DOCUMENT RES- ED 160 6 SC 0 E 1150 TITLE Growing Up in Amerlca, Part II. Materials for Using American Issues Forum ir the Ate rican History Classroom. Topic VIII. INSTITUTION New Ydrk State Education Dept., Albany. Eureaa Secondary Curriculum Development. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE 76 NOTE 49p.; r or a' related document see ED 129 662 EDRS PRICE ME-$0.83--$2.06 Plus Postage. DESCRIPTORS *American Culture; American Studies; Civil Rights; Content Reading; Family Backgrotnd; Family Influence; History Instruction; *Individual Development; Moral Issues; Primary Sources; *Quality of-Life; Religious v,;ctors; 5erorldry 'PdliePtAor;. Social ,-1-ange; *Social History; *Social Studies; Brits of Study ABSTRACT Seven modules about aspects cf growing up in America are presented for incorporation into 11th grade social studies curricula. Content covers a variety of issues spanning a time period from-America's colonial history through the present. Each nodule suggests discussion questions based on primary- sources. Module one explores dimensions of religious freedom as set forth in documents such as the Pennsylvania Charter of Privileges (1701) and the Virginia Statnte eJf Religious Liberty (1786). Module two cites legislat:_on and court cases from the 1960s concerning freedom of religious expression in public schools. Module three compares society's acceptance of women religious leaders in 1848 and 1976. Various opinions of our nation's moral responsibilities are explored in the fourth module, which is based.upon writings of Abraham Lincoln, Franklin D.Roosevelt, and Martin Luther King, Jr. Nodu'ie Live examines the effects of mobility upon contemporary familylife. A family tree and the story of ore family covering four generations are presented. The last two modules explore aspects cf children's religious, emotional, and legal ties tc their families. (AV) i!******** **** ***** * **********4 **** *** ****** **** Reproductions supplied by EDRS are the besthat can be made from the original document. ************* **** ********7#4314 161)****** U DEPARTMENT OF KEALTH. EDuCAT1ON E.ViELFARE NATIONAL iN51TUTE op EDUCATION CC) Occ,yENT -rAy, BEEN REPRO- D_',TED ET==t:Tl_v ET' Ppoy, PERSOT4 DRO4NIZAT ON QR,ON- T PO,NTS OF viE0, oR opitgioNs $TATED DO NOT NECESSPR,CT REPRE- SENT OPF,T.t_ NATIONAL iNsTiTuTE OF E CT ON PO$1TON OR FOL,CY ,t-TTPDPULE THIS r-1-1!T, nEEN FI.ANT-tD By te ' TO THE EC0CT-10%AL RESOURCE$ !'-4F-C_JHvAilON CENTER IEFilel k'ND THE ERICsysTFm MATERIALS FOR USING - AMERJCAN ISSUES FORUM IN THE AMERICAN HISTORY .CLASSROOM TOPIC VIII: GROWING UP IN AMERICA Developed with a grant from THE NATIONAL ENDOWMENT FOR THE HUMANITIES Part II The University of the State of New York The State Education Department Bureau of Secdhdary Curriculum Development Albany, New York 12234 1976 THE UNIVERSITY OF THE STA E F NEW YO-1 Regents of The University (with years when terms e; 2 Z) 1981 Theodore M. Black, A.B., Litt.D., LL.D., Pd.D., D.D.-- Chancellor -- -- Sands Point 1987 Carl H. Pforzheimer, Jr., A.B., M.B.A., H.H.D., Vice Chancellor Purchase 1978 Alexander J. Allan, Jr., LL.D., Litt.D. Troy 1980 Joseph T. King, LL.B. Shelter Island 1981 Joseph C. Indelicato, M.D., L.H.D. Brooklyn 1979 Francis W. McGinley, B.S., J.D., LL.D. Glens Falls 1)86 Kenneth B. Clark, A.B., M.S., Ph.D., LL.D., L.H.D., Hastings on D.Sc. Hudson 1983 Harold E. Newcomb, B.A. -_ - -= Owego 1988 Willard A. Genrich, LL.B., L.H.D., LL.D. Buffalo 1982 Emlyn I.-Griffith, A.B., J.D. Rome 1977 Genevieve S. Klein, B.S. M.A. Bayside 1981 William Jovanovich, A.B., LL.D. , Litt.D., L.H.D. Briarcliff Manor 1976 Mary Alice Kendall, B.S. Irondeguoit 1984 Jorge L. Batista, B.A. Bronx 1982 Louis E. Yavner, LL.B. New York President of The Universit and Commissioner of Education Ewald 1-1.Nyquist Executive Deputy Commissioner of Education Gordon M. Ambach Deputy- Commissioner for Elementaryl_Secondar , and ContthLiin2±Jucation Thomas D. Sheldon Associate Commissioner for Ins al William L. Bitner III Assistant Commissioner for General Education and Curricular Services Vivienne N. Anderson Director, Division of Curriculum Develo- E. Van Hooft Chief, Bureau of Continuin Education Curriculum Develowent Hii;bert Bothamley Chief, Bureau of Social Studies Education Donald H. Bragaw FOREWORD This set of -.odules and succeeding sets to be mailed during the school year have been produced in consonance with the program of the American Issues Forum, under a grant from the National Endowment for the Humanities. The classroom strategies are intended to provide suggestions for examining American history in the light of the issues identifid by the national committee which proposed the American Issues Forum.j In view of the topical nature of the Ilth grade social studies program, this can be done withiut seriously disrupting most teaching programs. The materials are in fi ldtest condition, so that classes and teachers