Civil War Team Exercise. December___20__
Names ______________________
_______________________
The South’s culture was based on ________________ and heavily dependent upon ______________ to harvest crops, especially ______________ after Eli Whitney invented his famous “gin”. The North’s economy was much more industrial, with many ___________ to produce manufactured goods. Many Northerners became upset with Southern slave owners under the influence of famous ____________ such as William Lloyd Garrison or after reading Harriet Beecher Stowe’s book ____________ __________ _____________.
Senator Charles Sumner was beaten in the Senate by Congressman “Bully” ___________ after Sumner’s speech The Crime Against Kansas. In the 1860 presidential election, ______________ ___________ won the election with only 40% of the popular vote, but a strong majority of electoral votes. ______________ ____________ was the first Southern state to _____________ (leave) from the Union. In 1861, ______________ _____________ was elected president of the new “ _________________”, and the first shots of the Civil War were fired at ___________ _____________ in __________________, _______________ __________________.
One of the most important historical battles was at Hampton Roads, where the new “ironclads” _________________ and _________________ fought to a draw.
Other important battles were at __________________, which cut the Confederacy in half, and at _______________, which is considered the turning point of the war and during which about 50,000 Americans died. Lincoln issued the ____________ Proclamation to free slaves in areas under _____________ control. Its main purpose was to prevent Confederate trading partner _____________ _____________ from intervening in the war. Army of Northern Virginia General __________ __ ____________ surrendered to General ___________ __ _______________ at __________________ Court House on April 9, _________. Approximately _____,000 Americans had lost their life during the Civil War.
Friday, December 12, 2008
Saturday, November 22, 2008
Charles Walker Web Research
Charles T. Walker
http://docsouth.unc.edu/neh/floyd/floyd.html
Biographical sketch/history: birth, birth place, schooling, significant events, historical significance, partners or spouses, children, death, and any other notable information.
http://docsouth.unc.edu/neh/floyd/floyd.html
Biographical sketch/history: birth, birth place, schooling, significant events, historical significance, partners or spouses, children, death, and any other notable information.
Tuesday, November 18, 2008
Primary Research 3: History of the First African Baptist Church
Primary Research III, History of the First African Baptist Church
http://docsouth.unc.edu/church/love/love.html
1. Who wrote this document?
2. (Introduction) What did McNeal say was the goal of the white press?
3. (Introduction) What did Walker say was the historical significance of the First African Baptist Church in Savannah?
4. (Preface) What is the argument discussed in the preface?
5. (Page 1) Where and when was the First African Baptist Church organized?
6. (Page 8) What happened in 1832?
http://docsouth.unc.edu/church/love/love.html
1. Who wrote this document?
2. (Introduction) What did McNeal say was the goal of the white press?
3. (Introduction) What did Walker say was the historical significance of the First African Baptist Church in Savannah?
4. (Preface) What is the argument discussed in the preface?
5. (Page 1) Where and when was the First African Baptist Church organized?
6. (Page 8) What happened in 1832?
Saturday, November 15, 2008
Primary Document Research V: Observation and Imagination
Primary Document Research (V)
http://docsouth.unc.edu/global/result.html?term=Portraits.
Instructions: choose five or six portraits. For each one, list the title of the portrait or name of the person. Describe the portrait in detail: number of people in the portrait, age, sex, and any important details (clothing, attitude, background, etc).
1.
2.
3.
4.
5.
6-10. Choose one of your portraits, and write a short story about the portrait subject and what they did the day of the portrait on the back of the page.
http://docsouth.unc.edu/global/result.html?term=Portraits.
Instructions: choose five or six portraits. For each one, list the title of the portrait or name of the person. Describe the portrait in detail: number of people in the portrait, age, sex, and any important details (clothing, attitude, background, etc).
1.
2.
3.
4.
5.
6-10. Choose one of your portraits, and write a short story about the portrait subject and what they did the day of the portrait on the back of the page.
Augusta Canal Prep
Augusta Canal Prep
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-3039
http://www.augustacanal.com/history.html
1. When was the canal built?
2. Who was responsible for the canal?
3. Who designed the canal?
4. What important Civil War plant was in Augusta?
5. Who was Dennis Cahill?
Extra Credit: List up to four facts about the canal.
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-3039
http://www.augustacanal.com/history.html
1. When was the canal built?
2. Who was responsible for the canal?
3. Who designed the canal?
4. What important Civil War plant was in Augusta?
5. Who was Dennis Cahill?
Extra Credit: List up to four facts about the canal.
Monday, October 27, 2008
The Confederate Bomb Brothers
History of Augusta
http://maic.jmu.edu/JOURNAL/6.1/notes/robbins/robbins.htm
Who were the “bomb brothers”?
