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Dye, Joan G.; Alle Rodney . Religion in Eleme Ary Social S

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Dye, Joan G.; Alle Rodney . Religion in Eleme Ary Social S IV DOCUME T RESUME ED 118 509 SO 008 914 AUTHOR Dye, Joan G.; Alle Rodney . TITLE Religion in Eleme ary Social S udies: Level Three. Teacher's Guide :nd Student Materials And) Evaluation Rep t. INSTITUTION Florida State 'niv., Tallahassee. Religion - Social Studies Curric lum Project. SPONS AGENCY National Endo sent for the Humanities (NFAH) , Washington, T C.; W. Clement And Jessie,V. Stone Foundation, C cago, Ill. PUB DATE 75 NOTE 163p.; For vela ed documents, see SO 008 852 and SO 008 698 and EDRS PRICE MF-$0-83 HC-$8.69 Plus Postage DESCRIPTORS Centers ofaInterest: Curriculum'Development; Curriculum Evaluation; Elementary Education; Ethnic Groups; *Ethnic Studies; Grade 3; Instructional Materials; Learning Activities; *Religion; *Religious Cultural Groups; *Religious Education; Resource Materials; *gocial Studj,es; Social Studies Units; Teaching Guides; Teaching Methods IDENTIFIERS *Religion in Elementary Social Studies Project; RESS ABSTRACT These th!rd -grade materials, from the Religion in Elepentary Social Studies (RESS) project, explore the relationship religion to ethnic traditions in our multiethnic and multireligious society. Included here are the teacher's guide, the printed student materials, and an evaluation report from RESS level 3. The materials ../'-' stress active learning: Interest centers are used to introduce 'even 4 modules on ethnicity. Students are involved in a discovery approach to learning through the use of printed, visual, and auditory materials. The modules on ethnicity presented ithe teacher's guide include the following: (1) A Metropolitan Area: he San Francisco-Oakland Bay Area;(2) Ethnicity in a Metropolitan Area;(3) A .Spanish- Speaking American Tradition in an Inner-City Neighborhood; (4) A Chinese-American Tradition in an Inner-City Ethnic- Neighborhood; (5) A Black-American Tradition in an Inner-City Ethnic Neighborhood; (6) A White, Protestant-American Tradition in a Suburb n Neighborhood; and (7)A Jewish-American Tradition in .'a Suburb Neighborhood. For each module the guide.provides.the major conce is and organizing ideas, skills and behavioral objectives, list of the classroom and student materials needed, specific tea ing methods, evaluation techniques, and lists of additional print .and non print resources. (Author/RM) Documents acquired by ERIC include many informal unpublished materials not available from *othersources. ERIC makes every effort tc obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affectsthe quality of the microfiche and hardcopy reproductions ERIC makes available via the &RIC Document Reproduction Service tEDRS). EDRS is not responsible for the quality of the original document. ReproduciionS supplied by EDRS are the best thatcan be made from the original. RELIGIONELEMENTARYIN SOCIAL STUDIES.hotPAPmriwa,',7 torgenera_i LEVELTeacher's THREE Guide - a ,.. ) TEACHER'SPrepared GUIDE FORby JoanRESS G.'DyeLEVEL THREE LEVEL THREE STAFF ,Curriculum Graphics c Project Secretaries MichelleWinfree'Segal Zachlod TedJamesHaroldPhil Giordano LumCallahan Mayo Susan.Laura Santos-HorstmannSanz_,) ( ( . ReligionTiie ipElementary Tallahassee,Florida StateSocial Florida University Studies Project o. The Religion in Elementary Social Studieb Project The Tallahassee,Floridafunded State FloridabyUniversity W. B. Clement and Jessie V. StoneJulythejlumanities,, Foundation,1, 1972 -- JuneChicago,Washington, 30, 1975Illinois, D.C. and National Endowment for Dr. RobertDirector A. Sp;vey ThePrincipal DepartmentFlorida InvestigatorsState of Religion University TheJoanDepartment FloridaG. Dye, ofState Religion University TheScienceDr. FloridaRodney and F.StateHuman Allen UniversityAffairs- Program Preface CONTENTS ObjectivesRationaleSeries Scope, for ReligionSpecial Featuresin Elementary Social Studies ii UsingMethodologyImplementation,Content the of Teacher's RESS NationalSix GuideLevel Field Program Trial Program \_ viixiixiv RESS ConceptsIntroductionLevel Three and Program toOrganizing RESS Level Ness Three for,Level Three LearningRESSCorrelation Encounters, Materials of Mainfor LevelIdeas. Three for Level Three 1096 3.2.1. AEthnicity MetropolitanSpanish-speaking in a Area:Metropolitan AmericanThe San TraditionArea Francisco-Oakland inan Inner-City Bay Area Ethnic 19.11 S.4. A& BlackChineseNeighborhood American American Tradition Tradition in in an an Inner-City Inner-City Ethnic Ethnic 69-40 6.7. A JewishWhiteNeighborhood ProtestantAmerican Tradition American inTradition a Suburban in a NeighborhoodSuburban 10712483 ' I 1 SERIES SCOPE: 'six levels SPECIAL-*Centeredcurriculum FEATURES: on learning about religionas part of in-sc\\ Ool instruction in the social