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REPOR TRESUMES ED 017.492 TE 000 295 CONCEPTS OF HAN, A CURRICULUM FARAVERAGE STUDENTS. EUCLID ENGLIS4 DEMONSTRATION CENTER,OHIO EDRS PRICE MF-$1.25 HC-S11.69 290P. DESCRIPTORS- *AVERAGE STUDENTS, *CURRICULUMGUIDES, *ENGLISH INSTRUCTION, *JUNIOR HIGH SCHOOL STUDENTS,*LITERATURE, CURRICULUM DESIGN, COMPOSITION (LITERARY),DRAMA, LANGUAGE, LITERARY ANALYSIS, POETRY, SECONDARYEDUCATION; "ERVIIIIIM DEVELOPMENT, FICTION, EUCLID ENGLISHDEMONSTRATION CENTER, PROJECT ENGLISH, THIS ENGLISH GUIDE FOR AVERAGESTUDENTS IN GRACES 7, 8, AND 9 CONTAINS A RATIONALE FORSTRUCTURING A LITERATURE CURRICULUM AS WELL AS SPECIFIC TEACHINGUNITS DESIGNED TO DEVELOP THE STUDENTS' PERCEPTION OF VARIOUSCONCEPTS OF MAN AND TO TEACH THEM TO INDEPENDENTLYANALYZE LITERATURE. UNITS ARE (1) "MAN AND HIS PHYSICAL ENVIRONMENT,"GRADE 7, (2) 'JUSTICE," GRADE 7,(3) 'COURAGE," TWO GRADE 7 UNITS(AVERAGE AND HONORS), (4) "COMING OF AGE," GRADE 8, (5) 'CHARACTERIZATION," GRADE 8, AND (6) "MAN ANDCULTURE," GRADE 9. EACH UNIT CONTAINS (1)A BRIEF OVERVIEW, (2) SPECIFIC LESSON PLANS (INCLUDING INDUCTIVEQUESTIONS, LANGUAGE EXERCISES, AND CREATIVE WRITING ASSIGNMENTSBASED ON REQUIRED READING MATERIALS) ,(3) STUDY GUIDES THAT STUDENTS ARE ENCOURAGED TO USE IN SMALL-GROUP DISCUSSIONS,AND (4) BIBLIOGRAPHIES OF POEMS, PLAYS, PROSESELECTIONS, AUDIOVISUAL MATERIALS, AND WORKBOOKS. COPIES OF THESEVEN UNITS ARE ALSO AVAILABLE (LIMITED SUPPLY) FR ""M CHARLESC. ROGERS, PROJECT UPGRADE, DISTRICT OF AIKEN COUNTY, P.O.BOX T71, AIKEN, SOUTH kC CAROLINA 29801, $0.50 PER UNIT. (J8) '..may z ., ,. ' ' ,...i FILMED FROM B ..., - amoomodza, ,,,,rotntrISITI.MMEMOIRWIDIROMPAimemaximielle11110111MMIIIIIRI THE EUCLID ENGLISH DEMONSTRATICVCENTER PROJECT ENGLISH MATERIALS U.S. DEPARTMENT Of HEALTH, EDUCATION& WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPROPMEDotaill AS RECEIVED FROM THE POINTS OF VIEW OR OPINIONS PERSON OR ORGANIZATION ORIGINATINGIT. OFFICIAL OFFICE OF EDUCATION STATED 00 NOT NECESSARILY REPRESENT POSITION OR POLICY. CONCEPTS OF MAN A Curriculum for Average Students Distributed by The School District of Aiken County Office of Superintendent "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN RID Charles C. Rogers Project Upgrade BY 12.000 Drawer 771 TO M AND ORGANIZATIONS OPERITIO Aiken) S.C. 29801 UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE ME ERIC SYSTEM REOUIRESPERMIZION OF 13f. COPYRIGHT OWNER." TABLE OF CONTENTS A CURRICULUM IN LITERATURE AND COMPOSITION FOR AVERAGE STUDENTS IN GRADES SEVEN, EIGHT, AND NINE by George Hillocks, jr..... 1 A UNIT ON COURAGE by Jack L Granfield.. .. .... 10 A UNIT ON CHARACTERIZATION by James F. McCampbell.. ....14 A UNIT ON COMING OF AGE by Michael C. Flanigan. ... 19 A UNIT ON MAN AND CULTURE by Betty Lou Miller.... .. .22 A UNIT ON MAN'S VIEW OF NATURE by Lynn Reppa 26 A CURRICULUM IN LITERATURE AND COMPOSITION FOR AVERAGE STUDENTS IN GRADES SEVEN, EIGHT, AND NINE byO Hillocks, Jr. 0.- .. The major objectives of "any curiiculUm.inin 'Englisharegenerally to improve the reading, writing, an.d language skiitiof thestudent and to familiarize him with aspects of literature and language which are irajoided by those writing thecurriculum as im- iwortont to our culturol heritos'e.te second phase af these objective.:je which dears with conveying our,cultural heritagePresents serious difficulties.in the first place conveying cultural heritage in mast English daises generally means reading certain worksthat the individual teacher and the ant.hologist regard as "good" for the student or ipiportant t his heritage o-.0"ansequently focuses the. attention of the student oncontifht in a cont.... centered cum,. ,m.Even if it were possible for teachers and,scholars to agree upon a list of titles that contained "our cultural heritage,' we would still be confrontedwith Tae question, "Whet gotr.idoes it do?" If the ObjeCtive oftonveyingicultural heritage is accomplished by familiarizing' the tudentifith imp-ortant literary -wor.-6, :henrAie_e1 ,em---'s-- ably the success of the program can be measured in 'terms of the ",mount" offamiliarity achieved by the student, that is, by the extent of thestudent'splitention of plot',char- oeters,symbols, ideas, and themes developed-in the particular *ork. Studies of ye- tention force us to predict that as the student becomesfarther/ and farther removed from the curriculu%he will retain less and less' of this cultural 4eritage.BUtsVen if the student's retention of content is one hundred per cent ove!ia longivriod ofFL t me, we must ask, "What use has his retention of plot; character `ideas, and e,once ?". The student's familiarity with some of the major themes of v./Asternliteraiuni,asideveloped in the particular works readwill certainly place him ati a social levelgenerally con- sidered above those who do not possess suth familiarity He-will be al,Llle4a,converse about puritanism and symbolism if he has read The Scarlet Letterand Dick. He will recall the content of these works and understim'ariTiliirniTc7therri.; In reality there is grave doubt thct the reading of el.few.specific.works will accomplish these objectives. The probability is rhat 'Ile dude4will be- vaguel _ familiar with a few ideas' in a few works by a few authors -acerttlinly. rather narrow knowledge te pass off as "cultural heritage.'