How was the Greyhound destroyed?
What were Confederate "torpedoes”?
What was a "sub-terra explosive shell”?
What did General Edward Bates call "devilish devices"?
What may have been the South’s most effective defensive weapon?
Name two interesting facts from this site.
http://maic.jmu.edu/JOURNAL/6.1/notes/robbins/robbins.htm
Who were the “bomb brothers”?
How was the Greyhound destroyed?
What were Confederate "torpedoes”?
What was a "sub-terra explosive shell”?
What did General Edward Bates call "devilish devices"?
What may have been the South’s most effective defensive weapon?
Name two interesting facts from this site.
Tuesday, October 21, 2008
Primary Research Sheet 1
The War-Time Journal of a Georgia Girl
http://docsouth.unc.edu/fpn/andrews/andrews.html#andrews57
1. Pg. 2: Introduction. How does Ms. Andrews describe the slave owners in the South? About how many slave owners were there? On what document does she base her figures?
2. Pg. 97: A Belle of the Confederacy. List three things you notice about the lady in the painting.
3. THE PASSING OF THE CONFEDERACY (chapter)
What was the profession of Ms. Andrews' father? How did Georgians react to news of secession? Was Mr. Andrews a slave owner?
4. FORESHADOWINGS OF THE RACE PROBLEM (chapter)
What did Ms. Andrews father believe was the "greatest of all the evils brought upon us by the war"?
5. Pgs. 348-349: Describe what might be seen at a "dancing party". Who did Ms. Andrews try to avoid meeting?
http://docsouth.unc.edu/fpn/andrews/andrews.html#andrews57
1. Pg. 2: Introduction. How does Ms. Andrews describe the slave owners in the South? About how many slave owners were there? On what document does she base her figures?
2. Pg. 97: A Belle of the Confederacy. List three things you notice about the lady in the painting.
3. THE PASSING OF THE CONFEDERACY (chapter)
What was the profession of Ms. Andrews' father? How did Georgians react to news of secession? Was Mr. Andrews a slave owner?
4. FORESHADOWINGS OF THE RACE PROBLEM (chapter)
What did Ms. Andrews father believe was the "greatest of all the evils brought upon us by the war"?
5. Pgs. 348-349: Describe what might be seen at a "dancing party". Who did Ms. Andrews try to avoid meeting?
Primary Research Sheet 2
Mutual Relation of Masters and Slaves as Taught in the Bible
http://docsouth.unc.edu/imls/wilson/wilson.html
1. What type of document is this?
2. Who created it, and when was it created?
3. (Correspondence.) Why does Wilson say he is allowing this to be published?
4. (Discourse.) What does Wilson say is the true meaning of “servants” ()?
5. What does Wilson justify on pages eight and nine?
6-10. Briefly summarize the final paragraph on pages twenty and twenty-one, beginning with “But, notwithstanding”. Comment on either Wilson’s writing or his character.
http://docsouth.unc.edu/imls/wilson/wilson.html
1. What type of document is this?
2. Who created it, and when was it created?
3. (Correspondence.) Why does Wilson say he is allowing this to be published?
4. (Discourse.) What does Wilson say is the true meaning of “servants” ()?
5. What does Wilson justify on pages eight and nine?
6-10. Briefly summarize the final paragraph on pages twenty and twenty-one, beginning with “But, notwithstanding”. Comment on either Wilson’s writing or his character.
Primary Research Sheet 3
Primary Research III, History of the First African Baptist Church
http://docsouth.unc.edu/church/love/love.html
Who wrote this document?
(Introduction) What did McNeal say was the goal of the white press?
(Introduction) What did Walker say was the historical significance of the First African Baptist Church in Savannah?
(Preface) What is the argument discussed in the preface?
(Page 1) Where and when was the First African Baptist Church organized?
6. (Page 8) What happened in 1832?
http://docsouth.unc.edu/church/love/love.html
Who wrote this document?
(Introduction) What did McNeal say was the goal of the white press?
(Introduction) What did Walker say was the historical significance of the First African Baptist Church in Savannah?
(Preface) What is the argument discussed in the preface?
(Page 1) Where and when was the First African Baptist Church organized?
6. (Page 8) What happened in 1832?
Sunday, August 24, 2008
Article Review: Social Studies and the Social Order
John R. Shirley
EDTD 6231
24 October 2007
“Social Studies and the Social Order”
This article poses the question whether social studies instructors should be “transforming” society, or “transmitting” information. William B. Stanley describes the history and approach of three different perspectives. The first perspective is the “education for social transformation” approach represented by George Counts during the 1930s.
