dome'? resume

249 Pages·2011·3.48 MB·English

DOME'? RESUME
SO 007 790
ED 097 236
Kownslar, Allan 0., Ed.
AUTHOR
Relevancy.
Teaching American History: The Quest for
TITLE
VCSS 44th Yearbook 1974.
Washington,
Rational Council for the Social Studies,
INSTITUTION
D.C.
PUB DATE
74
VOTE
249p.
1201 16th
Rational Council for the Social Studies,
AVAILABLE PROM
Street. V.V., Washington, D.C. 20036
($8.25-clothbound; $6.95-paperbound)
MP -$0.75 BC Not Available from EDRS. PLUS POSTAGE
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Civil War (United states) ; *Curriculum Development;
DESCRIPTORS
*Educational Innovation; Environmental Education;
Futures (of Society); Inquiry Training; Lesson Plans;
Minority Groups; Objectives; *Relevance (Education);
Resource Materials; *Social Studies; Teacher
Education; Teaching Methods; *United States History;
Urban Studies
ABSTRACT
This 44th yearbook of the National Council for the
Social Studies offers the elementary and secondary classroom teacher
practical ideas on how to teach United States history. Intended to
help teachers apply theory and objectives id the classroom, the book
consists of specific class-tested lessons which focus on how a study
of the American past might be made more relevant in meeting the needs
of students today. The yearbook is arranged in three major sections.
history
Part 1 is a rationale for why the teaching of United States
should remain a vital part of the quest for relevancy within the
school curriculum. Part 2 concentrates on how students can begin to
better understand the nature of the discipline of history and bow the
teaching of history can assist students in further developing a mode
of inquiry, concepts, a sense of empathy, and ways for dealing with
suspected myths and dtereotypes. Eight sample lessons are included.
utilised to
Part 3 focuses on how historical topics can be szpressly
assist students in coping with issues which may arise in the future.
Three sample lessons are !vncluded in this section. Major objectives,
teaching suggestions, and student and teacher resource materials are
provided for each lesson plan. (Author/11)
NCSS 44th Yearbook 1974
Teaching American History:
The Quest for Relevancy
Allan 0. Kownslar, Editor
PERMISSION TO REPRODUCE
THIS
COPYRIGHTED MATERIAL SY wow
PICNI ONLY HAS SEEN GRANTED
US 011PANTAMINT OP NIALTPI,
BY
SOUCATION & WILPARI
NATIONAL INSTITUTE OP
SOUCATION
TO ERIC ANO ORGANIZATIONS OEIIAT
THIS DOCUMENT HAS BEEN REPRO
INGUNDER AGXEEMENTs WITH THE NA
OUCED EXACTLY AS RECEIVED FROM
TioNAL. INSTITUTE 01 EDUCATION
THE PERSON OR ORGANIZATION ORIGIN
FURTHER REPRODUCTION OUTSIDE
ATING it POINTS OF VIEW OR OPINIONS
tut ERIC systFM REoullas
FRMis
STATED DO NOT NECESSARILY RFPRE
SIGN Ot tut COPvRiout OWNFR
SENT OFFICIAL NATIONAL iNsti turf 01
EDUCATION POSITION OR POLICY
NATIONAL COI INCH. FOR THE SOCIAL STUDIES
Officers for
President
Directors
1974
Stanley P. 1Vronski
Joan Alcorn
lichigan Slate I !niversity
lames A. Banks
East Lansing. Xlichigan
Charles K. Billings
II. Thomas Collins
I hurls L. Dante
President-Elect
lean Fair
lean Tilton!
John larolimek
Cincinnati (Ohitti Public Schools
Gail R. Kirk
Dana G. Kurf num
Vict-Prusident
W. lorry Larkin
James P. Shaver
Anna S. Ochoii
I Tlah Stale I 'niversily
Men F. Rogers
Logan. I !Iiih
Ida Fabian Spirawk
Seymour B. Siiss
Executive Set:retort-
Bob L. Taylor
[Irian Larkin
George C. Watson, Jr.
11'io,hinglon. I). C.
John L. Still, Ex Officio
Associate Secretory
Publications Hoard
T. Marcus Gillespie
Nancy Sprague. Chairperson
Vashinglon. I). C.
