314 GUIDE TO STUDy friNMEItICA among other nations at an alarming rate. China, leArectly a victor in SI:nit-beast Asia, was challenging both ReYkigin and American hegemony. No longer could the U.S. 4()14 USSR tesume that their rivalry was the only one that fiattered. Within this scenario, leaders of Communist China, 1P USSR, and the United States are attempting to work out 4 Nolity of mutual understanding which has been called "detente/Pragile though it may seem at times, detente may offer the firstop- portunity in thirty years to move from militant confr+.41t4zion toward world peace. The possibility of detente makes Stanford's Peirmoking important reading for exploring where a true dete(te rnight lead worid society. It is not absolutely necessary te k`nclthe whole book in order to understand the principles, 8Glivitie5 based primarily on Peacemaking articles are offe"1 asan option in the culminating activities that follow. Oth.et ;3040:ties follow some of the articles in the book itself. Culminating Activities (13) In 12..acrtnaking a series of articles suggest ihat there are ways to peacefully counter the aggressipq We ob- serve in our everyday lives and in the world Write an essay explaining and giving exarritd Of one nonviolent way towards peace. In the next activity, the imperatives for a peaCe(tAl world discussed in Peacetnaking are applied to examples frAbi otIter unit texts. Group students together who have read vatic(' titles for this activity. (15) As a class, construct a "Social Futures Itilltritnry." (An example of such an inventory may be t otinci in Peacemaking.) You may wish to use thegeneral headiligs found in the following data retriel chart. Under each heading decide what specific tons world society must achieve by the year 2000. oftte your class is "crrnplete," rank order the itetns 11 each category vnd share reasons for both agredftent and disagreement. Save your list for an addition activity at the end of this unit. (16) In an essay show how the results of thePanish- American War contributedto American l'ItrarIce into World War I or how the results of Wefkl War I contributed to the causes of World War H. (17) Re-examine the tentative hypotheses on th0 50nrees of American power generated at the outset of this 32 U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DDCUMENT HAS BEENREPRO. DUCED EXACTLY AS RECEIVEDFROM THE PERSON DR ORGANIZATIONORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRE SENT OFFICIAL NATIONAL INSTITUTEOF EOUCATION POSITION OR POLICY. Illmliwwww "-WSIAN INTERDISCIPLINARY CURRICULUM / GUIDE TO AMERICAN STUDIES N * Polly Chase Cleary, Sarah Madison and .1 Charles L. Mitsakos *An innovative approach that helps you reach ., 8 even your non-history students, that gives 0ts, them a sense of history as the real stuff of life -PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL BYMICRO. FI,LHE ONLY HAS BEEN G ANT BY TO ERIC AND ORGANIZATIONSOPERAT ING UNDER AGREEMENTS WITHTHE NA TIONAL INSTITUTE OF EDUCATION. FURTHER R EPROOUCT IONOUTSIDE THE ERIC SYSTEM REQUIRESPERMIS SION OF THE COPYRIGHT OWNER - ;s1) , 4 ,40 04.111 )44t40.04. tS GUIDE TO STUDY AMERICA Approach AnInterdisciplinary to AmericanStudies by Madison Polly ChaseCleary, Sarah and CharlesL. Mitsakos GUIDE To STUDY AMERICA A Bantant Book I September 1975 All rights reserved. Copyright (D 1976 by Bo nnnnn Books Acknowledgments Excerot from "ls the Work Ethic Going OM ofStyle?" tram Time. October 30, 1972; copyright (D 1972 by Time, 01 the pnblisher. Inc. By per- "The Secret Diary id William Byrd of Westover,1709-1712." front The Colonial Image: Origins of AmericanCulture hy John C. Miller, ed.: copyright C) 1962 by JahnC. Miller. By permission of George Brazil ler. Inc. "Lost in Space: A NASA Survival Exercise." fromLearning Discussion Skills Through Games by Barbara ford; copyright @ 1969 by Scholastic Magazines,and Gene Stan- sion of Citation Press. Inc. By permis- "Cannihalism on the Cordillera." from Time. January8. 1973; copyright CO 1973 by Time. Inc. Br permission ofthe publisher. "The Gilt Outright." Irom The i'oetry ofRobert Frost, edited br Edward Connery Latham; copyright(D 1942 by ROhert Frost; copyrieht Holt. Rinehart and Winston; copy- right ,c's 197n by Lesley Frost Bollantine. By Hnit. Rinehart and Winoon, Pn permission of '11/ aldie Pastaee." I P Angle of Ascent. New and Selected b, .ks Robert Hayden: copyright ' 1975, 1972,1970. 19M) tt, de.,. By permission of LiverightPubhshing Corp. hi, or),to,/ ni A, reemOneed in whole or in part, by h.-, means, wan permission. op an ,,,,, tan, .idress: tiomain Books Published simultaneous!. in Mt l'mtedMines and Canada. Bantam Books are published by hanho, iin,ifs trade- mark, consisting of the wctrat -Banrma awl the ene- traval of a bantam, it registeredin the Unti,..t Office andin halent othetcountries. Marco Relisualui ;sermon Books, Inc.. 666 Filth Avenue, New York,New York I0.119. PRINTED IN THE UNITED STATES OPAMEEICA 4 CONTENTS Introduction UNIT .I: In Search of all lkmerican Character 1 UNIT II:The Frontier 55 UNIT III:Industrial America 123 UNIT IV:Multiethnic Studies 178 UNIT V: Rebellion and Reform 231 UNIT VI:Individual and Collective Power 290 SKILLS ENRICHMENT 327 ABOUT THEAUTHORS POLLY CHASE CLEARYpsychology and creativewriting at Chelms- Currently teachingMassachusetts, Ms. Clearyalso serves as an ford High School in leader in English. Ateachcr of both administrative intern :tnd team her studies for over nine yearsat Chelmsford, English ave,i social last experiences include gradesK-I2. 