Counts wanted teachers to “build a new social order”. He believed that democratic “social justice” and power redistribution was necessary for a true democracy. His Marxist-based ideas called for forcing new ideas upon students for “the existence and evolution of society”, and declared that educators must accept this fact.
John Dewey rejected Count’s social transformation. He believed that learning would also be a transformative process, but that instructors would assist in this process by giving students the intellectual tools to help them participate in their own transformation. Stanley says that Dewey’s focus was on educational method, instead of a specific desired outcome as Count espoused. Dewey did believe in social change, but was certain that this change could not help occurring in democratic and well-educated citizens. He believed that attempting to impose any certain ideology during the teaching process was both immoral and counterproductive.
The conservative critique of education for social transformation stems from democratic realism, individualism, and free market theory. Democratic realism posits that industrialization and urbanization has broken down the previous network of small communities from which individuals could draw informed opinions useful for determining both local and national interests. Walt Lippman powerfully represented the democratic realist approach during the 1920s and ‘30s.
Lippman believed that only disinterested experts were capable of making the necessary decisions for the public’s national interests. He believed that media influence and government propaganda made impossible the democratic ideal of rule by consent from an informed citizenry.
Free market theory, in this article, is referring to ideas by Richard Posner. Like Lippman, Posner believes that most Americans are incapable of truly understanding the issues and acting in both their and the country’s best interests. Posner believes that politicians “sell” their candidacy to voters. Participating in elections helps the public feel involved with their governance, and ensures that politicians actually work to gain public support. While most individuals will not be able to grasp complex policy, over time, the public will be able to determine if their elected officials are acting in their best interests.
Stanley concludes that social studies educators cannot be neutral. “Every teacher,” he writes, “whether consciously or not, is working in some relation to the dominant social order.” Stanley believes a strongly indoctrinating approach is immoral, but that Dewey’s ideas of instilling the intellectual tools for citizens to realize their own, useful political are ultimately unrealistic. Stanley describes progressive approach as “a helpful middle course” that will give educators a moral grounding with a positive goal that may one day be achieved.
Burning Questions:
Why should it be assumed that the educator cannot successfully “transmit” the values most espoused by his/her society (without transformative drive)? Is this an unspoken belief that society is not living up to its own values?
Why must we assume that creating a well-versed society that is intellectually capable of political self-direction is only a worthy goal at present? Why cannot we believe that the view Stanley claims in this article (though not perhaps in the following letter) John Dewey espoused is actually truly possible?
William B. Stanley, “Social Studies and the Social Order: Transmission or Transformation?” Social Education, September 2005, 282.
Stanley, 283.
Stanley, 284.
Stanley, 284.
Stanley, 285.
Stanley, 286.
Stanley, 286.
EDTD 6231
24 October 2007
“Social Studies and the Social Order”
This article poses the question whether social studies instructors should be “transforming” society, or “transmitting” information. William B. Stanley describes the history and approach of three different perspectives. The first perspective is the “education for social transformation” approach represented by George Counts during the 1930s.
Counts wanted teachers to “build a new social order”. He believed that democratic “social justice” and power redistribution was necessary for a true democracy. His Marxist-based ideas called for forcing new ideas upon students for “the existence and evolution of society”, and declared that educators must accept this fact.
John Dewey rejected Count’s social transformation. He believed that learning would also be a transformative process, but that instructors would assist in this process by giving students the intellectual tools to help them participate in their own transformation. Stanley says that Dewey’s focus was on educational method, instead of a specific desired outcome as Count espoused. Dewey did believe in social change, but was certain that this change could not help occurring in democratic and well-educated citizens. He believed that attempting to impose any certain ideology during the teaching process was both immoral and counterproductive.
The conservative critique of education for social transformation stems from democratic realism, individualism, and free market theory. Democratic realism posits that industrialization and urbanization has broken down the previous network of small communities from which individuals could draw informed opinions useful for determining both local and national interests. Walt Lippman powerfully represented the democratic realist approach during the 1920s and ‘30s.
Lippman believed that only disinterested experts were capable of making the necessary decisions for the public’s national interests. He believed that media influence and government propaganda made impossible the democratic ideal of rule by consent from an informed citizenry.
Free market theory, in this article, is referring to ideas by Richard Posner. Like Lippman, Posner believes that most Americans are incapable of truly understanding the issues and acting in both their and the country’s best interests. Posner believes that politicians “sell” their candidacy to voters. Participating in elections helps the public feel involved with their governance, and ensures that politicians actually work to gain public support. While most individuals will not be able to grasp complex policy, over time, the public will be able to determine if their elected officials are acting in their best interests.
