ERIC ED352673: Teaching Values through Teaching Literature. Teaching Resources in the ERIC Database (TRIED).

186 Pages·1991·4.6 MB·English

by  ERIC

DOCUMENT RESUME
ED 352 673
CS 213 636
AUTHOR
Dodson, Margaret
TITLE
Teaching Values through Teaching Literature. Teaching
Resources in the ERIC Database (TRIED).
INSTITUTION
ERIC Clearinghouse on Reading and Communication
Skills, Bloomington, IN.
SPONS AGENCY
Office of Educational Research and Improvement (ED),
Washington, DC.
REPORT NO
ISBN-0-927516-31-4
PUB DATE
91
CONTRACT
RI88062001
NOTE 186p.; Co-published by EDINFO Press.
AVAILABLE FROM
ERIC Clearinghouse on Reading and Communication
Skills, Indiana University, 2805 E. 10th St., Suite
150, Bloomington, IN 47408-2698 ($16.95 plus $3
postage/handling).
PUB TYPE
Classroom Use - Teaching Guides (For
Guides
Information Analyses ERIC
Teacher) (052)
Reference Materials
Clearinghouse Products (071)
Bibliographies (131)
EDRS PRICE MF01/PC08 Plus Postage.
Annotated Bibliographies; Educational Games; English
DESCRIPTORS
Curriculum; Environmental Education; Ethics; Lesson
Plans; *Literature Appreciation; Secondary Education;
*Values; *Values Education
ERIC
IDENTIFIERS
ABSTRACT
Designed to tap the rich collection of instructional
techniques in the ERIC database, this compilation of lesson plans
focuses on teaching values using literature as an alternative to
textbooks. The 41 lesson plans in this book cover: (1) setting up an
English curriculum in values; (2) ways to help students find out
(3) individual ethics and personal morals; (4)
about their values;
social ethics and political morality; and (5) environmental values.
The book includes an activities chart which indicates the focus and
types of activities (such as role play, poetry, games, group
activities, and writing skills) found in the various lessons. A
155-item annotated bibliography contains references to research and
additional resources. (RS)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
U.S. DEPARTMENT OF EDUCATION
Office of Educatronai Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organuanon
or gmatong rt
MtoOr changes have been made to improve
reprOdUCtiOn quality
Points Of view or opgrnonS Staled in !MSc:loco
men% do not necessarily represent Okra!
OERI positron Or policy
Teaching Values
through
Teaching Literature
by Margaret Dodson
EDINFirr
Education Information Press
in cooperation with
EIC Clearinghouse on Reading and Communication
Skills
Co-Published 1993 by:
EDINFO Press
Carl B. Smith, Director
Smith Research Center, Suite 150
2805 East 10th Street
Indiana University
Bloomington, Indiana 47408-2698
in cooperation with
and Communication Skills
ERIC Clearinghouse on Reading
Carl B. Smith, Director
national network
Resources Information Center) is a
ERIC (an acronym for Educational
building the ERIC database by
of which is responsible for
of 16 clearinghouses, each
research reports,
educational resources, including
identifying and abstracting various
reports. The
journal articles, and government
curriculum guides, conference papers,
collects educational
Communication Skills (ERIC/RCS)
Clearinghouse on Reading and
speech, and theater at
reading, English, journalism,
information specifically related to
studies, reading
interdisciplinary areas, such as media
all levels. ERIC/RCS also covers
thinking,
communication, language arts, critical
and writing technology, mass
literacy.
literature, and many aspects of
Resources in the ERIC Database.
TRIED is an acronym for Teaching
of Educational Research and
with funding from the Office
This publication was prepared
RI88062001.
of Education, under contract no.
Improvement, U.S. Department
encouraged to
under government sponsorship are
Contractors undertaking such projects
technical matters. Points of view or
judgment in professional and
express freely their
opinions of the Office
necessarily represent the official view or
opinions, however, do not
Improvement.
of Educational Research and
Lauren Gottlieb.
Acknowledgments: Cover concept by
Cataloging-in-Publication Data
Library of Congress
Dodson, Margaret.
literature / by Margaret Dodson.
Teaching Values through teaching
p.
cm.
references.
Includes bibliographical
literature. 3. Social
teaching (Secondary) 2. Values in
1. LiteratureStudy and
values in literature. I. Title.
