days of the settlement, identi _the components of_a planned city. Procedures down there? What were they thinking? Have Distribute °pies of the journal to each student. them perform' -they, were there skits" of some vent they find interesting and describe it from a Have theread the journal and summarize the major events of each days entiy. different point of'view. 3. Distribute copies of Peter Gordon's map to each Whenstudientshave finished, discuss the major happenin s of that first week in Savannah. In- student. Havthe MiiiientSpeculate asto what. clude the °Rowing. each of the 15 items on the Map represent. Guide them to discovering the identity of. need for and The ole Native Americans plaYed purpose each of the:items. Some possible ques- The role the South Carolinians played tions to ask include The reason for the difference in the dates Why did Gordon call Savannah a planned (adj istment in the calendar during the crud city?. 170 What did the South Carolinians do to help events of interest the Georgia colonists? Why was the palisade needed only on one side of the city? Have th students create their own journal entry basedn some event mentioned.by.Gordon in Why was the fort located at the rear of the . his jou nal. For example, they mightprpretend city? they iv re' orie of the children sent below deck Why was there a community.oven, mill and during he near pirate attack. What was it like well? 117 12'7 Saye, Albeit B. Geo Charter 1732. Univer- In addition to the successful completion Of the three sity of Georgia, 1949_ activities listed abovevaluation-woulci4nclude --Templah trig queaticins listed-below. University of Georgia, 1961. --Write-a-shbrftiarageaph-whichde.scrib-h-601- Secondary So-Lir-yes you can be of help to your parents in the new colony of Georgia_ Blackburn, Joyce. James, Eritriard Oglethorpe. Lippincott, 1970. Write a short paragraph which discusses how you would have liked to live in colonial days. Bonner, James C. The Georgia Story, Harlow, Give reasons why you feel the way you do. 19611 Imagine= that= you we preparing to leave Eng Brown, Ira L The GeolNiu_Col9ny, 1970. land to come to Georgia. If yon were told you Coleman, Kenneth. Georgia History in Outline, could only bring 10. things with you due to $ 1960. limited ship Space, what would you bring? Lane, Mills = B. Savannah Revisited_A Pictorial -5 History. Beehive Press, 1973. McCain, James R. Georgia as a Proprietary Prov- ince The Execution of a Trust 1917. McCullar, Bernice.- This Is Your Georgia, 1966. als Reese, Trevor. Colonial Georgia. 1963. Print Materials Saye, Albeit B. Georgia History and Government. Primary Sources Steck-Vaughn, 1973. Coulter, E Merton, Ed. A List of the Early Settlers Suddeth, Ruth. Empire Builders of Georgia. Steck- of Georgia. 1949. Vaughn, 1962. Georgia Commission for the National Bicentennial Nanprint materials Celebration; Georgia Heritage, Documents of Crowell, Collier and Macmillan Inc. Georgia Heri- Georgia History, 17304790. tage Transparency Series. Gordon, Peter, The Journal of Peter Gordon, Education Services Inc. The History. of Georgia. 1732-1735. E. At Coulter, Ed. Universdy of Geor-* Set of 18 filnistrips. gia, 1963. - Georgia Department of Educatiou. Catalog of Class- King, Spencer B., Ed. Georgia Vices, 1966. room Teaching Tapes For Georgia Schopls, No Reese, Trevor, Ed. Our First Visit in America 7, 1979. Free tapes-Include Oglethorpe chooses Early Reports From the Colony of Georgia, Settlers; Oglethorpe the General; Oglethoipe 1732-1740. Makes a Settlement. = -titer_

7th about = two in the afternoon, we were foot, perpendicular height above by water -mark. armed by aSloots who as soon as he perceived usz This by reason of theless- sand, and great height, adong:skore.; emediateli-chwiged his course would have been extremly troublesome hade not areown upon Its. which loo very sitspkions-----.CdPrain-Sciatt and his partg built stairs far US before _ _ rna conclude that he must eit be a pirate or:Mir arrival, which -we fotind of very steat use to us Spam_ h quarddelcoitaandsd-that intentionwas:inringIng upourgoods; to plunder us, upon wbich Mi. Og ordered all About an hour after our landing the-rndians c- it men upon -deck, &Id the sm =arras too be with their,King,_Queen. and Mr. Musgrave, Ihe roughfup and all the women _ drento keep Indian trader and interpreter, along with him to pay eloie--and not -appear upon deck, the mean_ jute, while we were drawing -ouren up,, and their complements to Mr. Oglethorpe and to wel- getting our arms loaded, and-ready for come us to',Yamacraw. The manner= of their ars- defence,_ proachwas thus, at a litle distance they saluted us iptainThomas who commanded the shipp order'd _ istgreat guns to be charged, and all things ready a volt' of their small- arms, which was retuthed by' . on his part,' continuing still our courss. And-the ourguard and thane the King, Queen, and Chiefs sloop bearing still down upon us and who by this and other Indians advanced and before them walked time hade gott,so near us' hat we couldperseive he one of their generally, with his head adorned with bade Jack Ensigne and pennant flying whichappear'd white feathers,- with rattlesjn his hands (somvthing to ui to be Spanish Colours, but being by this time like our casternutts) to which he danced, obkerving --prettywell-provide&for-himrthe- -Captain-ordered-----just time, singing and throwing his body into a the courss to be hauled upin order to Ovate for him. thousand _differenies. In this -As-noon-as-he-carne-within-gun-shoWollas;--the manner they advanced to p_ay their obedience to ptain order's a gun to be fired across the stem, Mr._Oglethorp, who Stood at a small distanCe from and we .could perceive the ball to =fall about a his tent, to receive them. And ethane Conducted hundred yards a head of him, but that not bringing them into his tent, seating TOrno Chattri upon his him too, as we expected it would; he ordered righthand Mr. Musgrace, the interpreter, standing another to be fired, still nearer to him, which fell betweekthem_. Theycontinued-on conferenceabout it quarter of an hour, and thane, returned to' their within a very small distance of him upon tbhich town, which was _about a _quarter of a mile distant and fearing the next shaft would be aboradhirn he from the place where we pitched our camp, in the- thought proper to lower his top sails, and upon e viewing us and finding we were so well provided for sa order as they came. hirn both sides of the shipp being cornpleatly lined with armed men, he though proper to gett upon a Wind, and stand away the same courss he was in when we perceived him first_The pilote whome we had on board said he hade some knowledge of him that he hade been a pirate, and that he certainly would hay plundered us hade he not

found we were too ng ,

Arrival -of Yamacratv Bluff: Delopment of Savannah

Next morning being the first of Februa we sailed m 's Island with a fair wind and arfived the same day at Yarnacra Bluff in Georgia? the place which Mr. Oglethorp bade pitched upon for our intend_ ed setlement. As soon as we came near the Bluff, we were saluted by Captain Scott and his : party, with their small emus, which we returned. And as soon as we landed, we sett emediately about getting our tents fixed, and our, goods brought ashore and carryed up the plat which is foutty '119 able to,cOringlea e-theipitchint of oui snight and Fbeirigliutiatdgrecnverd from any illne s_S--;rtifent toly-'at the Indian'tOwn--at usgrove,ftfe interpreters -house, -with Doator Cox and his family and Lieutenant Farrington belonging- to Captain MasitekComparty, who bade 6rderS_ a handsome supper to be providecl, for- us usgraties house. = As soon as the Indians were informed that we were come to Musgroves house, they begane-to entertaine