studies *Emphasizing*Conceptually*Inquiry searchoriented structured for meaning', personal knowledge *Using,mixed*Employing*Correlated mediacross-cultural with interdisciplinary content samples approaches andprograms in social education multi-religiousspiralThe RESS development program-is *Levelsand of designed tlti-ethnic structured-concepts, for society.ther.4a- mainemotional correlate ideas,Each and ofsensitivities,with theintellectual educational six grade and developmentlevel search,skills programs whichonof stages thecompriseis organized childof learning thein ti ourprogram'sfor the EachserieslongerGeneral grade-level toofObjectives complete.sequential set (see oflearning 'pegmaterials siv-vii.) contains:ents. ,AnIn theentire third encounter level-program may take each from encounter three days is dividedto a week intoora . *A teacher's guide with.general and'behavioral ob ctives, teaching strategies and resources, . retrievalreading*Packetsand background books, ofcharts; multi-media studentinformation activity activity learning posters, books, materials game sort cards, suchcards, andas: picture-sequencemaps.slide series, audiocards, cassettes, dataanalysis student and -1- RATIONALE"One'seduclItion FOR RELIGION is not IN complete ELEMENTARY without SOCIAL a study STUDIES tileof compgrative advancement religion of civilization and its relationship. Nothing to withwhenweprogram have presentedthe saidofFirst education, here objectivelyAmendment."' indicates may notas that part be sucheffectedof it study secular consistent. , C. Statesfrom the Supreme majority Court, opinion 1963, of Schempp theAf. United Case. andThisdoThe withlives. religiousperspective worldReligioutauexperience view,dimension, is areflected sense or ofreligion inreality lifeis a in style,.thesignificant-from its variedwhich way dimension-ofa secular personin which and/orand alife-in non-secularperson a community all or humana manifestations,community makes societies',',:- sense moves, of has acts,life. to ..is'oftenofThe higher educational overlooked,education. necessity however,Moreover, for isstudy athe number aboutimpoverishment of religion efforts inofhave publicelementary been educationmade level at the iseducation Secondaryrecognized which level. at ignoresthe Whatlevel the were.theinstudy elementary"Is of thefollowing:religion. role social of aThisstudies variety omission textbooks. of religious was recognizedAmong groups the in in criteriaa our1972 society; report used by onboth thethe past committeetreatment and ofof sevenminorities educators "Ispresent,"In thedealing legitimacy included?" with various, of a variety matters, of lj.fedo the styles authors acknowledged?" commit 'sins of omission'?" *Michigan"Would DeOartment the book tendof Education, to encourage Early:-EletentaryL.Social a positive self-imagef"*. Studies: A Report in-Regards to Their"' Treatment of Minorities.' Lansing, mithigan:4. 3ichigan'. Departmanenf Education, 1972. ' . f.. ..- .. ...,'i' , ,.,;,c.... .,, ... , , .' . 1 mid,iespOitsibiliti:ok'tke,schoola.,,..eVen rationale fdr .#16,,, RESS" Project1 ate' affixlmsthe, early'elementery that the Studys-oflevel,,,and religion is'thatthe itsproper incorporation and necessary into (-) i A--.-..,,t...,._xhe-iiie .eiimentary- child -shoUldreceiv70 program prowidegaa Icomtifeterlucatic5i1 mote. tcitalappOech from' earliestto social studies education,Learning ) abOut :... Aiiintif idiknt ,arda'`ok- out,societyCarinO.t:- . , be' -margically.,Auspendedentry' until into ;higher school. gtade .414failure./to.,provide the early,:.forisittioii cotq'ctofstetOtAAS,,ialSOonceptione, l'nforaion; and guided xperiences ,distrust,. in and-prejudice.the area of religionlevels, may resultThe ,., , 'rin learming about religibn is hOnrdennminational, non-proselytizing, and academicallyThe RESS responsible. progr ,'AteThe-AIESStoeach tha-Child's PTogiani-dhild' program.draws s, develops' tevel'Level Tf, of a-hi-Oid'upondevelopment,. bOgnitide established tonceptUal'frameWOrk, and for- moral research*.ihveatikating develop empatheticent. varieddeterminingAt world theattitudes, elementary view's)content andlife and level,analytic, -methodology styles, study skills,and about appropriatetradition:.tradition* at I -religionworldreligion''cohtributes view in and the lifeelementary style, to the school:,whether development fosters it ielpecular of:selfconattitddes or of, eptnon-secular. empathy.as' the andchildAtappreciation the-affiris same histime,that own ldarning areor hisvital family'sabout to I educatinganalysisInthe- this working way andchildren reliiioit outsound of- toreasoning, equitable'mutual inbecome public thihking-feeling temperededuced& accommodationd supports.with empathy citizens a primary inand ourwhose compassion: goalmulti-religious judgments of elementary willsociety. befic;j6i
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