Social Studies. Language Arts: American Biographies. INSTITUTION Dade County Public Schools, Miami, Fla

DOCUMENT RESUME ED 061 146 SO 002 782 AUTHOR Abrams, Grace C.; Schmidt, Fran TITLE Social Studies. Language Arts: American Biographies. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 71 NOTE 45p.; An Authorized Course of Instruction for the Quinmester Program EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Activity Units; *American Culture; *American Literature; Behavioral Objectives; *Biographies; Grade 7; Grade 8; Grade 9; Junior High Schools; Language Arts; *Literature Programs; Resource Guides; Secondary Grades; Social Studies Units; Teaching Techniques; #United states History IDENTIFIERS Florida; *Quinmester Programs ABSTRACT The elective course of study about the lives of selected Americans who shaped events is intended for grades seven through nine and arranged to fit the quinmester administrative organization of schools. Aims for students are to: study key individuals in the context of their time to understand how they affect culture and history; identify with interesting Americans who enriched and contributed to American culture; and to recognize that values change with changing conditions and the passing of time. It is hoped that by using biography as a means the student will better understand history. Nine activity units outlined are: the definition and uses of Biography; Americans with Unpopular Causes; Americans who Achieved Success in spite of Prejudice and Discrimination; Social Reformers; Americans Related to Industry and Labor; Creative and Talented Americans; Americans Related to Science, Medicine, and Technology; Americans in Politics and Government; and, Americans Concerned with Cities. P. resource materials section lists textual and audio-visual materials, and, supplemental pupil and teacher resources. Related documents are: SO 002 706 through SO 002 718, and SO 002 768 through SO 002 792. (Author/SJM) AUTHORIZED COURSE OF INSTRUCTION FOR THE

AIERICAN BIOGRAPHIES 6412.68 61411.08 61416.08 61470.21 5111a8., 51.1.?.34 5111.135 spcIAL pzuDirrs:,,

LANGUAGE ARTS' SOCIAL STUDIES AMERICAN BIOGRAPHIESLANGUAGE ARTS 6412.08 6470.216416.086411.08 . . .5111.285112.34 . 5113.135 °m >mczmc='2W10 mw z> ;:;;;°;m;:21101411=i00-11ZVmmow,00,tn-cg oz,zm-m.74,5514cm 10mt. Written by Grace C. Abrams and Fran. Schmidt CZCOm>ooTI;01.3'70mam zo z, rH ; Dade CountyDivision Public Schoolsof. Instruction. Miami, Florida for the 1971 DADE COUNTY SCHOOLBOARD Mr. William Lehman, Chairman Mr. G. Holmes Braddock,Vice-Chairman Mrs. Ethel Beckham Mrs. Crutcher Harrison Mrs. Anna Brenner Meyers Dr. Ben Sheppard Mr. William H. Turner

Dr. E. L. Whigham, Superintendentof Schools Dade County Public Schools Miami, Florida 33132

Published by the Dade County School Board Copies of this publi ation may be obtained through

Textbook Servic 2210 S. W. Third Street Miami, Florida 33135 Price: $. '75

3 INTRODUCT planarequinmester meantinstructional toadministrative be neither prograno, all-inclusive drganization taking into norof account schools.prescriptive; studentThis course butneeds rather, ofand study characteristics, an aidewas writtento teachers as part of a total effort to revise curriculum The materials and information in this guide to fit the as they content,resources, teaching and other strategies, factors. class activities, and Thematerials, major hatent all related of this to publication is to provide a broad ftamework of goals and available objectives, porateof study, into their lessons. The guide is, divided into 1) a broad goals section, 2) a contentTeachers outline, may 3); then objectives accept the model framework in total or draw ideas from, it to; incor- a described course majororprovidesorientedand corequisite learningsubdivisions, ainformation total activities,experiences. pictureof thefor course.oftheand the teacher;4) conceptmaterials, "indicators or main idea of andsuccese specific refers; behavioral to suggested objectives prerequisite fox The content outline illustrates, in general terms, the The objectives and learning activities section, hOpelully, The first section provides; descriptive and goal- scope and mentary'placecategories:a. set ofstudent.of orgiven in, resources.learningaddition activities.to the aforementioned; supplementary teacher essential. textural CIT' other material; alternate classroom materials to The appendix may include other material appropriate for The materials section of the guide lists resources, in foz resources; and supple- use in course:and send to: Anyone having, recommendations relating, toe.g., this pretests, publication readings, is urged vocabulary, to write themetc, down Social. Studies Office, Room 306, Lindsey Hopkins, A-1. a specific JamesSocial A. StudiesFleming Consultant COURSE DESCRIPTION: A HISTORYSTUDYOF REFERENCE OF AND SELECTED CULTURE. OF ANAMERICANS INDIVIDUAL AND 114THEIR THE TIMES.CONTEXT OF HIS TIME, AND HOW INDIVIDUALS CAN AFFECT ALMS INCLUDE THE UNDERSTANDING OF THE FRAME COURSEINDICATORS STATUS:LEVEL: OF SUCCESS: NoneElective7-9 COURSE RATIONALE: A STUDY OF THE LIVES OF KEY INDIVIDUALS IN OUR IETY CAN LEAD TO GREATER UNDERSTANDING AND APPRECIATIONYOUNG PEOPLE OF CAN OUR MORE HISTORY READILY AND IDENTIFYCULTURE. WITH INT Of' TING HUMAN BEINGS THAN WITH. ABSTRACT BYIDEASSCHEMESSTUDENT THE OR USE DISTANTWILLDRAMATICALLY CF BIOGRAPHY,LEARN HAPPENINGS. ABOUT CHANGE THE THE STUDY WITH,VALUES OFTHE HELD THE PASSING BYLIVES THESE OFOF TIME.AMERICANSCOURAGEOUS AND AHD RECOGNIZE COLORFUL THATAMMICANS, VALUES THE COURSE, =LSI 2.1. UNPOPULAR.BASEDTHE, STUDENT CN CAUSESRESEARCH WILL THEY CITETHE DEFEND. STUDENTREASCNS WILLFOR COMPARE THE USE OF BIOGRAPHY' AS, A MEANS AND CONTRAST AMERICANS, PAST OF UNDERSTANDING, AMERICAN HISTORY AND PRESENT, WHO ARE KNOWN FOR THE AND CULTURE. 4. BASEDDISCRIMINATION.THE STUDENT ON THEIR WILL READINGS, RESEARCH THE THE STUDENT LIFE AND TIMES WILLCE SINE ANALYZE AMERICANS THE CONDITIONS, WHO OF THE ACHIEVED ,ISUCOESS" ni SPITE OF PREJUDICE AND 5. REFORMER.THETO ENGAGESTUDENT IN WILL COURAGEOUS RESEARCH. WORTS SOME TOWARD SOCIAL REFORMS, AND MAKE A JUDGMENT SOCIETY WHICH NECESSITATED. SOME AS TO THE EFFECTIMESS OF TFZ AMERICANS C1) 6. ANDTHEENCOUNTERED WILLSTUDENT EXAMINE WILL BECAUSE THEIRIDENTIFY OF LIVES THIS. SOME ANDGROWTH. TIMES. AMERICAASAMERICANS WHO WHO HAVE CONTRIBUTED ENRICHED TOCUR THE CULTURE GROWTH OF INDUSTRY ANaLABOR AND ASSESS. BECAUSE OF THEIR CREATIVITY AND TALENTS THE PROBLEMS 8. ANDTHE rnhWILL STUDENT STUDENT EXAMINE WILL WILL THEIR IDENTIFY IDENTIFY LIVES SOME ANDGREAT AMERICANS TIMES. WHO HAVE ADDED TO OUR. KN OF SCIENCE, MEDICINE, AND TECHNOLOGY 9. THEFREE STUDENTINSTITUTIONS. WILL IDENTIFY UNDER LAW AMERICANS AND EXAMINE INETHEIR THEIR LIVES LIVES AND TREES. AMERICANS, PAST AND PRESENT, WHO, HAVE CONTRIBUTED' WHO HAVE CONTRIBUTED TO. THE DEVELOPMENT AND TIMES. AND PLANNING GE' CITIES AND TO ThE DEVKLOPMENT OF AMERICAN I.COURSE CONTENT OUTLINE: Biography V. Americans Related to Industry and Labor A.B. 1.UsesDefinition of Historically A.C.B. ResultantLaborBig Business Unions Problems II. Americans with Unpopular. Causes 2. Culturally VI. A.Creative and Talented Americans Their Lives and Times C.A. EconomicPoliticalSocial Reformers Reformers Reformers VII. Americansand Technology Related to 5cience Medicine, III. DiscriminationinAmericans spite of who Prejudice Achieved and Success