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Universiv M Ioaïlm S International INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method of “sectioning” the material has been followed. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted into your xerographic copy. These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases the best available copy has been filmed. UniversiV M io aïlm s International Peet, Thomas Steven A SELECTIVE HISTORY OF SOCIAL STUDIES SCOPE AND SEQUENCE PATTERNS 1916 TO 1984 The Ohio State University P University Microfilms internstionai300N.2eebRoad.AnnArtiw.MI48106 Copyright 1984 by Peet, Thomas Steven Ali Rights Reserved A SELECTIVE HISTORY OF SOCIAL STUDIES SCOPE AND SEQUENCE PATTERNS 1916 TO 1984 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Thomas Steven Peet, B.S. in Ed., K.A., M A . The Ohio State University Reading Committee: Approved By Dr. Raymond H. Huessig Dr. H. Eugene Gilliom »4f 1*^ -ji Advisor ^ Dr. Warren Van Tine Department of Educational Theory and Practice Copyright by Thomas Steven Peet 1984 This dissertation is dedicated to the memory of OTHO EDMUND "COKE" SCHOTT 1906-1973 Coke was a first class teacher, living proof that automotive mechanics can and do value college educations. A graduate of Otterbein College in Westerville, Ohio, Coke spent most of his adult life in the automotive field. This writer was privileged to work for Coke for an all too brief three years, and came to love him like a grandfather. Not only did this employment help pay for this writer's undergraduate education, it taught skills for which this writer will be forever grateful. Coke would be honored to know of this dedication. By doing so, this writer acknowledges a debt that can never be ACKNOWLEDGEMENTS To Dr. Raymond H. Huessig, my teacher, advisor, and friend of ten years. No student could have asked for or received more consistent, personal, intelligent, or enlightened advice. To Drs. M. Eugene Gilliom, Robert E. Jewett, Aaron J. Miller, Warren Van Tine, and Marvin R. Zahniser for their expert advice during my doctoral work. To my loving wife and friend, Georgia, for her understanding and support throughout this long project. No words can express my gratitude for her faith in me. To my son Chad, for his understanding and love. To my parents, Charles and Mildred Peet, for their belief in excellence, faith in American education, and encouragement. No son could ask for better parents. To my parents-in-law, Richard and Mary Maurer, for their constant support. To Lee Whitaker and the staff of Westerville North High School for their dedication to and demonstration of excellence in education. Their example is inspiring. To Dr. John Jarolimek for fowarding materials from the NCSS Scope and Sequence Task Force. iii To the Addieon-Wesley Publishing Company for permission to use material from The Taba Curriculum Development Proiect in Social Studies by Norman E. Wallen and others (1969). To the National Council for the Social Studies for permission to quote from The Future of the Social Studies, James A. Michener, ed. (1939) and reproduce the illustration of the Hanna model from “Revising the Social Studies: What is Needed?** in the April 1963 edition of Social Education. To the Educational Resources Information Center for permission to quote from Preparation and Evaluation of Social Curriculum Guides and Materials for Grades K-14. Final Report, by Edith West and others, sponsored by the U.S. Office of Education (1968). March 27, 1950 .............. Born - Minneapolis, Minnesota. 1968 .......................... High School Diploma, Sunbury Big Walnut High School, Sunbury, Ohio. 1972 .......................... B.S. in Education, The Ohio State University, Columbus, Ohio. 1975 - present .............. Teacher, Automotive Mechanics, Westerville North High School, Westerville, Ohio. 1977 .......................... M.A. in Social Studies, The Ohio State University, Columbus, Ohio. 1983 « . « ..•• M.A. in History, The Ohio State University, Columbus, Ohio. FIELDS OF STUDY Major Field: Comprehensive Social Studies Education Studies in Social Studies Education: Drs. Raymond H. Muessig, M. Eugene Gilliom, and Robert E. Jewett. Studies in History: Drs. Marvin R. Zahniser and Warren Van Tine. Studies in Vocational Education: Dr. Aaron J. Miller. TABLE OF CONTENTS Page DEDICATION .......................................... ii ACKNOWLEDGEMENTS ................................... iii VITA ................................................. V LIST OF TABLES ................................. viii LIST OF FIGURES ............................... xi INTRODUCTION ........................................ 1 Chapter I. THE COMPLEX NATURE OF SOCIAL STUDIES . 6 II. THE S T U D Y ........................... 29 III. LITERATURE REVIEW ....................... 43 IV. SOCIAL STUDIES 1787 TO 1 9 1 6 ....... 101 V. COMMITTEE ON HISTORY AND EDUCATION FOR CITIZENSHIP (1921) ....................... 150 VI. THE FUTURE OF THE SOCIAL STUDIES (1939). 175 VII. SOCIAL STUDIES IN THE ELEMENTARY GRADES. 205 VIII. SOCIAL STUDIES IN THE ELEMENTARY GRADES: HANNA ................................. 221 IX. SOCIAL STUDIES IN THE ELEMENTARY GRADES: TABA ................................... 246 Table of Contents Continued X. PROJECT SOCIAL STUDIES: UNIVERSITY OF MINNESOTA (1968) .......................... 271 XI. IN SEARCH OF A SCOPE AND SEQUENCE FOR SOCIAL STUDIES (1984) 296 XII. THE 1916 REPORT IN RETROSPECT .. 310 XIII. TOWARD A SCOPE AND SEQUENCE FOR SOCIAL STUDIES ................................... 318 LIST OF REFERENCES ................................ 340 LIST OF TABLES Table Page 1. Summary of Johnson and Brlgg's Survey ........... 53 2. Course Offerings From 504 Schools....... 55 3. Results Based Upon Course Offerings in 2404 Schools ........................................ 56 4. Summary of Wilson and Erb Survey (1931) .... 57 5. Summary of Merideth Survey (1945) ............. 60 6. Summary of Barnes Survey (1960) ............... 63 7. Summary of Moreland Survey (1962) ............. 64 8. Summary of Anderson Survey (1964) ............. 66 9. Percent of Public Schools Teaching as Separate Course ................................... 66 10. Summary of Jennings Survey (1967) ............. 67 11. Summary of Kimball Survey (1969) 68 12. Summary of Gross Survey (1977) 69 13. Summary of Fontana Survey (1980) 71 14. Summary of State Surveys ......................... 73 15. Summary of Hasia Survey (1963) 75 16. Curriculum Proposal of the Committee of Ten (1892) ..................................... 119 17. Curriculum Proposal of the Committee of Seven (1899) ................................... 124 18. A Survey of 7,197 High Sc h o o l s ...................127 viii Liât of Tables Continued 19. Proposed Minimum Graduation Requirements .... 132 20. Curriculum Proposal of the Committee on Social Studies (1916) .......................... 138 21. Summary of Curriculum Recommendations ......... 142 22. Preliminary Curriculum Report ................... 156 23. Revised Curriculum Recommendations ....... 158 24. Harold R. A n d e r s o n .................................. 182 25. Elmer Ellis and W. Francis English ................183 26. Roy H a t c h ............................................ 184 27. R.O. H u g h e s ......................................... 185 28. Mary G. K e l t y ....................................... 186 29. A.C. K r e y ............................................ 187 30. Henry Kronenberg ....................... ..... 188 31. S.P. McCutchen ....................................... 189 32. L.C. Marshall ....................................... 190 33. Frances Morehouse ................................. 191 34. I. James Q u i l l e n ..................................... 192 35. Earle Ü. R u g g ....................................... 193 36. Harold Rugg ........... 194 37. Donnai
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