DOCUMENT RESUME - ERIC · DOCUMENT RESUME ED 04E 198 SP 007 085 TITLE Pevelopment of Society in the United States.. American Civilization, Resource Unit II, Grade 10. Providence Social

DOCUMENT RESUME

ED 04E 198 SP 007 085

TITLE Pevelopment of Society in the United States.American Civilization, Resource Unit II, Grade 10.Providence Social Studies Curriculum Project.

INSITUTION Providence Public Schools, R.I.; Rhode Island Coll.,Providence.

SEONS AGENCY Office of Education (DHEW), Washington, D.C.Cooperative Research Program.

REPORT NO CRP-6-1195PUB DATE E9NOTE 63p.; Part of a set of reso"rce units and curriculum

overviews for K-12 social studies

EDRS PRICE EDRS Price MF-$0.65 HC-$3.29DESCRIPTORS *Curriculum Guides, *Grade 10, *Grade 11, *Social

Studies, Sociocultural Patterns, *Urban leachingILENTIFTERS United States

AFSTRACTGEADES OR AGES: Grades 10 aid 11. SUBJECT MATEF:

Social studies; United States civilization. ORGANIZATION AND PHiSICALAPPEARANCE: The major portion of the (2uidc is divided into sixsubunits, each of which is laid out in three columns, one each fortopic:;, activities, and Haterials. Other sections are in list form.The guide is mimeographed and staple-bound with a paper cover.OBJECTIVES ANL ACTIVITIES: General objectives for the unit are listedon the first page. Each croup of activities in the second column isrelated to a topic in the first column INSTRUCTIONAL MATERIALS: eachgroup of materials listed it the third co'.umn is related to one ormore activities. In addition a separate append,_x (SP 007 0E6)contains curriculum miterials. STUDENT ASS:SSMENT: No provision.CPTIONS: The guide is prescriptive to couise content and timing.Activities and materials listed are opti.inal. (PT)

PROVIDENCESOCIAL

STUDIESCURRICULUM

PROJECT

U S. r %FITMENT OF HEALTH.E: ,J CATION & WELFAREOF.: ::E GE EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING iT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYF,EPRESrNT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY

10 & H

111411,11,

DEVELOPMENT OF SOC!ETY INTHE UNITED STATES

AMERICAN CIVILIZATIONRESOURCE UNIT II

GVDE 10

RHODE I6LAND COLLEGEPROVIDENCE PUBLIC SCHOOLS

TABLE OF CONTENTS

A. Introduction 1

B. Organization of Material 1

C. Aims 1

D. Generalizations 1

I. Mode of Analysis for Society in the U.S. 2

II. Analysis of Society in the U S 13

III. The Family 24

IV. Educaticn in the United States 31

V. Religion in the United States 42

VI. The City in United States History . 51

RECOURCE UNIT I I

DEVELOPMENT OF SOCIETYIN THE UNITED STATES

Suggested Time: 20-25 weeks

A. INTRODUCTIONThe purpose of this section is to analyze society

in the United States. Some of the material is frequentlyconsidered controversial. Since the basis of SocialStudies instruction 4n the high school is to preparestudents for the future, be this college or work, theseissues must be considered.

B. ORGANIZATION OF MATERIALSThe section is divided into six sections. The first

two deal with general Sociological and Historical topics,and he last four with specific analytical topics.These four analytical topics are the family, education,religion, and the city.

C. Ain1. To gain an understanding of contemporary society

in the United States and of the various factorsthat have contributed to its formation.

2. To understand the various groups that constitutesociety in the United States! why they came, wherethey are settled, and That contributions they made.

3. To become aware of the various institutions ofthis society, and how they developed on theAmerican scene.

D. GENERALIZATIONS1. Each so.:ial group contributes as well as receives

ideas, customs, and beliefs from other sectionsof American society.

2. Some groups in American society are not assimilatedas easily as others.

3. The institutions which emerge in a society reflectthe background and beliefs of that society.

4. A demographic analysis of a society or section ofa society will reflect the social, political, andeconomic level of that society.

3

SECT ION 1 2

i;ODE_ OF AALYS IS FORSOCIETY L\1 THE UNITED STATES


A. INTRODUCTIONThis section will attempt to give the teacher and

the students the tools they will need in order toanalyze society in the United States. Basically theemphasis should be placed on the method of analysisrather than t!-:e acquisition of many unrelated facts.One continuing question is: How did we reach thepresent stage?

B. AIMNote to teacher: Teacher and students should re-

develop the aims of this section using the followingas a guide- -

3) To show students that formal education is ore othe most efficient methods a society has for socializingits youth.

b) To have students cbtain the sociological methodologynecessary for the interpretation of statistical tablesof American society.

c) To have students engage in demographic analysis ofthe United States in order to develop understandings ofsome of our social, nolitical, and economic institutions.

DEVELOPMENT OF UN IT

QUESTIONS SUGGESTED ACTIVITIES MATEPIALS

Question 1What is the pop-ulation of theUnited States?

How is it dividedregionally?religiously?ethnically?racially? by age?by sex? What arethe implicationsof these figures?

A student report on the im- Historicalportance of population growth Statistics of(tie in with Question of 'the U.S.

! in overview)Student report or group re- 'Statistical

port on the advantages of a largeAbstract of theand fast growing population. jU.S. p.5

Report on the disadvantagesof a large and fast growing M

population. The World Alman,A chart (possibly a bulletin pp. 321-327

board) showing the shift fromrural to urban population from !Scott Foresman,1790-1960. (this should be ;United Statesmimeographed and passed out to iffi-STOI,V-57-2-Mclass) ;470;28;367;230;

Have groups of students pre- i387;470;588;745pare charts on the numbers ofimmigrants at 10 year intervals American Book Co

;from 1790-1960. 'History U.S.A.A group report comparing pp. 49;133;193;

Population growth in the present 261;286;443;607U.S. to growth in Great Britain, 713;3-6;386;461;India, Sweden, Ireland, U.S.S.R. 668-669;437;93:and China. How do these coun, .34-35;272;273tries compare to the U.S.? to 280one another? to oth... nations? '

A group activity to determine University ofthe unusually large birth rate Chicago Press:for the period 1945-1955. AmericanA U.S. outline map showing ::en- ImMigration

ter of population for theU.S. 'at10 year intervals from 1830 to Allyn & Bacon:the present. Today's

A chart showing the change in Problemsfamily size from colonial times pp. 29-43to the present.

A special report on the pro- US CensusMem> caused by a rapid growth Reportin population in such Latin Pc (S1)-28American countries as Brazil.Compare population growth with Public AffairsU.S. What relationohips exist Pamphlet 1093between high birth rates and A New Look atpoverty? Our Crowied

Fro-rld'pp.177.7

3

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

Macmillan:Urban America

'p. 7

C.,.00de!$,Worid

Atlas

Allyn & Bacon:High SchoolSociologypp. 178-193

Oxford Book Co:Sociology forHigh Schooli5i5770=r6T

Harcourt, Brace& WorldIntroduction toGeography

t)

Q QUESTIONS SUGGESTED ACTIVITIES MATERIALS

Note to teacher:Teacher mightprefer to havestudents approachthis section froman inductivepoint of viewwhere the studentsexplore sociolo-gical problemsand evaluate theirfindings, drawingtheir., own conclu-sions as to avail-able resources,methods or researchand various meansof presentation.If thi: devel(pmentalapproach is desirableteacher should beginwith question 7, p.10, and work back toquestion 2, p. 5.

Question 2What is sociology?(Purpose is toclearly introducesociology to thestudents)

Give students a sounddefinition of sociology andthen through class discussionanalyze the critical terminologyof said definition. For exampleSociology is the scientificstudy of human interaction.

SCIENTIFIC- methodology usedhuman - only peopleinteraction - two or morepeople influencing oneanother i.e. group.

About BasicSociology

Oxford:Sociology forthe HighSchool

Allyn F-9econHigh SchoolSociology

Holt,Rinehart,WinstonModernSociology

6

QUESTIONS SUGGESTED ACTIVITIES

1

Question 3

MATERIALS

What are the fac- Have students apply the Puritantors affecting definition of an institution to Heritagesocial relations? he needs of a society i.e.a) What are the 1) economic institution, 2) Sankowsky:

needs of any political institution, 3)mar- Glossarysoci,:ty regard- 0.age, 4) religious institution,less of place 5) educational institution. Quinn:and time:

I Take our present-day society Glossaryfood, clothing,and any less complex (refer to

shelter appendix) society and see if and Oxford:order and When there are formalized in- Sociology for

protection ptitutions and when one institu- High Schoolreproduction tion may absorb the function of fpp. 114-151goal and another institution.

dire7Aion, That is a culture? The sum Holt;Rinehart

for living total of all patterns of be- & Winston:communication havior and thought in a society. Modernmeans of in- I includes the language, tools,15ociology

stilling customs, beliefs, values, stan- pp.. 165 -169awareness of dards, and institutions.) 179-180one's heri-

I Include a definition and dis-cussion of About Basic

normtage

b) What is aninstitution?(An organized orwell-established,way in which asociety meets Terms:one of its basicf societyneeds.) sociology

institutionculturemoralsethosnomvalue

valueethosmorals

Sociology. .