VIII. AmericansA. in Politics and Government Their Lives and Times C.A.B. PoliticallyEconomicallySocially IX. AmericansA. Concerned with Cities Their Lives and Times ..IV. B.A.Social. Reformers EffectivenessConditions in ofthe the Society Reformer A. Their Lives and Times, GOAL: THE MUDENT WILL CITE REASCNS FOR THE USE OF BIOGRAPHY AS A MEANS OF UNDERSTANDING AMERICAN HISTORY AND CULTURE. FOCUS, OBJECTIVE LEARNING, ACTIVITIES A study of the lives of A. The student will cite . The student should define: ofkeygreatersociety history individuals canunderstanding and lead culture. in toour andunderstandingBiographyreasons the culture. foras athehistory means use ofof culture.authorBiography- socialautobiographysubjective scientists fictionobjective objectiveBiography orcan subjective. be questions: writeautobiography?What isabout the yourself?difference between biography and What happens to truth when You non-fiction biographyWhatdoesgraphy/ ahappens biography of anto individual theof antruth individual whenhe dislikes? a writerhe admires? does What happens to truth when a writer How objective is bio- a a.Bruce.Discuss Joyce. statements and beliefs of Rousseau,Rousseau, Carlyle who and prescribed. for EMILE, a. study of the b. livesThomas.Carlyiehistory of men can as be aproposed meansunderstood to "great the through understanding man" a theorystudy of(allof the, of lives man. c. ofenablesBruce great Joyce, menthe whostudent social shape toscientist, events). study key said individuals that biography and Questions: their lives intensively. pro-l'hDoes biography to history? lead to a more analytical ap- --RalphThe"Thereagreement student isWaldo properlytowill theEmerson-- cite following no reasons history, statements: for only his biography"agreement or dis- FOCUS OBJECTIVE "Read "11. . . nothing but, LEARNING ACTIVITIES The student will get LongBenjaminwithout range theory." assignments:Disraeli-- biography for that is life hiscalacquainted areamaterials of withinterest. and biograhi- select ar6s:theThestudent) biographystudent will of anread American (over afrom specified any of periodthe following ( ith on-going presentations by of time) c.b.a. Americansdiscrimination engagedwhoknown achieved for in"social unpopular "succeas" reform" causes despite and other prejudice reforms and e.d. Dance,Americansindustry Art, inwho Recreationthe contributed Arts: and toSports the rise of labor and Music, Literature, Theatre, h.g.f. AmericansAmericadsinmedicine our cities whoinand government, addedcontributed technologyand urbanto our politics,areas toknowledge growth courts andof science,change 2. presentThroughquestions:esting acreativebiographical picture dramatics-roleof thetalk American sketches, playing trying the studentto will or short inter- answer the mostWhatDiddid the interestinglci.racteristicsthe times man contributecontribute ofthe toto man. thethe making(woman)making of ofdid thethe you times? find man, or FOCUS OBJECTIVE LEARNING, ACTIVITIES C. dealingutilizeThe student withlibrary willbio., material 1. Theasliarizing studentWho's Who, himselfwill etc. spend with some biographical time in the materials library suchfami- graphy. atheseThe biography student reference inshould hisbooks arearead Lo, ofshort that interest. biographicalhe may more easilysketches select in 2. the,studentThe teacherstudent will willwillresearch listmake generalizationsquotessome quotes of interest of aboutAmericans to the, them) (orper-. and the &le:sonality and the beliefs of that American. Nor--Emerson,"Go speak put yourwith Odel creeddouble into tongue." your deed, Concord-- 6

3 GCAL: UNPOPULARBASED ON RESEARCH,CAUSES THEY THE DEFEND. STUDENT WILL CCMPARE AND CONTRAST AMERICANS (PAST AND PRESENT) iiHO ARE KNCUN FOR THE menIn every and womenage there of courag are FOCUS A. Thetify student "reformers" will iden- in OBJECTIVE I. The student should know the foflowing words: LEARNT O ACTIV1T ES forand unpopularvision who causes. fight reference.their proper frame of PacifistradicalconscientiousSocialism objector civilconsumersocial disobedience security ThomaslringThe student AmericansPaine will inconstruct their prnper a time-line time: and place the A. J. Muste J.RobertMargaretJohn William Peter Oppenheimer SangerFulbright Unger NormanW.Henry.DavidHorace E. B. Thomas Greeley'DuBois Thoreau KateJosephJoan Millet.Baez Palmer. .BillyJerryDr.Eugene Mitchell Daniel.Rubin Debs Ellsberg Theframe(Student student of orreference. will teacher discuss couldt these add peopleto the inlist) their proper What do they advocate? Why? Are thepersonalities?theresuch conditions anymen similaritiesand womenin the with society in suchtheir thatcauses? causes? produced (produoa) In the methods used? AreWhy the were unpopular (are) In their research.)(Thecauses above of activityyesterday will accepted require readily quite today?a bit of library 4 FOCUS OBJECTIVE LEARNING ACTHVITIES 4. biographicalReferringshould readto the,sketches the book:following on. Horace excerpt Greeley, and discuss the The Unpopular Ones, and using teacher Inmenparison antoday: angry betWeen editorial the ideascalled of "What Greeley Means and those of' some, the com- them,areGreeleyshalt to burn be killdeclared: readtheir Mexicans. and houges, obeyed ravage by our their people fields, thus: "It means that the CommandmentsThou shalt steal from them, hate This War," Thou 14, Theandred-hot teacherchildren." cannon will balls ask: into towns swarming with their and fire wives b.a. WhyWhoMexico? fervorwasin AmericaHorace against Greeleytoday the speaks presentso against with war suchthein Vietnam?emotion war with and d.c. WhyAretheyagainst are thegive? some reasosnthe ofVietnam the basically 4nti-war War? the spokesmen same? of today What are the reasons aTo everyseason, everything purpose, and athere undertime isto B. yesterday"unpopular"The student which causeswill are identify of Againofthe the sketchreferring ideas on. advocated toHorace, the bock: Greeleyby Mr. Greeleytte teacher such will as: list The Unpopular Ones, using some --Oldthe heaven... Testament, accepted today. b.a.c. unemploymentrightexpose of fraudulent men insuranceto jobs patent medicines g.f.e,d. govern5entprofit-sharingsocialmedicare security anti-smoking measures FOCUS OBJECTIVE h.i. childwomen's labor aufferage laws LEARNING ACTIVITIES Asklj, minimum wage laws.Which,now a ofpart the ofabove America's have been way acceptedof life? and are ofWhat some are in some our ofsociety the radical, today that unpopular might beideas . Individuals fight for The student will make 1. The student may readily accpeted at a later date in c.a. history? make some generalizations fice.greatrights personaland reform sacri- at whytomorrow.todaygeneralizations unpopular might . beideas accepted as ofto Discuss:asunpopular "good" ideas ptof anothertoday might period be inreadily history. acceptedas to why b.a. "TomustIs thereevery be ready anything truthfor there an in idea?isthe a statementseason, and that people a time to 2. wereThroughout.history, rejected, shamed, some4mericans ridiculed and who even had jailed. everyunpopular purpose ideas under the heaven..." ---Old Testament--- Greeley's,Theevemts. student newspaper, will describe the Tribune,or role-play and yelledl (example: Thousands of riotera stormed. Horace some of those "Death, Theideas.to studentthe Tribune.") might discuss men of today who have unpopular HeHenrysustainserve