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Ipproachesec Publidtkqr No. 185. INSTITUTION ERIC Clear Nghduse for So A1 Studies /Social Science Education, Boulder, Colo.; Sopial Science Educattot

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Ipproachesec Publidtkqr No. 185. INSTITUTION ERIC Clear Nghduse for So A1 Studies /Social Science Education, Boulder, Colo.; Sopial Science Educattot DOCUMENT RESUME Eli 114 311 95 SO 008 659 AUTHOR , Linden, Glenn M., Ed.; Downey, Matthew.T. Ed. TITLE Teaching American HistorY: Structured Inquiry ipproacheSEC Publidtkqr No. 185. INSTITUTION ERIC Clear nghdUse for So a1 Studies /Social Science Education, Boulder, Colo.; Sopial Science EduCattot 4 Consoftium,-Inc., Boulder, Colo. * PONS AGENCY National Inst. of EdiCation (DEEW), Washington, D.C.d. REPOR NO SSEC-Pub-185. PUB DATE' 75 NOTE r 111p. Q - AVAILABLE FROM Publicatiions, Social Science Education Consortium,. *4 'Ine:,-855 Broadway, Boulder, Colorado B0302 (SSEC No. A 185e $4.25 prepaid of purchase order) , FDIIS PRICE MF-$0.76 HC-:$5..70 Fins Postage DESCRIPTORS Annotated Bibliographies; *History_Instruction; *Inguiry ing; Instructionallaterials; Interlisci li ary Approach;' Local History; Primary Solrces; Revolutionary_War-pnited States); Role enaying;.SecondaryEducation; !IcSacial,History; *Social StOies Units; Teaching Techniqdes; *United 'States History "_ABSTRACT '6'7This paper.is one of a series of ERIc/ChESS publications intended to give practical tips on teaching rious topics and disciplines in the preeollege social tudi curriculum.' The tips offered in this publication, written by se en authors, are Intended to help teacheres deal with both content and teaching strategies *in American 'history. Each of five actual lessoxis Q,saiples of0how to incorporate nontraditional subject matter using a structured inquiry,approach into the reiular.American history curriculum. The structured inquiry approach 'requires tye teachei, rather thgn the student, to select the content of the.letson 'and to the structure of,the learning activity. The teacheA does not* havefinalanswers but has-aframelorkin which most student' inquiry can occur. Chapter 1 introduces the work by examining wasogs and processes for teachingliistory:.Chapter2'usesarole-play, activity for~ examining the ''social history of Ameridan industrialitatitrn. Chapter 3 presents an.interdiSciplinary social science' approach to the study of the American Revolution. Chapter 4 uses comparative data from other societies to*filluminate the issue of American slavery. Chapter 5 describes several methods for active inquiry into local history. Chapter 6 provides short activities for developing itformation search sktllsc Chapter 7 contains an annotated I,iatt of American history resources including qamet, audiovisual materials, collections of documents, _journals, and teacher resources. Outhor/DE) to. Documents acquir*d by ERIC include many informal unpublished materials got available from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and- this affects the quality of the microfiche and hardcopy reproductions ERIC makes available via ,the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the original. \\ a -e ,4) U.S DEANTaiNT OFHEALTH, ibb DUCIItTIONIL WELFARE p NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS SEENREPRO- oc DUCED EXIIISTLY AS RECEIVEDFROM THE PERSON PR ORGANIZATIONORIGIN- ATING IT PCTSNTS.OF VIEW OROPINIONS, STATED DO NOT NtCESSARkLVREPRE- SENT OFFICIAL NATIONALINSTITUTE OF EDUCATIONPOSITION OR POLICY TEACHING AMERICAN HISTORY: STRUCTURED INQUIRY APPROACHES7 Edited`by Glenn -M-.Linden and 11. Maithe,MT: Downey Glenn M. ,Linden, Associate Professor of History and Education and 3 Chairman of-the Department of Education, Southern Methodist University, Pallas, Texas c MattheurT. Downey, Professor of History, University of Colorado, Boulder, Colorado a O Published jointly by: ERIC Clearinghousefor'Social Studies/Social, Science Education, Boulder, - ,* Colorado , and v1 Social Science Education' Consortium, Inc., Boulder, Colorado 1975 - 4-3 o. The material in this publication was prepared pursuantto a contract with the National Institute ofEducation,"'U.S. Department of.Health, Eaucation,,and Welfare. Contractors undertaking such projects under government,sponsCrship are, encouraged to evress freely their judgment. in professional and,tedhpical matters. Prior to publication, the manuscript was submitted to the National gouncif for the Special Studies for critical review and determinatj.on of pVessional.competence. Points of view or opinions,jiowever, do not necessarily represent the official view or opinions of either the National Council for the, Social 'Studies or the National Institute of Education. 