Lippett:Living inSocial Groupspp. 102-104,149-152

QUESTIONS

Questic'n 4What method doesa sociologistuse to analyzesociety?

SUGGESTED ACTIVITIES !MATERIALS

Through class experimentation kolt:have the students deduce scientific Rinehart &method. 'O./ins-ton

Exeruise: ModernPropose a sociolcgical Sociologyexperiment; pp. 5-13

Have five students sit in arow. Each student receives a rpxford:message with four symbols on it ex- Sociologycept one student receives a message for Highwith five symbols. (4--xo*) Students ;,,school"rust pass notes to find out what is 3_8the extra symbol. (You may pass anote only to the person you are sit- ;Lippincott:ting next to) Then have the studentsLivini; inwrite down who was group leader. YoVSociaI Groupswill find the central position at the!pp. 30-33'center and therefore the conclusion 436-436ffis leadership is based on geography

rand not personality. ibipathl-L4Now analyze the experiment in terns Our Changingof the scientivic method. 1Social Order

A student report on the scientificpp. 6012method. What is it? Who defined it?What disciplines utilize it? (Havethe student include an example of thescientific method in hispresentation.)-

Terms that can be learned in thisexercise:

scientific methodobjectivityhypothesisdatainductive/deductivevarietiespure VE. applied science


Question 5What tools can asociologist useto study humaninteraction?

Survey and questionnaire. Demcgraphi!".Have students make a very simple TeTJETD-Ok - atsurvey to administer to their peer Providencegroup. (See sample in Appendix) Public Library

Direct observation. Have stu-dents assigned to observe in the Statisticalcafeteria. They are to determine Abstracts ofthe number of students: the United

who buy their lunches con- ,Statestrasted with those whobring lunches

who have ties (male) Statistics ofgirls wearing dresses as theUnited

opposed to skirts Statesnumber of men with mustaches

Case study. Take an excerpt Demographic`from a sociological case study and rr6151e5is byhave the students discuss the valueTE3riiihsonof it. (example - Middletown: A (teacher useStudy in Contemporary American only)Culture)Statistical data already gathered. Holt, Rinehart

a)census & Winston:b)statistical abstract Modernc)vital statistics S361-617gy p.7-11d)almanace)statistical yearbooks Oxford Book Co.Perhaps you could invite a Sociology for

sociology grad,Jate student to dis- High Schoolcuss the °census" with the group. rpp. 6-8

Hake a trip to the librarywhere the students can becomefamiliar with statistical databooks. have students use the bookto find answers to these questions:,

What is the population of theU.S.?

How is it divided regionally?Religiously? Ethnically?Racially? by age, by sex?

What are the implications ofthese figures?

That is the present birth ratein the U.S.? The death rate/

Percentage married? Age atmarriage? Percent divorced?'

9


Laboratory Experime.. 3ecause; students are probably fa...L.Lar with't lab experiments in the biologicalsciences, have them suggest waysthat this situation could be usedto study human interaction. (SeeA?pendix for psychological experi-ment on group dynamics.)

Terms should have acquired fromthis exercise:

surveycase studydataopinion pollcensussamplecross-sectionvital statisticsstatistics

Sub-question 2a 1,

What are vitalstatistics' andwhy are theyimportant?

By using the Statistical Ab-stract, census, jimanac, and itlaseshave students find the birth, death,marriage, and divorce rate for 1790,,1830, 1880, 1930, 1945, 1960 in theUnited States.

Have students convert the statis-tical data into charts and graphs tovisually show the increases and de-

; creases in the above st_atistics.Through class distussion have

1 students interpret the data, bringininto focus the various historical

! events in the years chosen.Invite a marriage counselor to

discuss ch techniques used to pre-vent increases in the divorce rates.

; (Also a lawyer and a clergyman todiscuss their respective viewpoints.

Invite a social worker to discuss! the effect of divorce on the childreinvolved.

Have a pediatrician, doctor, ori biology teacher discuss the advance-ments in medicine which lowers infantmortality -.,ates.

I

10


Question 6What are the ways Activity defining statistical Living inin which a terms: ;Social Groupssociologist median direct relatiom.hiPLab Pijectinterprets and mode inverse relationshipSetion p.43.5presents his average ratiofindings? correlation percentage 4Freedom

Then divide into groups and have pamphletsstudent determine if the above :Prejudice andterms are applicable to their givenSociety 15713survey. Assign specific exercises,:based on this survey, which give !Scott Foresman:students experience using the aboveThe Negro interms. America p.100

Present the findings in various p. 94-108forms i.e. circle graph, bar g).aph,line graph, table, and distrils,utioncurve.

Terms they should have learned:All of the above statistical terms :plus:

interpretationnormsdeviationabstractgraphdemographeranalyze

11

Note to teacher: The following might he used as a culminatingactivity to show the students how the sociologist uses tools instudying a specific problem. Teacher might choose one of hisown topics to be studied at this point. i.e. law, crime, drugabuse, etc.

QUESTIONS

Question 7What is socialmobility?Is the U.S.socially mobileor is it static?Explain.

Has socialmobi2ityincreased ordecreased inthe UnitedStates since thethe period ofindependence?Why? How?

What is thepresentoccupationalmakeup of theU.S.? Whatare the relation-ships betweenoccupations andsocial standing?

Does leisure

SUGGESTED ACTIVITIES

A class discussion to arriveat the three (3) basic measuresof social mobility.

a) occupationb) educationc) income

1

SRSS: SocialMobility .n the!United States

!Heath: Our!Changing Social

Have students prepare large PP'88-93charts showing the relationship ;

between various occupations, the iHolt, Rinehartnumber of years schooling com- ;F, Winston:Dieted, and the salary earned. ModernHave a discussion on this chart. iEr5fogyWhy do truck drivers ieccive more1pp. 151-161money than teachers and yet score!

: lower on the social scale? etc. Oxford Book Co.! Sociology For

A discussion on the probabilitNiffiFEThchoolof one rising above the economic ;pp.2737ff--status of his father. 1290-307

What changes had occurred insocial standing in the UnitedStates during the last century?How '-ve our social patternschap;

'Prentice-Hall:1Social Strati-TiCalon

'Films!E/i..7 Law and

Co"Iparison of social nobility !Social Controltime, job in U.S. vs U.S.S.R., Italy, (state film atmobility, security Portugal, Great Britain, and RIC)and retirement

1 Austr-lia.hanef its affect I

a position on thespcial scale?

QUESTIONS

12

SUGGESTED ACTI-ITIES

Question 8What can andcannot he studiedby sociologists?

Ara the following topicscapable of cJbfective evaluation?

ghostdomestic animalsreligious attitudesprejudicesmarital relationsattitude toward schoolGodlovechair

1'1

-r

MATERIALS

SECT ION I

i,NALYS IS OF SOCIETYIN THE UN I TED STi--1 ES


13

1. TITIRODUCTIONThis section will attempt an evaluation of society in

the United States allong various social, economic, and culturaldimensions.

Throughout this section the emphasis should be on the useof the methodology developed in Section I. Each questionshould be explored and presented in various sociological ways.

2. AIMSa) To have students gain insights into various aspects of

American society apart from the so called middle classvalue system.

b) To make students aware of the historical, political, andgeographical background for the current sociologicalproblems facing the United States.

c) To gain insights into large movements of people fromEurope to the Americas, especially to the United States,and their effect on American Society.

3. GENERALIZATIONS1. American society is a mixture of many persons of differing

racial, religious, and cultural backgrounds.2. Poverty is present in the United States at the present,

has always been present, and may continue to be present.The definition of poverty, however, is constantlychanging both in a sociological and an economic context.

3. Stereotypes have been present throughout the recordedhistory of man%ind. Usually they are inaccurate, butthey reflect a fear that this stereotyped group mightbe a threat to the stability of the majority group.

4. Immigration usually reflects dissatisfaction with aperson's present situation coupled by a belief in a bettersituation in a different geographical situation.

5. Minority groups are present in all societies. They aleoften discriminated against because their political,social, cultural, racial, or lingual patterns differ fromthe majority of the population.

14


Question 1What are stereo-types?

Sub-Question laWhat are someexamples ofstereotypes inthe present?Through AmericaRhistory?

Sub-question lbAre stereotypesaccurate? Whynot? Then howhave they cometo be? Explain

This exercise might be besthandled thvough class discussionprevious to the introduction tothe texts recommended. Ask thestudents to describe a Russian,a Red Chinese, a Viet Cong, aNegro, people on relief, Jews,Chinese, W.A.S.P., Southerners,Italians, Irish. Through classdiscussion and readings in SRSS'Stereotypes tr :' to define, ana-lyze and understand the fallaciesinherent in stereotyping.

