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DOCUMENT RESUME AUTHOR Carlson, Marshall; Fennig, Lois EDRS PVICE ACTIVITIES: Basic Objectives Are Included in the Introductory

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DOCUMENT RESUME AUTHOR Carlson, Marshall; Fennig, Lois EDRS PVICE ACTIVITIES: Basic Objectives Are Included in the Introductory DOCUMENT RESUME ED 065 499 SP 007 354 AUTHOR Carlson, Marshall; Fennig, Lois TITLE Modern Problems: Sociology Units. An Experimental Program for Grade 12. INSTITUTION Bloomington Public Schools, Minn. PUB DATE 69 NOTE 335p. EDRS PVICE MF-$0.65 HC-$13.16 DESCRIPTORS *Crime; *Curriculum Guides; Delinquency; Drug Abuse; *Grade 12; Law Enforcement; *Minority Groups; Social Problems; *Sociology ABSTRACT GRADES OR AGES: Grade 12. SUBJECT MATTER: Sociology; modern problems. ORGANIZATION AND PHYSICAL APPEARANCE: The guide contains two units, one on the problems of minority groups and the other on social pathology. Sub-sections of unit 2 include crime and criminals, criminal investigation, gun control, U.S. criminal law, criminal procedure, punishment, juvenile delinquency, drugs, and capital punishment. Each unit has the following sections: introduction, objectives, generalizations and activities, duplicated resources, transparency masters, and bibliography. The guide is lithographed and spiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: Basic objectives are included in the introductory material, while more detailed objectives are set out at the beginning of each unit. Detailed activities are listed for each unit, together with the resource materials required. INSTRUCTIONAL MATERIALS: Each unit includes extensive duplicated resource material, transparency masters, and lengthy bibliography. STUDENT ASSESSMENT: Suggestions are included in the introductory material for methods of student self-evaluaticn, teacher-student conference, teacher observation and evaluation, teacher-made tests, and standardized tests. moo U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM 47% THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- Cr% IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- -4- CATION POSITION OR POLICY. Ln BLOOMINGTON PUBLIC SCHOOLS CD INDEPENDENT SCHOOL DISTRICT NO. 271 CD BLOOMINGTON, MINNESOTA LU MR. FRED M. ATKINSON Superintendent of Schools Mr. P. Arthur Hoblit Mr. Bernard Larson Assistant Superintendent Assistant Superintendent in charge of in charge of Secondary Education Elementary Education Mr. Stanley Gilbertson Director of Curriculum K-12 Mr. Robert Timpte Coordinator of Social Studies K-12 SOCIAL STUDIES ,WRITING TEAM Mr. Marshall Carlson Mrs. Lois Fennig aldt September 1968 TABLE OF CONTENTS Page Foreword . v Basic Objectives . vi Techniques for Evaluating Objectives . vii UNIT I PROBLEMS OF MINORITY. GROUPS . 1 Introduction. 3 Objectives- . 0 . 0 4 Generalizations, Activities . 6 Duplicated Resources. 0 . 29 . Transparency Masters. 99 Bibliography. 113 UNIT II SOCIAL PATHOLOGY. 131. Introduction. 133 Objectives . 134 Generalizations, Activities, Resources . 136 Duplicated Resources. 145 Crime and Criminals . 8 . 147 Criminal Investigation. 203 Gun Control, . 0 . 233 Criminal Law United .States- . 239 Criminal Procedure. 251 Punishment. 8 . 259 Juvenile Delinquency . 269 Drugs . 0 8 . 285 Capital Punishment. 0 . 313 Transparency Masters. 327 Bibliography.- . 0 0 353 iii FOREWORD These two units for the twelfth grade modern problems course were written during the summer of 1968 by Mrs. Lois Fennig and Mr. Marshall Carlson, members of the faculties of Kennedy and Lincoln High Schools in Bloomington, Minnesota. With a very limited time available for writing, it was decided that the best plan would be to concentrate upon developing two units and that the sociological area was most in need of organi- zation. The two units developed are "The Problems of Minority Groups" and "Social Pathology." Since the Family Life guide contains a twelfth grade sociological program, three sociological units are presently available. The guide identifies objectives, suggests activities and lists resources. The objectives as stated in the guide concern the development of sound generalizations, social studies skills and healthy social attitudes. Problems are formulated within a conceptual framework to stimulate maximum student reaction and involvement in the issues. Suggested activities have been identified after research into the methods of the "New Social Studies," especially inductive "discovery" approaches. Various national projects have provided ideas for activities and it is hoped that even greater reliance upon these projects will be possible as their materials are published.Many resources have been identified and include multi-text and multi-media materials to be found within the two senior high school buildings and the Instructional Materials Center. Composite bibliographies of materials available in the