Social Science for Georgia Schools : Tentative guide -- Grades K-12

FOREWORD

It is mainly through social sciences that children and youth have opportunity to learn about the fundamental attitudes, beliefs, and institutions of our society and those which characterize life in other regions of our world. Future citizens need to know and understand the nature of our civilization and be encouraged to discover ways in which they can contribute to its further development. Therefore, it is imperative that the social science program be comprehensive and up to date.

The laws that govern education in Georgia provide for re-examination of the public

school curriculum at regular intervals and for changes to be made as they are

needed. The State Social Science Curriculum Committee is charged with the responsi-

bility of reviewing the present program and practices in local schools: of reviewing

the present requirements

Board of Education now re-

under the State Board regulations, and of recommend-

quires three units in social science for graduation. Uni-

ing desirable changes. This

ted States History and Gov-

committee has also prepared

ernment must constitute one

this framework or guide

of these units.

for local system ~tudies. The results, ~hen fmally c0!TIpleted, WIll be. a sequential

The United States is assuming a larger role in world leadership. Many

pattern ?r outlme for a com \
i preheI!sIve .course of study \
m socIal SCIence. The trend throughout the country 1
seems to be toward stand- ard courses of study from ! k~ndergarten through ju~ior

school people believe the social sciences will be con-
cerned, to a greater degree in the future with world developments ~nd world affairs. The international aspect of education will be-

hIgh schools. The electIves

come increasingly impor-

appear in the upper high

tant to more and more of

school grades. The State

our people.

This study was initiated by the Division of Instruction of the State Department of Education and the Georgia Council for Social Studies as they looked forward to conveying the appropriate emphasis due the social sciences. Members of the State Committee believed that the first step in the study should be the preparation of the framework, for a more detailed study to be conducted by local school systems. Through these local studies and pilot projects, the framework will be evaluated and expanded with recommendations for future work. Workshops will be organized to take these recommendations and develop a more cbmprehensive guide. Thus the work will not be complete before the school year 1963-64.

CLAUDE PURCELL State Superintendent of Schools

iii

INTRODUCTION
The State Board of Education adopted a basic program for the public schools of the state and published this program in a bulletin, Curriculum Framework for Georgia Schools, in 1954. In the introduction to this bulletin, the following statement is made:
A series of curriculum bulletins is contemplated over the period of the next few years. These can well include a separate and more detailed bulletin on each of the subjects treated in this initial general bulletin. These can be followed by a large-scale production of more specific course guides, resource units, and the like. The bulletin, School Health Guide, published jointly by the State Department of Education and the State Department of Public Health in 1955 was the first in this series of general guides. Science for Georgia Schools, Volumes 1 and 2 were published in 1958, and Volume 3 in 1960. These three volumes in science constitute teacher guides in the field of science, grades 1-12. The philosophy expressed in the Curriculum Framework for Georgia Schools is that the State Board of Education will make state-wide requirements for a minimum program and will place responsibility on local systems to carry out state-wide minimum standards but, in addition, to develop programs as broad, as deep and as flexible as local resources will permit. This kind of belief places a great responsibility on local systems to develop programs over and beyond the minimum. The State Board of Education slso undertakes to sponsor the development, on a cooperative basis between the State Department of Education, the public schools and the colleges, of teacher guides in the several subject matter fields. It is understood these are teacher guides and not syllabi or proscribed courses of study. It is in this spirit that the State Department of Education, the public schools and the colleges of this state have cooperated in developing this tentative guide in the areas of the Social Science. This is not a course of study as such, but is a guide to local systems and teachers as they develop Social Science programs in the local schools.
--H. S. SHEAROUSE, DIRECTOR DIVISION OF INSTRUCTION
iv

ACKNOWLEDGEMENTS

The Division of Instruction, State Department of Education, wishes to acknowledge the services of many individuals who have helped to prepare the materials contained in this report and who have participated in important phases of this study.

Mrs. Ruby Crowe, Chairman, Steering Committee, Social Science Guide Dr. Marion J. Rice, Chairman, Social Science Guide Committee

I

REPRESENTATIVES FROM THE PUBLIC SCHOOLS

I

Miss Louise Bloodworth, Resource Teacher

Mrs. Thelma Byers, Clayton County Director of Curriculum

Mrs. Miriam Clum, Classroom Teacher

Mrs. Gl~dys Darling, Principal

Mrs. Thelma Davis, President, Classroom Teachers, G. E. A.

Mr. Carlton Dodd, Principal

Mr. Alton Ellis, Curriculum Director, Clarke County Schools

Mrs. Estelle Farmer, Classroom Teacher

Mrs. Harriet Ford, Classroom Teacher-Reporter for G. E. A.

Mr. Henry Freeman, Classroom Teacher

Miss Marjorie Gamble, Classroom Teacher

Mr. Ralph Hogan, Classroom Teacher

Dr. Thad Hollingsworth, Director of Instruction, DeKalb County Schools

Mrs. Warren Jackson, Classroom Teacher

Mr. Clyde Kimball, President of Elementary Principals. G. E. A.

