A Social Studies Class by Selecting Television Shows, Novels: Films, and Plays Which Broaden the Students' Environment Beyond Their Personal Experience

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DOCUMENT RESUME ED 024 679 TE 000 898 By- Butman, Alexander M. A Novel Approach to Social Studies. Pub Date Jan 67 Note- 4p. Journal Cit- The Teachers Guide to Media & Methods; v3 n5 p30-1,48 Jan 1967 EDRS Price MF-SO.25 NC-S0.30 Descriptors-*American History, *Mass Media, *Novels, Secondary Education, *Social Studies Teachers can help students to understand, retain, and relate to what is taught in a Social Studies class by selecting television shows, novels: films, and plays which broaden the students' environment beyond their personal experience. Several events in American History can be made more stimulating by the use of novels to present vivid pictures of happenings. For example, "Last of the Mohicans" and "Northwest Passage" can help students to experience scenes of exploration and early settlement; and "Gone With the Wind" and "The Red Badge of Courage" present accounts of the Civil War. (A selected list of novels for use in Social Studies classes, and criteria for the selection and use of fiction are provided.) (SW) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

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January, 1967 Vol. 3, No. 5 ADVISORY BOARD Max Bogart Asst. Dir., Div. of Curriculum & Instruc. EDITORIALS State Dept. of Educ., Trenton, N. J. IN THE MIDDLE 5 Charlotte Brooks Frank McLaughlin Supervising Dir. of English THE WORLD IS HIS CLASSROOM Wash., D. C. Public Schools Donald A. Morin 9 Alexander M. Butman Director, Paperback Programs TEACHING AND THEORY A.E.P., Middletown, Connecticut EDUCATION AND INNER SPACE John Culkin, S.J. 17 Director, Center for Communications D. E. Ingmanson Fordham University, New York City LIBRARIAN: ARCHIVIST ORACTIVIST? 22 Daniel Fader Sidney Forman Project Dir., Dept. of English U. of Michigan at Ann Arbor PAPERBACKS Sidney Fcrman PAPERBACK GRAMMAR FORHANDBOOK HATERS Prof. of Education and Librarian 12 Teachers College, Columbia U., N. Y. Dorothy Lambert Morris Gall HAYAKAWA 19 Social Studies Dept. Head Lee Hadley Norwalk Public Schools, Conn. DICKENS' TWO SELVES Donald Klemer Fred Kaplan 26 Superintendent of Schools Hastings-on-Hudson, N. Y. A NOVEL APPROACH TOSOCIAL STUDIES Alexander M. Braman 30 Peter Kontos 46 Dir., Princeton Coop. School Program NEWSWORTHY PAPERBACKS Princeton, N. J. Philip Lewis FILMS AND MEDIA-MIX Dir. of Research, Devipmt., & Special Pr, i. 21 Board of Education, Chicago, Illinois MEDIA THAT SINGS! 16mm 1N-SIGHTS Joseph Mersand 33 Chm. of English Dept. William I. Sloan Jamaica HS, New York City THE SINGLE CONCEPT ISCOMING Frank E. Ross Neil Farber 39 Assoc. Prof. of English PROJECTUALS: THE EYE OF THEBEHOLDER 43 E. Mich. U., Ypsilanti, Michigan WATCH OUT! LANGUAGESOVERHEAD! Bertram Siegel Sister M. Madalena, O.P. 45 Chm. of Science Dept. Bedford Jr. HS, Westport, Conn, David Sohn TELEVISION Instr. of English TV COMEDIANS Middlesex Jr. HS, Darien, Conn. Ned Hoopes 37 38 TELELOG STAFF FEATURES Frank McLaughlin, Editor 2 Rutgers University FEEDBACK John Culkin, S.J., Motion Pictures ESSENTIALLY COUTH 35 Fordham University Barry Robinson Ned Hoopes, Television 41 Hunter College H S. N. Y. HAVEYOU DISCOVERED? Kirby Judd, Records & Tapes Long Meadow H 5, Mass. Fred Marcus, Paperbacks California State College Robert Parkinson, Materials Co-ord. Evanston, Illinois, Public Schools THIS MONTH'S COVER John Rous, Contributing Editor Armor dented, hope undaunted, RichardRiley Hicksville, N. Y., Public Schools as the Man of La Manchasings his impos- Dana Ohlmeyer, Asst. Editor sible dreams. The star of the currentoff- Alic Koeth, Art Editor Broadway hit was photographed by Boo Golby. Grace Simmons, Circulation Mgr. Frances Burnett, Business Mgr. Ronald Cortazzo, Advertising Mgr. ® 1966 by Media & Methods institute, Inc. Roger Damio, Publisher A NOVELApproach ToSocial Studies "PERMISSION TO REPRODUCETHIS COPYRIGHTED MATERIAL HAS BEENGRANTED 4241,41 by Alexander M. Butman By (//0/_...... hAl

