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DOCUMENT RESUME SO 008 645 World Cultures. Social DOCUMENT RESUME 'ED 113 254 SO 008 645 TITLE World Cultures. Social Studies Grade Nine. ' INSTITUTION Baltimore City Ablic Schools,, PUB DATE 75 NOTE 230p. I EDRS PRICE MP-50.76 HC-$12.05 Plus, Postage DESCRIPTORS *AntEropology; *Cross Cultural Studies; *Cultur al Awareness; Cultural:Context; Cultural Differences; Culture; *Global Approach; Grade 9rInquiry TrOiliing; Secondary Education; Social Studies; *SOcial-Studiee Units; Teaching Guides; World History . ABSTRACT . Tlipurpose of this teaching guidtr-lkanthropology, for. ninth -grade students is to provide them with an 'Opportunity to study perception, disparate societies,. and the. similarities and . dissimilarities that exist among societies. The content material is world history used to'illustrate general historical probleis,and processes and approached from the viewpoint _of cultural. anthropology. As a course of. study, the guide praposeb an inquiry-conceptual approach to the investigation of significant topics. It develops modes and processes of inquiry along with concepts that are useful in reflectively studying issues in the closed, areas of culture. Nine -., units comprise the instructional episodes of this guide: Perception: - To Understand Is to Invent; Origins of Humanness; Emergence of Complex Societies; Rise and Transformation, cil Civilization as a Model of Cultural Change; Medieval Civilizations: Europe, Islam, and Africa; Rise of the West; The Industrial Revo ution as a Strategy of Adaptation; Conflict and Coisensus in Complex Societies; and Impact of Complex Societies at Traditional Ohes. Each unit is ,one- to 11 five -weeks long:(AuthorZED) *********************t**********************.i**************************. Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * reproducibility are often encountered and Oils affects the ,quality * * of the microfiche and hardcopy reprokAuctions ERIC makes available * * via the ERIC DocumentAteproduCtion Service.(BDRS). EDRS is not * responsible forthe'-quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from. the original. * *********************************************************************** AA 4 I AIL --- ill a 'Airt MO US DEPARTMENT OF MERLIN, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT Has BEEN REPRO OUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATIONORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY entIrl 'World 1p 41 IF'C.11ltuGR it STUDIES It...1 Al151. ADE NINE ir4 1,1r 1975 DIVISION OF INSTRUCTION AND CU)RICULUM MANAGEMENT BALTIMORE CITY PUBLIC SCHOOLS 1401 -EAST OLIVER STREET BALTIMORE, MARYLAND 21213 00003 Board of School Commissioners Norman P. Ramsey, President Dr. Beryl W. Williams, Vice-President Oscar L. Helm Howard E. Marshall Grover L. McCrea, Jr. Sheila K. Sachs , Robert W. Schaefer Dr. W. Eugene Scott David ,E. Sloan Student Commissioners Miguel Aponte Curtis Boothe , -1 - Dr.Roland N. Patterson, Superintendent, Public Instruction Dr., Vernon S. Vavrina, Deputy Superintendent of Education Dr. Rebecca E. Carroll, Assistant Superintendent of Instruction and Curriculum Management Joseph Heaps, Curriculum Writer Ernest C. Widenhouse, Jr., Curriculum Writer Processed by Publications Office 1975 00004 Contents Former Members of the Commission iv A Message from the Superintendent Foreword I vii Rationale Unit IPerception: To Understand Is To Invent (1-2 weeks) 5 Unit IIOrigins of Humanness(4-5 weeks) 17 Unit IIIEmergence 9f Complex Societies(3-4 weeks) 37 Unit IVRiSe and Transformation of Civilization as a ) Model of Cultural Change(4-5 weeks) 47 Unit VMedieval Civilizations: Europe, Islam, and Africa(4-5 weeks) 107 Unit VIRise of the West(3-4 weeks) 137 Unit VIIThe Industrial RevolutiOn as a Strategy . of Adaptation(4-5 weeks) I 149 Unit VIIIConflict" and Consensus in Complex Societies (4-5' weeks) ' 181 Unit IXImpactof Complex Societies on Traditional Ones (2-4 weeks) 223 '\ :900P5 ,. 4 , former Members of the Commission 4&' Elementary Committee A. Katherine Gross, Chairman Sarah Elias Betty Fields Samuel Sokolow Samuel Wilson Junior High Committee William Britt, Chairman Doris Levi Richard Wilson Senior High Committee Myron Winer, Chairman Joseph Heaps Bernard Raynor Ernest Widenhouse Summer Revision Team (1973) Betty Hines Francis Wolff Samuel L. Banks, Coordinator of Social Studies, K-12 6 iv A Message from the Superintendent . One of the Major objectives of education is to develop astudent's pride in his personal worth and pride in his background. Thismeans,teaching every student to understand and'appreciate not only himself, but others also. The diversity of American society, the immediacy