Stanley concludes that social studies educators cannot be neutral. “Every teacher,” he writes, “whether consciously or not, is working in some relation to the dominant social order.” Stanley believes a strongly indoctrinating approach is immoral, but that Dewey’s ideas of instilling the intellectual tools for citizens to realize their own, useful political are ultimately unrealistic. Stanley describes progressive approach as “a helpful middle course” that will give educators a moral grounding with a positive goal that may one day be achieved.
Burning Questions:
Why should it be assumed that the educator cannot successfully “transmit” the values most espoused by his/her society (without transformative drive)? Is this an unspoken belief that society is not living up to its own values?
Why must we assume that creating a well-versed society that is intellectually capable of political self-direction is only a worthy goal at present? Why cannot we believe that the view Stanley claims in this article (though not perhaps in the following letter) John Dewey espoused is actually truly possible?
William B. Stanley, “Social Studies and the Social Order: Transmission or Transformation?” Social Education, September 2005, 282.
Stanley, 283.
Stanley, 284.
Stanley, 284.
Stanley, 285.
Stanley, 286.
Stanley, 286.
Monday, August 4, 2008
Social Studies Rationale
From Dec 2007, for my Best Practices for Social Studies Instruction course.
Abstract
Social studies include necessary skills for the classroom and life. Skillful instructors will succeed in managing their classrooms in a way that will emphasize respect, justice and honesty (Harty, 2001). Lessons should be structured in ways that will emphasize diversity of origin and opinion while helping the student understand why the United States has developed to assume the character it has, and while encouraging the student to take an active part in the country’s future.
Social Studies Rationale
Social studies covers a wide range of subjects, including history, geography, economics, political science, sociology, psychology, and anthropology (NCSS, 2007). Social studies should help the student make informed and fair decisions and actively work towards improving his life and community. Social studies instruction should be meaningful, integrative, value-based, challenging, and active (NCSS, 2002).
Meaningful indicates that the lessons learned in the class will be useful to the students and easily relatable to their lives. The class should help the students understand relationships between individuals, groups, and nations. Learning should focus on past failures as well as successes, but with the perpetual goal of finding solutions to challenges. Students should be exposed to multicultural elements, and given the chance to interact with members of groups with different characteristics than theirs.1
Integrated means a broad range of current knowledge should be used in the curriculum. The curriculum should work with both broader issues and issues of immediate and local concern to the student. Students should be taught how to gather and analyze data, and should be infused with an interest in learning throughout their lives.
Value-based thinking should have a strong priority in the social studies curriculum. Students should develop a strong sense of justice and fairness while learning respect for differing points of view. Students should be given opportunities to evaluate public policy decisions in the light of social justice.
Social studies curriculums should be challenging. Multiple viewpoints on controversial topics should be heard, giving the students several dimensions (e.g. legal, social or historical, ethical) with which to consider issues. Students should be given chances to respond in class discussions and in written responses. The teacher should find appropriate ways of measuring the success of the curriculum and continually improving it for optimal learning.
Finally the curriculum should be active. Students must be given multiple ways to participate in the learning process, in various settings. Students should learn to function both individually and as part of the class or smaller learning groups. The curriculum should give the student experience in predicting effects from causes, and in creating hypothesis.
A teaching curriculum that successfully integrates these elements will show the student how people in large and small communities have acted in the past, and act today. Students will deepen their understanding of people from a variety of backgrounds, and how to relate to them. Students will have a more solid conception of who people are and what we have done, and may potentially do.
From a democratic standpoint, students will be more informed about issues of importance to them, and ways they can positively impact the political processes of the local community and the United States. They will have become accustomed to being active participants, and will be more likely to work for self-determinism instead of accepting others’ views of what is appropriate for them.
Social studies instruction should be delivered in a manner that is sensitive to the backgrounds and influences on the students. Curriculum should be designed so that students will gain increased understanding of their own culture, but also gain skills that will assist them in interaction with the diverse population of our country (NSSC, 1991). Students should be helped to see how the multiple origins, traditions, beliefs and viewpoints in the United States can be national resources if there is respectful interaction between individuals and groups.
A skillful social studies instructor will actively research the backgrounds of her students as much as possible, so she is better able to deliver instruction that will be most useful to those students. Teachers should be prepared to modify their curriculum as appropriate if investigation shows students who are not fluent in English, for example, or who have primarily used non-standard English (ECWC, 2005). Teachers may consider using materials in other languages, requesting an interpreter, or using their own non-English skills if necessary to clearly instruct the students. Teachers should also be aware of differing culture norms when interacting with students (such as some Latino students having been trained to look down while addressing authority figures), and modify their approach accordingly.