Is there any truth to the con-cept of a "superior race"?

Have the students list certaincharacteristics they attribute tocertain nationalistic, religious,or racial groups. (See Appendix)

An !.nterested student mightread any of the below authors andshow how American literature isfilled with stereotypes.

SaroyanO'HenryMark TwainSteinbeckBrett HarteJoel Chandler HarrisHarriet Beecher StoweJ.C. Furnas

(Goodbye to Uncle Tom)(Black Like Me) Griffin'

Have students bring in anddiscuss the stereotypes of comicstrip characters. Have a studentdo a book report on Black Like Me,

SRSS: Stereo-types

Public AffairsPamphlet #373How to Bringup Your ChildWithout Pre-judice #85Races of Man-kind

B'nai B'rith:R.L. HeilbronerDon't LetStereotypesWarp YourJudgment

Passinff of theStereotypesTandry- A.J.C.

Holt;Rinehart,& WinstonProblems ofDemocracyp. 29; 271

What is a Jew?WIzer-A.J.C.

DiscriminationCosts You Moneyby A.J.C.

Oxford Book Co.Sociology ForHigh Schoolpp. 274-275

FilmsM53 and M154Hemingway (I&II) (statefilm at RIC)

Freedom Pemph;',.tat Prejudiceand Societyp. 13

15

Note to teacher: The following suggested activities should bedeveloped by students exploring and presenting their data insociological termanology i.e. case studies, opinion polls, etc.


Question 2What is race? What races do Soc. Scientists Holt,olt, Rinehart

define? What are the criterion ',6 Winston:for definition? groblems of

i

Democracypp. 259-2/8

Sub-question 2a Oxford:Are there separate: Divide the class into three ,Sociology forraces? groups. Have them prepare charts igh School

showing the physical features of p. 264-276the three major races of mankind.Have students within each of thesePublic Affairs,groups analyze the various sub- a

races. Pave the 3 groups reportPamphlet #85

e Races oftheir findings to the entireclass)MankindEnd by comparison of 3 groups.Are there any differences in the Wnai b'rith:races? Are these differences realWhat We Knowor accidental? Give examples. About Race

Class Discussion. Biology 181nai B'rith:teacher could give a lesson on 'rejudice andrace and why races are so grouped Discriminationor classified.

Vnai B'rith:T Negro American

IntelligenceSub-question 2b i

Were things always. A group activity to determine pinai B'rith:this way? (Trace the racial makeup of the United Race andAmerican History) States at the present and at ntelIfence

various other periods of United'States history. (1620, 1790, 1850,8'nai B'rith:19170, 1930, 1967) Don't forget theRace and!Indians! ri-eTian-e

A group activity on Oriental McGraw -Hill:'immigration to the United States Our Oriental!(inc. Hawaii) Chinese, Japanese, AmericansViand Filipino. Why are there so'.few Orientals in the United cGraw-Hill:States? Were there any legal he American!restrictions on Oriental immigra- Indiantion? ilhy did those who are here

a *a

1

QUESTIONS

16

I SUGGESTED ACTIVITIES MATERIALS

come? What are the occupations :The Americanin which most are employed? Why Negro: Mythsthese? What type of discrimir and Realitynation (if any) did they encoun ETA.TX-7.ter? Where? Why? Is there anypresent discrimination? How do 'Sat. Reviewthey compare to the United States'reprint A.J.C.population as a whole socially, life Is Fun ineconomically, religiously, and a glaring ,politically? (education?) ,Fair Skinned

World

Sub-question 2cHow do wedistinguishbetween race andethnicity?

,Children andDiscrimination

Using Cultural overlays (which Speck - A.J.C.each department head has), have ;

students determine the difference 'What Is A Jew?between the two. !Rertzer - A.J.C.

FilmsPrejudice by

Sub-question 2d A.D.L.What is prejudice Have the students read the Boundary Linesand discrimination?several booklets on prejudice in by A.D.L.

the classroom resource center. 'Brotherhood ofHow do people be- an by A.D.L.

Speaker from the Anti-defama- Can We Immunizetion League. , Against Pre-

judice? A.D.LTwo students might analyze the'AJCI The

!song .Carefully Taught'' from EcumenicalSouth Pacific to determine the Council andvalidity of the phrasiology. the Jews

.Pike: RootsHave students tell their of Bias

'parents (with a straight face) thatADL: The Teachin,;they are dating someone from of ContemptAnother race. Next day have themd',relate reactions to the class. One Nation

Library:Have only one or two students Prejudice - How

answer an ad for an apartment inido People Getthe newspaper. Be sure that they 'That Waysound interested and enthusiasticabout the idea and at the end of Belth: Barriersthe phone call have students askif the landlord rents to Negro orOrientals.

come prejudiced?Why?

How can we over-come prejudice?

I "i

17

QUESTIONS SM;GESTED ACTIVITIES

Question 3What has beenthe focus ofthe currentblack movement?

Havereportfamous

MATERIALS

a student investigate and Crisis inon each of the nationally Black andblack organizations. Wilit

National Association for theAdvancement of Colored People 450A0biogra]pla

St.ident Non-violent CoordinatingQ1algicolm XCommittee

Black Muslims Spin on IceUrban LeagueCongress on Racial Equality MOZOLAD_IbVBlack Panthers Viaking_ofSouthern Christian Leadership AmeriollConference

These organizations should he in- O.E.P. Bookletsvestigated as to their activitie3,leadership, philosophy, and major Uat_iie__Kns2Ycontributions. ;11..bout_JA4R

Have a student do a report on"black ident5.ty.- This might Vck 1,4%e Mebring about a discussion of nomen-calture of this segment of our life Reprint 21society. i.e. negro, black, Afro -!

WSS: Leader-A teacher might invite a

American, Colored, etc.ship in America].

speaker from the black community !Society Ato talk about the current racial !Case Study ofsituation. (Check Appendix for ;Negro Leadershitlist of names).

Students might do biographies 'Wadsworth:of: 'Problems and

DuBois Stokley Carmichae 'Prospects ofMarcus Garvey AdamClayton POWel the NegroMalcolm X Dick Gregory MovementJames Meredith i

I

Thurgood Marshall 'Lincoln:Eldridge Cleaver. The Ne roMartin Luther King Jr. it rimage inH. Rap Brown etc. AmericaA student might investigate th pp. 125-167ff

1896-1954 Supreme Court decisions(Plessey vs. Ferguson and Brown Krug: c.alientvs. Board of Education - immediat Dates TFand long-range implementation) merican

A student might investigate Historythe civil rights legislation - pp. 116

1 nati,:nal and state.

18


Student or group reports onany other minority or racialgroups that the students areinterested in.

Rand McNally:Social Historyof AmericanEducationVol. IIpp. 243, 316,374-378, 393

Ccott Foresman:Negro in America.pp. 163-176

Wade: The Negroin American Lifepp. 144-173

American Book:Viewpoints USApp. 330-352

Pethirew.Epitaph forJim Crow

The AmericanNegro pp.183-266

Americans AllSeries

The Indian inAm-e-Fie-a-Ts Past

The AmericanIndian

The Grcat .

HungerWoodham Smith

19


Question 4What is the A student project to preparehistorical back- a numerical and percentage chartground of the for Negro population from 1620-current Black- 1967 at 50 year intervals. ThisWhite Confronta-should be done on a ditto mastertion? and passed out to the :entire

class.A report on any of the femous

Negoes in U.S. history.Book Report on Negro in the

Making of America =-Qaii-Tr16s

MATERIALS

Sub-question 4aWhat is Jim Discussion of the movie "InCrow Justice? the Heat cf the Night''

Have sfilaints report on the'Freedom Rides" (1963 C.O.R.E.)

Sub-question 4bWhat issegregation?integration?and what areits effects?

Sub-question 4cWhat is DeFactosegregation?

death: TheNegro Strugglefor Equalityin the Twen-tieth Century

"Scott Foresman:1The Negro inAmerica

Oxford Book Co!The Strange,Career ofVim Crow

Houghton

The AmericanNegro_

Public Affairs!Pamphlet #95ghe Negro in

Set up an experiment making America1/10 of the class a minoritygroup whose every day activities Public Affairsare segregated, i.e. all blondes Pamphlet #396will use only one entrance to the Fair Play inschool, only sit in special . Housing :-nano'F,;

chairs, stand e.t end :of lurch My Neighbor?line, use only drinking fountainin the basement, etc. After two ABC Document 9Bweeks discuss the effects of this ABC Document SAsegregation. ABC Document 51%

Investigate to what extent theProvidence Schools are integrated Chicago Press:What are advantages and disadvan- The Negrotages? Family in US

Wadsworth:Issues of then.Tfies

Using Reader's Guide in the pp. 88-114library, have students investi-gate the 1968 N.Y.C. Schoolcrisis.

