Tufts Only., Medford, Mass. Lincoln Filene System Technology and The
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DOCUMENT RESUME ED 051 041 24 SO 001 313 AUTHOR Gibson, John S.; Kenosian, Elisabeth M. TITLE Develooment of Curriculum in American Civilization for th. General Student! Case Study Approach. Final Report, INSTITUTION Tufts Only., Medford, Mass. Lincoln Filene System for CILizenship and Public Affairs. SPONS AGENCY Offici! of Education (DREW) , Washington, D.C. Eureau of Research. BUREAU NO BR-8-A-061 PUB DATE Sep 69 GRANT OEG-1-9-180061-0107-010 NOTE 358p. EDRS PRICE EDRS Price MF-$0.65 HC-$13.16 DESCRIPTORS Activism, *American Culture, *Case Studies (Education) , Civil Disobedience, Conflict, Conflict Resolution, Curriculum Guides, History Instruction, Industrialization, Instructional Materials, Secondary Grades, *Social Problems, *Social Studies Units, Social Values, Teaching Guides, *United States History IDENTIFIERS American Problems (Course), Dissent, Idealism, *Values Education ABSTRACT Case studies in each of the parts deal with specific problems in the mainstream of United Stites history and are designed to help the general level student relate the case study and the theme ot the past to similar problems today. Each theme deals with the resolution of conflict in historical ideologies.1) Studies on intolerance in American life include narratives on the Salem witchcraft trials of 1692, the Palmer raids of 1919, and a narrative on the McCarthy hearings. 2) Studies on protest and dissent in American life include narratives on Shay's rebellion, New York Civil War draft riots, the Haymarket riot, the Chicago Pullman Boycott, and the Schempp case involving the 1963 prayer ban issues.3) Studies on idealism in American life include: the utopian response to materialism, the humanitarian response to idealism, and a world response to idealism. The selection provides contrast and comEarison developed in the juxtaposition of 19th and 20th century idealisms. 4) Technology and the culture of machine living includes narratives on automation, essays on transportation and communication, and science fiction stories presenting the role of the machine today and exploring that role within future life styles.A teacher's guide accompanies each theme.(Author/VLW) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE Final 1 eport OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG. Project No. 8-A-061 INATINGIT. POINTS OF VIEW OR OPIN- IONSSTATEDD NOTNECESSARILY Grant No. OEG 1-9-080061-0107 (010) REPRESENTOFFIOCIALOFFICEOF EDU- r-i CATION POSITION OR POLICY 4. CD'I L.C1 CD DEVELOPMENT OF CURRICULUM IN AMERICAN CIVILIZATION FOR w THE GENERAL STUDENT: CASE STUDY APPROACH John S. Gibson Project Director Elisabeth M. Kenosian Research Assistant Tufts University The Lincoln Filene Center for Citizenship and Public Affairs Medford, Massachusetts 02155 September, 1969 0 The research reported herein was performed pursuant to a grant with the Office of Education, United StatesDepartment of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in theconduct of the project. Points of view or opinions stated do not,therefore, necessarily represent official Office of Education position or policy. U .S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Bureau of Research CONTENTS Preface Acknowledgments ii PART I INTRODUCTION Summary of problems under investigation 1 Introduction to activity under investigation 3 Methods of research and testing. 6 PART II FINDINGS AND ANALYSIS 8 PART III CONCLUSIONS AND RECOMMENDATIONS. ... 10 PART IV APPENDIX MATERIALS: CASE STUDIES 12 A. Studies on Intolerance in American Life B. Studies on Protest and Dissent in American Life C. Studies on Idealism in American Life D. Technology: The Culture of Machine Living (Y) E. Teacher's Guide for Intolerance case study F. Teacher's Guide for Protest and Dissent case study 0 G. Teacher's Guide for Idealism case study H. Teacher's Guide for Technology case study Preface The formal title of this project is "Development of Curriculum in American Civilization for the General Student: Case Study Approach." At the Lincoln Filene Center, however, the "Curriculum" has become our In- structional Program V: American Civilization and History. The Program contains four parts, each having a number of case studies. The four parts are as follows: Studies on Intolerance in American Life, Studies on Protest and Dissent in American Life, Studies on Idealism in American Life, and Technology: The Culture of Machine Living. The actual case studies in each of the four parts deal. with specific problems in the mainstream of United States history and are designed to help the high school student relate the case study and the theme of the past