'For the former i.:aching have worked in a teamed six years, Ms. Clearyand Ms. Madlon American Studies program. from State Col- Ms..Cieary holds a B.S.and M.S. in Education Mass. and New Haven,Conn. and an M.A. leges at Bridgewater. from Connecticut Wesleyan. four filmstrip guidesproduced by Learning She has authored part of a series Corporation of Americaand published in 1975 as the United States. entitledA Social History of SARAH MADISON experience in social With nine years of publicand private school Madison currently teaches coursesin in- studies in grades 7-12, Ms. history and terdisciplinary American Studiesand in United States studies team leader atChelmsford High School. serves as a social administrative po- Prior- work in educationincludes teaching and \Varner School in TakomaPark, Maryland sitions at The Cynthia Board of Di- where Ms. Madison iscurrently a member of the rectors. includes B.A. and M.A. degreesin .his- Ms. Madison's education of Arizona. tory front the University of current The ERIC system hasrecently published her survey entitled, "State-of-the-Art inAmerican American Studies programs American High Studies: A Search forEffective Programs in Schools," CHARLES L. MITSAKOS Mass., Dr. Currently social studiescoordinator in Chelmsford, Mitsakos is a former classroomteacher, visiting lecturer/supervisor and a consultant ininquiry-teaching in teacher education programs, The author/ strategies to school districtsin 13 states and overseas. The Family of Matt,a social studies program, general editor of Ameri- A merica! 'America!,a junior high school he is co-author of consultant on A Social can history text andhas served as editorial sound filmstrip series forsecondary schools. History of the U.S., a Committee, Pub- Dr. Mitsakos is a memberof the Curriculum of Directors of the NationalCouncil lications Board, and Board Social Studies for the Social Studies andis past president of the Supervisors Association. He is also amember of the Social Science Education Consortium. 6 INTRODUCTION Perhaps the most motivating force in an American Studies curriculum is people. In our own teaching experiences, we've found that a personalized, humanized approach to thehistory and literature of America can motivate even thenon-history student. Thus, the Guide to Study America presents a people-ori- ented rather than institution-oriented focus for acomprehen- sive, practical program in American history and American literature. It suggests to the teacher six different units, eachof which is complete in itself. A single unit might be used as a full minicourse or simply to introduce a concept orenrich ex- isting curricula. Together, all six units can be used as an in- .dependent, in-depth course on American lifepast, present, and future. The readings recommended and examined in eachunit fall within specific time frames. Each book contributes to explor- ing the many facets of a chosen theme. The themescovered in Study America are as follows: I. In Search of an American Character II. Frontier America IIL Industrial America IV. Multiethnic Studies V. Rebellion and Reform VI. Individual and Collective Power. Interdisciplinary in concept, the Guide suggests both fiction and non-fiction. Students may choose frombiographies, nov- els, essays, poetry, ballads, short stories, plays, andnarrative histories. To accommodate individual teaching styles and vary- ing time sequences, students can read one or morebooks and relate their experiences through individual,small- or large- *group activities that are suggested throughout. Alltitles are high-interest paperbacks with reading levels rang.ngfrom grades seven through twelve. Learningobjectives aro included the start of each unit. A unit begins with activities that introducethe theme and 7 reading of a text. Thisprovides do not require the completed Remain- sufficient time for students toread at least one book. performance and askstudents to draw ing activities focus on participate in dramati- on their unitreadings and research to survivalexercises, independent zations, simulation games,activitiesAnflite all readingsand study, and more. Culminating help the teacher pull togetherlearning forffikunit. available on ditto mastersin Ban- Many of the activities are However, all have tam's Study Americaclassroom programs. teacher reference. been reproduced here for easy the at- One final concern to bementioned at this point is Although skills orientationis included tention given to skills. emphasis given to verbaland throughout the Guide, with has been study skills, a specialsection, "Skills Enrichment," provided for those educatorswho feel their students need more work in mastering basicskills.