James A. Banks
R. Beery
Editor
Barr K. Beyer
Daniel Roselle
Mark Krug
Celeste P. Voildlev
%Vashi nglon. I). C.
The National Council for the Social Studies is a National Affiliate of the National
Education Association of the Piffled States.
It
is the profex ..ional organization of
edip.atoirs at all leuds eleineotar
secomoloir. college. and universit
%On are
interested in the leaching of social studies. Membership in the National Council
for
9
the Social Studies includes a subscription In the Council's official
ial. Social
he.
:thication. and a copy of the Yearbook. In addition. the Council publishes It:lefins.
curriculum studies. pamphlets. and other materials of practical
of the
use for leaches
social studies. Xlmbership dues are
year. .Applications tor membership and
orders for the purchase of publications should he sent to the Executive Secretary.
12111 Sixteenth Street. N W.. 1Vashi maim. D.C. 211i1:111.
Copyrigh: t 1974 by the
NATIONAL COI !NUL FOR THE SOCIAL, wt.' 71)1Es
Library of Congress Coining Card Number: 74-8101:1
Contributors
Vernon 0. Adams
Ronald K. Atwood
0. L. Davis. Jr.
Cathy Lyn Domann
Geneva Gay
Marsha Hobin
Francis P. Hunkins
Allan 0. Kownslar
Allen P. Lawrence
Gerald A. Ponder
Virginia M. Rogers
Mary Lee WHO
NATIONAL COUNCIL FOR THE SOCIAL STUDIES
A National Affiliate of the National Education Association
1201 Sixteenth Street, N.W., Washington, D.C. 20036
A very speciul thunks for criticisms from
Marguerite I.. Kownslur, luck P. Risher,
Terry I.. Smurt, Doneld E. Everett. and Philip F'. Detweiler,
and appreciation to Donald Treudell, whose photographs
of teachers and students using the lessons in this yearbook
uppeur ut the introduction to iiuch chapter.
Allan 0. Kownslar
Foreword
But innovation per se is no virtue. Allan
Innovation is a very much overworked word.
Kownslar. the editor, and his various able chap-
We have trivialize!! it in much of the educational
ter contributors recognize this truism by incor-
literature by applying it to a wide variety of ma-
porating within their novel lessons the kind of
curricula, and
teaching procedures.
terials.
cognitive content that has substance and the
Some of these may he genuinely innovative.
kind of affective learning that gets under the skin
Many fall in the category of old wine in new bot-
of the pupils. And if we accept change in behav-
tles. Thus what was previously termed a unit of
ior as a working definition of learning, it is ap-
work may become a module or a learning pack-
parent that the lessons contained in the hook are
becomes a multi-
age. An audio-visual device
highly calculated to achieve this goal.
media presentation. The child-centered curricu-
A yearbook of this kind also tends to trigger off
lum becomes alternative learning styles.
teaching
some introspective thoughts about our
This yearbook rightfully merits the term "in-
field or at least that part of the social studies that
novative." It is addressed basically to the class-
deals with history. It affords us the opportunity
designer. It
room teachers. :ot to the curriculum
to reflect on the history of the teaching of history.
is practical. not theoretical. It demonstrates how
To Herodotus history was the telling of a story.
to do it rather than explicates grand designs.
"tell it
To Ranke it was a meticulous effort to
And if these criteria do nut merit an innovative
like it really was" wie es eigentlich gewesen.
label, then let the possessor of previous volumes
And well into the twentieth century the preva-
in the yearbook series try to place this one along-
lent mode for the teaching of history conformed
side the others on his neat 10-inch-high shelf. It
to the "bucket theory"content poured from a
won't fit evenly.
dispenser (teacher) into cranial containers (stu-
The difference in physical appearance of this
is rather significant that not a single
dents). It
yearbook is not an insignificant item. It tacitly
lesson in this yearbook is presented exclusively
transmits a non-standard message to the reader.
mode.
or even predominantly in this expository
"I'm different." it says. "Don't judge me by the
Yesterday's fads have a way of becoming
old standards. And don't use me in the same
today's style and tomorrow's fashion. What cur-
these differences.