` The most important defifienCyof the content centered curriculum Whose objective is to conveyculturalheritageis that it fails to prepare the student to read indeperniently. His experiencein-reading ci few specific titieiwithoUt.regardto applying the learning ga7ned i.'reading those titlestoa new butsimilar reciding:situation.offersno carry over--no assurances that a particularreading-experience will be of bvnefitInthe next. Thus the curriculum tends to beia be-all and end -ail as far=os Cultural heritage goes.hihe- contentof the works is slot used as a basis to promote the continued growth of t student.% knowledg.' The typical skills-pro46am On the other hand tends to neglect ideasand content, perhes because the concept of skills has no developed beyondword °truck, reading for lain ideas and important.details, inference making,and reading for relationships. usual skills program does notrecognizethe value of ideas inmaking inferences. Itis necessary, for instance., tO knoW something aboUtclass structure before making inferences &Out u character's class. Standing and theproblems he faces:because ofH. ' A content prograin has-as its -objective. Hos reading of-a-givennumber of short 2. toriese poem, plays, and rxivels.theitticher's attention centers in each individual'. eorkand the student begins to realize Attit the best way to pass the ccurse is toknow N'et specific works. On the other hand, the skills programutilizes exorcises aridrill develop specific reading skills without making a conscious effort toapply the ideas and concepts underlying one work to those underlying another. The curriculum in literature developed at Euclid CentralJunior High School attempts to integrate the two points of view.It views aspects of literary intespreta- Hon as skills to be applied in later reading.It utilizes the thematic andconceptual content of a particular work in the analysts of mother. Thus contentis of prime im- portance only as it provides background for 'ater readhlgand contributes to the devel- opment of skill. The teacher is not concerned so muchwith the content of specific works as he is with the student's, ability to make certain interpretativestatements and to solve problems in connection with each succeedingwork. Perhaps thedifferent' is nowhere more apparent than in the tizt: otint:nietered ineach program In the content program the rays are concerned with theparticular works read anddiscussed in class and frequently test kr4wledge of only main ideasand important and unfro- portunt detail'.In the sElls program the tests are concernedwith ability to recl for main ideas, important details and inferences which require nospecific litersbeak- ground. But in.the Euclid Central program thefests presentoroblems and tions similar to those dealt with in a particular unit but inrelaticti to Material which has not previously beer. read by the class. Such a testevaluate4 not only the students but the unit of work.If the students perform well, the tearker, may assumethat the unit has been successful.. Naturally there will bedifferent goals for studentsof different abilities, but all goals will be concerned with puttinglearning into action and not with, recall. if the major objective of the literotuie program is tobuild the student's ability to understand and interpret literature, the curriculum maker mustdecide how tilis objective can be most effectively achieved.. He,mustdecide A) hew to stmc- ture the curriculum and B) how to structurethe teaching unit. Theremainder of this article will be concerned with eccli of these in turn.Part A suggest; a struc- ht.-e for the curriculum while part B suggests astructure for the teachingunit. A) The structure of any curricultirt in literatureshould be tietermined by the endeavor to. fulfill the objectives of thecurriculum.If the objective for the student is to understand and interpret ire meaningof literature, we mustask what is essential to such meaning. A knowledge of the structureof literatureghat is, the integrated use of character, plot, form,connotation, andsymbol to create a literary work--is necessary to understanding. Toread a work meaningfully,the reader at the minimum must understendcharacter and plot. He muetbe able to deal with the literal
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