stated: David in the an Thoreau unjust witheldgovernmentwar by thoaetaxes which whoto protestmakesdo not the refusean war!"unjust to war. "The soldier is applauded who refuses to 6 FOCUS OBJECTIVE Was he criticizing those who paid their LEARNING ACTIVITIES taxes which Werewar?supiorted his ideas the governmentaccepted? that was engaging in the Was his act of civil-disobedience effective? What happened to him Whatcivilas awere resultdisobedience? the ofsocial his protest?implications of his act of 4. taxesofJoan Thoreau Baez,designated (Shepopular withheldfor folk-singer, war). a portion followed of her theincome Her husband, David Harris, ideas War,Therefused andstudent was service jailed.will comparein the armyand contrastbecause ofThoreau the Vietnam and TheagainstBaez student.will and war. her husband critically in their methods of protest assess his personal values NOTE1andlates beliefs to war. concerning ci"vil disobedience as it This topic could be used for debate. re- . yhoreauCivilThe teacher Disobedience(Filmstrip may show House) (Guidance the following Assoicates) filmstrips: Concord:General discussion (Guidance Associates) A Nation's Conscience (Emerson and.Thoreau) FOCUS OBJECTIVE LEARNING ACTIVITIES . Theimportance...""The student liberty should of said the research Johnpress Peter isthe a Zenger Unger.subject of the greatest . 0 aboutYorkwith theTimesthe Supremewar for in its Vietnam.Court part ruling in publishing of the case "secret" against documents the New case and compare it AftertheFreedomZinger, studeL:sshowing drof the theto film,Press, analyzefilmstrip: Mi 1-1015 andhtier react than to the the Sword: idea of Freedom , the teacherFreedom should of theask Press - Zenger and Tomdents.of thePaine Press was asboth it acceptedrelated toand ihese rejected two specificin his time. inci- can HowThemany canstudent and one then man,will at withinanalyze another a whylife time, this time, be was sobe so. scorned?admired by po rejectedeagerlythat(The Paine's teacher accepted,by many.) ideas should but, of try patriotismhis tti, ideas eliCit aboutand theTevolution religion understanding were were utilizedQuestionsThe, book: for for further discussion: gackground. Citizen Tom Paine by Howard Fast, could be a. tryWhy men'sdid Thomas souls?" Paine say: 1 "These are the times that b.d.c. AreAreThomas Isthere thertThomas Paine's any any Painereligious individualsideas still aboutlman's groups a co4troversia1today today whorelationship whichreflect figure reflect his totoday? thinking?God? FOCUS .OBJECTIVE LEASK G ACTIVITIES NOTEcauses.inready ourTO describedTEACHER:history (and could present) be used who for Similar types of activities espouse unpopularother individuals as al- interestThe"rebels" student to and him.may research wantto makethose he up his own list of such finds of particular Therec.b.a. should be available in the class:TheyAmericanThe Unpopular Showed Anti-War the Ones Way Movements by JuleS byArcher Jos. Contin g.f.e.d. 40WomenBlackAmerican American whoAmericans BiograEhiesShaped Biographies byHistory John by KurtMurrayby Henrietta Wilkman Sussman Buckmaster Availableh. Records: They Were First by Chas. Spiegler MinorityW. E. B. DuBois.Party in America Available filmstrip: bulh from Educational TheAudio-Visual(Association Dissenter Co.Fil s) - Norman Thomas 9 GOAL: DISCRIMINATICN.THE STUDENT WILLFOCUS RESEARCH THE LIFE AND TIMES OF AMERICANS WHO ACHIEVED "SUCCESS" IN SPITE OF PREJUDICE AND . OBJECTIVE . LEARNING ACT VITIES Overcoming' prejudice . The student will research The student will define: and discrimination . andtakes determination. great courage prejudice.whothe mademan andit inthe spite times of -prejudiceUsing same of the following iscrimination personalities, the student, b.willa. research the times: in ElizabethBenjamin DannekerBlackwell j.i,which they lived: Richard Wright, id.'e, JimMarian Thorpe. Anderson 1,k. Dr.Gordon James,Dorothy Parks Comer Brown h.g.f. AltheaCesarJackieJames GibsonBrownChavez Robinson (singer) p,o.n.m. 'CharlesRalphPaul Lloyd Robeson. Bunche Discussion(teachers questions:and students could add to list) Mary: McLoed. Bethune b.a. WasAmericahsWhat that forms type encounter? ofof' prejudice prejudice.prevalent and discrimination did these in American c. "success?"Howsociety? did the individual overcome the barriers to their . WarrenThe teacher Schloat. will show the filmstrip: They Have Overcome, 10 FOCUS OBJECTIVE H LEARNING ACTIVITIES, 4. TheyWomenStudents Showed who will Shaped the find Way Histori the following books, helpful.: MenPaulBlackThe Who Robeson, BlackAmericans Made.It Athlete Citizen of the World 5. anyTheination. Americanstudent will(already role-play researched) who suffered discrim- incidents ia the lives of co 64 ofaskwhoThe understanding.student"madethem anyit" will questionsin writespite a.ofthey letterprejudice feel to would and broadendiscrimination their ond any of the Americans scope

11 GOAL1 AMERICANSOFBASED THE ONREFORMER., TOTHEIR ENGAGE READINGS,FOCUS IN COURAGEOUS THE STUDENT EFFORTS WILL TOWARD ANALYZE SOCIAL THE CONDITIONSREFORM, AND OF MAKE THE, A SOCIETYJUDGMENT WHICH A'S TONECESSITATED THE EFFECTIVENESS SOME OBJECTIVE LEARNING ACTIVITIES andwillareIn change. everyworkindividuals forage reformthere who A. Theintosome studentsocialdevelop well-known reformers. willan interest discussquotes . SomeForstudents general well-known for discussion: this quotes section that ofwill the stir quin: the imagination of b.a, "EVery custom was once an eccentricity;"Courageonce every an idea absurdity."is gracewas under pressure." ---Holbrook Jackson------Ernest Hemingway--- c. King,time"We, ismust Jr.--- always, use time, right, creatively, to do. right." and forever' realize that, ---Dr. Martin Luther e.d. Let,his"Nothing works."your isactions: better bethan led that bY yourself,a man should not berejoice events. in ---Bible--- rightsIndividuals and reform fight at for Thethe student life and will times research of 1. researchGiven the their folloving lives listand times,of Americans, (by reading the---Bhagavad studentbiography will Gita--- or financialgreat personal sdcrifice. and social reformers. a.biographical sketches): andRoger state) Williams (set pattern for separation of church b.e.d.c. JaneDoreatheaSusanFrederick AddamsB. AnthonyDixDouglass (fought (humane (women's (great for treatment garbage rights)orator of collection,- theanti-slavery) mentally fought ill) f. NobelDr.Prize)for MartinrightsPeace PrizeLutherof poor, winner) King worked Jr. (greatfor peace civil - wonrights Nobel leader, Peace 12 FOCUS OBJECTIVE LEARNING ACTIVITIES: k.i.j.g. John.HoraceUpton.JOhn SteinbeckPettr SinclairGreeley. Zenger (muckraker)(muckraker)(fighting (fighting. journalist) journalist) m.n.1. CesarHarriet.Maryand McIoedmigrantChavez Tubman Bethune (foughtworkers) (underground (foughtfor the forrailroad rights of Mexican-Americans schools: for Blacks) for slaves) John.HoraceandEelph corporation) DeweyNader Mann (education)(consumer(education) rights. - exposes wrongs of business C. societytheThe studentconditions which will necessi- in the assess 1. tionsThe students after theirshould, researchl be able to Jacob Riis. (slum clearance) answer the following ques- reform.tates the demand for d.b.a.c. HowWhatDidWhat did specificallythe was the times the public causedemand motivatedrespond the changes reformer the to the call for reformin