Critical Thinking, Probla Solving, Drawing Relationships, Developing
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DOCUMENT RESUME ED 046 858 24 SO 000 670 TITLE Researcl, and Development Project to Develop, Improve, Expand and Evaluate Behavioral Goals of a Team-Taught, Humanities-Oriented Course in World Civilization for Ninth and Tenth Grade Students. Final Peport. INSTITUTION Fairfax Copnty School Poard, Va. SPONS AGENCY Office of Education (DHEW), Washington, D.C. Bureau of Research. BUREAU NO BR-8-C-058 PUP DATE Jul 70 GRANT 0EG-3-9-080058-0010(010) NOTE 238p. EDRS PRICE EDRS Price ME-$0.65 HC-$0.87 DESCRIPTORS Behavioral Objectives, Discussion (Teaching Technique), Educational Strategies, *English Programs, Evaluation Techniques, Grade 9, Grade 10, *Humanities, Inductive Methods, *Interdisciplinary Approach, Lecture, Non Western Civilization, Resource Guides, Secondary Grafts, *Social Studies Units, Teaching Guides, Team Teaching, Western Civilization, *World Hictory ABSTRACT This report describes five out of seventeen units in a World Civilization program, a two -year humanities oriented interdisciplinary English and social studies program. Course material focuses on those records of man which represent his thoughts and feelings about life. History serves as the basis for the chronological development of the course, however literature, drama, philosophy, art, and music are included as an integral part of the content. English skills are taught through an extensive program of expository writing, literary interpretation, oral expression, and independent study. In social studies the instructor team focuses on critical thinking, probla solving, drawing relationships, developing a sense of time and space, analyzing information in terms of social, Political, economic, cultural, and religious activity. There are three methods used: lecture, informal lecture-discussion, and small group discussion including use of multi-media center. The units included here are: The Ancient Near East, The Egyptians and the Hebrews, Renaissance, Seventeenth Century, and China. Each unit contains: philosophy, behavioral objectives, daily routine block plan, teaching techniques, testing methods and instruments, performance criteria, annotated bibliography of resources, reading lists, and study questions. (SBE) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE CF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU, CATION POSITION OR POLICY. FINAL REPORT Project No. 8-C-058 Grant No. OEG-3-9-080058-0010 (010) RESEARCH AND DEVELOPMENT PROJECT TO.DEVELOP, IMPROVE, EXPAND AND EVALUATE BEHAVIORAL COALS OF A TEAM-TAUGHT, HUMANITIES-ORIENTED COURSE IN WORLD' CIVILIZATION FOR NINTH AND TENTH GRADE STUDENTS Thomas Gregory Ward, Chairman Wayne S. Chester Mary E. Kennedy Mary S. McDiarmid Jecnne P. Singel Fairfax County School Board 10700 Page Avenue Fairfax, Virginia 22030 July 1970 The research reported hereinwas performed pursuant to a grant with tha Office of Education, U.S. Departmentof Health, Education, and Welfare. Contractors undertaking such projects underGovernment sponsorship are encouraged to express freely theirprofessional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily representofficial Office of Education position or policy. Q U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE 8 Office of Education 0 Bureau of Research TABLE OF CONTENTS SUMMARY CHAPTER I INTRODUCTION TO THE HUMANITIES AND EARLY MAN Point of View 1 Summary of Methodology 2 Objectives 3 Block Plan 6 Methodology . 10 Evaluation of the Unit 18 Bibliography. ... .. 24 Appendix 27 CHAPTER II THE ANCIENT NEAR EAST, THE EGYPTIANS AND THE HEBREWS Point of View 1 Summary of Methodology 2 Objectives 3 Block Plan 7 Methodology 12 Evaluation of the Unit 20 Bibliography 31 Appendix 35 CHAPTER III RENAISSANCE Point of View 1 Summary of Methodology 2 Objectives 4 Block Plan 7 Methodology 15 Evaluation of the Unit 30 Bibliography... 41 Appendix 47 CHAPTER IV SEVENTEENTH CENTURY Point of View......., 1 Summary of Methodology 3 Objectives Block Plan 6 Methodology 9 Evaluation of the Unit 15 Bibliography, 20 Appendix . 