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REPORT RESUMES ED 013 821 24 TE 000 066 A CURRICULUM FOR ENGLISH, STUDENT PACKET, GRADE 10. NEBRASKA UNIV., LINCOLN, CURRICULUM DEV. CTR. PUB DATE 65 CONTRACT CEC--2--10.-.119 EDRS PRICE MF-$1.25HC NOT AVAILABLE FROM EDRS. 314F. DESCRIPTORS- *CURRICULUM GUIDES, *ENGLISH CURRICULUM, *ENGLISH INSTRUCTION, *GRADE 10, *INSTRUCTIONAL MATERIALS, COMPOSITLON (LITERARY), LITERATURE, LANGUAGE, SYNTAX, TRAGEDY, NOVELS, LITERARY ANALYSIS, RHETORIC, NEBRASKA CURRICULUM DEVELOPMENT CENTER THE STUDENT PACKET FOR GRADE 10 CC THE NEBRASKA ENGLISH CURRICULUM BEGINS WITH FOUR UNITS ON LITERATURE, EACH STRESSING AN ASPECT OF MAN'S rONCEPTION OF THE WORLD. THROUGH A STUDY CF THE LITERATURE CF SEVERAL CULTURES, WRITTEN AT VARIOUS TIMES, STUDENTS FIRST CONSIDER "MAN AND NATURE, MAN'S PICTURE OF NATURE." THE SECOND UNIT, "MAN AND SOCIETY, THE LEADER AND THE GROUP," ATTEMPTS TO TEACH STUDENTS THAT LEADERSHIP IS THE PRODUCT OF AN INTERACTION BETWEEN PARTICULAR MEN AND PARTICULAR SOCIETIES, AND THAT IT REFLECTS CERTAIN IDEAS ABOUT THOSE SOCIETIES. AN EXAMINATION CF THE THEME CF "SIN AND LONELINESS" AND ITS RELATIONSHIP TO MAN'S VIEW CF THE WORLD AS SEEN THROUGH MORAL LAW COMES NEXT. IN THIS UNIT, SUCH Wh.-RKS AS HARDY'S "THE RETURN CF THE NATIVE" AND STEINBECK'S "THE PEARL" ARE READ. FINALLY, THE UNIT ON "TRAGEDY" SYNTHESIZES AND RELATES ALL THE PREVIOUS GRACE -LEVEL UNITS THROUGH THE STUDY CC SOPHCCLES'. "OEDIPUS THE KING," MARLOOE'S "DOCTOR FAUSTUS," AND SYNGE'S "RIDERS 1.4.) THE SEA." THE LANGUAGE UNITS, "THE RHETORIC OF THE SENTENCE" AND "RHETORIC-INDUCTION AND THE WHOLE COMPOSITION" ARE TRANSITIONAL BETWEEN THE STUDY OF SYNTAX IN PREVIOUS GRADE UNITS AND THE INVESTIGATION OF FORMAL RHETORICAL CONSIDERATIONS IN THE 11TH AND 12TH GRADES. UNITS CONTAIN OVERVIEWS AND BACKGROUND MATERIAL, READING AND DISCUSSION QUESTIONS; COMPOSITION ASSIGNMENTS; SUPPLEMENTARY READING LISTS, LANGUAGE EXERCISES, AND LITERARY SELECTIONS NOT READILY AVAILABLE IN TEXTDOOKS. THIS MANUAL IS AVAILABLE FROM THE UNIVERSITY OF NEBRASKA CURRICULUM CENTER, 231 ANDREWS HALL, LINCOLN, NEBRASKA 68500. THE RELATED TEACHER PACKET FOR GRADE 10 IS TE 000 065. (DL) .x. .1779,cT0071 ,r40.-1100.4. U.S. DEPARTMENT OF HEALTH, EDUCATION b WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. A Curriculum for English Student Packet Man's Picture of Nature Grade 10 Copyright, The University of Nebraska, 1965 Experimental Material Nebraska Curriculum Development Center "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEE GRANTED BY T R! AND 01 ANI ATIONS OPERATING UNDER AGREEME TS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." TABLE OF CONTENTS Overview I Science and Religion A. About Religion - Einstein B. Religion and Science: Irreconcilable?Einstein C. Forms of the Implicit Love of God -Weil II American Indian Tradition A. Indian Creation Myths and Legends B. Indian Songs and Poetry III Classical Tradition A. Greek Nature myth - Homer B. Renaissance Nature myth - Spenser C. Roman Nature Myth - Virgil D. Ronan Nature myth - Virgil E. The Ladder of Love - Plato F. The Piper at the Gates of Dawn - Grahame IV Hebraic - Christian Tradition A. The Creation - Johnson B. The Psalms C. Matthew D. The Canticle of the Sun - St. Francis E. Medieval View - Dante F. Love of the Order of the World - Weil V The Age of Reason A. Principles of Human Knowledge - Berkeley B. Natural Theology - Paley C. Hume D. Notes on Religion - Pascal VI The Romantic Movement A. The Tiger - Blake B. The Lamb - Blake C. To Autumn - Keats D. Lines Written In Early Spring - Wordsworth E. The Tables Turned - Wordsworth F. The World is Too Much With Us - Wordsworth G. Childe Harold's Pilgrimage - Byron H. Anima Poetae - Coleridge VII The Modern Dilemma A. The en Boat - Crane CORE TEXT: (The Rinehart Book of Short Stories,(Holt, Rinehart, and Winston, Inc.) Other material is included in the'Student Packet, SUPPLEMENTARY TEXTS:None. Material is included in the StudentPacket. OVERVIEW: This unit considers man's view of naturethrough a study of literature dealing with nature written atvarious times by members of several cultures. The sections of the unit are: "Science and Religion," "The American Indian Tradition,""The Classical Tradition," "The Hebraic-Christian Tradition,""The Age of Reason," "The Romantic Movement," and "The ModernDilemma." in most sections you will find an introduction givingbackground information; a number of literary selections or a listing ofassignments from the core text; study and discussion questions andcomposition questions. The unit is closely related to your work in sixthand seventh grade on mythology, to your study of the hero and of theAmerican West, and