the society? reformer?worked for? e.f. hisWhatHowand cause? methodschange?effective did was the the reformer reformer? utilize to communicate livesThe student of any willof the role-play above lentioned incidents.and made? Whet changes were events in tht thepressingThe "reformer."student his willviewpoint write ona letterthe beliefs to the and "reformer" , "reformers." activities of ex- 13 FOCUS OBJECTIVE LEARNING ACTIVITIES Nameanswer a social the following problem thatquestions; you believe is serious and then . b4a. WhatwhatIf youmethods specific were, woulda goalsreformer yoUuse would devoted toyou reach want to solvingto reach? your goals? problems, c- \ thebehavior?Would problem you aim changed? at getting people to change at getting theconditions which produced. both? their 5. PastCompare(past and and contrast present): personality and drive Present (600s. on) of women reformeT.s JaneDorotheaHarrietSusan Addams B. DixTubman Anthony p_eanorjeanKateRachel MilletBaez RooseveltCarson (deceased) (deceased) Questions:Elizabseth Blackwell Didones any were of themthe mosthaye effective?similar causes?. Which Jane Fonda What methods The student can attempt to mimic or portray onedid lived?they use? Describe the times in one of the which 6. Comparewomen,class. i.e.,and contrast an actual personality, or made-up drivespeech and share with and depth of BaezThoreaucommittment (husband ofDave the Harris) following Americans: Dr.Rosa MartinParks Luther King 14 HarrietDaniel TubmanEllsberg (Pentagon Paptrs) FOCUS OBJECTIVE LEARNING. ACTIVITIES Questions:(student and teacher disobedience)To what idea were they can add oi delete) committed?? (Civil What were thetheir general acts ofreactions? Civil Disobedience? broughtobedience?Hoy effective into focus was theirchange2 Did any of tbe conditions they acts of civil. dis- planet"What.isThe teacher to theput will useit on?"ofdiscuss a house if ---Thoreau--- the following quotes: you haven't got a tolerable "Thewill"Man mostendhas bylostalarming destroying the capacityof all the earth." man's assaultsto foresee upon andthe forestall.envir- --Albert Schweitzer--- He iswithonment for dangerous theis themost conta andpart inationirrecoverable..." of air, even lethal materials. earth , This pollutionrivers and sea worldanalysisBased today.on oftheir the discussion,problems of theecology student will make a critical facing Americans and the '---Rachel Carson-- Question: WhatwhoWho didwere these concernedthe Americans,Americans about advocate? throughoutconservation? historyWere their 15 ideas readily accepted? FOCUS OBJECTIVE LEARNING ACTIVI IES WhatRachelThe impactstudents Carson. did will her researchwritings thehave life and times of on today's society? RalphWho are Nader some bas Americans written whoseveral have books continued her efforts? and pamphlets among WhoUnsafetheml Speaks, at any for Spetdthe. Consumer? z\D WhoWhatWhatWho are, isis techniques hishisRalph cause?Raiders? Nader? for change are being employed? WhatWhat(NOTE: changes sector haveof the resulted society sinceis: his Booklet Who Speaks for the Consumer? resisting his, ideas? crusade began? can be Why? 'help shapeDoes the destinyindividual 10. The19thpurchased SupremeSt-, from:New Court York, has N.Y. recently made League for Industrial Democracy; 112 10003) a ruling regarding East ofdual?destinysociety society, shapeof orthe doesthe indivi- ministerTheseparation student with willof different Church research and ideas, theState. roleplayed Roger in Williams,the history the of Howour (couldhas country our also nation regarding add madeAnne theuseHutchinson) separationofiRoger Williams of church and efforts? state. , ,.,, , 16 FOCUS OBJECTIVE LEARNING ACTIVITIES 11. TheywithThe studemtseparationshould discusscan ofresearch Church. Madeline SupreMe and Murray State. O'Hare. Court, decisions dealing s recent efforts Aretofor havethere this church cause? property taxed. any other present day Americans who (separation of church and state) are crusaders NOTE: Women.TheyBooks ShowedWhothat Shaped can the be. HistoryWay utilized for this, portion of quin: PioneersTheinquiry:Promise Unpopular inof Protest AmericalOnes: USA. Struggling for the Dream: Social.TheFilmstrips: Literature Movements of Protest. to ChanNation (Guidance, (Guidance) Assoc.) FreedomEnvironment:CivilWomen: Disobedienme of the Press Tbuidance) Today: (Guidance) The. Forgotten. Minority (5;71noyer-Geppert) Changing. Manis Value (Guidance) 17 GCAL: PROBLEMSTHE STUDENT ENCOUNTERED WILLFOCUS RESEARCH BECAUSE AMERICANS OF THIS OBJECTIVE WHO CCNTRIBUTEDGROWTH. TO THE GFATH OF INDUSTRY LEARNING, ACTIVITIES AND LABOR AND ASSESS THE Technologicalbring about manyadvances com- theThe lifestudent and willtimes research of 1. The student will define: plex problems. Americansand Labor. in Industry laissez-fairechild-laborindustrialcapitalism revolutionlaws monopolyprofitlabor,socialism union. SamuelThefollowing student Slater. Americanswill construct in their a time-line proper time: and place the Henry Ford JamesMontogomeryEli.James WattWhitney Hargreaves Ward TheThe.GeorgeAndrew. DuPontRockefeller PullmanCarnegie Empire Empire AndrewCyrus (list McCormickMellon could be added to or deletions made) William,J. Paul GettyVanderbilt theTheframe student'.rise of of reference. industry? Will discuss these Americans in their proper In what way did theyHow contribute did they tofeel about government Theproblemsregulation students created of willindustry? bdiscuss ,What the werefollowing some of' quote: the resultant, their growth? Questions:"The man who dies rich dies disgraced." Whyis wouldCarnegiels, a. rich money man saybeing such used a-thing? for today? ---Andrew Carnegie--- What How (See American H2Eilm, April 1971) foundationamany other industrialfor the benefit magnates of society?have set up FOCUS OBJECTIVE .ING ACTIVITIES. . For"Arepossible general the today?'"industrial discussion: success stl'ries of yesterday, still . Thesome student value willjudgments make andThe beliefsstudent concerningwill critically the morality assess hisof accruingown personal great values weaAth.about the division of a.9(1personal questions: wealth. What personal characteristics do those people have He will consider the following ideas b. whatDoeswho are ratethe rich? questionhave any ofbearing how you on acquiredthe question? wealth and at wh I C. materially"Generallytoday are speaking, strivingpart of theirwhatfor? dopicture? you think the young people Is personal wealth and "success NOTE TO TEACHER: Lundburg.TheYoubackground mayRich want and totheinformation consult Super-Rich. the, on manybookby.Ferdinand wealthyentitled: New York: Lyle Stuart for broughtThe factory numerous system' Thethe student problems.resulting will analyze Thesome industrial of the following revolution problems? and growth of facotries caused men and families. socialproblems. and economic industries.from the growth of concentrationexploitationdangerous working ofof workers economicconditions, (long wealth i.e., child labor, hours, poor pay) 19 FOCUS OBJECTIVE LEARNING ACTIVITIES Asproblemswho these were, problems andinterested injustices. emerged, in correcting there also, emerged Americans or eradicating the Thechangingtheir student aims conditions; willand purposesresearch andthe the role they playedfollowing in Americans as to JohnEdgtneSamuel L. DebsGompersLewis UptonBill.Elizabeth. BigSinclair