way. If we mutually respect
rent learning and teaching styles will became
together in the chit
we might even live happily
the fashion of tomorrow? That, nobody can as-
VII
sunnily say. But one prediction is safe. Some
scheduled for inclusi,m in the curriculum. who
new fads and styles will euu
should determine what content should be se-
For example.
scientists are already experimenting %vith ways
lected, and what values should the materials re-
of feeding data directly into the brain without
flect? So the quest goes on. flow these and re-
the "learner" even being conscious of the proc-
lined questions are answered in 1974 is reflected
in part by the various chapters in this yearbook.
ess. Such learning could presumably take place
1 low they will be answered in 1984 and beyond
while the learner is sleeping. This should at least
will be largely determined by the school chil-
give rise to some novel variations on students'
dren who are now entrusted to us, the history
oft-heard themes about dozing through such and
such a course. But aside from these jocular im-
and social studies teachers of today.
plications. what do such new learning processes
Stanley P. Wronski,
portend with respect to such persistent issues in
President
history teaching as what material should be
National Council for the Social Studies
VIII
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XI
ciety. and Manifest Destiny: American Expan-
studies series. and has contributed to Language
and Cultural Diversity in American Education.
sionism in the 1840's. as well as a number of arti-
cles in professional journals. In 1973 Dr.
Curricular Concerns in a Revolutionary Era and
Kownslar became a member of the Curriculum
the 43rd Yearbook of the National Council for
Steering Committee for the Texas Council for
the Social Studies.
the Social Studies.
Marsha Hobin is an undergraduate history
Allen P. Lawrence has been a classroom
major at Trinity University in San Antonio.
teacher of minority group students since 1959.
He has taught in the El Paso, Texas. and San An-
Francis P. Hunkins, a Professor in the Depart-
tonio Independent School Districts and holds a
ment of Curriculum and Instruction in the Col-
B.A. in history from the University of Texas at
lege of Education at the University of Washing-
Austin and an M.A. in history from Southern
ton. received the B.S. from Salem State College.
Methodist University.
the M.Ed. from Boston University. and the Ph.D.
from Kent State University. Before joining the
staff at the University of Washington. he taught
Gerald A. Ponder has been c history instructor
in North Little Rock, Arkansas: New Orleans.
in the Gloucester. Massachusetts. schools and
Louisiana: and at Loyola University in Louisi-
was a Research Assistant for the Bureau of Edu-
cational Research at Kent State. Dr. Hankins is
ana. From 1971 to 1973 he was supervisor of sec-
author of The Influence of Analysis and Eval-
ondary social studies student teachers at the
University of Texas at Austin. He received the
uation Questions in Achievement and Critical
B.A. and M.A. in history from the University of
Thinking in Sixth Grade Social Studies, Ques-
Arkansas and the Ph.D. in Curriculum and In-
tioning Strategies and Techniques. Social Stud-
struction from the University of Texas at Austin.
ies for the Evolving Citizen. and is a contributing
Currently he is an Instructor of Secondary Edu-
author to all levels of Exploring the Social Sci-
cation at North Texas State University.
ences. an elementary social studies program for
grades 1-6. He has also contributed numerous
articles to professional journals.
Virginia M. Rogers is an Associate Professor.
Department of Curriculum and Instruction in
the College of Education at the University of
Allan 0. Kt, vnslar is Associate Professor of
History at Trill ay University in
a Antonio.
Kentucky. She holds a B.A. in Primary Education
1!
and an M.A. in Elementary Education from
Texas. He was formerly a Research Historian at
Northwestern State College in Natchitoches.
Carnegie-Mellon University where he received
Louisiana. and a Ph.D. in Curriculum and In-
his doctorate in history. Prior to that time he was
struction from the llniversity of Texas at Austin.
a social studies teacher in San Antonio. Texas:
From 1957 to 1966 she taught in elementary
Amherst. Massachusetts: and Pittsburgh. Penn-
schools in DeRidder. Louisiana: Shreveport,
sylvania. Five of his twelve years as a classroom
teacher were spent in inner-city schools. Dr.