to the work you will do ineleventh grade on three themes in AmericanCivilization and the twelfth grade unit "The Writer AsRebel and Prophet." In addition, you will find the information inthis unit helpful in virtually any study of English literature, as,throughout its history, nature is an extremely important theme. I. SCIENCE AND RELIGION Modern man's "picture of nature" is mostelusive. In our own society science and religion are, perhaps, themost powerful forces in shaping the way we look at the worldaround us. The following selections present two different ways of viewingthe universe, and differing views of the roles of science andreligion in shaping man's picture of the world. One should read the selections carefully,attempting to see the assumptions that underlie the positiLasthat the authors take. After reading the selections, one should beable to make a comparison between the positions presented and show wherethey differ and where they agree. The essays say very opposite thingsconcerning the relation- ships between what we see in the physicaluniverse, what it is, and what is implied by speaking of a Godof - or in - Nature. If one looks at what these essays say,at the problems they pose, one will perhaps be betterable to envision the possibilitythat men in other times have,in their diverse cultures andplaces, seen very different things. A. ABOUT RELIGION Religion and Science Written expressly for the New York Times, Magazine. Appeared there November 8, 1930 (pp 14). The German text was published in the Berliner Tageblatt4 November 11, 1930. Study Questi.ons: 1. What is the basic assumption Einstein makes about all religion? 2. Does Einstein see a relationship between the level of scientific advancement of a society and the sophistication of its religion? Explain using examples from his essay. 3. Does Mature" play any role in Einstein's formulation of three types of religion? 4. What does Einstein's constant use of words like "stage" and "level" suggest to you?Is he winning his argument or trying to win it with a metaphor? 5. What does Einstein mean by "moral religion"? Give examples of what you think are moral religions and your reasons for nailing them such. 6. Is your own religion anthropomorphic in character?If so in what aspects? 7. Describe in your own words what Einstein means by "cosmIc religious feeling.' 8. What relationship between science and religion does EinsteLl propose? What relationship between knowledge and conduct? 9. Are Einstein's views on religion influenced by his positLon as a scientist?If so, how? B RELIGION AND SCIENCE: Irreconcilable? A response to a greeting sent by the Liberal Ministers' Club of New York City, Published in The Christian Register, June, 1948. Albert Einstein, Ideas and Opinions (p, 49-52) 7-8 Study Questions: 1. Give some examples of conflicts betweenreligion and science whichmight arise from what Einstein calls "the mythicalor symbolic content of religious tradition." Is Einstein rightor wrong, careful or careless, in speaking ofthe mythical or symbolic content of religioustradition?" 2. Do you agree that this is themajor source of conflict and science? between religion Why or why not?If not, suggest othersources of conflict between religionand science. 3. "What we consider the various existingreligions as to their essential substance, that is, divested of their myths,they do not seem to differ . basically from eachother. ." Use examples of religions familiar toyou to support or objectto this statement. 4. What is the "relavistic" viewpoint that Einsteindisagrees with, and why does hedisagree with it? 5. How has the competitive spirit, in Einstein'sopinion, affected religion? What do you think the competitive spirit hashad on religion in society? our own 6. Would yousay Einstein makes thesame general point essays? If or points in both so, what is (or are) it (or they)?If not, what point points is he making or in eachessay individually, and howdo they differ? C. "Forms of the ImplicitLove of God" Simone Weil, Waitingfor God (p. 165) Study Questions: 1. What is the basic assumption Simone Weilstarts from in her science? discussion of Does her discussionof scienceserve as an illustration of as this 2. Careful3y compare SimoneWeil's viewson the object and limitations science with those of given by Einstein inthe secondessay. Are there major differences in theirviews, and ifso what are they? 3. Compare the assumptionsSimone Well startsfrom with the assumptions stein starts from, Ein- and commenton how these effect theirrespective conclusions. 4. What do you think Simone Weil wouldsay is the major source of conflict between religion andscience?

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