Haywood Gurley Flynn JamesA. Philip(student Hoffa Randolph can add to list) Norman.Terrence Thomas Powderly '.. The teacher spotlight any ot the above. For example: Hetheoriesoffice,Eugene condemned Debs, for war, thean Americanranmore for equitable Labor organized the rail workers, and formulated president 4 times, was.imprisoned. Leader, helddistribution public of wealth. A. WhatDiscussion kind of questions:a_person was Eugene Debs? B. Hivethoughtsdisenchanted students of Eugene givewith personal theDebs: American reaction economic to the following Whysystem? was he warsworkers...He were, never shouldfor advocatedcompetition not kill violence; betwetneach other hebig inwarindustrialis15... believed that btcause 20 FOCUS OBJECTIVE C. What techniques did Eugene Debs LEARNING. ACTIVITIES, use to communicate, his HowWhytheories,just2 oreffective why that not? wasthe Eugeneeconomic, Debs? system at that time Was he justified in using these techniques? was not ateTheexamples: andstudent long-range will cite specific examples of Organized Industrial Workers of the World change: immedi- Adamsonbargain...withlationsInfluenced Act Act settinglaws which employers. for gave8 Claytonhour workers day Anti-Trust and the Labor right Act,Re- to Terrence.background,The student Powderly, willtheories compare. John and L. methodsEugene Lewis and.Debs,with others. Normanhis personality, Thomas, drive, AskClass the discussion: students what conditions would have to be present infollowing America todaychanges: for the Ameritan society to tolerate ' the b.a. typesystem of ofeconomic regulated system capitalism to socialism or other e.d.c. Guaranteedcommune"Cradlefour day living to workincome Grave week Social Security" 6. ofByf. writingthe new anproblems essay, thatthe studelitwill ;ace will our speculatesocietyGreater limitsabout on profit as a result some of technology.21 1 1 FOCUS OBJECTIVE LEARNING ACTIVITIES . AmericansThe studcht spenk will for: determine, through research, which b.a.c. The workerbusinessconsumer (white community and blue collar) Books:Materials that can be used for this part, of the Quin: AmericanTheAmerican Unpopular kagraphies Radicals Ones Filmstrips: Inquiry: Associates)The Growth of the Labor movement (Guidance USA ConsultFilms: Di,de County Film Library The,JohnThe Rise Dissenter:L. Levisof Big (Association. Business (Encyclopedia Film) Britannica) Norman. Thomas, (AssociPition Film)

22 OAL: ANDTHE WILLSTUDENT EXAMINE. WILL IDENTIFYTHEIR LIVES AMERICANS. AND TINES. WHO HAVE LNRICHED OUR. CULTURE BECAUSE OF THEIR CREATD1TY AND TALENTS FOCUS OBJECTIVE LEARNING ACTIVITIES People of all races The student, will examine . The students and teacher will identify some talented Americanthehaveand ethnicenrichment contributed culture. backgrounds of to talentedthe, life Americans.and times of Americansa.to the richness in the followingand beauty areas, of our who culture. haveart contributed (painting, sculpturing, etc.) music.literature,conveyedGreat messages through art, can and be NormanFrank.JacksonWinslow Lloyd. RockwellPollockHomer Wright WhistlerGrandma.RockwellBen. Shabn. MosesKent WhatDoeslived kindthe in? workof art of came,these outartists of the reflect Depression the times Years? they b, Althearecreation.(major Gibson sports) Babe Ruth WhatJackieJim Thorperole Robinson does recreation and sports play in cur BillWillie Russell Mays Doopposedculture? we live to in participation the age of "spectator" sports? sports as c. Leonardmusic and Bernstein dance and theatre Sarah Bernimrdt MarianEnricoHelenSimon Anderson &HayesCaruso Garfunkle LouisDukeMariaPaul Robeson. EllingtonArmstrongTallchief 23 FOCUS OBJECTIVE LEARNING ACTIVITIES d. literatureHowcrlonial has music times and to danre the pres,.nt?changed in our culture from, WaltMarkUpton WhitmanTwain Sinclair PearlErnestSinclair S. Hemingway BuckLewis , Langston.Richard Wright Hughes. RalphjohnCarl. SteinbeckSandburgWaldo Emerson AreCompareDidwriters wethe a authors'the nationof stylestoday. of writings renders?of writers reflect of yesterdaythe times? with What do we read.? thepoetry,bringThe "lifestudents in listen theirand cantastes" toworks role-playsome forof nf Americans discussi-n,the some music of today. theand read personalities,relate some itof totheir today.Theliterature, student will art, make and amusic judgment that aboutis part the of types our cultureof Is he happy with them? Books:Resources for this part of quin: GreatAmerican Artists Biographies of America FamousGreat AmericansN2fro Entertainers - Short Biographies on Stage, Screen, and T.V. _ _ 7- 24Filmstrips: AmericanYears of ChangeAuthors (Life (Ed. Ed.Reading Services) Services) GOAL: ANDTHE EXAMINESTUDENT TEEIRWILL IDENTIFYLIVES AND GREAT TIMES. AMERICANS WHO HAVE ADDED TO OUR KNOWLEDGE Of SCIENCE, MEDICINE, AND ; TECITOLCGY Pioneers in science FOCUS. The student will research OBJECTIVE. The students and teacher will compile LEARNING ACTIVITIES a list of andcome ethnic from allgroups. races Americanstheirtechnologyscience, lives inmedicine, andtheand examineareastimes. and of TheAmericansscience, list could whomedicine haveinclude: addedand technollgy. to our knowledge of AlbertJohnGeorgeEnrico Glenn FermiEinsteinWashington Carver HenryAlexanderLee.Luther DeForest Ford Burbank Graham Bell CharlesDr.(Students Michael. Drew andDeBakey teacher could add to ThomasDr. Jonas Edison Salk After'readingthatplace histhe workindividual, and related research into: the the scientific students will the list) category bulletinTheFor studentexample: board, will etc.)show inthe a life,graphic. times, and works of Medicine, invention, Botany, etc. manner (poster, . Whata particular impact did scientist. their works have on the, total culture? 4. StudentorProjection: breakthroughs, will speculate in medicineOT predict he theforesees types in of the inventions near future. See bibliography for sources. i

I; 25 GOAL: Mt STUDENT WILL IDENTIFY AMERICANS PAST AND PRESENT WHO HAVE CCVTRIBUTED TO THE DEVELOPMEVT OF AMERICAN FREE INSTITUTIONS FOCUSUNDER LAW AND EUMINE THEIR LIVES AND TIMES. OBJECTIVE LEABNING ACTIVITIES areThe alaws reflection of the landof AmericansThe student will research in the areas I. The student will know the following words: times.the people and the andof governmenttimes.examine their and lawlives governmentrealistidealist state's rights"' politicscredibilitypolitician gap 2. ThomasAMericansStudents Jefferson willin their construct proper a time:time line and place the following johnAndrewThurgoodEarl MarshallWarren Jackson Marshall. J.RamseyFranklinWilliam William Clark Douglas RooseveltFulbright Theframe(Students; students of reference. andwill teacher discuss these people in their can add'to list-) proper CivilAfterinzation the readingrights area as legislation;of:toandresearch, the contribution rightsthe'students ofmade by will the makeabove Federal laws which effect us today; women; labor laws; leaders generali- . Discussion:crime in America, welfare. amongpersonalityDoidealist people the aboveinto traits? politicsbe listedin politics? andpeople? government have "unique" Do you have to be a realist or Are there any similarities 26 FOCUS OBJECTIVE 5. theWith major. all the mentpolitical talk today about leaders; the the, student "ci.edibility will LEARNING ACTIVITIES; of today. c. itioally assess some of' gap" in gpvern, Consult bibliography for resourCe 1 material.