us with dancing round- a large fire which they Made. moon the grgund, opposite to the Kings house, Their, Manner:of dancing is-in-a-circle,4ound the fire,-fol_lowingeach other :-close,- with anyantick& gestures, singing and beating finie, with-lheir fe and hands to admiration. One of the oldest of our people, Doctor Lyons, having slept-away front our camp and gott a little in drink, found his way up to the Indian town and jnyned with the-Indians in their -dance indeavouring to Mirnick and ape them in their antick gesttires. which I being informed of, sent for him, and desired ,that he-would,emediately_s repair home t9 our camg Cftherwise I assured him = I would acquaint Mr. Oglethorp with his folly. He ------promised-me-that-heAvould-Butheing=So-niuch-in liquor he returned again to the Indians and danced with them as before, which being told, to _ me _I .ordered severall white men whnweri there to carry him home by farce, it being of a very bad conse- settlement as a fence in case we should be attacked quence that the Indians should see any follies or by the Indians, while others of us were imployed in indisci-etions in owr old men, by which-they judge clearing the lines, and cutting trees to the jiroper lengths, which was the 14 font -for the palisades. at our young men must_ . be_still guilty of greater, for they measure niens understanding and' judge About -noon a fire bpke out. in the guard room. ent according to their years. which instantly consumed the same, and burnt several! ;chests that were in it belonging to owr Friday, the 2d we finished our tents; and gott some people and liketidse a hutt adjoyning to it belonging of our stores on shore. The 3d we gott the petiagores to Mr. Warren, whose things were likewise burned. unloaded, and all the goods brOught up to the Bluff. It was with Much difficulty we gott.the powder out Sunday the fourth, we hade Divine Service Per f Mr. Oglethoxps tent, which stood almost joyning formed in Mr. Oglethotps tent, by Reverd: Doctor the fire, and which we preserved by taking if Herbert with thanksgiving for our safe arrival. emediately down. After we hade gott the fire pretty MrMusgiove, the Indian trader, and his wifewere near extinguished, one of the large pinetree_s near present, and Tomo Chad-u, the Indian long, desired 100 feet high took fire and to prevent :1-ther to be admitted, wich Mr. ,Oglethorp readily_ con- damage were obliged to cutt it down, and in the_ _ sented to and he with his Queen were seated in the fall it broke too barrells of beef and one barrell of tent. During the time of Divine Service, several! of strong bear (beer) in pieces and damaged the end of the Indian warriors -*and others -sat at a small one, of owr tents. The wholedam_age amounted to. distance from the tent, upon trees alrd behaved verb about twenty pounds sterling. deaently. Thursday the 8th each family hade give-out of the Munday, the 5th Coll. Bull, being a gentlemen of stores an iron pott, frying pan, and three_wooden great experience in making of settlements, was bowls, a Bible, Common Prayer Book, and Whole appoynted by the Govemour and Council of Caro- Duty nf Man. This day we were taken of (off) from , lina to come to us to be assisting with his advise, the palisadoes and sett about sawing and splitting arrived in his own periagore from Charles Tawn boards eight foot long in order to build clapp board and brought several! letters for Mr. Oglethorp from houses, to gett us under better cover till our framed the Governour and Council!. houses could be built. 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s Approach Interdisciplinary and behaVioral Teaching Strafe _ Grade Level 8 Lesion I inquiry model; data analysis; rtile-to-

example concept leston_ _ Lesson I Description of a Legislature Lesson II resource speaker Lesson III values Clarification _ Lesson _- What a Legislator Does Lesson Legislative Decisions Lesson -IV simulation; data gathering Lesson IV How Does a Legislature Function? Lesson V: field trip; data gatheiing _ Lesson V aTtie- Georgia general -A in

Action = . son IDescription of a Legislature Concept Objective Procedures The students will be able to analyze-why there are 1. Present background information on what a leg- continuous struggles between different groups for islature is and what, it does. The information __poiver_andarinfluente_(General Objective_C11) 'cciuld-be.provided-intherforrn-ofn,rnini4ecture,----- Process Objectives from a textbook reading selection or a filmstrip.

_ Distribute the statistics chart on Georgia legislators to each student in the ._class. Have the a acquire information through reading, listening_ students create a lisi-of generalizations about observing and surveying; the General Assembly using the data in the make inferences about a situation through ob- chart. Sample questions might include serving; How many senators are serving their first construct and interpret graphs, charts, tables term? _ and- cartoons; a Do incumbent _ legislatorshave a good formulate hypotheses based on evidence. chance being reelected? -Materials a What percentage of legislators went to col7 lege? Textbook or films, filmstrips, mini-lectures; etc_; Statistics on Legislators; maps of Georgia Senate a Do you have to go to college to, be elected to and House Districts. the General Assembly? a Which house has the-most members? Teaching Techniques a How many Democrats are in the General Inquiry model, data analysis; rule-to-exarnple con- Assembly?. cept lesson Does a Republican have a good chance of being elected?

Performance Objectives IndicatoretTasks

-The student will be able to The student Wilt be able to : demonstrate an understanding of the composi- interpret data from a chart concerning the tion of the Georgia General Assembly: make-up 'of the General Assembly, a hypothesize about the electabday.. of various - fictitious. candidates. demonstrate an understanding of the one a explain equal representation using a district

person-one vote principle.- map of GeOrgia. . . _ , - - _ Statis*tics

, Georgia General Aisembly -, Senate House' To

Education

Bu ines& College 5 5 College=University 52 t 155 E07 High School 4 20 24 Total = 56 1W 2-36

Military Service

- - _ With SH --77-1-7-- 114- 152 _ Without 18 _-- 66. Total 56 180 236

P ------*--- Democrat 51 , 159 210 Republican 5 20 25 Unlisted 1 1 Total 56 180 236. Six Senators have no prior service_in theGeneral Assembly. Twenty -two Representatives have no prior service. *Supplied by the_ice of Secretary of State. 1981

3. Distribute maps of the Georgia Senate and Evaluation House districts- to each student in the class. Student evaluation should include- -the following Using the maps, explain the concept, equal rep- questions. resentation or the one person-one vote prineiple. Have the students count the number of dis- Should the size of the General Assembly be tricts in DeKalb County (5).- increased? Decreased? Divide the population of DeKalb County by the number of Senatait (415,387 e 5 a Why are the district boundariesfor the U.S. 83,077 people). House of Representatives and the Georgia Gen- e Ask students how many people are rep- eral Assembly based on population instead: of resented by a senator (approximately 83,000). land area? _ ia Repeat the process for another district with Does the fact that most members: of the neral multiple counties. Assembly are men mean that women are- not This 'process can be repeated for House represented in the legislature? districts.-- Students can discover that Sen- a Most members are over 30 yearsold. Who atonal _districtsarelarger. in terms of represents the young people of Georgia? population. Be sure the students aree aware that representation is based on population of a- In a brief paragraph, describe the typical legisla- a district, hot on the size of a. district. tor. on knot-Odes-- ncept_O -The students will be able to illustrate; analyze and. :organize information_ in a uSeablefomi;_ - evaluate how individuals and groups have always -gather informationnecessary forunderstan attemptedto-achievea-sense of justiceand reason an issue; _ .in their buinanintereetions and in the establishment, operation` and evaluation of their institutions listen aud obtain views of others; (General Objective C7). . consider and act in response totheintereits welfare of others. Process Objectives Materials e student will be ableto Guest speaker, state senator or representative; acquire information through reading,listening, localnewspapers and othersources of current news

observing and surveying; -information. frame prodirctive n to answer questions and select effective methods of communicating questions;

P- ormance objective dfcatpra l'asrka, __. _

The student will be able to The student will be able to understand the day-today duties and . ask legislators substantive questions. - of a state legislator. '. responsibilities . pose question in an effective manner.