may provide input concerning learning experiences which prove to be most useful. assessment of each strategy used by some or all of the students, and suggestions of modifications or substitutions will help the Department produce a final set cf strategies which will carry the themes of the Americafi Issues Forum into te future, as we look beyond the Bicentennial year. The Evaluation Form appears on page iv. These modules form Part of 2 parts for the topic, Growing Up In America. These coordinate most closely with the Social Studies 11 syllabus, Topic IV, American Civilization in oric Perspective. Gail. F. Hubbard, a former teacher at Ithaca High School, developed these materials, as part of the work being done under a grant from the National Endowment for the Humanities. Donald H. Bragaw, Chief, Bureau of Social Studies Education, is coordinating the project; The manuscript was prepared for publication by Janet M. Gilbert, associate in Curriculum Development. HERBERT BOTH4MLEY, Chief Bureau of Continuing Education Curriculum Development GORDON E. VAN HOOFT, Director Division of Curriculum Developrntrat %: 1I FOR FO'rZ CROIN UP IN A1.,:12RIC Please 7-1-11" Fcirll to Suroxa Cb.rr'icul= The State Ealcation Dopartment, Alhan\-, Now York 127'7',4. 1 Classroom stratogic,= u--;ed 1-i_sr by Ta4es) 2. How many students were involved in using this material? 5. ere the reading passaes/stutistical materials/graphics within the comprehension level of most of the students using them? (list by pages and indicate how satisfactory each was, if a single answer.does not apply t. Wore th.: suggested questions, and/or the learning strategies intror- ing and helpful to students in reaching the understandings or developing the desired concepts? (list by pages and indicate how satisfactory each was, if a single answer does not apply') f iv Please suggest --ubstitu ions reaa_ ics voa -ula 7,e more -late. 6. please suggest modifications of the learning strategies to make them more effective for more students. Send descriptions of learning strategies, with references to reading passages, etc., which you have found effective in teaching these same understandings or concepts. Your signature and school identification is optional; -id like to give you credit, if we use any of your ideas! OD WE TRUST: TO THE FIRCT AMENDMENT Guide Questions for Given Materials Examine the reading on the definition of an Established Church, Describe an established church. What is a dissenter? What churclt. was established in most southern colonies? What church Seas established in most of New England? How did Rhode Island and Pennsylvania differ from the other colonies? Examine the reading on John (Winthrop. What. was separatism? Why was control of separatism in the Puritan Church so difficult? Why was control of separatism in the Puritan Church so important? How was separatism controlled in the early New England Church? Examine the actions taken in the Colony of Massachusetts Bay. How do these actions fit with the attempts of Massachusetts Bay to control separatism? The Charter of 1691 was actually forced on the colony by the government in Eng and. What religion was this charter desitned to protect? Examine the actions taken in the State of Massachuset Was there still an established church in Massachusetts after the Revolution? What action did dissenters have to take in order to be excused from paying a church tax? When does the established church in Massachusetts disappear? Examine the Pennsylvania Charter of Privileges. Who was granted freedom of religion under the charter? Who could serve in the Government under the charter? How do these two regulations differ? Examine the Li ions on the Right to Hold Office. Name the colonies where officeholding was limited to Christians. Name the colonies where offieehglding was limited to Protestants. Which colonies had no limitation? What other limitations on officeholding existed? Examine the reading on Thomas Jefferson. Of what three accomplishments in his life is Jefferson most proud? How does the Virginia Statute of Religious Liberty protect the freedom of religion and civil capacity?Why is this double protection important? 65 amine _e First Amendment to the What is ctualiv orbiddt=n? What boc:.yis forbidden to act these matters? Why could Massachusetts have a established church il 1833? Examine Section Ore of the Fourteenth Amendment. How does ,mendment change the application of Amendment One? Suggestions for Student Contri butions Students might want to visit a religious service other than their own with a friend. Any such decisions should be voluntarily made and credit should not be attached. Suggestion Alternate Strategies and Materials Students. might want to do the necessary research in order to compare the organizational structures of several religious groups in the United States. The differences between congregational and hierarchical structures could b,z, noted.