4 Vt .41 is ORDERING INFORMATION This publication is available from: Social Science Education Consortium, Inc. 855 Broadway Boulder, Colorado 89302 (ORDER SSEC PUBLICATION NO. 185) It is also listed in Resourdes in Education and canbe obtained in microfiche and hard copy from the ERIC Doc%ImentReproduction Service identified as SO 008 659. See Resources i Education for orderingc information and ED number. TABLE OF CONTENTS P .. o Page ; Preface ii Chapter I: Why Am-I Teadhing,History Anyway? (And How Should I Teach It?) . p by Douglas Alder, Associate Professor of History and Director of the Honors Program, Utah State University, Logan, Utah 4. ChaPterII: A Social History Approach: Madhine and Social Change'in Industrial Merida --"1 by Matthew-T. Downey, Professor bf History, University of colorado, Boulder, Colorado e Chapter III: Interdisciplinary.Approaches.to the American Revolutionuestioni of CausatiOft 44... 31 by John A. Mears; Associate Professor of V' History, Southern Methodist University, 0. Dallas, TeXaS Chapter IV: 'Comparative History: Slayery ;in Cuba, Brazil, and the-United States 49 , by Glenn Linden, Associate Professor of History and` Education and Chairman of Department' of Education, Southern MethOdist University,. Dallas Texas Chapter V: GrasiMat History, 69 by Fay. D. Metcalf, History, and Social gtudies Teacher, Boulder High School, Boulder, Colorado k ,Chapter VI; The .Information Wizard te' 87' by DOuglas Alder, -Associate Professor of Hiqp.ory and Director of the Honors Program, Utah State University, Logan, Utah O Chapter American History Resources 93 by Donald English, Abstractor/Editor, ERIC 12, ,Clearinghouse for StUdies/SOcial Science Education, Boulder, Colorado 09.6os, r' PREFACE 7 This paper is one of A series of ERIC/ChESS publications intended , ' to give "tips" on teaching varicue%topics and disciplines. in the p-e- ;itcollege socialstudies curriculuth. The "tips" offered here are i r tended 'to helpteachers deal with both content and teachingstrategies in American history courses.' a -The editors, and:. authors of this paper' have found in ,their work with- % t 1 history teachers khat many--perhaps a majority-are uncomfortable with 4 thkextreme open-endedness to which much of the "inquiry learning"move- . ment has led. At the same time, these teachers do not.wish to stay with(- or return to,pthe-rillidly structured.teachinvodels of yesteryear. They are searching for approaches that combine varying measures of struc- . 0-, ture andofSpen-endednesiqn their teaching strategies, depending-on their desired objectives. It is the - purpose of this paper to help teachers find a satisfactory "structured.inquiry" approach or rangeof4pproaches.tt The editors and authors describe several different learningactivities showing differing degrees and combinations of-structuring and open-endedness. At the same time, the lessons described provide examples of how-to incorporatenon- - 4- traditional subject matter into the -regular American historycurriculum. The chapters present ways to use ideas and materials from disciplines other than history in teaching American:history topics;ways to use com- -,,,,,parative data from other societies inilluminating issues.in Ameri an hiAtory; ways to teach sociakpistory in addition to the.Vaditiona political-and economic historr'of the United Stites; waystouse local 40- 44: history methods and data within Amecican history; andways to stimulate students todevelop their skills in digging up information: We hope that many teachers OM find some, mew and useful ideas in t this publication. A new' locil'at 'both content and ,methods in Aheteaching of\Americanhistory slay be particularly approl?riate as a part of the a: - national celebration and soul-searching that may aRpropriatelyaccoMpany, out Bicentennial. Irving Morrisseti Director, ERIC/ChESS Executive Director, SSEC a ,iii 00006 CHAPTER I WHY AM I TEACHING HTORY ANYWAY? (AND HOW SHOULD I TEACH IT?) 'by Douglas Alder Check one:' I Was-good at it in high school. I'cOuldn't hack' saldiaus in college. I'M needed here(making the world safe 'for democracy). .,Students thriveon history. .0 "Other. Explain. Attach additional sheets as necessary. Include biblio- graphy if you wish. Nov, if that, is solved, how about which history? Of all the options, why teach American history? 8-t I like it 'Thestudents'despdrately want it. The parents demand ,it. I am. prepared to teach it.. The nation needs it 4 .......4 / e Other. EIplain. .Attach addititnalsheets as necessary. Include bibileraphy If you wish. ' ., i . ) . These choices may elicit4efreShing candor, or may simply be flippant. They, do not reveal enough to satisfy the query, Why teach history? But day do.inViteamore serious congideration of those ewo challenging quas- i, tions, Secondl,pchooI htetory teachers are feeling this pressure and Pp need.to decide ether they really can justify the public support they'Vre receiving or'wOuld like td. be receiving._ XT 6 So It is not heretical
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