Procedures Use resource speakers as sources of information to dents should have enough background knowl- give an added personal dimension to learning. They edge to be able to follow the line of discussion are excellent sources of information and can serve while the legislator speaks. as consultants for discussion' groups; student pro- _ jests and general knowledge. 4. On the day-of the speaking engagement, have a student introduce and . give some background- 1. Invite a member 'of the General Assembly from about the speaker. Thank the speaker at the end your district to speak to the class.. Choose a of theperiod and again _bp i letter, member and check to find out what- you can about the speaker. 2. Brief the legislator on the topic and purpose of Evaluation the talk, the types ofclasses,and the time and place of the presentation. Agree about the length Evaluation will be, based on the studest's ability to of the talk, a question and answer perio& the compose-a question dealing with a current issue: of use of audiovisual equipment and other informa- concern. The question should reflect Be sure to confirm these agreements in a understanding of the backgroup of the issue. letter. _relevance to topic of contcern to the public or the 3. Prepare the students for the speaker. Have individual asking the question, students research and develop questions on is- willingness by the student to ask questions. .. sues of concern to the district or the state as a whole to question the legislator about. Ample Have students compose a letter to the editor for a class time should be devoted to preparing ques- localnetvpaper,or write an article reporting the in class. Stu- tions. and discussion of the -issues speaker's visit Iona 7-7-change Public policy feel thatairthori: ties arc unresponsive to their needs or that more anpt Objoictiv traditional channels for alleviation of grievances - The students will be _able to have been ineffctive _(General Objective C9). recognize apply, analyze and evaluate the rela- Process Objectives _ tionAlidp _hetween personal value systems-and Dual decisions (General Objective B11). The-itudent will be able to compare and evaluate examples which e propose alternative possibilities for realities; illustrate that in every society and instituton, apply problem-solving techniques to personal regulations and laws emerge to govern the be- and group-related problems; havinr of individuals (General Objectives C3). use divergent thinking sidlis in problem-salving; identify, analyze and evaluate examples illustrating how the rules and laws reflect basic state reasons for adyocated position; values of the society or institutions (General consider and act in-re ponse to the interests and Objective C4)_ welfare of others illustrate, apply and evaluate the idea that individuals-are more likely to influence public policy Materialsals when working in groups than when working Handout as described below alone (General ObjeatiVe C6). illustrate and evaluate - how individuals and Teaching Technique groups may resort to extreme methods to Values er-ariflcation Performance Objective hadicatorsfrosks

. . The student will be able to The student will be able to . show appreciation for the conflict which if list alternative solutions to dilemma and legislators must face when making decisions.- statereasons and consequence of each. - __

Procedure Which is more important, the availability of pure drinking water' or the availability of a source of 'Present the students with the following hypotheti- income? cal pmblein. Which is more impodant, the-supporting of your Senator Smith, a member of the General Assembly constituency or voting according to your con- from the District 46, faced a tough problem. A science? factory which employed almost one-fourth of the people in his-district had a problem with continued Additional questions should be asked to help clari operation because it was polluting a nearby river. the students' values. They should be aware of the The pollution was. killing all life in the river and was beliefs and behaviors they hold and be able to threat_ening the water supply of people who lived 40 state reasons for those beliefs. Students should be miles downstream in another district. given alternative actions and should learn to weigh the pros and cons of each alternativei. More im- A bill was introduced in the General Assembly that portantly; students should learn to choose -a solu- would require the owners of the facto_to make ; tion-to-a-problem-that-is consistent-with-their expensive changes to the plant to stop the pollu- stated beliefs. tion. The factory owners said that if they had to make the required changes, they would have to Evaluation close the factory due to lack of funds. If the factory The student will -wile a brief essay that should closed a large number of people in the district include the following. would be out of work. Senator Smith's constituents a A concise description of the dilemma or the bUsic want the factmy kept open. The Senator from the district downstream wanted the factory repaired or question closed to stop pollution. Senator 'Smith must de- A clearly stated solution to the dilemma cide how lie will vote on the bill. A logially developed rationale for the solution How would you vote if you were Senator Smith? A statement of the pros and cons of the solution

127 1 4 1 _ =

_ _ _ = - _ on _ l/fOur Does a Legislature Function? -_Corieept Objective!' O formulate hypotheses based on evidence;

The students Will be ableto propose alternative possibilities for realities;- _ recognize, analyze and evaluate how, through- -0 choose a reasonable Isolution -to the problem --- out history, conflict has developed between vari- after applying the evidence-to akernatites; ous groups of persons having philosophical dif- change the solution if new data wart-ant it; ,Jeronm- in goals and means (General Objectives . apply problem-solving techniques to solve per- , sonal and group-related problems; 44-identify and evaluate examples which show that Much group behavior is guided by shared values work with a group as either leader or follower that people voluntarily follow and by norms and until task is completed- -beliefs that they follow under the threat of pun- present oppoSing views and statements; ishment or the promise of reward (GeneralOb- summarize pro and con views stated by panel J-4estiveC2J. members;-. ; _ a;== identify, analyze and evaluate how rules andlaws follow set procedures foi group interaction; reflect the basic values of the society or institu- `tion (General Objective CA). - gather information for -Understanding an issue; Process Object-Ives listen and obtain the views of others; state reasons for advocatep_Losftion-- ThestudenftiilFbeàbëto- consider and act in response to the interests and . acquire information through reading, listening, welfare of others- observing and surveying;- Matefials . locate and work with information from different sources; Copies of the "Model Legislature"- from the Insti- frame productive questions, identify best source tine of Government, Terrell Hall, University of - to answer questions and select effective inetheds Georgia, Athens, Ga. -30602 (student copies, -Mk; of communicating questions; teacher edition, $1.00). Copies of the Atlapta Jourpal-Constitution or local newspapers. acquire and process information by using thought processes; , Teaching Techniques -0 -organize information; Simulation; data gathering

_ _ recognize and state a problem, .

Performance Objective . Indicators/Tasks

The student will be able to . - The student will be able to - - _ , . # demonstrate a knowledge of the legislative research, write and defend 'a_bill for con- .--- process. sideration as a public law. --,.. analyze and critically evaluate bills written by . . other students. . . effectively participate in group-discuSsions - (committee meetings) as a contributing paftici- pant. --, . . effectively Simulate the role assigned (i.e. senator, presiding officer. majority leaders, -etc.) during the class simulation. .