TO ERIC AND ORGANIZATIONSOPERATING UNDER A6REEMENTS WITH THEU.S. OFFICE Of EDUCATION. FURTHER REPRODUCTIONOUTSIDE THE ERIC SYSTEM REQUIRESPERMISSION OF THE COPYRIGHT OWNER." or that they haveactually lived through or ex- WHAT IS THE BASIC OBJECTIVEOf the general Primarily, we are perienced. Social Studies curriculum? Few students of today will everforget the trying to give the student anunderstanding of total picture, both historically andsocially, of the story of man and thehistory of our civiliza- assassinationof JohnFitzgerald tion in a context that he canpersonally relate to. thefateful curriculum and plan Kennedy. The news, TV coverage and personal But when we structure the felt factors, histori- national reaction were things they saw and the course (geography, physical through social change, in their own life experience. They went cal and chronological sequence, By modification, varia- the emotional experience of "being there." political change, economic the use of good fiction and dramatizationof tions in climate and naturalphenomena, tech- mention only events past (and present), we canbroaden the nical advance, social mores, to student's personal experience beyond the limits some study areas), we segmentthe whole into of his direct environment. Good fiction, television separate parts for thestudent's ease of learning. Too often we forget to put them allback to- shows, films and plays are usually better tools for communicating thepast than evenjournals, gether into a total picture. diaries and other prime source material. These It is just this exposure to the wholesituation really media have an innate ability for communication which makes it possible for the student to almost in- understand the event. The word "understand" by feeling and impact, involving us "facts" about stantly. is key. If the student learns all the is minimized the colonists, the people, the places,the dates, The survey nature of the course he when using novels. For example,in a course in the events, the "true and false" test items, about ten most likely will not actuallyunderstand, on a American History you could highlight novels, between which personal basis, very much about them. "Text- to twelve periods by using you would intersperse theregular text material. book students" do not generally associatewith be a the life and times of the past. They learn "items" It is not the purpose of this article to definite book list or bibliography. However,the with which they have no feeling of connection. the Like students learning nonsense syllables, they following examples will serve to demonstrate significantly en- have trouble assimilating and retaining informa- types of novels which could tion that has no personal meaning. On the other lighten and enrich students of Social Studies. hand, students seem to more fully comprehend Age of Exploration and Settlement people and events that they can associate with Last Of The Mohicans (severaleditions avail.), Northwest Passage (Crest 950). Pre-Revolutionary and Revolutionary Period The Strong Men (Ace 500), Johnny Tremain Alexander M. Braman has taught English and (Riv Lit $1.25), April Morning (Bantam 500), American History and was a visiting lecturer in Light in the Forest (Bantam 500), Drums American Foreign Policy. He was Educational Di- rector for a large paperback publishing houseand Along the Mohawk (Bantam 750). a member of the Executive Committee atthe Colum- New England bia Teachers College Conference on Paperbacks. Mr. The Scarlet Letter (several editions avail.), Braman is Director of Paperback Programs, Amer- Look To The Mountain (Bantam 60), The ican Education Publications, a subsidiary of Xerox Corporation. Crucible (Play) (Bantam 60$). 