I would like to teach a course called Reality 101. The course would be designed to give the students goals to look towards, and knowledge of the tools needed to attain those goals. It would also give them greater cultural awareness of groups they may not have previously had interaction (or had unwelcome interaction: most doctor visits are when the patient is sick or injured).
Each week, a different "field" would be on topic. Students would research doctors, for instance. They could bring in some notes about a particular type of doctor (pediatrician, for example) and what it took to be come one, or just some general information about doctors. They could include factual information about incomes and schooling, or even just their guesses. A school trip or in-class visit per week would be planned to visit a work location, or have an individual speak to the class. The speaker would describe their job, the path they took to assume the position, and give general salary information.
Once a week, a "What I Learned About..." one to two page paper would be due. Students who were more comfortable with a more structured format could choose to instead fill out a computer form with four questions (What was most surprising to you about x? Would you want to have this job? Why or why not?; If you were x, what would you do differently than Mrs. Smith?; How many years of school and training would it take you to become x?). These questions are designed to make the student become engaged in the learning process, personalizing information in useful ways instead of reciting rote answers.
At least two of the visits or trips would involve those in the criminal justice system, hopefully at a youth and at an adult level. At least two of the visits or trips would involve individuals in some of the most lucrative professions. Other visits during the year would include educational institutions, and a variety of living accommodations. The purpose of the visits to correctional facilities (or visits to the class by those who were in or had spent time in correctional facilities) would be to gain a deeper understanding of the ways people could find themselves in deep legal trouble. Those considering illegal actions, or who might consider such actions in the future, would hopefully decide to make better choices, while any student who had little exposure to those facing negative legal action would hopefully be more sympathetic to the ways people may find themselves trapped in bad circumstances.
The final project for the year would be "What I Will Become", which would be a visual presentation on a board, in a book, in PowerPoint or as a movie. I believe this curriculum could help give students greater cultural awareness, and make obvious to them ways they could choose to advance themselves, and also help their community. It would force them to be involved in the learning process, and give them subject material that was relevant and useful.
Conclusion
Social studies encompasses a wide range of material, and should be presented in ways that are culturally aware and respectful of the many ways humans can peacefully interact. Good social studies teachers will instruct in a way that will enrich their students’ knowledge, be relevant to students’ lives, and will give students the ability to positively change themselves and their environment. Truly great instructors will also motivate their students to take an active role in this change.
References
American Anthropological Association. (1998). American Anthropological Association Statement on “Race”. Retrieved 10 December 2007 from
http://www.aaanet.org/stmts/racepp.htm
Edgewood College Writing Center. (2005). Dealing with a Student who Writes Nonstandard English. Retrieved 11 December 2007 from
http://edgenet.edgewood.edu/LSS/writingcenter/nonstandard_english.htm
Harty, M. (2001). Reinforcing the Ethical Core of Conflict Resolution. The 4th R.
Mukhopadhyay, C. & Henze, R.C. (2003). How Real is Race? Using Anthropology to Make Sense of Human Diversity. Phi Deta Kappan, 84, 9, 669-678.
National Council for the Social Studies. (2002). Curriculum Guidelines. Retrieved 10 December 2007 from http://www.socialstudies.org/positions/curriculum/
National Council for the Social Studies. (1991). Curriculum Guidelines for Multicultural Education. Retrieved 11 December 2007 from http://www.socialstudies.org/positions/multicultural/
Abstract
Social studies include necessary skills for the classroom and life. Skillful instructors will succeed in managing their classrooms in a way that will emphasize respect, justice and honesty (Harty, 2001). Lessons should be structured in ways that will emphasize diversity of origin and opinion while helping the student understand why the United States has developed to assume the character it has, and while encouraging the student to take an active part in the country’s future.
Social Studies Rationale
Social studies covers a wide range of subjects, including history, geography, economics, political science, sociology, psychology, and anthropology (NCSS, 2007). Social studies should help the student make informed and fair decisions and actively work towards improving his life and community. Social studies instruction should be meaningful, integrative, value-based, challenging, and active (NCSS, 2002).
Meaningful indicates that the lessons learned in the class will be useful to the students and easily relatable to their lives. The class should help the students understand relationships between individuals, groups, and nations. Learning should focus on past failures as well as successes, but with the perpetual goal of finding solutions to challenges. Students should be exposed to multicultural elements, and given the chance to interact with members of groups with different characteristics than theirs.1
Integrated means a broad range of current knowledge should be used in the curriculum. The curriculum should work with both broader issues and issues of immediate and local concern to the student. Students should be taught how to gather and analyze data, and should be infused with an interest in learning throughout their lives.