27 GOAL: EXAMINETHE STUDENT THEIR WILL FOCUSLIVES IDENTIFY AND TIMES. AMERICANS WHO HAVE CONTRIBUTED OBJECTIVE TO THE DEVELOPMENT AND PL LEARNIM ACTIVITIES ,ING OF CITIES AND withunlesscitiesThe remediesdeath men is ofinevitableof arevisionour concernedtheThe lifestudent and about willtimes theexamine of pro men 1. urbanThe student sprawl, will know the, fbllowing inner city words: taken seriously. blems of our cities. megolopolisurbanslumlordghettoes renewal . tenementssuburbslums RobertBenjaminThe student Weaver will\ research the followingLewisjacob people:Mumfbrd.Riis b.a. WasWhataboutorderly Franklin were city developmentBenjamin planning?' ahead ofFranklin's ofhis the times city contributions in of his Philadelphia? thinking to the d.C. heJacobWhatthathis use medium ideas? Riislivingin his wageddid infight Franklin them.war to, againstencompassed. rid:New use tOthe Yorkget slums acceptanceof itsand slums?degradation What methods did for LevisHowandcompared successful lackMumfbrd ofto planning'Franklin?' waswas veryhe?' .critical,of' American about cities. the ugliness What kind of person. was Riis What were' . TheWhathis problemsplanstype of'for of personchange? the citieswas he? became so severe that the Did anyone take him seriously? jacobDevelopment.WeaverFederalIS he' Riises governmenta the. fbrcefulin personalityfirst setindividual? Secretary up. anda Cabinet drive?of Housing' post withand UrbanRobert What is the background of Robert, Weaver? How does he compare tb What can his 28 theDepartment blights hope' in our to cities?accomplish in the' alleviation of FOCUS OBjECTIVE LEARNING. ACTIVITIES problemsaThe judgment student and about willsolutions themake . ticallyBased on assesstheir research,the reasons the forthe s,udent dilemma will beof askedthe cities. to cri- of our cities. possibleAftermobilityWhat hastheir solutions.ofthe criticalpeople age we have liveassessment to in, do thewith the economic thestudents dilemma? syste should list and the Resources: AEPJacobHowAmerican thebooklets Riis Other Biographies Revisited: Half"LivesAnother Era Poverty and Slum in

29 MATERIALSI, RECOMEICED BASIC, TEXTUAL AND OTHER MATERIALS Bailey,Kane,Sussman,Archer, Ralph Helen. Jules.Murray. and Jeffrey Glover. 40The American Unpopular Biographies. Ones.American Biographies. Inquiry: New York: New York: New York:U.S.A. Crowell, 1968. New York: Holt, Rinehart,Harcourt Inc., Brace 1968. & World, 1964. Globe Book Co., 1971. II. A.ALTERNATE STUDENT AND CLASS MATERIAL TEXTUAL Levitt,Biography.Buckmaster, Kendricks, -Henrietta. 17 titles, Women. charts, Who. guide. Shaped History. (Loy reading level) Afro-American Voices, 1770's - 1970's- SPRINGBOARDS, New York: New York, N.Y.: New YorklCollier Books, 1966. NobleOxford. and Book, Noble Co., Publishers. 1970, Wilkman,Bennett,Rollins,Spiegler, Jon.Lerone.Charlemae Charles, Kurt, Hill.ed. PUblishers and. Distribution Corp., 1969. Pioneers in Protest.Black Americans. They. Were First. They Showed the Way. (From. Colonial DaysChicagol to Present.) Columbusl New York: johnson Publishing Co., 1968.Charles E. Merrill Publishing Co., 1968. Crowell, 1964. New York: New York Universal WorldGolden.Potter,Dade AffairsCounty Legacy Robert- LAPS, Materials.Series, for low reading level students on Negro literature, and. famous Negrons in history. Americans Meet the Challenge. (Comic books.) Brooklyn College, Brooklyn, N.Y. P.O. Box 4939, Clinton, Iowa. New York: Globe Book. Go.(Ralph (Reading Bunche, Level Jane 4) Addams, EMerson, Thoreau) Famous Negroes. B. AUDI06-VISUALLaw, F. K. MATERIALS Great.Lives.Great Americans. New York: New York: Globe Book Co. (Reading Level 6) Globe Book. Co. (Readtng Level. 6) 1. GuidanceFILMSTRIPS/RECORDS,(Pleasantville, Associates: TEACHER'S GUIDES, Concord:Civil Disobedience - 2 parts A Nation's Conscience - 2 parts New York) BenjaminTheSocialGrowth SearchLiterature Movement:of Franklin: thefor LaborBlackof Protest MovementIdentit - 3 -parts 2 parts To Change a Nation Symbol of the American Revolution Martin Luther King and Malcolm X - 2 parts 30 FilmstripRMI (Kansasfilm: Hollse: City, Mo.) ThoreauJosephMark Twain, Pulitzer,- 4 parts.The Man Immicrant and. the Legend Editor Warren(Pleasantville,(New Schloat: York, N.Y.) N.Y.) RushThey Toward.Have Overcome Freedom. 4 parts, Life Educational. Services:Years Freedom of the. Press of Change Part III (Homer, Whistler,- 8 parts- Peter fIer 1 part R miair;ton) Educational(St.Bill Petersburg,Milner: Audio VisualFla.) 'Famous Americans (Edison, Carver, Bell, E. Roosevelt, Jane Addams) EyeInc.: (Pleasantville,Gate: N.Y.) MarkJohnImageGrapes Twain'sBrown Makersof Wrath Mississippi and. the - 10 parts 1930's - 2 parts Modern(Jamaica, Learning N.Y.) Aids: FreedomLeadersFamous Americanof Americathe Press Women - 9 parts - filmstrip- 9only parts BFA (Santa(Rochester,Educational Monica, N.Y.)Media; Calif.) AmericanSocialMark Twain's_America Reformers Negro Pathfinders (Martin - filmstrip only - filmstrip only Luther King, Philip Randolph, Ben- Service,Educational.(Paramus Inc.: N.J.) Reading American Authors (Alcott, 6 jaminfilmstrips. Davis, Bethune, Marshall, Bunche) Clemens, Longfellow, Irving, Poe, Whittier Educational(New York) Record Sales: MexicanPuertnBlack Americans AmericansAmericanRican Leaders in. Leadersin Political.Arts of oftheand Science,the20th 20th Century CenturyLife - 5, parts 5 parts - 4 parts - 4 parts 31. New York Times Book Negroes; in America: From Slavery. to New Militancy AudioDennoyer-Geppertand(New EducationVisual: York, N.Y.) Division: Women:Black Americans nnd Their Goals The Forgotten. Majority - 2 parts Films:Encyclopedia(Chicago, Ill.) Britannica HoraceRogerJohn Marshall WilliamsMann 2. AssociationFILMS(Wimette, Films: Ill.) John L. Lewis - 26 min. (rental) (New York) WoodrowDr.FrankThe Michn,e1Dissenter: Lliyd Wilson: WrirhtEllis DeBakey Norman ThomasThe Fight for Peace York Times Library The WomenCreative Get Thirtiesthe Vote NationalNewand Educational Information Services: Freedom Man - Frederick Douglass DecisionEmnerorThe Hurdler Jonesat -Delano Dr.in AmericaCharles - Cesar -Drew. ChavezPaul Robeson (rental) Color, 16 min, 16 mm. FieldMedia:(Hollywood, Services, Calif.) Indiana Martin Luther King: The Man and the March. DadeUniv.