Procedures _ session. The first- should be committee Simulations pr ovide learners with:a first-hand un- meetings_ The chairmen should set the tone and derstanding of a process or activity by placing them be responsible for running the committee and- seeing that the work is completed (See the lists in an environment designed to resemble that a the- process_understudy;They help students learn con- of committees end Committee:Procedures in cepts, skills, critical thinking and_more in an extit- Model Legislature). ing formai. _- 4_ Have the Studeqte-. simulate. a session of the 1.: Provide background information from a text, legislature by having a presiding officer call bills thai have been released from cm-mid-tee for filmstrip or other. sourcez on the process of how a bill becomes-a law. = floor debate, amendment and Passage. Distribute -Model Legislature handout entitled_ "Drafting the Bill. Itself_" Have the students Eviduation choose a topicjor a bill they would like to. see Stdent evaluation should be basedupon participa- become a law from-the suggested topics. Using tion in the activities of the simulation. including avariety,of $Ouree.S, newspaPers, television news-

reports, interviews with their legislators, the . the quality of the bill the= student. wrote (use students' vaines and beliefs and following the guide, "Drafting the -pill Itself," for criteria and bill writing guides in Model Legislature, lead the .components that should be included)- students through the proper steps in writing peer evaluattin of each -sttident bti otheras on bills. their legislateiv Committee(includefait share of --A ma ents-roIeg fite s ding officer ;-c it work-load-and- realism-atsritelia); = = tee chairmen etc) and begin the legislative eacher records of participation.

.111111MIlt

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bill1,11111,1111ii '1111i

THE 1c7E SWF ncept OW-

-deirta be able tail T- Objec:Liiiiiii ide and evaluate examples which show that group-behal.dor is guided by shared values that _ .._acquire_inforniationAhro h reading, listenin observing and surveying, . people voluntarily follow and by norms and beliefs that they follow under the threat of punish- make inieiences about a situation= through oh- merit or the promise of rewardlGeneral Objec- servation techniques, tive C2i.' listen and obtain the-views of others.. a identifti, analyze and evaluate examples illustrating how the rules and laws reflect the basic Mated valuesof the-society or institution (General Oh- Transportation to the State Capitol in Atlanta. Naive C3). Teachhts Techadquee _ explain, compare and evaluate how many ififfer- ent types of politicalsystemsare used in societies Field trip; data gathering to determine public policy and to regulate behavior (General Objective.). Performance Objective Indicators/Taisks -_

The student will be able to The student will be able to demonstrate an understanding of the legislative process. ;- identify the legislators from his or herdistrict. 0 compare and contrast the floor-activitiesof the General Assembly with the floor activities of a simulated General Assembly . , e identify the topic being debated on the floor. .: . . evaluate the behavior 9f legislators on the floor.

arrange the itinerary, including all stops. Do not plan to rushfigure anything that can all instructio field trips must be happen will happen_ the most careftilIy. planned. They are also the most establish.-rules of conduct for the trip. Brief rewarding in terms of student interest: In the course the students on what to do if lost or left of planninfor a field trip the teacher should behind; what to take along; what they are going to do; what they should look for what take the trip to determine its productiveness notes they should take; etc. and to make arrangements for bringing a large group of students; Follow-up. discuss the details of the trip with those at the Debrief the students upon return to the,hool. place to be visited. Include a schedule;brief- Comment. on ing the tour personnel on what you want to activities on the floor of the Senate colhpared to see, what type of group you will be bringing, provisions for eating and rest rooms; etc the House; Also, gets dear information about fees; personalities the students might recognize; arrange for permission from administrators, debates occurring during the class vi it; parents and other teachers for the 'students activities of lobbyists. to be absent from classes; arrange for transportation,, the collection of Evaluation payments etc Be sure, no one is left Students should make records of their observa- out for lack of funds; tions. Their notes should include commentary, on 130 e items =in- number 2-above, ng 'they _ ewell, Malcolm_ E; and Sanitiel _C.--Pattersop. of- interest to 'them or-that theihad-questioris The Legislative Process in the.= United States. about.- Teacher- reeords of- student interest level,- _.',New _York: Random House, 19 -- participation, etc--, sheiddserveas abasis:for League of Women Voters-irk Georgia. Your pehera -sign of the -trip e courses. Surveys of the . _ Assernbly._(leaflet) - students also-'pro a-source-of evaluation of the Georgia Gobernment. Secretary of State's Office. Constitutionof -the Materials State of Georgia, 1079. Georgia_ usiness and Industry Associatibn. How A Georgia House of Representatives, BillBecomes Law in Georgia. (leaflet) -: 1979-1980. Ingitute of Government, University_ of Georgia. Members ofthe General Assembly of Handbook for Georgia Legislators. 1978; Georgia.' How To Hold a Model Legislature. The State Legislature in Action.Chicaga: Cor n simulation) Film 22 min; Georgia Lawmakers in Action. (film -. .Secretary of State's_Office. Senatorial and House Districts. (maps) 4

f _ _

__ _ _ - _ - _ - _ - Satiztile Preigrain Evainatijoin-Eciims

-,-- - To_ e orTo someTo great . Knowledge _ _ no not extent - extent --., The program emphasizes currently valid concepts, principles and theories in the social sciences . . -. . . The program draws upon all of the social sciences such - as anthropology. economics geography, political science,. history , psychology and sociology. . 13 p r ar a n Ld r ,ISfrCnieaIIg r related gelds_sucha law, the humanities natural and applied sciences and - religion. . - The program represents a balance between the irmpedi- ate social environment of students and the larger social world. The program provides some balance among local, national

and global affairs . , -The program provides the opportunity for students to -- examine potential problems and future conditions The program includes the study of Western and non- Western cultures. . - The program includes the study of both economically eloped and developing nations s, _ 4 program helps students develop a sense of cultural - identity through emphasis on group, national and global heritage so that they see themselves as part of a continuing community, national and human develaPmental process _-- The program expand g and enriches the knowledge and appreciation of students' heritage so that they may iniz derstand and readily accept responsibilities in their own society. . , .,

133 To littleorTo som_ e T+ a S _ no extent nt

The program provides for the consistnnt development-- and praclice of skill& pertinent to researching, organizing and processing data from a wide variety ofsources The program provides for development. of map, globe, chart and graph skills in the context of all social science disciplines.- . The program provides for the teaching Of consistent application of the full range of thinking skills. . The program provides for application and analysis of problem - solving -and decision-making skills.

= . The program provides for the development Of effective reading comprehension in social studies_ The progrm-n organizes learning experiencesso,that Au- -dents will_leam lklow to oniinii toiearn

The pr enables students to re late their experiences, --. i in socialu,es-to-otherexperience . The program helps students develop proficiency in selected methods of inquiry in the social sciences and in, techniques for proces?ing social data appropriate to student maturity level and citizen concerns=

. To little orTo some To !great - Values and Attitudes ._ no extent extent . extant

,The program fosters a reasoned commitment to the'val- 'ues that sustain a freesociety= The program helps students develop an understanding that there are many sets of values rooted in experience and legitimate in terms of different cultures.