24 CHAPTER V CHINA Point of View 1 Summary of Methodology 2 Objectives Block Plan 7 Methodology 12 Evaluation of the Unit 26 Bibliography 36 Appendix 43 ADDENDUM SUMMARY Educators throughout the country have felt that social studies and Eng- lish programs need to develop greater depth of understanding of histor- ical events as they relate to the ideas, feelings, and cultural expres- sions of man. No outline which included methodology, suggestions for implementing content, is available to secondary instructors who wished to initiate such an approach. To meet this need, five members of the World Civilization team at Langley High School in Fairfax County, Vir- ginia, developed five of the seventeen units taught in a two year World Civilization-humanities program for ninth and tenth grade students with average and above abilities. Each prepared unit included the following: .A point of view establishing the overall philosophy of the units. .A list of behavioral objectives stating the major outcomes ex- pected. .A block plan explaining the content presented and the logistics of the daily routine. .A description of methodology explaining techniques used to develop the student's understanding, to arouse his interest, and to foster his writing and social studies skills. .An evaluation showing the method used for testing each objective, stating the success criteria, and explaining student performance. .An annotated bibliography of the sources. .An appendix which contains test instruments, reading lists, study questions, etc. The objectives of the project were: 1. To show how the "humanities approach" can be used to integrate Eng- lish and world history in grades nine and ten. 2. To offer five model units which could be adjusted to the needs of group size and ability levels. 3. To plan five model units of work for World Civilization which would completely explain use of content, methodology, and integration of the materials into the unit. 4. To select and compile a complete list of materials for the program which would include reference books, texts, specific selections of lit- erature, music, art, films, filmstrips, slides, tapes, and records which are used to enrich the course. 5. To annotate all materials so that instructors could determine, without extensive reading, which materials would suit their purposes. 6. To show how a sequential writing program is incorporated into the course content. 7. To suggest the multiple ways in which the skills, knowledge, spe- cializations and time of a team of instructors can be used. 8. To formulate measurable behavioral objectives for each unit. 9. To evaluate by oral and written tests the degree to which the ob- jectives were met. 10. To validate through the use of professional consultants the extent to which objectives have been accomplished. RESULTS OBTAINED Objectively, the high performance of students on tests, as evidenced in the evaluation section of each unit, indicated the success of the program. Subjectively, the instructors observed great interest, excite- 1 3 2 ment, and satisfaction on the part of studentsparticipating in the course. Further success was indicated bya yearly increase in enroll- ment requests. SIGNIFICANCE AND IMPLICATIONS The instructors felt that the five modelunits may serve as a guide for administrators and instructors interested in developinga World Civili- zation-Humanities program for English, ancient history,medieval history, and modern European history. RECOMMENDATIONS These units should be viewedas a suggested guide in establishing this kind of program. Each group of students and instructors should deter- mine needed modifications in content andprocedure. This study was in- tended to offer a way to start. Hopefully these units will stimulate the imaginations of those who read them to developdiffering and possibly superior programs. 4 INTRODUCTION This report describes the development and implementation of five out of seventeen units World Civilization program, a two-year humanities or- iented program, as it is being developed at Langley High School in Fairfax County, Virginia. The course is based on the idea that man is, and always has been, a thinking, feeling being. As a result, material selected for investigation focuses on those records of man which repre- sent his thoughts and feelings about life. Class discussions are de- signed to encourage students to react personally to ideas presented in this material. Groups are kept as small as possible, and the class- room atmosphere is usually relaxed. The instructor attempts to function as a director of learning rather than as the traditional dispenser sf knowledge. This approach creates an atmosphere in which both students and instructors are encouraged to examine, to evaluate, and to question their own and other men's ideas. This examination of ideas, and the personal interchange which results, seems to create the climate which stimulates each student to verbalize their own thoughts and to relate them to those of other men. In addition, this approach helps the stu- dent to develop an interest in ideas and concepts; an ability to mani- pulate these concepts through intelligent handling of facts; a desire to understand and to examine his own attitudes and values; an interest in reading; an interest in classroom activities which continues beyond the school atmosphere;