(Blooming, CountyAudio VisualHoardIndiana) ofCenter: Kin Martin Luther jr. From Montgomery to; Memphis 83 min. b/w. rental) Public Instruction ModernRiseLabor of Women:Movement, Industrial The Giants Beginnings and Growth in America The Uneasy_lia. Part 1 Part 2, 1-317721-13781-318731-317701-31771 32 Afro-AmericanClarence Drrom Artists 1800 - 1968 1-315625-20188 211EMELE.I4124D.HenryEuhart.Frederick Full AmeIka Douglass: The. House on Cedar Hill 1-315491.-310061-051231-135551-05112 HealthGrandmalJohnFDR'sHistorian's Glqnn FirstHoroes: Moses Term View of Henry Ford The. Brittle Against Disease 11-12413.1.-31556 1-3116805098 laxillarza-212MarkLeveyThomas Twflin: ofjefferson Thomns Ediam 13.1.1siumuillhz_bizaiLukg 1-118101-051001-124291-12466 ililLALIttnaL_Laa_C(11-12rCarlMathew Sandburg Brndy: his Works Photographer of an Era 1-124751-309921-051251-05525 :YankeeW-r1dRoger.Frank Painter, MournsWilliams:, Lloyd FDR'sTheWri2ht Work Passing of Winslow Homer Founder of Rhode, island 1-309931-308081-309941-05113 ...LIO.fiLL-IIST4m.:john.JackieMark L. Twain 1)i-osornLeWi Life of Martin Luther KinE 1-315521-315551-315591-315501-31704 lanicooevel.Wondr-wBills'Babe RtthWi Mitchell 1 son Earhart 1-315691-315631-315661 1-31565-31551 _EidaatECh.george rImjAndhua.., Pattaa. Byrd 1-315601-315431-315421-31567 Brandom(New York, Films, N.Y.) Inc.: alnit_t_tlyaLs.ILLe^..is.ThThe GraresPearl byflf John Wr;,th Steinheck. by Jobn Strinbeck. For_Tatter Vjiloco by Jnhn Lteinbeck. b/w, b/w, 75 77 min. (rental)min. (rental) b/w, 128 min. (rento1)b/w, 62 min, (rento1) RECORDSEncyclopedia(Chicago, ill.) Britannita: TheThe RiSe Gasoline ?f. BiR Aze. Business_ (Carnegie, Rockefeller, Morgan) .27 min. b/w Folkways/Scholastic:Demco(Madisnn Educational Wis.) Corp.: -nustr7a1Grnwt-1B6tn1,0- "Et_E1212z1-1,5eAnthnlogySongs of the ofRefnrmnrs NegrISuffragettes Poets in the. U.S.A. - 1900Record - 1922_,-Set of 2 records or casset es Set of 2 records, or cassettes. jtobjorrhW._E,TheEum,nInterview NegronT Rights%Bois Frederick W,omanmith (Eleanor William (McLeod, Dow-lass Roosevelt) C. Tubman,D,u7los etc.) Vol 1 and 2 (Pleasantville,VisualEducational Inc.: Audio N.Y.) _IIImaLIELELIE'hesW,GrEntIn E. Search B. Necro Duads of AmericansFreedom - Martin Luther King Jerico jim. Crow - 2 records, Education(New York Record Sales: , N.Y.) MazitinfaEit.L.P.I.ericaPoetryPoetry. ofnf CerlLanes:ton Sandburg Hurhes SL2r-l-Lxlitarx..;AaiaLQ...1.r.Ilua.A1-Frederick_DuglassJohn Steiubnck 2 records P. 1 - The Red Pony - 2 records e f Cnurriet. Education:Society(Chicago, for Ill.)Visual juacka_iii_anazturant_Illacta_in_aujs._(or..Ezzka_i_n_acisau..(or cassette) (or cassette)cassette) 1112rks ir Art (or cassette) 34 4. CenterCASSETTESStudies: for Cassette SpntlightRoots of Americanon John. RadicalismPeter Zfnger. (Norman Thnm 22 min. 27 min. (North Hollywood, Calif.) MainFocusSpotlightLife Street on.on Bayard.the on.- Sinclair MississippiSinclair Rustin. Lewis.Lewis. 52. min. - Mark Twain.57 min. 56 min. 27 min. Florida:Audio(Ft. VisualLauderdale, of South Fla.) CrispusFrederickDredSojourner Scott Attacks Douglass Truth NB609NB602NB610NB601 BookerMaryMartinHarriet McLeod T.Luther TUbmanWashinzton Bethune King NB614NB613,NB612NB611. Cook.(Ft. Consultants:Lauderdale, Fla.) American'sChnrlesGeorge RichardWnshiagton Golden Drew Age Carver (Hawthorne, Emerson, Thoreau,Longfellow, Poe, Whitman) NB624NB623 5. Sciences:PatheSINGLE Educational CCFCEPT FILMS JohnJackie D. Robinsnn. Rockefeller 6. REPRINTS(New York) HenryRalph 4uncheFord Life(New Reprints: York) #46.11AearatePat#60#9#7 ThreeMark TwainAmerican Poets Frost and Sandbur PICTURES 7. B.F.A.The (Logan,Perfection. Educational Iowa) Form, Media: Co.: FamousWomen SuffrageBlack Americans 10 pictures set of 12 Educational(Telegram(Santa. Monica,Wisconsin) Bldg.,Stimuli: Calif.) Superior, Ralph, Waldo. Emerson, Carl. Sandhurg, Thoreau, Mark. Twain.(Company Whitman has, pictures of many writers and. poets.) etc. III. A.SUPPLEMENTAL, TEACHER RESCUITTS BOOKS Lundberg,Ladenburg,Kane, Ralph Ferdinand. Thomas. and Jeffrey Me Glover.ach and the Sumer-Ridh.1970. Yesterday. Today. Tomorrow (American Adventures Program). Iaguirvi U. S. A. New York:New York: Lyle Stuart,Globe, 1968. 1971. SCholastic Book Services, 'Ct.) SUPP 3,1 PAL PUPIL RESCURCES A. Allen,Addams,BOOM Frederick. Jane. Levis. Twenty Years at Hull Hougg,., The Great Pieroont Morgan.. New York.: New York: MacMillan, 1954. Harper Row, 1971- Archer,Allen,Baker, Lee.Jules. Jules.Nima jlibe Brcwn._TheJlnizagaaar...2aez, Ruth, His Stary in Baseball. Fighting Journalist: Bis Catylocue (Life of Aaron M.nntg-Imery Ward). New York: Horace Greeley, NewCollier York: Press, 1968. New York: Putnam's. Son, 1966, Messener, 1966. Nev York: Harcourt, Brace & Co., 1956. Bernard,Benet,Bennett,Baker, Stephen.Rachel- Lerone.Jacqueline. Vincent. Ancel of Mercy: DorIthea,Pinnears Lvnde inDix. Protest. journey Toward Freedom, SoJournerDaniel Truth- Webster, Chicago: Laurel. Leaf. Johnson Publishing Co., 1968.NewwYork: Newjuliam York: Messner, Laurel Leaf.' Caldwell,Burns,Bryan,Breeden, JamesFlprente RADert, Cy. MacGregor,altnry Horn. Ford. Those, Inventive, Americans. auaaal,pAha_Ljgnion.nfWo.menlsRi.hts.Roosevelt: New York: The Soldier of FreedomJulian. 