20


Discussion as to the' relative merits of Neighbor-

hood School districts.

1 Terms:racism

fi

prejudiceblack powerblack identitysoulsegregationDeFacto segregationcivil rightsintergrationJim Crowismdiscriminationstereotype

Ctrs

Wadsworth: Pro-blems and Prospectsof the Negro Move-ment (all)

Heath: The Negroand Puerto Ricanin American (;.story

B'nai B'rith: TheNegro Pilgrimage(in America

B'naiEpitaph for JamCrowFilmsD-36 Emancipation

Proclamation(state film atR.I.C.)

A-103 Negro Soldier(state film atR.I.C.)

Study in Color(3 parts) A.D.L.

A Morning For Jimmyby A.D.L.

All the Way Homeby A.D.L.

The Challengeby A.D.L.

Epitaph for JimCrow (5 films)by A.D.L.

AEP: Negro Viewsof America

J.C. The%.,erican NegroMyths and Reality

McClosk)y: USSupreme Courtpp. 120,-=

21


Question 5 i

What is poverty? i Group activities to show that Wadsworth:poverty involves more than a lack Issues of the

Who are the poor?; of money. (poor as an economic Sixties! term and as a value term) 'pp. 42-86

Have groups define and analyzesuch terms as money, income, stan- Scott Foresman:dard of living, the poverty line, Reform incycle of poverty, broken families America (all)

Have students investigate the"Poverty Line" as developed by Allyn & Bacon:H.E.W. Today's Problems

I A group report on the poverty pp. 116-135line and why it is constantlymoved upward. Allyn & Bacon:

Ex. Poverty was: High Schoolin 1955 - $2,000 Sociologyin 1955 - $3,300 pp. 289-300

(i.e. Has inflation increased sorapidly or has the definition of Filmswhat constitutes economic poverty E730 - "Franklinbeen chanzed?) 1Delano Roosevelt

A her graph showing the per- (state film atcentage decline in poverty from R.I.C.)1820 to the present, yet the greanumerical use-. Filmstrips

Sub-question 5a Comparison of the New Deal of SS-C-14What is being th.! 1930's and poverty vs the New "Civiliandone about Frontier's attitude toward povert:Conservationpoverty? by in 1960's. Corps"whom? is it Have students read the various SS-H-21G "Newsuccessful? exercises and readings in the SRS. Stature In a

materials and present their read- Ne4 Century''ings to the class discussion on SS-H-21H ''Worldthese readings. War I and Its

A group report on the 'War on Effects"Poverty' - Who began it? What 3S-H-211

I

areas does it encompass? Have an "Depressionof your students been involved at Recovery, andany stage? Is it successful? World War II"What are the ultimate goals? Wilythey be achieved? ISRSS: The

A student report on Progress Incidence andfor Providence. What has it done?Effects ofIs it successful? What are its Poverty inplans for the future? the U.S. (all)

22


Chandler:Poverty inAmerica (all)

Wadsworth:PovertyAmerican Style-COM-

Public AffairsPamphlet #398Poverty in theU.S.A.

Public AffairsPamphlet #362The Poor AmongTs-rUgaireieand Opportunity

I-Jblic AffairsFamphlet #367Ecual Justicefor the PoorMan

Public AffairsPamphlet #343Pui31ic Welfare

ABC Pamphlet8B, 8C, 8D

Public AffairsPamphlet #304That No ManShall Hunger

Gordon:Poverty inAmerica

Conant: Slumsand Suburbs

AmericanPhilanthrophv:Brennerpp. 181-185

23

QUESTIONS SUGGESTED ACTIVITIES !MATERIALS

I

Question 6 t

What are the Hava students report on the Oxford:advantages and Malthusian theory. iSociolnay fordisadvantages Have students report the effectMri-Schooi--of a large of the fonowing on population: !pp. 219-221population? war

plague IA New Look ataverage life span Our CrowdedHave a student go to the World

library and get books from whichto read excerpts to the class on Historical andthe crippling effects of disease Statisticalon a society. Abstracts

Rats, Lice, and HistoryHans Zinsser 'iorld Almanac

The Plague Albert CamuFThe Peloponnesian War Heath: Our--Thucydides Changingcial

i- Order p. 212

Sub-question 6a Holt, RinehartWhat have been List facilit:T.es necessary to & Winston:the limitations sustain a large population. ilodern Soci-on population? Hale students compare the area,olcj,v

population, literacy rate, per- pp. 215-230capita income, and industrialindex of U.S., IndiA, Canada, and Iippincott:Kenya. From these charts student Living inshould be able to analyze and TOcial Groupsdetermine when a large population pp. 81-83becomes "a help or a 'nindrance

1 to the country's development. Allyn & Bacon:High SchoolSociolopp. 182-!83

Sub-question 6bWhat are theadvantages anddisadvantages ofbirth controlwith regard tothe stabilityand living stan-dard of apopulation?

24

SECTION IIITHE FAMILY

1. INTRODUCTIONThis section will attempt to portray the character of

the present day American family. The teacher should attemptan analysis in historical perspective of the roles, functions,and ties in the family; its size, income, social standing,religion, and trends of social mobility.

2. AIMSa) To gain an understanding of the size and character of

the American family.b) To identify the roles- functions, and ties within the

American family structure.c) To understand the socio-economic backgrounds of various

family groups in the United States.d) To develop demographic tables as they relate family

in the United States.

3. GENERALIZATIONSa) A major trend in United States family life is a high

degree of independence.b) The size of American families has declined constantly,

but slowly, throughout United States History.c) The 20th century has seen some what of a decline in

family stability as seen through such statistics as anever increasing divorce rate.

25


Question 1What is a'family?

Sub-question laWhat are thevarious typesof families?

Get anthropological films on Heath: Our`'various types" of families from ChangingRIC and state department of R.I. Social Orderat RIC. !pp. 158-171

Use anthropological casestudies on families. (Consult Holt, RinehartRIC Dr. Lindquist) & Winston:

Have students compPre a family Problems oforiented society (U.S ' with a Democracytribal-oriented society. (See pp. 255-265Appendix.)

From the above films or casestudies help students derive:

matrilineal patrilinealmonogomy polygomypolygyny polyandrypatriarchial matriarchalexogamy endogamyextended familyclosed familyA group report or a panel

discussion on the major differ-lences between nuclear family andextended family. What are theadvantages of each? The dis-{advantages? Why has the United!States developed the nuclear!family? Why has the extendedfamily declined?

Sub-question lbHow does a`typical' family I

differ from such 1

groups as theMormon family?The immigrantfamilies? TheMexican Americanfamily in the li

Southwest?

Oxford Book Co.The AmericanFamily

McGraw-Hill:Our OrientalPmericans

University ofChicago Press:The NegroFamily in theUnited States

McGraw-Hill:Latin Americansof the South-west

Allyn & bacon:Today's. Pro-blems pp.44-56

Holt, Rinehart& Winston:ModernSonclogvpp. 183-188

Oxford Book Co.:Sociology ForHigh Schoolpp. 152 -158

Films11138-Men, Womenand Children(state film atRIC)

Children Withouby A.D.L.

26


Question 2What are the"roles" withinthe institutionof the family?

Sub - question 2aWhat is thefunction of afamily in termsof society:

Using the technique of role-playing have students enact therole of mother, father, brother,sister, grandparents, aunts,uncles, etc.

Have the class speculate asto the assimilation of roleswhen various members are incapac-itated or absent.

Heath: OurChangingSocial Orderpp. 158-162

Holt, Rinehart6 Winston:

iProbJems ofDemocracypp. 256-260

Oxford Book Co:The American

Through class discussion or Familystudent/parent discussion listthe reasons why families are McGraw-Hill:necessary to a society. Our Oriental

Have students investigate what Americansother agencies in society canprovide the same functions as a University offamily. 'Chicago Press:

Have students give report on The Negrothe 'function" of the family Family in the

has changed historically. United StatesClass discussion on why .

families are important.a) securityb) procreationc: identityd) companionshipe) stabilityf) guidanceg) fills a psychological needh) biological needsWhat typical family functions

are being carried out by thestate? the school? otherorganizations?

McGraw-Hill:Latin Americans67- the South-west

Allyn & Bacon:Today's Pro-iblems pp.50-55

Allyn Tacon:High SchoolSocioloupP 61'69

Holt, Rinehart.& Winston:FodernSociologyWTI-WI:188

27


Oxford Book Co.;Sociology forHigh Schoolpp. 152-164

FilmsB138 Men, Wcmenand Children(state film tat R.I.C.)

Children With-out by A.D.L.