30 Virginia The Great Meadow(Signet 50). War of 1812 Captain From Connecticut (Bantam5N). Westward Expansion and the Railroad The Oregon Trail(Signet 600),The Way West (Pocket Books500),The Light In The Forest (Bantam 500), The Octopus (Bantam 750, Shane (Bantam 500), Travels of Jaimie Mc- Pheeters(Pocket Books750), The Ox-bow Incident(Signet 600),Giants in the Earth (Perennial950), The Virginian(Popular Li- brary 5N). The Civil War Gone With The Wind(Pocket Books 950), The Red Badge Of Courage(SEA)Banners at Shenandoah (Bantam600),Across Five A prils(Tempo,500). World War I All Quiet On The Western Front(Crest 600), The Young Lions(movie or TV only). The 20's and 30's The Grapes Of Wrath(Bantam 950),It Can't Happen Here(Dell 600),All The King's Men (Cliff$1.00), Looking Backward(Signet 600), An American Tragedy(Signet95), Inherit the Wind (Bantam 50). World War II Run Silent, Run Deep(Pocket Books500), The Guns Of Navarone(Washington Square Press 600),A Bell For Adano (Bantam600), The Wall(Pocket Books 750),Sink The Bis- marck (Bantam 450), The Moon Is Down (Bantam 50),The Bridge Over The River Kwai (Bantam 500), The Caine Mutiny(Dell 950),The Raft(Pyramid45), The Cruel Sea (Pocket Books 750). (continued on page 48) SOCIAL STUDIES 7. After reading the novel be sure to discuss (continued from page 17) it asprimary material. After the World War, the Bomb, and Cold War 8. Make sure the student'ssophisticationis Fail Safe (Dell750),The Bridges at Toko-Ri adequate for the assigned novel. (Bantam 500),The Ugly American(Crest You will find that the mandatory assigning of 600),Seven Days In May (Bantam 950), Ad- novels as a major framework for most Social Studies courses is a rewarding experience for vise And Consent(Pocket Books 950),On The Beach(Perennial 600),1984(Signet both student and teacher. It leaves the student net750), Alas, Babylon(Bantam 600),An- with a lasting and personal understanding of imal Farm(Signet 750),Brave New World events whether they be social, political, economic (Bantam 750). or historical. I could not, after teaching this way, go back to just using text material alone. For one These are only a few of literally hundreds that example, what better way can one make the rise you can use. Excellent lists are available such as: of a demagogue understandable to today's high THE PAPERBACK GOES To SCHOOL (BIPAD, 122 school students than through a reading ofAll the E. 42 Street, New York, New York). King's Men?How better can one really involve Great care must be taken in the selection of the student in a meaningful discussion of democ- the novels and I should like to suggest the follow- racy, monarchy, communism, socialism,etc., ing criteria for selection and use. than by a class reading of1984, Brave New World, Julius Caesar,orAnimal Farm? 1. Make sure the book isavailable. 2. Selectonlynovelsthatarehistorically TRYING FICTION accurateand dealdirectly withthe subject Sound fiction, whether in novel, play, or film selected. Read it, yourself! form, when used to actually structure a social 3. Donotuse novels which are simply set in studies course, renders the subject real and com- a period but which do not adequately de- prehensible.Fictionmakeshistory,political scribe the life and events of the period. events, revolutions and social upheaval come 4. Make sure that the novels are within the alive! Fictionalized, evenromanticized"histor- reading levelandcomprehensionrange of icals" contribute flesh and blood to otherwise the student. The English Department can static heroes; addexcitement and enlightenment be of great help in advising you in this to dr texts and endless data and dates. area. The ready availability of inexpensive paper- 5. Make sure the students readforcom- backs has placed this approach ecoromically prehensionandexperienceand do not be- within the grasp of every school system. The come involved in the literary aspects of the wide range of material makes the curriculum works. flexible and dynamic. If you want to giveyour 6. Be sure to "introduce" each novel for the students an unforgettable experience rather than students with a pre-reading discussion. a quickly forgotten exegesistry good fiction.

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