The program facilitates the growth of an adequate self- " . . concept . +6 The program encourages the development of each stu-- dent's respect, for and,appreciation of the worth and dignity of every Individual.- The program encourages a commitment o theprocess of learning as a lifetime activitli.. i -- The program inclu iv wead students to examine rationally-values,- a it des d beliefs in an en

vironment that respects student's rights to- priva- -i cy, yet encourages critica aysis of issues:, The program encourages theational analysis of socjal issues. e of some-Tar" &eat-, - P p Son-, ___, --no extent =extent -_tent, . , .. 'The program develops understanding of the roles of in- -dividuals in decision-malgrig processes.: - The program develops knoWledge of current public issues and skills for evaluating alternative choices in regard -- _, __ to these issues. , The program develops effective use of techniques of social action (e.g._, how to influencepoliticalleaders, to generate community interest, in crucial social problems, and to marshal support for desirable social objectives ). The program develops a senses of Community and seeks . to maintain and improve the community in all of its . ramifications (social, cultural, political, economic and psycliblogical) and at all levels (inforinal grobpings, neighbOrhoods, local communities, regions, national international). Participation in the social World both in school and out is considered a part of the social studies program_

To liftle or To someTo great - Resources 4 no extent extent extent _ ___ _ . Printed materials accommodate awide range of reading abilities and interests, meet the requirements of learning activities and include many kinds of material from primary as well as secondary sources; from social science and history as well as the humanities and related fields, from other nations and cultures as well as our own, from current as well as basic sources: The social studies. program provides many kinds of work spaces for variety in tasks, group size an4 the use of ..- , media. . Appropriate instructional materials, tittle and facilities are provided for social studies education. Social studies instruction draws upon the potential contributions of many kinds of resource persons and organizations representingsthany pointh of view, 'a variety of abilities and a mix of cult7es and nationalities. ) A variety of media is available for learning through seeing hearing, touching and-acting. , - - - ,o little orTo nameTo trent- _ Activfti _ - -no extent extent est . Classroom activities use the school and community as a learning laboratory for gathering social dateand for- confronting knowledge and commitments in- dealing with

social problerns. _ . , - _ - ,== Teachcre are encouraged to try out and adapt promising -. -innovations in instructional materialsa_nd procedures for their students. _ Students -have a wide and rich range of learning activities appropriate to the objectives And their social studies program.. , Learning activities are sufficiently varied and flexible to 4. appeal to many kinds of students. Activities are carried on in a climate which supports students' self-respect and opens opportunities to all. , Activities include using knowledge, examining values corn-. -- municating with others and making decisions about social and civic affairs. _ ... _ _ Students are en couraged to become paitieipants in ac------;--- tivities within their own communities: Activities include formulating hypotheses and testing them by gathering and analyzing data. Teachers participate regularly in activities which foster their professional competence in social studies education -- in workshops and conferences in-senrice classes, cam- munity affairs, reading, studying and travel. ektbook-Evaluation- C _

bject Book Authors or Editors - Copyright Date Publishers Single Text Designed for Advanced Bialuator

Check One - Objectives

Are: the objectives* _ 1 and competencies stated clearly? Dolhe objectives require students to use, higher cognitive skills (analysiS, synthesis, gvaluation,

Do the objectives of the text'cornRliniOnt-the goals and objectives of your course? Content

Is the subject matter geared to the needs, interests and abilities of thestudents using the material? Does the pictorial and written confent reflect the pluralistic, multiethnic nature of our society, past and present?' Are valid concepts and generalizations developed? Are the historical,Ocial, scientific or other events based on the latest knowledge and social data Carr the material. be used in conjunction with supplementary instructional media (films, `simulations/games, filmstrips, tapes, etc.)? e material encourage the use of skills such as Problem-solving and . dePision-Making? Dais the = material encourage the use of skills such as higher level thinking?

_ Does the material emphasize fundamental skills (reading. writing, speaking. listening, tornputatiOn, interprefing maps =and globes)?

Are the illustrations clear, accurate and appropriate? Will the glossary, footnotes, charts, maps, pictures and tests aid students and teachers in using the book effectively? To what extent can the teacher depart from the secpiente-Of material-without impairing------its effectiveness? Teacher Resources 2 5 Is a teacher's guide for tent available? it practical? _ Are practical teaching suggestions and suitable-social science backgrouna provided? Are suggestions for additional activities, large and small group and individual experiments provided? Are supplementary materiMs for rapid learners as well as for those with reading deficiencies included? Are diagnostic tests to xliscover specific weaknesses provided? Does the-text have accompanying audiovisual aids such as records, filmstrips, films, tapes and overhead transparencies? Overall Rating

How would you rank this textbook among those reviewed? Stopple- men

----Author or- Developer Publisher and Addreis

_ Date of Publication

al Description Subject area Type of media (Au i a visual aids, including tapes, films, pictures, records. ffimstsips) Supplementary read -g materials _4-- Reading level (b_ased readability test or-your judgment) Number of pages, time_ wired to watch or listen Material Coals What are the goals or ObjectiVes of the product?

oes the material meet_ these goals?

=-bate frond-1 -(poor)-to 5-(imiceSeitt)- Organization Logical sequence Clarity Is scope sufficiently broad to ju time heeded to use it well? Student motivation Usefulness of teacher's guide of Use Recommendations Should these materials be used in the, social studies curriculum? In what social studies classes could it best be used How much class-time should be spent with this material? How would you grade this material's overall efualitY and usefulness in your class? (circle one

EXCELLENT GOOD- AVERAGE- POOR NO -GOOD Please use this space for any further coMments.

1Containskourrirodulesivrtir en forieacliers interest- edin What shotild betauglit particular learners; it Barth,RobertD. andJarnesL. and S.Shermis.Defin- draws brans a number of sourceSnird is-aimed at ing the Social Studies (NCSS Bulletin 51). brevity and simplicity of teaching. Washington:- National Council for the Social = Studies, 1977. Morrisseft.Lrving. Concept andStructureintheNew bulletin- tracing the current -discussion of 'Social Science Curricula Atlantm Holt. Rinehart what social studies is why it is in the schools and Winkton, 1967. and why effective social studies = instruction has Obers Materials and designsto make current and: = never. been more important. _developing resources of social sciences available to elementary and secondary curricula. It fosters Becker, J.M., ed. Schooling for a Global Age. mutual understanding and collaboration between New York McGraw-Hill, 197B. social scientists and educational specialists. Presents a rationale and recommendations for global education and includes chapters on elemen- Muessig, Raymond H., ed. SocialStudiesCurriculum tary and secondary programs and curriculum plan- Improvement A Guide for Local Committees. (NCSS Bulletin 36). Washington: National Coun- ning. cil for the Social Studie% 1965. Fraser, Dorothy M., ed. Social Studies Curriculum Emphasizes improvement rather than the prod- . Development Prospects and Problems (39th uct; the role of the teacher is stressed, and the yearbook). Washington: National- Council for role and uses -of- external consultants are exam-

the-Social Studies,---1969 `-- ined., Emphasizes the inductive approach in an effort to aid teachers and cuniculum builders using TheStudy and TeachingolSocialSci- this approach. ence Series. Columbus, Ohio: Charles E Merrill: 1980_ GoalsfortheSociMStudies:TowardtheTwenty-First Each volume in this series consistseftwo parts. The