92-8618
1991
PN59.D64
CIP
807'.1'2dc20
ISBN-0-927516-31.4
4
ii
ERIC/RCS Advisory Board Members
Joan Baker
Donald Gray
Cleveland State University
Department of English
Cleveland, Ohio
Indiana University
Bloomington, Indiana
Douglas Barnard
Richard P. Johns
Mesa Public Schools
Mesa, Arizona
Dept. of Journalism and
Mass Communication
Nancy Broz
University of Iowa
Language Arts/Reading Supervisor
Iowa City, Iowa
Moorestown Public Schools
P. David Pearson
Moorestown, New Jersey
College of Education
Jeanne Chall
University of Illinois
Reading Center, College of Education
Champaign, Illinois
Harvard University
M. Donald Thomas
Cambridge, Massachusetts
Educational Consultant to
James Eckel
Governor of Tennessee
Dept. of Defense Dependents' Schools
Salt Lake City, Utah
Centreville, Virginia
Samuel Weintraub
George A. Gonzales
School of Education
Bilingual/Bicultural Program
SUNY-Buffalo
Pan American University
Buffalo, New York
Edinburg, Texas
Series Introduction
Dear Teacher,
easily feel overwhelmed by the enormity
In this age of the information explosion, we can
the field of education. Theories and
of material available to us. This is certainly true in
daily. Yet the information
techniques (both new and recycled) compete for our attention
precisely because of its
piling up on our desks and in our minds is often useless
teachers are frustrated by the constraints of
enormous volume. Meanwhile, many
alternatives goes on. How do we
prescribed textbooks, and the search for instructional
and useful to us?
begin to sort out the bits and pieces that are interesting
taps the rich collection of
The TRIED series can help. This series of teaching resources
Focusing on specific topics and
instructional techniques collected in the ERIC database.
have been condensed and
grade levels, these alternatives to textbook teaching
and diverse but manageable
redesigned from their original sources to offer you a wide
useful ideas, and classroom strategies. We
range of practical teaching suggestions,
the sources in the ERIC database for more
encourage you to use the citations of
information and for further options.
the ERIC Clearinghouse on
In addition to its role in developing the ERIC database,
synthesizes selected information from
Reading and Communication Skills analyzes and
form. To this end we have developed
the database to make it available in printed, handy
In the ERIC Database
the TRIED series. The name TRIEDTeaching Resources
designed by your teaching peers
refelcts the tried and tested quality of these approaches,
teaching-and-learning situation. We hope
and offered here for adaptation to your own
guide or introduction to, or
that these teaching alternatives will also serve as a
educational material
reacquaintance with, the ERIC database and the wealth of
available in it.
Carl B. Smith, Director
ERIC Clearinghouse on
Reading and Communication Skills
U
iv
USER'S GUIDE for
Teaching Values through Teaching Literature
This collection of alternatives to textbook teaching is a companion volume to Teaching
Values in the Literature Classroom: A Debate in Print, 'A Public School Perspective" by
Charles Suhor, and "A Catholic School Perspective" by Bernard Suhor (Bloomington,
Indiana: ERIC/RCS; Urbana, Illinois: NCTE, 1993). Many of the pieces of literature
discussed by Margaret Dodson here in Teaching Values through Teaching Literature
are
also discussed by the Suhors in their book.
We recommend that you obtain a copy of the debate between Charles and Bernard
Suhor, two brothers. Charles Suhor is a respected educator and Deputy Executive
Director of the National Council of Teachers of English. Bernard Suhor is an
experienced English teacher in Catholic schools and a passionate spokesperson in favor
of teaching moral values in the classroom.
Many of the issues at stake in the Suhors' debate, and the overriding question of
whether or not public-school teachers are to teach values, and how, are also the issues of
meaning and morality and teaching explored in this volume by Margaret Dodson. As
you read both Dodson's book and the Suhors' debate, you will raise for yourself the
values issues that they discuss, and you will elaborate your own individual approach to
teaching (or not teaching) ethics and morals in your school.