28


Qu-.,..stion 3

What is the I Students could prepare charts Oxford Book Co:average family

I on family income for various yearsThe Americanincome in the in United States History. CompareFainily p. 20Un:.ted States these charts. Through classat the present? discussion draw implications of Statistical

these figures. Abstracts ofHow has it the Unitedchanged? States

Sub-question 3aWhat is theaverage number

SRSS! SocialMobility in"the U.S.

A rep,rt on the changes infamily size through United States Heath: American

of children?: history. Why have smaller Problems Today

How has this families become common? Who 1.pp. 37-48changed?

i still have large families? Why?What are the projections for the Metropolis:

Which groups have Ilfuture? Values inmore children, 1, Comparisons of the family in Conflictwhich fewer? Why?:the United States to other areas ;pp. 150-170

of the world such as China, IndiaSouth Africa, Italy, France, GreaVillyn & Bacon.

;Britain, and U.S.S.R. Today's Pro-.: iblems pp.57-69

[i

Allyn 6 Ba :on:Sub-question 3b i ;High SchoolWhat are the Student activities to deter- !Sociolo,ymajor influences mine what influences these in- TP.in the family? ventions or movements have had

;

on family unity, family life, andiHolt, RinehartHow have these family aetiv'Aies. Winston!changed since Panel discussion on the ;Modern1920: benefits and hinderances of moderlSociofogya) automobile appliances on family life. Is q4). 188, 202b) radio the family together more? Whyc) television not? Does this have an effect on Oxford Book Co:d) airplanes delinquency? How? On social High Schoole) travel mores? How? On boy-girl TOCologyf) leisure time relationships? How? pp. 156ffg) war 159; 162h) prosperityi) depressionj) educationk) recreation

30

29

QUESTIONS

Question 4Is permanencea trait offamilies in theUnited States?

That is ourdivorce rate?

7.ias it grownsmaller orlonger duringthe 20thcentury? Why?

How do wecompare withother countriesin the worldin divorce?

What does ahigh divorcerate indicate?

A low divorcerate?

SUGGESTED ACTIVITIES MATERIALS

--.A student activity to draw a Heath: Ourchart showing the divorce rate Changink(est.) for various eras of our Social Orderhistory. np. 172-J95

Have the students develop'charts showing worldwide divorce Heath:trends; draw implications from Americ=nthese figures. Problems Today

A group activity to determine !op. 4

various reasons for the risingdivorce rate in the United States? Oxford Book Co:

'Sociology For

SuL-question 4aWhat are theprospects forthe family inthe future?

Will our familystructure continulto contract, orwill there be areturn to alarger fam2.1ygrouping?

Chart showing trend in family!size over the last 200 years. Whltare the predictions for family sizein the futule?

Will familiescontinue to bethe conerstone ofsociety? Willsome differentorganizationtake over itsfunctions?

(NI

pigh SchoolFp. 162-168

hanac

4.riolt, Rinehart& Winston:roblems ofemocracy

pp. 260-264

Allyn & Bacon:i h Schooloci3Mgyi68 -72

30

Culminating Activity

Discussion of a famous play or book concerning the family.Teacher might check with English Department and together mightdecide on the better approach. Such as:

Raisin in the Sun (excerpt is in AEP - NegroViews of America. p. 25)

As I Lay Dying

Cur Town

Long Day's Journey Into Night

33.

SECTION IVEDUCATION IN THE UNITED STATES

1. INTRODUrTIONThe two main objectives of this section are to make

the students aware of universal education, its causes andeffects on the American scene; and to develop an awarenessof current issues.

2. AIMSa) To make the students aware of the multitude of problems

that face public education in the United States.b) To gain an understanding of the background and rationale

for universal education in the United States.c) To demonstrate the place of private and parochial schools

in the United States.

n

32

Note to Teacher. The first question is merely a means ofmotivating the students with regard toAmerican Education


Question 1What are themajor currentproblems ineducation?

1

MATERIALS

Groups of students to examine (Heath: Oursome major current problems and toiChanging

!then lead a class discussion on Social Ordereach of these problems. pp. 265-262

Tear:her lead class discussionon current problems, some past !Heath:problems, an6 some predicted American Pro-future problems. Iflems Today

Students to go to the periodi- app. 129-147cal index at local library andprepare presentations oncurrent issues in AmericanEducation.

Public AffairsPamphlet #346School Failuresand Dropouts

Public AffairsPamphlet #337The Delinquentand the Law

ABC Pamphlet 9E

B'nai B'rith:Barriers:Patterns ofDiscriminationAgainst Jews

B'nai B'rith:Equality Throurintegration

A.J.C.: Are thy,Public SchoolsGodless?

Signet! Slumsand Suburbs

B'naipepro Education.For What?

33

QUESTIONS SUGGESTED ACTIVITIES I MATERIALS

AJC: EducationAn Antidote toPoverty

Blnai B'rith:Prayers, Biblesand Schools

A.J.C. : School' Prayers aFlaTEEFounding Father

1A.J.C.:Religion andPubli-CEducatior

Harper 6 Rowe:Salient Datesin AmericanEduCation

Rand McNally:Social Historyof AmericanEducation

FilmsA Question ofChairs: TheChallenge toAmericanEd,Jcationby A.D.L.


34

MATERIALS

Question 2What is thefunction ofthe school inour society?

; Pave students determine why .Heath: Ourthey are in school and Wiat Changingsociety expects them to be accom- s061al Order

1 plishing at the various levels: pp. 265-2821 elementary, secondary, and posti graduate. That is, what does Heath:society expect to accomplish by American Pro-having students in school aril blems Todaywha.4- do students expect to accom- ipp. 129-147plish by being in school?

Are society's expectations Allyn 6 Bacon:valid today? Today's Pro-

To what extent can education blems pp.155-16be a vehicle for change in asociety? Wadsworth:

Is economics the only objective Metropolis:of advanced education? Values in Con-

How has the purpose of educa-tion changed over time (i.e. howdid your parent's education dif-fer from your's - change inparental' emphasis; "agrarian'emphasis: 'religious" emphasis)

Sub-question 23What was it inpast eras?

Groups of students to examinevarious eras ii United StatesHistory to determine what theaverage number of years of educa-tion was; How long was the schoolyear and other points of com-parison.

Group reports on various erasof United States History concern-ing amount and type of education,number of schools, salaries ofteachers, teacher preparation,laws concerning education, typesof texts, style and equipment ofthe schools, etc.

'fliEt p-ipi-172-58-26!

NegroEducation -For What?

Allyn & Bacon:!High School

il-_pp. 248-260

Education: AnAntidote toPoverty byA.J.C.

!Holt, Rinehart& Winston:ModernSoM7rogypp. 16J:171

C,ford Book CotSociology ForHigh Schoolpp. 188-211

QUESTIONS

r-SUGGESTED ACTIVITIES

35

MATERIALS

What is the average number ofyears of schooling completed inthe United States today? How hasthis changed in United StatesHistory? (trend)

When, where, and why was freepublic education instituted? Howhas it evolved? How have thefunctions changed?

What were the reasons for the180 day school year?

Harper & Row:Salient Datesin AmericanEducation(all)

Rand McNally:Social Historyof AmericanEducation2 vols.

FilmsFreedom toLearn byFredom to Readby A.D.L.

Cnallenge toAmerica: 11.eRole ofEducation inInte^groupRA.at ionsby A.D.L.

36

VESTIONS

Question 3What are thedifferentschools?i.e. public,private, paro-chial, elemen-tary, juniorhigh, middleschool, highschool,comprehensive,vocational,commercial,special and


Visit guidance counselors andother institutions to developobjectives of the various kindsof schools.

Perkins School for the BlindClassical HighFogarty SchoolSchool for the DeafButler SchoolHoses BrownMary C, WheelerLaSalle etc.A student report on what is

meant by a "comprehensive highclassical school. What are its advantages?(Bronx Science), disadvantages?art (Juilliard) What percentage of schoolspecial children attend non-publL! schools?education, ; Why?physically

1

handicapped,mentallyhandicapped.

Sub-question 3aWhat are thevarious kinds ofpost graduateschools?For example:

Have students study schoolcatalogs to determine the philo-

I tophy of each type of institution.

Liberal college ! alumni.College (U.S. Have the class derive a commonUniversity) I set of questions and then later

vocational !compare their findings by using(beauty, . either general discussion or anursing, panel. Then have students decideelectronics) 'the value or preference of a

Teachers' ! liberal education vs. a specializecolleges education.Seminary schools Have the Guidance DepartmentMilitary academy come in and talk on the various

types of schools and theirfunctions.

Have students visit theseinstitutions or interview the

1

37

QUESTIONS

Question 4How is thegoverningforce deter-mined in eachof the differenttypes oif schoolmentioned?


Have students investigate anddetermine the responsibilities of

'the following groups:Providence School CommitteeSuper:_ntendent (Private and

Public)PrincipalState Board of EducationDepartment ChairmanCurriculum DirectorNew England Association for

Secondary EducationMayorTrusteesGovernorStudent CouncilPTA

fv)

38

QUESTIONS SUGGESTED ACTIMIES MATERIALS

Question 5What are thevarious sourcesof revenue apublic schoolhas to meet itsfinancial needs?