_ Century. Journal_ of Research_ and Devel- first describes the _discipline, key_ ideas, principles, opment, Volume 13_ Athens: University of Geor- concepts and methodologies The second is a dia- gia. (Write to College of Education, Dudley Hall, cussion which 'provides illustrations for adapting Athens 80602.) - these ideas and methods to elementary and second- Contains 12 articles tracing the changes in social ary Social studies. studies curriculum and outlining goals for ele- Commager, H.S., and RH. Muessig. The Study mentary and secondary social studies program% and Teaching of History. Specific articles give attention to global perspec- Broek, J.0.M., and Other% The Study and Teach- tive, values, decision-makins social participa ing of Geography. .. tion crass-cultural competency and the role of Warmke, RF., and others. The Study and, Teach- --the social science disciplines= ing 'of-Economics. Straayer, J.A., and RH. fylue_ssig. The Study and == assialas, Byron G., and Zevin, Jack. Creative En- Teaching of Political Science. counters in the Classroom: Teaching Learning Kitchens. J.A., and RH. Muessig. The Study and Through Discovery. New York: John Wiley and Teaching of Sociology. Sons, 1967. Pelto, P., and RH. Muessig. The Study and A study in this book seeks to explore ways in Teaching of Anthropology. which secondary students may be stimulated to plan "tit own learning and`to conduct inquiries National Council for the Social Studies Task Force on into vial problems of society and the world. Curriculum Guidelines. Social -Studies Cunicu- lum Guidelines. Washington: National Council McNeil, John D. Designing Curriculums: SeY Instroc- for the Social Studies, 1971. tion modules. Boston:. Little, Brown and Ceinpa- ny, 1976: 1-Contains, recent developments _in_socistudies,__ - _Pre_sents a list of instructional objectives, =_= whicrCS Ssaysireeilto_becmefulAr_consider behavioral ternas. They, are suge&ed-===as - in building a soCial studies program (Revision of, basis ,for school -systems -to -: evaluate;, revise or the Ness -19`79 guidelines _ set of educational oritCrirries- for =stir- ? Remy, Handbook of Bissic Citizenship Compe-- -- tencies. Ale:,randria, Va.: Association for .SOper- Krathwohl. David R.; Bloom, Benjamin S.; and Vision and-Gurriciilum Developthent, 1980 Masia, Bertram B.. Taxonomy of Educational Objectives .7-Affective Domain. New York: David 1nts-guidelines for comparing materials, as- McKay CornPanp,-1064.- sassing instruction andsetting curriculum goals for _ = citizenship- competencies. Specific sug-gestiona Represents -an advance in. this field and calls are grouped by grades K-3, 4-6; 7-9 and 10-12. A attention to the problem of affective terminology. good reference in the early stages of ciuriculurn as- -It shouldfacilitate_research and thinking on

sessment, development or revision. these= problems. _ Shav,er,JarnesP.;ed.BuildingRorionalesforCitizen- Mager, Robert F. Preparing InstruCh-onal Objec- ship Education (NCSS Bulletin 52). Washington: lives.ehnoat. Calif_: Pearson Publishing Com- National Councillor the Social Studies, -1977. pany, 1962. Focuses on the search for an appropriate rationale Designed*to help teachers and others learn to for citizenship education and seeks to reexamine state instructional objectives in behavioral terms. the assumptions underlying curricular and teaCh- ing decisions about citizenship education. Popham, W. James,And Baker, Eva L, 'Establishing Instructional Goals: Planning an Instructional Social Studies Curriculum Materials Data Book. Sequence. Englewood Cliffs, N.J.: Prentice- Boulder, Social -Science Education Con-_ sodium, Inc. (The Data Book is kept current by sup- A collection of five self-instruction programs de- plements published twice a year.) signed to be completed by the reader. It deals Provides analyses of curriculum materials to aid with various aspects of instruction and provides a teachers, Administrators, curriculum coordinators set of tangible competencies that can be used by and college methods teachersto select appropriate teachers making instructional decisions_ materials. ;Vargas, Julie -S. Writing Worthwhile- Behavioral Objective._New York: Harper and Row Pu Objectives lishers, 1972. Bloom, Benjarnin'S., ed. Taxonomy of Educationril Designed to help teachers write behaviorally- stated teaching objectives that will increase the Objectives: Cognitive Domain. New York: David r McKay Company, Inc., 1956. value of courses and their relevance to evenjday life.

_ Provides for classification of educational goals. Learning Objectives for Individualized Instruction. Through reference to the taxonomy as a set of New York: Westinghouse Learning Press, 1975. standard dassificationsAgachers and edueational -leadera- -should be-abletto-discuss problems of A collection of objectives drawn from each of the_ curriculum and eValuation with dfeat precision. social sciences. Objectives are keyed to the levels of learning objectives defined by Blooin in Taxon-- Burns, Richard W. New Approach to Behavioral only of Education; Objectives: Cognitive Domain. Objectives. Dubuque, Iowa: William C. Brown Company, 1972. pesigned to assist teachers, school administrators and educators at all levels in acquiring Carpenter. Helen MaCracken, ed. Skill Develop- skills needed in writing and evaluating objet- ment in Social Studies (33rd NCSS yearbook). tives. Washington: National Council for the Social Studies, 1963. Flanagan, John C., Shanner, William H. and Mager; Robert E. Social Studies Behavioral Objectives. A thorough treatment of the development of so- Palo Alto, Calif Westinghouse Learning Press, cial studies skills. This ia 'a highly practical book 1971. which offers usable guidelines and suggeitions to To Do It-Series Na. 10). Washington: National Councirror ociato lapin, dune R., -and Gross; Richard -E. Teaching- = :Social Studies Skills;, Boston: Little, Brown and Litdien. Ruth E:= How -to else-. Group Discussion---` Company; 1973; (How Tri'Do It Series No 6).1Alashin n:Na- Poetises on a critical evaluation of learning skills tional CoUncil for the Social Studieg,

= and competencies. it provides an approach tciso- cial studies education applicable-to all models, Raths, L. E., S. Wassermann, A; Jonas, and designs and programs. Rathsieiw Teaching7for Thinking: Theory and Application. Columbus. Ohio: Charles EAVIerrill -- Essential -Skills for 'Georgia Schools. Atlanta: Co., 1967. Georgia Department of Education. Presents theoretical information 'about thinking Helps curriculum developers design of edtive in- operations along with:specific applications for structional' programs to insure = that students developing thinking skills in students, b demonstrate skills in subject areas- and proficient in reading. Fair, Jean and Shaftel, Fannie R. Effective Think- Sund. R. B., and Carin, A. Creative Questioning ing,_Washington: National Council kir the Social and Sensitive Listening Techniques. Columbus. Studies, 1967. Ohio:- Charles Merrill Co.. 1978, Introduces teachers to ideas and models for ef- Focudes on better communication through the Jective thinking and learning_ development of listening and questioning skills. Harris. Ruby M. The Rand McNally Handbook of Map and Globe Usage. Chicago: Rand McNally and_ Company, 1967, - Attitudes' and Values Indicates the kind of maps and globes appropriate for each level, establishes goals for learning Barr' Robert D. ed. Values and Youth: Washing- and suggest techniques that may be used with ton- National Council for the Social Studies,