Louisiana: and Irving. Texas. Before assuming
Kownslar is managing editor and co-author of
her present position. Dr. Rogers was an Assistant
llni-
Instructor in the College of Education at the
The Americans: A History of the (riffled States.
a co-author of the
versity of Texas. She is
co-author of Discovering American History. co-
Teacher's Guide for Asking About the U.S.A.
author of Inquiring about American History:
and Its Neighbors. a contributor of numerous ar-
Studies in Ilistory and Political Science. and au-
ticles to professional journals, and serves on the
thor of The Texans: Their Lund and I listory. The
Progressive Era: Tradition in u Changing So-
Advisory Board for Social Education.
Teachers Who Helped Evaluate Lessons
in This Yearbook
The authors wish to express their sincere ap-
Elizabeth Hinkle. Linda Miller. Jelin Morgan.
preciation to the following teachers who helped
Thomas Parsley. Olive Paschal. Robert Rock.
to evaluate some or all of the lessons which ap-
Margaret Sims. Edith Speer!. James Sprinkle.
pear in this Yearbook: Linda Foster. Abilene.
Janet Stanberry. Nellie B. Towles. Joseph Vas-
Texas. ISI): Louie Lee Carrico. Elizabeth Fear-
quez. Helen Watson. Nathalee White. Willie
Whitehead and
ing (student). Frances Finkbeiner. and Joni Tim-
Cecilia
Wittle3. Northeast.
mins. Alamo I leights. Texas. ISD: Bettie Herrin.
Texas. ISM Lyn Hicks. Wanda Moody. and Sybil
Anton. Texas. 1St): James O'Hara. Austin. Texas.
Roberts. Northside. Texas. ISD: Joyce Herbert
ary Anne Gilleland. Cor's Christi.
ISD:
and Sandra Scott. Pasadena. Texas. ISO: James
Juanita Tankersley. Corsicana.
ISD:
Texas.
Herron. Pearsall. Texas. ISD: Milton Hausmann.
Texas. ISD: Domingo Regaldo. Dallas. Texas.
Port Lavaca. Texas. ISD: Barbara Gray. Prairie
View College: Lynn Franzen. Round Rock.
ISD: John Hurley. Deer Park. Texas. 181): Robert
Fitch and Mary Wilder. Dickinson. Texas. ISD:
Texas. ISI): Amy Jo Baker. Page fierier. Yolanda
Rebecca Bailey and Sidney Hilton. Edgewood.
Campus. Etta Crutsinger. Kenneth Crutsinger.
Texas, ISD: L.E. Treadway. Floresville. Texas.
George Fraige. Bettye Gatlin. E irl Ilessong. Jan-
ice Hill.
ISD: `Lay Bell. Floydada, Texas. ISD: Russell
J. Naegelin. Rose Saenger. Fannie
13.
Mae Stallings. and Richard Warren. San An-
Marie Boatright and Joyce Johnson. Fort Worth.
Texas, ISD: Virginia Cleave, I larlandale. Texas.
tonio. Texas. ISI): Karen Wambaugh.Schertz-Ci-
bolo-Ilniversal City. Texas. ISI): Mary Cath-
ISD: Kenneth McCullough. Holland Hall School.
Tulsa. Oklahoma: Dun Craig and Willie Gay.
St. Martin Hall. San Antonio.
erine Franz.
Texas: Wilma LaRue, Temple. Texas. ISD:
Houston. Texas. ISD: Peggy Duffy and Joanne
Furtek. Houston-Galveston
Frances Finkheiner. Texas Military Institute.
Diocese:
Patricia
Muston and Elaine Tond re. La Porte, Texas. ISI):
San Antonio. Texas: Curtis Ersparner. VIlardine
Dorothy Higgins. Lubbock. Texas. ISD: Yvonne
Guthrie, Robert Miller. and Charles Young-
Booker. Agnes Hudspeth. Alma Marshall. Lee
blood. graduate students at Trinity University:
Roy Shannon. and Bertha Starks. Midland.
Doris Pheif. Ursuline Academy. San Antonio.
Texas. ISI): Marjorie Blaylock. Wanda Curtis.
Texas: Velma Sutherland. I lvalde. Texas. ISD:
Helen Elkins. Donna Fontaine. Diana Groves.
and Alma Kimball. Victoria, Texas, !SD.
XI