Have students call MissCatherine Casserly learn whatTitle I, II, III money is used forin our city.

Have students investigatefederal euucation laws (CivilRightu Act, 1954) to learn whetrestrictions are put on the useof monies.

Have students investigateProgress for Providence.

A report on the new role of thefederal government in (lucation:

What is 0E0?What is HEW?What funds come from Title

I, II, III of HEW?Where have they been used in

our own city?Have they helped education?

Hot;,?

Have they hindered progress?How? N.W. Wilson:

Will government money continue New Trends into be availible? the Schools

Have students write tc the pp. 87 -110;State Board of Education. Ask 132-138questions such as: What percentof the state budget goes for Harper & Row:education? How are educational Salient Datesmonies broken down? (i.e. special In Americaneducation, vocational, college, Educationelem-=,ntary)

Have a speaker from the State Oxford:Board of Education discuss the Public Educatiolfinancial implications of educa- tin Americation in R.I.

Have someone from the mayor's siCeap a checkoffice speak on ''The Sources of on the dailyRevenue a City Has.' Have the ,newspapers andspeaker specifically discuss currentspecial taxes specifically directe,,periodicalsto education. What is tae percapita per student per school?What criterion is used in deter-mining which school gets thelargest budget?

!BC Pamphlet 9B

Allyn & Bacon:Today's Pro-blemspp. 1E5-167

A.J.C.: Church,State ana---fh-b--Public Schools

Oxford Book Co:Sociology Foy:High Schoolpp. 2G2-203

Rand McNally:Social Historyof AmericanEducation2 vols.

40

39


Where do the student fundsoriginate? ( SAO) How is itcontinually replenished? Whodetermines how the money will bespent?

Sub-question 5aWhat are thevarious sourcesa privateinstitution hasto meet itsfinancial needs?

Visit a parochial school andfind out the cost of education forsaid students(i.e. to what extentis this taken care of by tuition)

That are the various fundraising methods employed by aprivate institution?

Have the students keep a fileon the current crisis in fundingeducational institutions. (i.e,taxing of clwrch, taxing of BrownUniversity land)

How may parochial schools obtain:aid from public schools or thesta-ce (i.e. textbooks, buses,salaries for teachers)

A

40

QUESTIONS

Que6tior, 6What is the'purpose ofeducatingeveryone?Disadvantages?Ad\?antages?

Sub-question 6aWhat is acurriculum?How is itdeveloped?


1 Students may hypothesize a H.W. Wilson:!prototype curriculum.

What are the disadvantages!and advantages of the variousteaching techniques:

lecturelecture-discussiondiscussion seminarprojectself-explorationfield tripsEngleman Berider Plan

(Check with P for P)Students ran call upon their

own experiences. Teachershould anow the students tocritize the system.

Discussion on the implica-Itions of increased mechanizationand computerization as they re-late to the school's function inpreparing people for the labormarket and efficient and aesthe-tic use of leisure time.

What aspects of technologyare being employed in teaching?What affects have they had?

Mew Trends inPublic Schoolsp. 176

U.C.L.A.Teacherstmpertcirtneck an Prv.Public 1,icrary

Sub-question 5bWhat subjects arepresently beingtaught; how havethey changed?Do the subjectstaught reflr2ctthe society ofthe period?

Students could write their owncurriculum in terms of overall:discipline policies, courserequirements, requirement ofmaterial in a course, etc. Hereagain the students should be'given tremendous leeway inrestructuring the system.

t

41

Culminating Activity

Have students discuss which type of school (private vs.public) is more efficient in its allocation of finances, carryingout its philosophy, gaining public and political support.

TERMS

classical educationcomprehensive educationvocational educationliberal educationallocationmileagetrusteeProgressive Theory cf Educationsocial adjustment theoryThildault Report

MATERIALS

AJCPublic Affairs

Pamphlet #346Public Affairs

Pamphlet #337ABC Pamphlet 9BB'nai WrithB'nai B'rithAJCSignetAJCWadsworthAJC

curriculummass educationseminardisciplinesystemsinstitutionsnondirective approac.,parochialtuition

Church, State and the Public Schools

School Failures and Dropouts

The Delinquent and the Law

Barriers: Patterns of Discrimination Against JewsLqualITTTEFough int-ergration-.W7cTE-ePiaTric SOEWIs Godless?Slums and Suburbs

El2cr:tiEducationc.:Anan_21:h:PovertyMetropolis: Values in Conflict op.258-264

FilmsA.D.L. A Question of Chairs: The Challenge to American

EducationFreedom to LearnFreedom to ReadChallenge to America: The Role of Education

in Intergroup Reletions

/in'

42

ST_CTION V

RELIGION IN THE UNIIED.STjES1. INTRODUCTION

This unit has a dual purpose. Primarily it is hopedthat the idea of religious freedom and its importance willbe made clear to the students; and second, that the studentswill be made aware of the immeasurable changes which haveoccurred in the religious complexion of the United Statesduring the last 200 years. Since this section can be highlyvolatile, it is hoped that the teachers direct the studentsalong strictly historical lines, and avoid .placing valuejudgE,ents on various religious groups or religious leaders.

2. AIMSa) To gain an understanding of the complex character of

religion in the United States.b) To understand the different philosophies of the

established religions.c) To realize that today's churches play a larger role in

society than just 'spiritual directors'.d) To show the unique relationship of church and state in

our own government.

3. PROCEDUREIn this unit we strongly suggest either visitations to

the to ^al religious institutions or classroom talks byrepresentative speakers of these religious groups. It wouldappear that much of this topic requires careful research toinsure objectivity in presentation.

4. GENERALIZATIONSa) The religious motive was one of the strongest motives

for colonization of what is now the United States.b) Each of the early English colonies was settled by

people of a particular religious conviction, but theproximity of the colonies led to much mingling and,consequently, religious toleration.

c) The face of religion in the United States has changeddrastically over the last 200 years, due mainly to:.mmigration and to the emergence of new evanv;elicalsects.

d) Certain religious groups were very slow in gainingacceptance. These groups usually consisted of thenewest immigrants and represented culture areas otherthan the traditional Anglo-Saxon.

' r

43

QUESTIONS

Question 1What is religion?(Class discussion)a) Uhy isreligion essentialto a society?b) Why does manfeel the need fora Supreme Being?c) To what extentis organization avital part ofreligious convic-tion?

What are theinstitutionalcharacl:eristicsof organizedreligion in theUnited States?

SUGGESTED ACTIVITIES (MATERIALS1

Students to define terms such iAllyn & Bacon:as: High School

deist Sociologymonotheist ipp. 129-132atheistagnostic AJC: Religionpantheist in PublicGreat Awakening ,Educafiontheistecumenism AJC: Churchsecular State and Publ:;

'Schools(research)

AJC: Prayers:Bibles and

A Minister, Rabbi, Priest, or Schoolsall three to discuss the distinctcharacter of religion in the 'AJC: SchoolUnited States to the class or have' Prayers and thea panel discussion with the class. Founding Fathei

AJC: Are thePublic SchoolsGodless?

Holt, RinehartC Winston:ModernSociologypp. 171-175

ti

Oxford Book Co:Sociology forHigh Schoolpp. 171-175

44

QUESTIONSj SUGGESTED ACTIVITIES MATERIALS

Question 2What are the majorreligious sects inthe U.S. today?(In investigationbe sure to answerthe following:membership,organizationalstructure, beliefs,,holidays, custom-7,c!3remontes, re-strictions, build-

and arti-facts)

What are the roleswithin eachreligious institu-tion? (i.e.

- pope,cardinal, bishop,priest, religiouslaymen; Protestant -;

minister, chairmember, laymen;Jewish - cantor,rabbi, president oftemple, churchm,:mbers)

Sub-question 2aWhat are theorganizationalpatterns of variousreligious groupsin the U.S.?(two in-depthstudies should besufficient. Oneto point out the

Chart showing membershipby organized religious groups.a) Christian

1) Protestant2) Roman Catholic3) Orthodox4) Other Christian sects

b) Jewishc) Other

ABC Document 10

Statisticr_Abstract orthe U.S.pp. 226-229

Chicago Historyof AmericanCivilization:

A class discussion on the Americanpredominance of the Judeo- JudaismChristian religions in the US. 'pp. 108-126Why do we have so few BuddhistsShintoists, etc? 'Chicago History

Have a tour of a Roman iof AmericanCatholic Church, Protestant 'Civilization:Church and Jewish Synagogue - !Americancompare them through class Protestalltismdiscussion. How did they re- pp. 78-109;166ffsemble each other? How didthey differ? What impressed Allyn & Bacon:the students the most about ITodey's ProblemF:each?