to similar problems today. In brief, the tctal pro- gram seeks to make the realities of the past more 1,1vid, to link the issues of contemporary life in America to the past, and to !:digest ways and means for strengthening the sinews of American civilization,. A Teacher's Guide accom- panies each of the four parts of the Program. Although the case studies were designed for the general-level student, they are eminently suitable for use by any high school student. The pilot teach- ing of the units proved to be most successful, and the Center feels privileged to add this entire Program to its ,econdary social studies instructional re- sources. Miss Elisabeth M. Kenosian, a seasoned social studies teacher from the Masce.iomet Regional High School, Boxford, Massachusetts, served as Research Assistant for the Project and was, of course, the author of the actual case studies, The Linco7n. Filene Center is extraordinarily proud of her work and fine contributions to secondary social studies education as reflected in the four parts of this instructional program. Mrs. Joseph Walsh, formerly Miss Helen Werneth, Director of Secondary Social Studies at the Lincoln Filene Center, ably developed the Teacher's Guides to accompany case studies John S. Gibson, Director Lincoln Filene Center for Citizenship and Public Affairs Tufts University Acknowledgments In this place I wish to thank the followingpersons, who tested the units presen',:ed: Mr. David Jervah and Mr. Charles McClory,of the Masconomet Regional High School, Boxford, Massachusetts, for selectingthe experimental classes and testing the units; Mr. Richard Green, directorof the Study-Read- ing Center, Masconomet Regional High School, for determiningthe reading level of the narratives used in the units; and Mr. JulesMargulies, Curriculum Associate in Education and History at the Universityof New Hampshire, for supervising his teaching interns in theuse of the narratives at the limberlane Regional School, Plaistow, New Hampshire. Many parts of the report which followsare based on the results of tests conducted by these professionalsources. Elisabeth M. Kenosian 4 ll PART I INTRODUCTION Summary The research for the new curriculum approach to American civiliza- tion provides the materials and methods of the case study by topics and themes. For the purposes of this curriculum, some topics in the required course in American civilization as taught in most secondary schools was reworked to emphasize the case study method. The advantages of this method - especially to the general student - are that the historical materials may be selected and arranged topically and thematically, cutting across historical periods, and allowing flexibility and range in reading and discussion and greater relevancy of the historical matter to contemporary issues. Moreover, the case study method is suited to the elucidation of certain pervasive themes in American history. The following were selected: the theme of Intolerance, illustrating various stresses on the individual or minority groups in a free society; the theme of Protest and Dissent, revealing the origins and resolutions of conflicts between groups and institutions; the theme of Idealism, demonstrating the individual's moral commit- ment to the welfare of others within the institutional framework; and the theme of Technology, exemplifying the developing scientific and economic processes which have created a new human environment and have made America the beneficiary of the modern age. These themes were developed from original historical materials (often including literary and legal sources), each study suggesting comparatively the relationships between the historical documents and current issues. As a whole, the case studies put in perspective and clarify the individual's respon- sibilities and freedoms in terms of the democratic process. Reactions from students who studied from the units were favorable. Students felt that lessons of the narratives were easy to understand, the narra- tives gave them an opportunity to analyze problems, the narratives were inno- vative. Teachers and interns also favored the narratives over the traditional 1 5 textbook approach. Teachers also felt that the narratives could be adapted to any of the social sciences, that t.ley kept a sense of history, that they evoked contemporary problems, and demonstrated the dynamic evolutionary aspects of he democratic process. It is recommended that after general use of these units, additional units of a similar nature be developed through the facilities of the Lincoln Filene Center, who will publish and distribute the present work. Introduction The selected narrative topics for the development of the four themes, comprising four instructional units