of worldwide communication, and the mobility of people emphasize the significance of this importanttask. This involves making the classroom a virtual learning laboratoryfor cultural exchange. ,? With this goal in mind, the members of the Commission on Revisionof. !the Social Studies have' worked arduously to produce this unique andchal- lenging Curriculum guide for use in the secondary .schools. However, the' goal will be achieved only to the degree that teachers use their creative energies in translating these materials into meaningful learning experiences for their students. The study of world cultures, past and present, is the study of people, their similarities and their differences. All human beings have the samebasic needs. The diverse ways they act to satisfy those needs make socialstudies a vitally interesting area of inquiry. 'All social studies teachers should utilize this educational tool to its full- est. Theirkno'wledge and skill in providing a rich variety of resources, both human -and material, will greatly enhance the opportunity forstudents to broaden their understanding of other people and to deepen theirunderstand- ing of themselves. Roland N. Patterson Superintendent, Public Iristraction`. April 1975 00097 Foreword The materials contained in this World Cultures Guiderepresent the cul- mination of the work of theiforrner Commissionon Revision of the Social Studies. These. materials have been piloted in six secondary schools(Lom- bard Junior High, Herring Run Junior High, Northern ParkwayJunior High, Booker T. Washington. junior High, Cherry Hill Junior High, andWestern Senior High) in order to determine their applicability and suitability for secondary students. The results ofour piloting proved to be enormously successful in delineating areas of the Guide that required modification. The revisions that are included herein represent the work d'uringa sum- mer of Mrs. Betty Hines, teacher at Herring Run Junior High SchCol, and Francis Wolff, teacher at Northern Parkway Junior High School. TheGuide has been enhanced and strengthened by their work. The World Cultures Guide hasan anthropological focus. Ample oppor- tunity is provided students to study perception, disparatesocieties (viz., Africa,. Asia, etc.), and the similarities and dissimilarities thatexist among societies. The instructional episodes conta ined in this Guide shouldprove valuable to teachers in achieving excellence, excitement, and pertinence for allstu- dents. - Samuel L..Banks Former Director of the Commission on Revisibn':of the Social Studies Coordinator of Social Studies April 1975 vii 00008 Rationple / 1 a ifr a teacher has no.clear conception of why a course exists,Rationalely to his family, neighborhood, and community. It was supple-. canobjectives-isIit owisThil-course beha'rdly he constructed. wants likely the to of onlythat teach. study heway will-Using isa consistentb have sed a base/of anyiriOron the and solidlyassumption meaningfulidea about understood what thatcourse orit ratiowasopenedmented Invery of a by aby society low.child's reading a feWToday, vicariouswith atwin'dows homehowever, this experiencemuchor toin with theschool. poverty theputside toemergerice his of world directinformation, Of thatexperience electronic he hadthe certainlems,shouldIn both pursuit essentialprepare personal of students thisinformation, and general public. to cope objective increase with thepresentproficiency course and should infuture symbolic- convey prob- starvedchildrenoustweenmethods experience direct for nowof morecommunication and confront for vicariousexperiences, all of-us. information experience Insteadsuch our as children of richness.television, has information shifted now Instead the live toward poverty, balance in of a vicari- worldbeing ourbe- realizedstudentsconcepts.technical koiskills, _these practicemust objectives be modes led to to developof be inquiry, achieved a sense:of and another develop the must power basiC be whichconfusion. threatens to overwhelm them as a big,kbooming, buzzing tant.ofandout their Havingofa feeling the minds, affairs developed thata oftobelief thedo the so worldthat will will they andandmake arethe their a capableconfidence, difference personal of makifig-sense' andtogetherexperiences, is impor- with betogether,cepluilthe toThus, helpuman means theas the condition,much real childand job as'cognitive build ofpossible, to teaching upaid hisskillsin for theown in himself. wherebydevelopmentthe picture social Only heof studies canthe ifof worldputour the ought- things youngcon"- and to whomothers.awareandthe conceEtuat)means render ofthey 'They themselves, 'itintelligible,live
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