What is the present religion Allyn & Bacon:membership of the United StateslNigh School

Group reports on which Sociologychurches have shown the greates pp. 132-138growth during the 20th centuryand why? Which have declined Oxford Book Co!the most? Why? Sociology_for

High Schoolpp. 175-183

Students or groups of stu-dents to construct and fill achart on the organizationalpatterns of various religiousgroups in the United States.Begin with the most highlyorganized (Roman Catho]ic) andproceed downward to the least(In the class's opinion)

FilmsOne God byA.D.L.The Book andthe Idol byA.D.L.

45


strong centralauthority andadministrationof the RomanCatholic orEpiscopal orGreek Orthodoxchurch; thesecond to showup completeantonomy suchas PreEbyteriansBaptists, orUnitarians.)

How do theydiffer in

wealthpropertybeliefeducationfamily

46

QUESTIONS SUGGEST7T ACTIVITIES MATERIALS

Question 3What are theorigins ofreligiousbeliefs?

Student reports on the beliefs of Check invarious religious groups of the 17th school librarycentury U.S. for further

Biographies of famous or influen- information.tial religious persons in US history:1 John Tracey Ellis Statistical

Jonathan Edwards AbstractRoger WilliamsAnne Hutchinson Menton:Mary Baker Eddy The PuritanJoseph Smith HeritageAnn LeeHenry FosdickPaul TillichJohn Courtney Murray S.J.John CarrollHarvey CoxHave each member of the class

interview a member of the clergy,divide themselves into three groupsand arrive at the history of Protes-tantism, Judaism, and Catholicism inthe United States.

Sub-question 3a.What effect did Chart showing various immigrantirmu groups by religious preference.have on the Student reports on religiousreligious make- 'changes of the immigrants which de-up of the US? iveloped from contact with native

Americans.Why has this I Introduce the term WASP and engagetrend declined class discussion on this topic.since 1925? 'Show how immigration helped continue

this idea.

Sub-question 3bHow was it i Have students investigate to whatpossible for sOextent the original colonies weremeny religious religiously free. Were not free.institutions tq Have students develop a chartdevelop in the showing the religious make-up of theUS? loriginal thirteen colonies.

Oxford Book Co:Sociology for

jpfigll7

ool3Sch

Prentice-Hall:Religion inAmerica Pastand Present

Films:Your NeighborCelebrates byA.D.L.Heritage byA.D.L.

University ofChicago Press:a) American

Protestant:I.b) American

Catholicismc) A7r.eric.an

Judaism

FilmOne Peopleby A.O.L.

Current, Docondg Dante:History ofthe U.S.A.

47


Sub-question 3cTo what degree

I Crossier:have anti- Masteringreligious groups Americaninfluenced the HistoryAmerican scene?(i.e. Masonic, Allen Bates:Know-Nothing, History of USKKK)

Scott Foresman:Supreme Courtin AmericanLifepp.159-14(i

AEP: ReligiousFreedo-1

Merrill:Bill of Rightspp 10-12

r

48

QUESTIONS

Question 4What ere thecurrent issuesconfrontingorganizedreligious groups?

SUGGESTED ACTIVITIES ,MATERIALS

Teacher might use a series of !Public Affairsseminars in which the students 'Pamphlet #327might discuss some of the various 'Sunday in thesubjects and topics: ;7IiiIiesa) Secularismb) Science and Technologyc) Ward) Birth Controle) Ecumenismf) Raceg) IntermarriageHave students investigate the

Supreme Court ruling on prayersin school.

Why was it necessary to havethe first amendment of the U.S.Constitution?

When did the concept ofreligious freedom develop? Why?

How has the modern ecumenicalmovement influenced religiousinstitutions?

Is God Dead?Have students report on the

impression they have on thepositi.L.A of God and religion in

A.J.C.: Arethe PubliC!Schools Godless

CommonwealthNov. 5, 1965pp. 149-151

Time April 3,1966 pp.82-87

,Redbook June,1966 p. 62ff

:SnSS: TheSociology ofReligion

B'nai Writh:The Teaching,of-tontempt

the United States.A discussion of the church as Allyn & Bacon:

just another social organization. Today's Pro-Membership in a religious sect as ..blems p. 96a status symbol. Attending churchor belonging to any of its ;Allyn & Bacon:societies as a social eNercise; ',High Schoola way of meeting "the right SocioloFy.

,people." W.136-142To what extent does organized

religion promote social reform 1Life Magazine:(anti- semitism in the Church's ,'-'Ha---vePc.,.a

!Closet', Judaism and its role in !New Religion",Black civil rights issue, role of ;April, 1955the So7thern Baptist Church,

!desegregation policies in the A.J.C.: TheCatholic Church in the 1930's, !EcumenicalHole of the Catholic Church in 'Council andorganized labor, National Council 11-the Jews

143

QUESTIONS SUGGESTED ACTIVITIES rIATERTALS

of Christians and Jews and theirrole in Anti-Viet Nam war demon-strations, Church as sanctuary

! for draft dodgers, role of BlackMuslim Church in Black identitycontroversy)

Groups of students to inter-view various membrs of theclergy to sound them out on theseand other issues presentlyinvolving religion in the UnitedStates - conclude with report toclass and class discussion.

1-

Inthe ChurcfirsClosetSemitsm

Check incurrentperiodicalsand newspapers

50


Question 5To what extentdoes a churchget involvedin secularaffairs?

MATERIALS

Investigate religious lobbies at ? Write toState House. director of:

Investigate the amount of real Propagationproperty owned by religious groups. of the Faith

With what private businesses arereligious groups involved?

Discover and investigate reli-gious involvement in development Jewsproject in under - developed coun-tries, 6'nai 5'rith

Investigate church participationin community action work. liadassah

To what extent does organizedreligion follow the religious tenetit espouses?

Federation ofChristians and

51

SECTION VITHE CITY IN UNITED STiJES HISTORY

1. INTRODUCTIONThis section will attempt to portray the causes and

effects of urbanism in the United States. An attempt willbe made to arrive at reasons for the shift of nur populationfrom rural to urban through United States history, and tomake the students aware of the immence internal migrationwhich causes constant shifts in the United States population.To be stressed throughout the unit is why people moved andwhere they moved.

2. AIMSa) To utilize the tools previously acquired with regard to

the historical, economic, and social implications ofmigrations.

b) To gain an understari.ing of the influence of immigrationon the development of urbanism in the United States.

c) To have the students understand the effects of internalmigration on the development of the city.

d) To become aware of the problems associated with thedevelopment and redevelopment of urban areas within theUnited States.

3. GENERALIZATIONSa) The United States was originally an agricultural nation;

from 1790 onward, however, the movement to the city hasmade the nation into one of the most urbanized in theworld.

h) Urbanism has been accomplished through varied movements;farm to city, south to north, east to west, and immigration.

c) The urbanization of the United States hds resulted in theemergence of a whole series of new problems created bythe close proximity of the inhabitants, and the inter-action of many different social groups.

d) Internal migration has created a high degree of mobility,yet the general population has remained fa:;.rly stable dueto the fact that often the same people move several times.

52


Question 1What is a city? Refer to the United States map Harcourt:

on core cities. Activities accorn- Introductionplished in Geography section (See to Geography

'appendix). Have the class speculateHas to why these are the so-called McMillan:"core cities. Urban America

Have students list core cities pp. 2-6in Rhode Island. Then have student,put in boundary of said cities on Oxford: Urbantheir individual map of the state. AmericaThe point of this exercise is tohave students debate the need to Allyn & Bacon:include or not to include suburbs High School

. . .

and auricultural surroundings whichsupply the cities with raw materialapp. 160-166food, and people. (Professionallydrawn maps may be obtained from theState House.)

Using the same state map have1 students discuss the followingquestions:

Are the political boundarylines of Providence the trueboundary lines? i.e. to what ex-tent do the people of Johnston,Cranston, and Pawtucket rely on thefacilities of Providence and viceversa'

To what extent are such facili-ties as the Scituate Rcservoir,Cumberland Farms, and T.F. GreeneAirport included in the city com-plex?

Group report on the differencebetween rural and urban agglomera-tion. (on area dependence on itselfor on others)

Students prepare a chart com-paring the methods that a city, asuburban, and a rural area has ofsustaining its cppulation. (Suchthings as: homcsi food i.e. res-taurants: communications i.e.party line, RFD vs mailman com-mercial facilities i.e. General

r7

53


Store, conglomerate of stores,downtown Providence shopping plazatransportation, recreation, educa-tion, employment, etc.)

Finally the teacher might havestudents spontaneously compose aparagraph on which area (city, sub-iurb, ru)-al) they would prefer tolive in.

TERYSagglomerated societyrural societysurburban societypopulation densityrural agglumerationurban agglomeration

MATERIALS

54


Question 2Why did the urbancommunitydevelop?(Students shouldunderstand: thedependence ofurban growth onimmigration,natural trans-portation junc-tions were astimulus towardcentralizingco=arcial andindustrialfacilities.;tress importanceof tr,:nsi,ortationvs. transportationterminal as withNew York City vs.southern plantatioor Maine's roadsand railroad. Themany facilities ofthe urbancommunity allowfor the creationof more jobs.)