Value-based thinking should have a strong priority in the social studies curriculum. Students should develop a strong sense of justice and fairness while learning respect for differing points of view. Students should be given opportunities to evaluate public policy decisions in the light of social justice.
Social studies curriculums should be challenging. Multiple viewpoints on controversial topics should be heard, giving the students several dimensions (e.g. legal, social or historical, ethical) with which to consider issues. Students should be given chances to respond in class discussions and in written responses. The teacher should find appropriate ways of measuring the success of the curriculum and continually improving it for optimal learning.
Finally the curriculum should be active. Students must be given multiple ways to participate in the learning process, in various settings. Students should learn to function both individually and as part of the class or smaller learning groups. The curriculum should give the student experience in predicting effects from causes, and in creating hypothesis.
A teaching curriculum that successfully integrates these elements will show the student how people in large and small communities have acted in the past, and act today. Students will deepen their understanding of people from a variety of backgrounds, and how to relate to them. Students will have a more solid conception of who people are and what we have done, and may potentially do.
From a democratic standpoint, students will be more informed about issues of importance to them, and ways they can positively impact the political processes of the local community and the United States. They will have become accustomed to being active participants, and will be more likely to work for self-determinism instead of accepting others’ views of what is appropriate for them.
Social studies instruction should be delivered in a manner that is sensitive to the backgrounds and influences on the students. Curriculum should be designed so that students will gain increased understanding of their own culture, but also gain skills that will assist them in interaction with the diverse population of our country (NSSC, 1991). Students should be helped to see how the multiple origins, traditions, beliefs and viewpoints in the United States can be national resources if there is respectful interaction between individuals and groups.
A skillful social studies instructor will actively research the backgrounds of her students as much as possible, so she is better able to deliver instruction that will be most useful to those students. Teachers should be prepared to modify their curriculum as appropriate if investigation shows students who are not fluent in English, for example, or who have primarily used non-standard English (ECWC, 2005). Teachers may consider using materials in other languages, requesting an interpreter, or using their own non-English skills if necessary to clearly instruct the students. Teachers should also be aware of differing culture norms when interacting with students (such as some Latino students having been trained to look down while addressing authority figures), and modify their approach accordingly.
I would like to teach a course called Reality 101. The course would be designed to give the students goals to look towards, and knowledge of the tools needed to attain those goals. It would also give them greater cultural awareness of groups they may not have previously had interaction (or had unwelcome interaction: most doctor visits are when the patient is sick or injured).
Each week, a different "field" would be on topic. Students would research doctors, for instance. They could bring in some notes about a particular type of doctor (pediatrician, for example) and what it took to be come one, or just some general information about doctors. They could include factual information about incomes and schooling, or even just their guesses. A school trip or in-class visit per week would be planned to visit a work location, or have an individual speak to the class. The speaker would describe their job, the path they took to assume the position, and give general salary information.
Once a week, a "What I Learned About..." one to two page paper would be due. Students who were more comfortable with a more structured format could choose to instead fill out a computer form with four questions (What was most surprising to you about x? Would you want to have this job? Why or why not?; If you were x, what would you do differently than Mrs. Smith?; How many years of school and training would it take you to become x?). These questions are designed to make the student become engaged in the learning process, personalizing information in useful ways instead of reciting rote answers.
At least two of the visits or trips would involve those in the criminal justice system, hopefully at a youth and at an adult level. At least two of the visits or trips would involve individuals in some of the most lucrative professions. Other visits during the year would include educational institutions, and a variety of living accommodations. The purpose of the visits to correctional facilities (or visits to the class by those who were in or had spent time in correctional facilities) would be to gain a deeper understanding of the ways people could find themselves in deep legal trouble. Those considering illegal actions, or who might consider such actions in the future, would hopefully decide to make better choices, while any student who had little exposure to those facing negative legal action would hopefully be more sympathetic to the ways people may find themselves trapped in bad circumstances.
The final project for the year would be "What I Will Become", which would be a visual presentation on a board, in a book, in PowerPoint or as a movie. I believe this curriculum could help give students greater cultural awareness, and make obvious to them ways they could choose to advance themselves, and also help their community. It would force them to be involved in the learning process, and give them subject material that was relevant and useful.
Conclusion
Social studies encompasses a wide range of material, and should be presented in ways that are culturally aware and respectful of the many ways humans can peacefully interact. Good social studies teachers will instruct in a way that will enrich their students’ knowledge, be relevant to students’ lives, and will give students the ability to positively change themselves and their environment. Truly great instructors will also motivate their students to take an active role in this change.