two high school libraries have been compiled. t The writers of this guide wish to express their thanks to the other teachers who have made their ideas available and especially to the ideas inherent in two national projects, "Minnesota Project Social Studies" and the project on stereotypes developed by "Sociological Resources for Secondary Schools." BASIC OBJECTIVES - UNITS I AND II CONCEPTS BASED UPON ABILITIES AND SKILLS AFFECTIVE ATTITUDES GENERALIZATIONS Unit I Attacks problems in a rational Values the scientific manner method Minority group Differential treatment Locates information efficiently Values rational thought Dominant groups Cultural values Gathers information effectively Is committed to free Prejudice examination Discrimination Evaluates information and Rationalization sources Respects evidence Racism Physical differences Organizes and analyzes Is sceptical of the finality 1 Learned behavior information of knowledge Equality Draws conclusions Demands empirical verifica- tion Works well with others Believes in the values of the social sciences Unit II Is sceptical of theories Society of single causation Groups Communication Is sceptical of panaceas Interaction Socialization Feels responsibility to Internalization keep informed Values Behavior Believes that social Interdependence improvement is possible Social problems Conflict Feels responsibility to Expectations take informed action Causation Societal goals Values human dignity Deviant behavior Psychological rewards Evaluates in terms of Self-debate effects Prevention Rehabilitation vi TECHNIQUES FOR EVALUATING OBJECTIVES Evaluation of the objectives of these units is a valuable and essential part of the learning process. It provides the open-endedness to learning which is so essential. By using evaluation the teacher helps the indi- vidual and the group assess their acquired skills and learnings but immediately applies this assessment to new and more complex learnings. The scope of evaluation is wide and may be applied to the individual, the group, the process, or the total program. Because it is difficult to isolate any of these, it would seem that the evaluation should be con- cerned with all of the involved inter-relationships. Techniques that we will use to measure the assimilation of skills and abilities and affective objectives by the students will be the following: A. STUDENT SELF-EVALUATION Students will be constantly evaluating and re-evaluating the validity of their conclusions through research and discussion. Periodically the group should be given the opportunity to discuss the manner in which they handle discussion of a problem. The central topic should be "how can we improve our discussion techniques individually and as a group?" B. TEACHER-STUDENT CONFERENCE During the conference the teacher would use this opportunity to give personal attention to the student and his progress. This time could also be used for a short discussion of his partici- pation in the program. The conference also presents an opportunity for the teacher to assess attitudes and changing attitudes from the conversation of the student. This conference presents an opportunity to assess the effect of the stated objectives of the units on the student. C. TEACHER OBSERVATION AND EVALUATION The alert teacher will seize the opportunity to observe and evaluate the continual growth of the student and the group toward mastery of the objectives of the course. Any information about individuals within the group that the teacher gains in this manner can be discussed with the student at an opportune moment or at the time of the student- teacher conference. Through observation, evaluation will focus upon subjective factors inherent in the program. vii D. TEACHER-MADE TESTS 11 Tests used within this course of study will be varied in character. The tests will be designed to cause the student to recall general principles and concepts rather than isolated, seemingly non-related facts. Tests will evaluate skills, attitudes and knowledge. E. STANDARDIZED TESTS The standardized tests given during the senior high school years should be relied upon as important instruments in evaluating the social studies program. An area of great concern should be the use of attitudinal tests and attempts will be made to identify and administer these. viii UNIT I PROBLEMS OF MINORITY GROUPS 7 UNIT I - THE PROBLEMS OF MINORITY GROUPS INTRODUCTION The focus of this unit is upon the sociological aspects of minority group problems today in contrast to the new tenth grade unit which emphasizes the problems of minority groups in terms of the historical perspective. Through the development of sound generalizations regarding race and religion and through the development of social studies skills and knowledge of sociology as a social science discipline it is hoped that attitudes consonant with the best American ideals
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