MATERIALS

fHave a group prepare a graph Current, Deconde

of the urban community from C Dante:1870 to the present. Then have United Statesthe students compare and analyze Hig--vthis graph with the previouslydeveloped graph on rate of Groesier:immigration. Mastering

Students might read some Americanliterature in the lab which deal Historyspecifically with immigration angrowth of the cities. A panel Metropolis:discussion or written report Values inmight be the end result of the Cililetreading. 15. 68-149

Have the students prepare amap showing the volume and Macmillan:direction of movement. Either Urban Americaon the overlay U.S. map forentire class or on ditto passed Houghtonout to the entire class (move- Mifflin:sent nroceded usually north and The Changingwest with limited south movement Metropolisi.e. Florida) From this havestudents concluded the city as Oxford Book Co:a northern phenomenon. Sociology for

On the U.S. Map showing majorlEigh Schoolcities have students trace thc! 356ffnatural transportation facilitio(rivers, estuaries, bays, vallie Hammond:i.e. Mohawk, Ohio, lakes) From Atlas ofthis activity have students dis- rlriericancuss and evaluate the role of Historysuch natural facilities in thegrowth of a city.

To determine the dependenceof urban growth on transporta-tion have students study the ex-tent of man-madc transportationconnecting Providence with Bos-ton and New York City withChicago; against Scituate withCumberland.

55

QUESTIONS SUGGESTED ACTIVITIES MTERIALS

Using the classified ad sectionof the newspaper have studentsde-carmine the employment opportuni-ties (quantity) in the urban, sub-urban, and rural Rhode Island com-munities. Then on a map of RhodeIsland have students draw a seriesof concentric circles. In eachcircle have students place thequantity of job offerings in thatarea. Thus determining the possi-bility of employment in rural,suburban, and urban areas.

Have a student report on theHoratio Alger myth.

Finally have the students dis-cuss why Providence grew to be anurban community and Narragansettdidn't.

56


Question 3What is amegalopolis?

Refer to state map of RhodeIsland previously compiled showingthe undefinable boundaries betweenProvidence and s=ounding citiesand compare this with the undefin-able boundary lines of the citiesbetween Richmond, Va. and Boston,Vass. This in and of itself shoulddevelop the definition and meaningof megalopolis.

On a U.S. map and a world map ofmajor cities, have the studentsspeculate as to possible futuremegalopolises.

Refer to previously compiledeconomic and transportation maps.Discuss the actuality of citieswithin the megalopolis havingcomplimentary functions i.e.Greene Airport used as internationa.airport for New York City, Now YorkCity being the money center.

Harcourt:Introductionto Geography

Rand McNally:Goode's WoLldAtlas

MacMillan:Urban Americapp. 9-12

Standard RoadMap of EasternUnited Statesand New England

57

QUESTIONS SUGGESTED ACTIVITIES ,MATERIALS

jQuestion 4When did the move Again using the chart forto the city guidance, show the cause for eachbegin in United of the movements to the city. Al-States history? though the movement was fairlyWhy? constant, certain eras saw much

greater movement than others. Why? Heath:Group reports on life in a mill !American

village, life in the slums of 1ProblemsBoston in the 1850's, (The Great Today p.183Hunger) Life of the railroad men,.etc. !Statistical

A group report on the immi- Abstractgrants. Which went to the city?'Why? Which went to rural arca? Historical;Why? What conditions did they Abstractcontribute to? Did anyone attemptto help them (Hull House, Federal AlmanacHill House, Nickerson House)?;Whom? Why? Lincoln: Negro-4--

Pilguimage inmerica

iMasteringIATican_

Sub-question 4aWhat was thevolume anddirection ofmovement?

Sub-question 4bSpecial migra-tions a) upperclass whiteprofessionalsb) Negro move-ment.

Where do eachof these groupsmigrate?

What are theirreasons?

A map prepare] by the students =,Rinehart&ton: Modernshe:ling volume and direction of Sociologymovement. Either on overlay U.S. pp. 244-250map for entire class or on ditto iState: Citiesand passed out to the entire class.ILDly did Theyi(Movement proceeded usually North crowand West with limited South move-ment i.e. Florida). Houghton-MiffliI

tIhe ChangingMetropolisp, 112-149

Two groups: one to trace upper- llyn & Bacon:class white professionals, the igh Schoolother to trace Negro movement - 'SociologyWhere do they move? Why? When Pp, 159-171;'did these movements begin? When 219-231did they peak? Why? Will they

,continue? Oxford Book Co:Students to give special reportsSociology for

on temporary movements and how Nigh Schoolthey affect the population. i.e. pp, 236-242;servicemen stationed overseas, 1245

American business investment abroad,,retirement villages, winter

r1. ;7

QUESTIONS

58


vacationers in Florida and SouthernCalifornia. etc.

A chronological and historicalpresentation of great world widemigrations of the last century.Where did the people, go? Why?How have they prospered?

A bulletin board or chartpassed out to the studentsdepicting the shift from urban torural life from 1790 to the presen. .

59

QUESTIONS SUGGESTED ACTIVITIES 1MATERIALS

Question 5Have the class examine the Public Affairs

daily paper and identify the Pamphlet #374problems of the city. Are the Can We Saveproblems of long duration? What Our Cities?has been done to solve the pro-blem? Which problems seem to be,Public Affairsunder control? Which problems iPamphlet #402are becoming more serious? The Battle for

What is the relationship be- 'Clean Airtween mobility and the following:a) housingb) schoolsc) highwaysd) industrye) unemploymentf) crimeg) social welfareh) drug abuse

What problems arecreated by thishigh degree ofmobility of theUnited Statespopulation?

What are some ofthe general pro-blems associatedwith organization? Public Affairs

Pamphlet #337:The Delinquentand the Law

Wadsworth:Issues of theSixtiespp. 116-151

Problems ofYouth

:Houghon-Miff-lin: TheChangingMetropolis

Oxford Book Co:Sociology forTHTTYE5681;pp. 246-249;362

Holt RinehartWinstOn:-

iModernSociology

!pp. 244-261

FilmsWatts: Riotiof Revolt byA.D.L.

60

QUESTIONS SUGGESTED ACTIVITIES ;MATERIALS

Question 6 I

What is urban Use series of slides and tapes on 'Heath:renewal? 'urban development in Providence. American

:(There are slides at A.V. Veazie ST.) ProblemsStudents might edit, r' organize, and today pp.173-bring up to date the series. (Such 180; 196

. things as relocation, restoration, andredevelopment are presented in great Folt,Rinehart_,'detail.) !6 Winston:

Have the students list public and Problems ofprivate facilities which ars essentialpemocraato the urban community (such as post Lipp 241-251office, school, drug store, etc.) FilmsConsidering redevelopment co)lectivelyff=0 "Livingdecide which facilities should be in a Metropolis'centralized and which decentralized. (state film at

Series of speakers who are cur - R.I.C.)rently involved in urban renewal Filmstripscould inform students of existing SS-C-15problems and possible solutions. ,'Clearing the, (Check Appendix for list) Slums'

! Make bulletin board from newspaper SS -C -24b Newarticles on current urban renewal Trontiers, Newprojects. 'Democracy, New

Have students draw a land use map ',Industry"of Providence coloring in commercial,industrial, recreational, residential Can We Saveand public facilities. Using this Dur Citiesmap discuss the possibility of re- P.A.P.;locating certain of the facilities. e

If time allows and if teacher Fair Play in!feels it appropriate the students 'Housing P.A.P.:could design and build a model of a i

'city or a section of a city. (See Battle forAppendix) Clean Air

P.A.P.ITerms

rural agglomerate Macmillan:urban agglomerate Urban Americasuburbanurban Houghton-Mifflil

!agrarian The Changingtransportation junction Ilefi,opolistransportation terminal !pp. 112-149redevelopment megalopolisdislocation model Allyn 6 Bacon:restoration land use map illigh School

i relocation ISoablogvurban renewal

r2

59-:Pp. 1170I

c

QUESTIONS

arsarlsilikaiftwolliadizialepAmiNavaraqueribouinsiblimilelloraorz

61


A panel discussion on urbanrenewal vs restoration.

Oxford Book Co:Sociology forHigh Schoolpp. 250ff;366ff

Conant: Slumsand Suburbs

Films77=17T "WestwardMovement"W-12B "WestwardMovement"

Harcourt, Brace6 World:Introductionto Geography

Documents

DOCUMENT RESUME - ERIC · DOCUMENT RESUME ED 04E 198 SP 007 085 TITLE Pevelopment of Society in the United States.. American Civilization, Resource Unit II, Grade 10. Providence Social