References
American Anthropological Association. (1998). American Anthropological Association Statement on “Race”. Retrieved 10 December 2007 from
http://www.aaanet.org/stmts/racepp.htm
Edgewood College Writing Center. (2005). Dealing with a Student who Writes Nonstandard English. Retrieved 11 December 2007 from
http://edgenet.edgewood.edu/LSS/writingcenter/nonstandard_english.htm
Harty, M. (2001). Reinforcing the Ethical Core of Conflict Resolution. The 4th R.
Mukhopadhyay, C. & Henze, R.C. (2003). How Real is Race? Using Anthropology to Make Sense of Human Diversity. Phi Deta Kappan, 84, 9, 669-678.
National Council for the Social Studies. (2002). Curriculum Guidelines. Retrieved 10 December 2007 from http://www.socialstudies.org/positions/curriculum/
National Council for the Social Studies. (1991). Curriculum Guidelines for Multicultural Education. Retrieved 11 December 2007 from http://www.socialstudies.org/positions/multicultural/
Tuesday, July 29, 2008
23 May 2005
(A paper written for Gender and Family History. This class focused on Europe and the Middle Ages.)
In the beginning, God created the heaven and the earth, the King James Bible tells us. God went on to create birds and animals and fish, and then he noticed that the man had created was lonely. In an odd oversight, the God had somehow neglected to make a mate for man. Placing the man into sleep, God took a rib out of man, and turned the rib into woman. (Gen. 2) And God said that this was good.
While this is a quaint story, two important ideas can be discerned that should hold weight for both Christians and Jews. First, the impetus for the creation of woman was the need for a companion to man. Next, woman was made from the side of man, symbolically making her equal to man. Much later, in the New Testament, Paul declared that it was better for those unmarried to stay unmarried, so they could concentrate on worshiping God (1 Cor. 7:33), but that marriage and sex in marriage were not wrong. In the discussion, Paul clearly speaks of physical desires of sex with no mention of procreation, and says this is not wrong.
In the writings of Augustine, the encroachment of the Church into new territory can be seen. Not content with merely stipulating that marriage must occur for sex, and further delineating who can marry whom, the Church has begun to decide what the motivation for sex should be, with sex not done for the express purpose of procreation now being labeled a sin. This erosion of marital liberties continues even further, as seen in the later Penitentials.
In the Penitentials, the Church now mandates which sexual acts are sinful, not only by participant, but even by position. Specific penalties are given for a laundry list of acts, and sadly, even marriage done exactly as commanded by the Church now carries some measure of sin, as evidenced by the decree that that newly married couples do penance for forty days. It is obvious by this time that the Catholic Church has created a dichotomy for women. On the one hand, women apparently have some taint of evil, and it is their natural lot to suffer; on the other, Catholicism now is focusing on prayers to Mary, the perfect mother of God. It is possible that this is some reflection in Europe of what will be thought of as Romantic love, which was also dualistic, with an ideal woman with whom relations were never consummated and physical relations with women who were barely more than objects.
In the beginning, God created the heaven and the earth, the King James Bible tells us. God went on to create birds and animals and fish, and then he noticed that the man had created was lonely. In an odd oversight, the God had somehow neglected to make a mate for man. Placing the man into sleep, God took a rib out of man, and turned the rib into woman. (Gen. 2) And God said that this was good.
While this is a quaint story, two important ideas can be discerned that should hold weight for both Christians and Jews. First, the impetus for the creation of woman was the need for a companion to man. Next, woman was made from the side of man, symbolically making her equal to man. Much later, in the New Testament, Paul declared that it was better for those unmarried to stay unmarried, so they could concentrate on worshiping God (1 Cor. 7:33), but that marriage and sex in marriage were not wrong. In the discussion, Paul clearly speaks of physical desires of sex with no mention of procreation, and says this is not wrong.
In the writings of Augustine, the encroachment of the Church into new territory can be seen. Not content with merely stipulating that marriage must occur for sex, and further delineating who can marry whom, the Church has begun to decide what the motivation for sex should be, with sex not done for the express purpose of procreation now being labeled a sin. This erosion of marital liberties continues even further, as seen in the later Penitentials.
In the Penitentials, the Church now mandates which sexual acts are sinful, not only by participant, but even by position. Specific penalties are given for a laundry list of acts, and sadly, even marriage done exactly as commanded by the Church now carries some measure of sin, as evidenced by the decree that that newly married couples do penance for forty days. It is obvious by this time that the Catholic Church has created a dichotomy for women. On the one hand, women apparently have some taint of evil, and it is their natural lot to suffer; on the other, Catholicism now is focusing on prayers to Mary, the perfect mother of God. It is possible that this is some reflection in Europe of what will be thought of as Romantic love, which was also dualistic, with an ideal woman with whom relations were never consummated and physical relations with women who were barely more than objects.