standard maps and globes. 1971. , F. How To Do It Series- Washington: National Coun- hisis book focuses on the value dilemmas that our life and society- but, more to the point it cil for the-Social Studies.-- ' ' confronts the problem of what to do about value Provides a practical and useful source of class- conflicts in the social studieS classroom room methods- and techniques for elementary and secondary social studies teachers. Fraenkd, J. R. How to Teach About Values: An Analytic Approach. Englewood Cliffs: Kranyik, Robert and Shankman. Florence V. Hoiv- Prentice-Hall, 1977.- to Teach Study Skills, Englewood Cliffs: N.J.: Teachers Practical Press (A Division of Prentice- The explanations in this bOok are based on the belief that being able toid_ent analyze and as- Hall, Inc}, 1963. sessi alternative policies and procedures along Contains a-cornprehensive study skills program with their-consequencesintelligently,-is-an im Spanning..boththe elementaryelemtad ansecondary portant ability for all people to possess. The ideas _ schools. Show how to practice skills with mate- and strategies presented, therefore, are based on rials of increasing difficulty.' ,' the assumption that a continuing analysis and assessment of alternatives in schools can help to Kurfrnan, Dana G.,ed. DeveFoping Decision- develop this ability. Making Skills (V th NCSS Yearbook). Washing- 9 ton: National Council for the Social Studies, Galbraith, Ronald E.. and Jones, Thomas M. Moral 1977. Reasoning: A Teaching Handbook for Adapting Shows how decision making incorporates think- Kohlberg to the Classroom. Minneapolis: Green- ing, information gathering, group process and haven Press, 1976: social action skills, and examines some of the. Introduces the Kohlberg theory. provides sam- curricular and instructional implications of the ples of student curriculuni materials and presents process. a specific teaching process for those who wish to consider social and moral issues in a school set- Larkin, Myrtle S. I-low Use Oral.Report2 (How ting. 158 cr_Hawley, ,:andifinul HurnanNaltrim in ThlshOok is udentsan the Classroom:. A Handbook for Teachers. N 4each exaohia- Y-ork. Hart iinit Bor otiMues go toivolvesu et Zprocs95, experiences, #_ them aware o`- _The emphasis-is on tea.-hing Conceins. These in- - m -eludeachievementmotivation,comma -their ownoo) feelings. = their "own ideas, theiro building, fostering_ open communication and in- su.that the choices and decisions--e formation seeking, gathering and sharing. -make are conscious and deliberate, based on their own vOlue SyAerns__ Mattox, Getting It' Together: Dilemmas for the Classrocim Based on Kohlberg's Approach. Social Participation San Diego Pennant Press, 1975. Gerlach, Ronald 'A. and L.arnprecht. isninette-W. The author explains _Kohlberg 's opproaCh to Teaching About the Law. Cincinnati: W.-H. moral development and presents actual _dile derson, mos which MOy be used in the classroom. This book states- that law = studies instruction etcaff, Lawrence E., ed. Values Education: Wash- should be used= as a means to teach -childr5n ington: National Council-for the Social Studies, about their society and its vvdues; to encourage 1971. students to think critically and rationally about societal.problems and conflicts; to brelr down _This NCSS yearbook attempts to help teachers popular misconceptions and stereotypes. and en- with their problems:in values education:- de- courage students to participate in, and contrib- mentors', jonior high, high school and, college ute to their society. teachers. This book attempts to develop a ratio- Massialas, B. G., SpraTue N. F., and Hurst, J. B. nale, and illustrate strategies and procedures; for Social Issues Through Inquiry: Coping in an Age teaching values. Crisis. Englewood Cliffs. N.J.: Prentice-Hall. 1975. E.THarminerrill ond Simon; Sidney - B. _Values and Teaching_ Columbus, Ohre,: This book explains hys and hows of iocial Charles E Merrill, 1978_ inquiry7Sections bn valuating social inquiry in_-- the classroom are laded= The authors describe a theory of values clarification and provide detailed processes of classroom NASSPBuiletin,Volurnir-58, #385. Reston, Virginia:" implementation and management. Many class- _ National Association of Secondary School Prin- room strategies applicable across grade levels cipals November, 1974. are included. This bulletin features primarily a number of ma- Scherer, D. Personal Values and Environmental Is- jor documents about action-learning elementa in sues:

_ under -broad subjects. Annotation. form and = stalogs and broadcast schedules_ of resources source are given. Title, subject and d-source index- - distributed by Instructional Media Services of the as are included: Georgia Department of Education can be obtained Edircators Guide to Free Tapes, Script, Transcrip! our school mediacenters,or through SyAem aandolph = Wisc.: -Edueatort Progress Media Contact Persons. -Service. Catalog af. Clasdroom Teaching Films jar Georgia ._Inclucles 15 broad areas from aerospace to social Schools and supplements. Available through a studieS and annotations for each title Indexed by subscriptionservice.. AudiovisualServices. tides, .subject, source andavailability, _ Georgia Department of Education, 1066 Sylvan Road SW Atlanta 30310.- Elementary Teachers Gig ree Curl-jct.:turn Materials, edited- by Patriciatall -- Randolph, Catalog of Classrbom Teaching Tapes fdr Georgia Wisc.: Educators Progress Service. Schools and supplements. Available through registration. Audiovisual -Services, Georgia De-. Contains maps, bulletins, pamphlets, exhibits. pertinent of Education, 1066 Sylvan Road SW, charts, .invazines and books selected on the basis of educational appropriateness, timeliness, Atlanta 30310. arrangement, style and suitability. Indexed by title, subject and source_ Instructional Telepision Schedules and telecourse teachers guides. Regliest forms are distributed Freeand.Inexpensive .Learning Materials, Nash- annually in the spring through. System Media vine, Tenn.: = Division of Surveys and Field Ser- Contact Persons to building media sPecialists. . Update of prograrnsche riles-'-are- provided- vices, - dy Monthly through- Media Memo_ Instructional Media Services, Twin Towers East, 205 Butter Maps. posters. pictrtres, charts, pamphlets and other educationalaidslistedalphabetically Street, Atlanta 30334_ under subject headings. Each entry cites title. source and address,' price and order information _ Free and Inexpensive plus a brie description_ An index to specific top- Materials ics is also_included. Free' Materials for Classroom Use Aubrey, Rich H. Selected Free Mate or Class- State College Extension Service room Teachers_ Palo Alto, Calif.: son Publi- Cedar Fells, Iowa 50613 cations. A carefully screened, annotated listing of the best Where To Find It Guide. New York: Scholastic free materials offered, organized by curriculum Magazine% Inc_ (Guide appears annually in the topics. autumn issue of Scholastic Magazine.) Catalog of Free Teaching Material Superintendent of Documents, GoUernment Print- W-ashington. D:e. 20402. (Many GPO P. O. Box 1075 ing Office, Ventura, Calif.: 93003 publications pertain to social studies Request to be put on the mailing Bit to receive notice of their Educators Guide to Free Films. Randolph, Wisc.: hew publications.) EducatorsProgress.Service. Gives titles, description, size, sound or silent, date of release, running time, if cleared for TV and distributor_ Indexed by title, subject, source Organizations and and availability. Publications kdurators Guide to Free Filmstrips. Randolph, African-American Institute (AM). Teaching African Wisc.: Educators Progress Seivice, 1974. Geography from- a Global- Perspective and mini- Silent filmstrips, sound filmstrips and set ofslides modules for teaching 'about Africa. Resource packets,- case studies, bibliographies, Foreign PolicyAssociation, 345 East46tbStreet,New = lesson plans and many other materials are nvail- York 10017. - able. African-American- Institute (AAI), Social Services -Division, 833 United Nations Plaza,w Offers teacher resourcesandsuggestions for classroom activities on major foreign policy issues. The New York 10017. . _ materials (grade levels 9-12) are open-ended and can be used.in a flexible manner. - -Anti-Defamation League of 13'-nal Writh. ADL Bul- = lean. Georgia Council for the Social Studies, Dudley Hall, Operates through a national office in New York University of Georgia. Athens 30602_ Georgia So- , City and 28 regional offices. Publishes the ADL 'chi' Science Journal. . Bulletin and many works on cántemporaryprob- -terns. -Anti-Defamation League of B'nai Writh, - -=:The journal is published three timer a year..The 315 Lexington Avenue, New York 10016. Council also publishes the News and Notes hews- letter.and holds a statewide annual conference. . American Field. Service, -School Advisor's Hand- book (Free) and Global Village. Conversation (50 Georgia Council of Economic Education, 30 Pryor cents): Street, Suite 940, Atlanta-30303. - Holds inservice workshops for teachers ori econ, Information about international studentex- changes for educational improvement. American omiteducation. The Council operates 10 re- Field Service, International Scholarships, 313 gional renters across the state and has a library East 43rd Street, NetvYork 10017. of economic materials including audioVisrials on all levels_ The Asia Society, Educational Resources/Asian Lit- erature -Ptograms, 112 East 64th Street, New Georgia Department of Arcliives and History, 310 York 10021. Capitol Avenue SE, Atlanta 30334. Focuses on the improvement. of instruction about A public agency housing an extensive collection Asia. Publications include bibliographic essays of, records documenting Georgia's history_ All teachers of Georgia history-should inquire about and translations of Asian literature: -- the list of publications, tours arid the Discovery American Universities Field Staff., (AUFS). 535 Program available to students and teachers. Fifth Avenue, New York, N.Y. and 3_ Lebanon Street, Hanover; N. Y. 03755. Georgia Department of Natural ReSouires; 270