This is America, a country in which we prize the exercise of individual conscience. In
the final analysis, you, and you alone, the teacher, make the decision about what to
say
to your students in the semi-privacy of your classroom and in the privacy of your
teacher/student relationship. Through offering you this book by Margaret Dodson, and
the debate by the Suhor brothers, ERIC/RCS salutes you, teacher, and encourages you to
fulfill your responsibilities towards your students with high-mindedness, purity of
intentions, and utter respect for everyone's Constitutional rights and convictions about
moral and ethical values.
DESIGN of the Chapters
These alternative teaching ideas were first tried and tested in the classroom
environment, and then reported in the ERIC database. The ED numbers for sources in
Resources in Education (RIE) are included to enable you to go directly to microfiche
collections for the complete text, or to order the complete document from the ERIC
Document Reproduction Service (EDRS). The citations to journal articles are from the
Current Index to Journals in Education, and these articles can be acquired most
economically from library collections or through interlibrary loan.
database, these instructional
Beginning with the resources as found in the ERIC
for your convenience. Each
strategies have been redesigned with a consistent format
chapter includes the following sections:
the ERIC database)
Source (your reference to tie original document in
Brief Description
Objective
Procedures
Personal Observation
space for your own Notes/Comments
teacher. In many instances, the
Most of the text in each chapter is addressed to you, the
directions to the students are
TRIED text also addresses your students directly. These
revise them, as you prefer.
bulleted '4*. Read these instructions to your students, or
these ideas to the ability
You know your students better than anyone else does. Adapt
specifically written for
levels present in your classroom. Some of the approaches were
of these plans not as blueprints but
certain levels, but they can be modified easily. Think
colleagues who TRIED them and found that they worked
as recommendations from your
and trust your students to
well. Try them yourself, improve on them where you can,
respond with enthusiasm.
Table of Contents
TRIED Series Introduction by Carl B. Smith
iv
User's Guide
Activities Chart
viii-ix
Introduction
Especially for Teachers:
Setting Up an English Curriculum in Values
1-16
Designing an English Curriculum in Values
2-5
Kohlberg's Stages of Moral Reasoning
6-8
Values Taught in Picture Storybooks
9-12
A Potpourri of Values Activities
13-16
Especially for Students:
"How Do I Find Out about My Values?"
17-51
Folk Play for Teaching Values
18-20
Point of View: Elephants and Free Speech
21-23
Using the Dilemma for Humane Education
24-27
Dilemma: The Candy Store Caper
28-30
Values Declaration Game
31-33
Values Clarification through Writing
34
Discovering Individual Story through
Autobiography and Literature
35-38
Values Clarification through Autobiographical Writing
39-41
Ethnic Literacy through Reading and Literature
42-44
Ask Yourself Thoughtful Questions
45-48
Six Novels as Parables
49-51
Individual Ethics and Personal Morals
52-69
Story as an Adventure for the Teenager: The Odyssey
53-54
Hamlet, After Magritte, and "The Key of Dreams"
55-56
Clarifying Values through Teenage Problem Novels
57-59
Ethan Frome: An Avoidable Tragedy
60-64
Morality in The Catcher in the Rye
65-66
Cultural Paradigms: "The Minister's Black Veil"!
"The Man in Black"
67-69
Social Ethics and Political Morality
70-101
Race and Class Tolerance
71-72
Huckleberry Finn and the Traditions of Blackface Minstrels
73-74
.
Using Tom and Huck to Develop Moral Reasoning
75-76
vii
17-79
Interracial Understanding: Things Fall Apart
80-84
High Impact Literature and Film
The Rank-Order Values Inquiry:
85-87
How to Choose a Leader
88-89
Teaching Emerson through A Separate Peace
90-92
Loyalty to One and All
93-94
1984: Orwell's Thrush Is a Hardy Bird
95-101
The Mentally Retarded in Literature and Fact
102-142
Environmental Values
103-108
Environmental Values Education (EVE)
109-111
Rights of the Child
112-115
Traveling through the Countryside
116-117
Haven Peck's Legacy in A Day No Pigs Would Die
118-122
Native American Values
123-125
Interdependence: The Whole World Works Together
.
. .
.
"Adopt" a Country: A Research and
126-131
Story-Writing Project
132-135
Alternative Futures: Develop Thinking Skills
136-138
Taking Thoreau's Boulders into the Classroom
139-142
"The Need of Being Versed in Country Things"
143-168
Annotated Bibliography
viii