Tuesday, July 15, 2008
Creating an Authentic History
(Based on a paper written for Dr. Mark Fissel in HIST 3001, January 2005.)
John R. Shirley
Is recorded history literature? It is indisputable that, being written, history is indeed literature, but by this definition, everything written, in every scientific field must also be literature. With this in mind, one can go on to question whether written history is a scientific literature, and the answer to this takes but a moment to realize: just as there is junk “science”, so there is also junk history, and the sole determinant between authentic and unsubstantiatable written history must be the methods utilized in gathering and processing the data used.
History- in the sense of things that have happened before this instant- is like a board game. Geology provides the game board, as well as some of the pieces. Geology dictates through soil what crops can be grown, as well as providing or withholding areas flat and high or low enough to grow those crops. Geology further dictates what metals are in a region, whether an area has clay suitable for pottery, or if there is limestone or rock for building. Biology through its heirs of zoology and botany determines what flora will flourish, and what animals do or can live in a region, when combined with meteorology. All these sciences create the board on which history is played, the game pieces with which it is played, and dictates the rules for play.
After the fact, it may be easy for those outside a situation to wonder, “what happened?” It is literally impossible to know accurately what a person is thinking. Motives, therefore, can never be determined with as much precision as some other questions, but in any given historical situation, a solid grounding in the sciences affecting the region will enable a process of determining what resources were available to any player. A simple definition of anthropology could be the study of what people do. Archaeology can be defined as a part of anthropology, or it can be considered its own science. In either case, it can be simply defined as the study of what people did- and left behind to prove it. It is the task of the historian to take the natural sciences, and using archaeology and written history, unite them with the social science of anthropology to create a seamless picture of what has previously transpired. It then falls to the reader to determine whether the picture drawn is scientifically crafted, or just rhetoric.
Science is concerned with both observable fact and repeatability. Observable fact is much appreciated, but by virtue of its documentation of events that have already happened, exact repeatability is impossible for historical records. By careful utilization of science, the historian can eliminate the impossible, and discover the plausible, to extrapolate the likely. Combining scientific aids with discerning research and an open mind, the historian can create a body of work that, if not strictly science, is far removed from fiction.
John R. Shirley
Is recorded history literature? It is indisputable that, being written, history is indeed literature, but by this definition, everything written, in every scientific field must also be literature. With this in mind, one can go on to question whether written history is a scientific literature, and the answer to this takes but a moment to realize: just as there is junk “science”, so there is also junk history, and the sole determinant between authentic and unsubstantiatable written history must be the methods utilized in gathering and processing the data used.
History- in the sense of things that have happened before this instant- is like a board game. Geology provides the game board, as well as some of the pieces. Geology dictates through soil what crops can be grown, as well as providing or withholding areas flat and high or low enough to grow those crops. Geology further dictates what metals are in a region, whether an area has clay suitable for pottery, or if there is limestone or rock for building. Biology through its heirs of zoology and botany determines what flora will flourish, and what animals do or can live in a region, when combined with meteorology. All these sciences create the board on which history is played, the game pieces with which it is played, and dictates the rules for play.
After the fact, it may be easy for those outside a situation to wonder, “what happened?” It is literally impossible to know accurately what a person is thinking. Motives, therefore, can never be determined with as much precision as some other questions, but in any given historical situation, a solid grounding in the sciences affecting the region will enable a process of determining what resources were available to any player. A simple definition of anthropology could be the study of what people do. Archaeology can be defined as a part of anthropology, or it can be considered its own science. In either case, it can be simply defined as the study of what people did- and left behind to prove it. It is the task of the historian to take the natural sciences, and using archaeology and written history, unite them with the social science of anthropology to create a seamless picture of what has previously transpired. It then falls to the reader to determine whether the picture drawn is scientifically crafted, or just rhetoric.
Science is concerned with both observable fact and repeatability. Observable fact is much appreciated, but by virtue of its documentation of events that have already happened, exact repeatability is impossible for historical records. By careful utilization of science, the historian can eliminate the impossible, and discover the plausible, to extrapolate the likely. Combining scientific aids with discerning research and an open mind, the historian can create a body of work that, if not strictly science, is far removed from fiction.
Welcome
I was digging through many of my saved papers, and decided it is appropriate to create a dedicated history blog. Historically Speaking has already been snatched up by writer Nancy Castaldo, so The History of Us seemed like a good title, both because history is alive and we act in it, and because in a nation sense, the U.S. will be most represented. Enjoy.
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