I . i,Vashington Street SW, Atlanta-30334.= . AUFS, a nonprofit, membership corporation of a The best source of information about state parks, group of American educational ictstitutions em- ploysfull-time staff of foreign area specialists. .memorials and historic sites. A list of its publications include field 'staff re- Georgia Department of Transportation, 2 Capitol ports, collections of readings, research studies, Square, Atlanta.30334. bibliographies_ A good source for detailed county and state maps Center for Global Perspectives, Intercom, 218 East of Georgia. 18th Street, New York 10003. - Institute of Government, 203 Terrell Hall, University Makes available information on materials deal- of Georgia, Athens 30602. - - ing with international war, peace, conflict and A research and service, organization of the Uni- change. Intercom is published three t6 five versity studying Georgia's state and local govern- = times each year to introduce global problems. ment. Publications' include a handbook, text- into the classroom. Each issue can be used for up book, audiovisual and other materials. A free to 10 classroom periods. newsletter on Georgia Government is available to teachers. The Institute also wotks with local Center for International Programs and Comparative school systems in conducting staffIclevelopment StudieS, New York Education Department, 99 workshops and other curriculum areas. Washington Avenue, Albany, N.Y. 12230. . Institute for World Order, 1140 Avenue of the Amer- = . service for teachers in New York; however; 'its icas. New York 10036. . publicatiOns are generally available, including publications in foreign stirdies, South Asian Studies and Develops curriculum materials on human rights, war-peace Studies.- especially problems of ethnic minorities. _ 4 149 164 Checklist. The Joint Council on Economic Educa- Simulation - Gaming News, Box 8899, Stanford tion; 1212 Avenue of the. Americas, New York versity.'Stankird. Calif. 943 10036: Bi-monthly newspaper on the latest ideas in sirn- An organization formed to encourage, improve, ulation gaming, includes sever- complete games coordinate and serve economic education. Check- in every issue.%- list contains a list of council publieations. Ma- . terials include resource units; student activity _Social Issues Resources_Seriei. Inc. (SIRS), -P.O. books and teacher's guides that are social studies Box 2507. Boca Raton. Fla. 33432. supplements. A research agency for educators and studentS on League of Women Voters of the United States. 1703 ---- vital problems of our, society. They research air M Street NW, Washingtoh, D.C. 20036. _ tides fromnewspapers;_maga2ines, government Publications and journals which are well suited The League of- Women Voters promotes octave for.classrothn and library use. participation of citizens in government. Publica- tioniareavailable at-a nominal coil. Social Science Education Consortium Publications. Data Book, 855 Broadway, Boulder. Colo. 80302. National Council for Geographic Education, Jour- - nalof Geography, 115 Marion Street, Oak: Provides assistance in the identification. and selec- Park, III. 60301. tioi of new materials for all phases of curriculum divelopinent. SSEC also publisfieS a newsletter Published seven times a year for teachersofele- and a catalog. mentary.secondary and college geography. n_cial Studies School Service. Catalog, 10,000 Cal= National Council fortheSocial Studies. Social Edu-. vet Boulevard. Culver City, Calif. 90230. -- cation, 3615 Wisconsin Aveque NW, Washington; Catalog lists maps. games, posters, records, cas- D.C. 20016; settes, photo aids, visual aids, paperbacks, sim- This :major professionals organization for -social ulations: transparencies, duplicating books and studies educators holds an annual meeting as well multimedia programs draivn from many pub- as regional meetingSlor sociaLstudies teachers. fishers. _ Social Educationis itsmajor publication. Also it publisheS curriculum guidelines, position state- State Chamber of -Commeree.. 1200 Cammerce., mentsand bulletins on timely topics in the field. _ Building, Atlanta 30335. - The publication, Georgia An Educational Pres- National Education Association, Customer Service entation, is agood,source of information. on cur- Section, 1201 Sixteenth Street NW, Washington, rent trends in Georgia; dealing with such factors D.C.. as population. trade and industry and resources. Many materials are published applicable to' the Check the yellow pages oflacal phone directories social studies. for'city or regional Chamber of Commerce. National Geagraphic Education Services, National U.S. Committee for UNICEF, 331 East 38th Street. Geographic School Bulletin, National Geogra- New Ydrk 10016. phic Society, Past Office Box 1640. Washington, Supplies brochures and booklets which focus on D.C.20013.' the.lives of children in faraway lands. Catalog includes listing of films, filmstrips, books, maps and records. The bulletin is written for students 8 through 14 years of age.

. Population Institute, Population Issiks, Population and Human Development: A Course Curriculum Including Lesaon Plans, Activities and Bibliogra- phy, 110 Maryland Avenue NE, Washington, D.C. 20036. Population Institute, State Capitol, Atlanta 3033C

A curriculum packet on histonj and Georgia's -- government is available. 150