1940-1945. Messner, National, Geographic Society, 1971. New York:Bonk of the Month Club, 1970, julian Messener, 1947. Clark,Chamberlain,C rson, Ronald. Rachel, John. ailent-LAting,instein: H4H,-:csm'''.;4"1-.. 7 The Life end Times. New York: Fawcett, 1962., Bonk'Nem of theYork: Month. Club, 1970. Harper Row, 1971, Coigney, Virginia, Mnrgnrpt Sonerr: Rebel with a Cause. 36, New Yorkl Doubleday, 1969. .Deutth,Cordasco,Coolidge,Conlin, Babette. Joseph. Francesco,Olivia. American. Anti-WarWalt Whitman: Movements.Tom Paine Jacob. Riis Revisited: Revolutionary, Builder for America. Poverty and the SlumCalif.: in Another Eta- New York:Glencoe Press, 1968. julian Messner, Inc., 1941. Nbw York: Doubleday, 1971, EMerson,Douglass,Dougherty, Ralph Frederick. Michael. Waldo. Books,- 1963, Samuel Clemens.Narrntive qfHenry the' David. Life ofThoreau. Frederick Douglass, an. American, Slave, Hew York: Crowell, 1971- New York: Laurel Leaf. New York: Dolphin Gerhardt,Freedgoad,Franchere,Fast, Homerd. Jennie'. Lillian.Ruth. Citizen Tom Paine, Cesar Chavez,Theodore Dreiser. Great Artists of America. New York: Nem York: Crowell, 1971. New York.:Laurel Leaf, 1971. Crowell, 1963. Graham,Goodsell,Goldberg, Shirley,Shirley. Jane.Harvey. Eleanor Roosevelt.1).1.:1.Your MastRobesan:Americ-n Humble Servant_Radicals. Citizen of the World. New York.: New York: eniamin Banneker, Crowell, 1971. Monthly ReView Press, 1957. New York.: New York: Messner, 1946. julian. Messner, 1957, Graham,Graha.m, Shirley. Shirley. Shirley,.Shirley. pr..S:s.r..mge.Carver..TI-_le_.Storthen'tle, New York:York: Frederick.Booker T. Douglass.,Washington. New York: New York: Julian Messner. Julian Messner, 1968. Julian Messner,Julian Messner.1968. 41 Hairston,Guy,Haley,Gurko, Rosa. Lyle6-Alex.Miriam. The Movement (Thurgood.The Marshall, Autobiogralohy Martin. atClarence:Luther Malcolm King). Darrow, MenX. Who Made It. New York:New York:: Scholastic, 1971. Crowell, 1965, New York: Book, of the Month Club, 1971. New York: Scholastic Books, 1971. lia.Nm'ood.Harrod,Herrity,Harlow, Big' Kathryn Alvin. Richard.Bill, E. Man of Courage: The Story of Dr. Edw-rd Trudeau. Andrew glrnegie. The F.D.R. Storv,(an autobiography) New York: New York: New York: Julian Messner. Duell, SloanInternationnl & Pearch, 1958. Publishers, 1958. New York.: Julian. Messner, 1960, Judson,Jacobs,Hirshberg,Highet, Herbert.Gilbert.Clara. Al. AndrewBill Russell Carnegie. ot BostonFrankFrnnk Celtics, Capra:Lloyd Wright. The Nnme Above the Title.Chicago: New Y-rk: Follett, 1964. New York:Harcourt, Brace & World, 1965. Book of theJulian Month Messner,Club, 1971, 1964. ::..:endricks,Kugelmass,KingsKing, Martin.Coretta- Ralph,J. Luther.Alvin. MY' Life With M7rtin Luther King,Afra-Amerionn Jr. Voices. RalDhMorching Bunche, To Freedom. Fichter far Peace. Nem York: Nem York: Oxford Book, 1970.Harper Raw,New 1970. York: Messner, 1968, McGill,Lukas,Lacey,Leder, J.Leslie. Lawrence'Ralph. Anthony. Salthaladhumg. and Milton Meltzer. Alrgarel_LmogilE;oneer of Birth Control. gbeer the Lonesome Travel:Lr_; .11_32_i_a_o_t___Le_Area--..-TA New York: Laurel Leaf, 1969. The Life Qf W.E. DuBois New York: New York: Book. Find Club, 1971. Laurel Leaf. 37 McKee, Don. M..irtin Lqther King. Jr, New York: Putnam, 1967. Meyers,McNeer,Mersand,Meigs, May Elisabeth.Cornelia. Joseph,and Lynd ed.irfrrd. New York: Laurel Leaf, 1971. Mark Twnin. Great Americnn Short Biographies (Thoreau, Americn's Mork Toin, New York: Laurel Leef, 1970. Boston: Houghton Mifflin, 1962. Twnin, Carnegie, Sandburg, Anderson). Navarro,Nader,Morris, Ralph. joseph.Richard, ed. Hill, 1961. Who S e-ks for the Consumer?la Cnu n: Mnrio Tollchief: Turbulent Times -America's America Primain the Ballerina. Nuclear A e 1 46 New York: League. for Industrial Democracy, New York: - 1 62. Grosset & Dunlap, 1966. New York: 1971. McGraw Noble,Orr,O'Connor, jack.Iris. Richard. The Black. Athlete, Great Ledy of the Thentre: The. Common. Sense of Tom, Paine, Ceser Chavez and. theHis, Mirant Cause. t.r- in. American History. Sara Berherdt. New York: New York: NewMcGraw Yorkl Hill, 1969. New York: Messner, 1960. Lion. Press, 1969. Scholastic, Books, 1971. Penre,Peare, Catherine.CatherineCathering Owens. John.MaryThe McLeodWoodrowF.D.R.Wnolmnn, Bethune. Story.Wilson Child ofStory; light- New York: New York: An Idealist in Poljtics. Crowell, New1963. York: Vanguard, 1957. Crowell, 1954. New. York: Mils,Rollins,Powell, Jacob, Daniel. Charlemae.Charlemee. How. the. Other. Half Lives. Ideas; in Conflict. TheyFamorus Showed. Negro the, Enterteiners Way of Stege, Screen. New jersey: New- 40York: Amerjcnn Negro Lenders. Scott Foreman, 1967.Dover, 1970. & T.V. New York: Crowell, 1964. Crowell, 1957. ci Smiley,Spencer,Shapiro,Rockwell, Marjorie. Philip. Milton-Norman. ThreeJackie Against Robinson.Two R,nds, Slavery. to Grer-tness. ." New York.: New York: New Y rk: P11.:. Messner, 1966. ScholasticNew York.: Books, 1971Mncmillan, 1967. Doubleday, 1960. New York: Crow 11, 1964. Thomas,Stone,Sterling,Spiegler, Irving. Henry DorAhy.Charles. end Dana. Uft Every VOcee, They Were, First. Andrew Cernegie. New York: New York: Charles, Merril, 1968. Laurel. Leaf, 1969. Itargl"ellttlingt2pWeinberg,Weever,Thoreau, Robert- Meyer,Henry. Carver. David.ed. The Urbnn Complex- W. E. B. DuBois:W-lden. and. Civil. Disobedience. U. S. G vit. Printing Office. #4701-0104. New York: :A. Reader. Doubleday, 1971. New York.: New York.: Harper & Row, 1971. Harper Row, 1969. 100 Yest,Wright,Womenein,Weingast, Edna. Richard. David. AmericenAipmen. et_Eilicau. BlackeBov,en4Frenklin Times P. Roosevelt: sj. New. York:Abraham Lincoln. NewHarper York: & Row,Mnn 1945.of Destiny. Ebma Lazarus Federation of JewishLippincott, Women's Clubs,1955. 1963. New York: Messner, 1969. 38