Mrs. Catherine Lester, President, Social Studies

Mrs. Jeanette Moon, Classroom Teacher

Mr. J:lI11es L. Sharpe, Vice-President of Secondary School Principals

Mrs. Lois Sheley, Classroom Teacher

Mr. Bill Thompson, Classroom Teacher

Mrs. Mary Jones Thompson, Elementary Principal

Mrs. W. L. Tillett, Classroom Teacher

Dr. Amos Trotter, Instructional Supervisor, DeKalb County Schools

Miss Ruth Waters, Resource Teacher

Mrs. W. T. Zeigler, Classroom Teacher

REPRESENTATIVES FROM THE STATE DEPARTMENT OF EDUCATION
Mrs. Elizabeth Bailey, Consultant, Instructional Supervision Mr. Hal W. Clements, Director, Division of Instructional Materials
Miss Rebecca Davis, State Curriculum and Instructional Consultant

v

Mr. Oliver Green, Social Science Teacher Mrs. Mary E. Grubbs, Consultant, Educational Television Miss Sara Jones, Chief, School LiQraries Consultant Dr. Ira Jarrell, Director, Curriculum Development Services Mrs. Ethel W Knight, Jeanes Curriculum Director, Troup County Mrs. Catherine S. Kirkland, Adult Education Consultant Mr. Ted Owens, Supervisor, Teacher Certification Services Miss Mary Ellen Perkins, Coordinator, Teacher Education Mrs. Evelyn Robinson, Elementary Principal Dr. H. S. Shearouse, Director, Division of Instruction Miss Margaret L. Walker, State Library Consultant Miss Inez Wallace, State Supervisor, Homemaking Education Miss OIleen Williams, Art Consultant
REPRESENTATIVES FROM THE UNIVERSITIES
Professor James A. Barnes, University of Ge0t:gia Dr. Sanford Bederman, Consultant, Georgia State College Dr. James CraWford, Acting Chairman, Economics Department, Georgia State , Professor A. C. Cressy, Oglethorpe University Dr. Arthur Dietz, School of Administration, Emory University Professor Donald Ross Green, Emory University. Professor W. R. Knight, Georgia State College of Business Administration Dr. Edward T. Ladd, Emory University Dr. John Lounsbury, Georgia College for Women Professor Horace Montgomery, University of Georgia Professor George Parthemos, University of Georgia Professor Merle Prunty, Jr., University of Georgia Professor Raymond Payne, University of Georgia Professor James L. Rabun, Emory University Professor Howard Ross Smith, University of Georgia Dr. Glenn Sisk, Georgia Institute of Technology Mrs. Elizabeth Stack, Agnes Scott College Professor Rachel S. Sutton, Chairman Elementary Division, University of Georgia
REPRESENTATIVES OF THE U. S. DEPARTMENT OF EDUCATION, WASHINGTON, D. C.
Dr. Howard Cummings, Social Science Consultant Dr. Merrill Hartshorn, National Council of Social Science
vi

ACKNOWLEDGEMENT
On behalf of the Georgia Council of Social Studies, Georgia Education Association, we wish to extend our sincere appreciation to the following groups and individuals for ther efforts in the publication of the Tentative Social Science Guide for Use in the Public Schools of Georgia.
To: Dr. Claude Purcell, State Superintendent of Schools, for his vision and thoughtful consideration,
To: Dr. H. S. Shearouse, Director, Division of Instruction, State Department of Education, for his sympathetic understanding of the problems we have faced in the development of a program of studies,
To: Dr. Ira Jarrell, Director of Curriculum Development, State Department of Education, for her foresight, leadership and her confidence in the ability of the classroom teacher,
To: Dr. Marion Rice, Chairman of the Social Science Guide Committee, for his direction and insistence on "content and discipline methodology" to be the basis of the Guide,
To: the large number of members of the University faculties for their counsel, To: Miss Olleen Williams, Consultant, Art Education, State Department of Education, for the art work in the Guide, To: the news media of the state and the Georgia Education Journal for their coverage of the work of the State Committee for Social Studies, To: Civic Organizations of the state, which have given their assistance in supplying material on special subjects, To: School Administrators for giving classroom teachers released time from the Classroom to work on the development of the Guide, And to the classroom teachers for their concern for and eagerness to serve in the completion of a directive program, the Executive Committee of the Georgia Council of Social Studies speaking for the school children of Georgia expressed their sincere appreciation.
MRS. RUBY H. CROWE, President MR. RALPH HOGAN, President-Elect MRS. JEANNETTE MOON, Secretary-Treasurer
vii

TABLE OF CONTENTS
FOREWORD INTRODUCTION ACKNOWLEDGEMENTS ACKNOWLEDGEMENT T-ABLE OF CONTENTS
PHILOSOPHY
SCOPE AND SEQUENCE CHART
SOCIAL SCIENCE REQUIREMENTS
PURPOSES OF TIlE GUIDE
STEPS THE ADMINISTRATION CAN TAKE TO IMPLEMENT THESE RECOMMENDATIONS
PREMISES ON WInCH TO BUILD A NEW SOCIAL SCIENCE COURSE OF STUDY FOR GEORGIA
INSTRUCTIONAL PROGRAM
Meeting the Needs of Children and Youth Implications for instruction in the Social SCiences Skills to be Acquired in the Social Science Profram A Philosophy of Evaluation The Social Sciences for the Exceptional Student The Social Science Teacher A Model Social Science Classroom State Provision of Instructional Materials The Role of Instructional Materials Recommendations for Maps and Globes
KINDERGARTEN THROUGH GRADE THREE
Purpose of Social Science in Kindergarten-Grade Three Organization-Concepts Kindergarten Program Social SCience in Grades One through Three Evaluation Materials for the Teacher Why Our Fathers Work - Unit Eskimos - The Study of a Cluture - a Unit
mSTORY
General Purposes of History The Study of History Through Biographies Current History Program
viii

iii iv v-vi vii viii-Ix
1 2 4 4
5
7
9 9 11 15 _ 16 18 19 20 21 22
2lS 2lS 27 27 30 31 32 38
48 49 50

Emphasis Rationale for United States History Courses

53

Fifth Grade: "How the People Live" - United States History

54

Sixth Grade: History of Western Civilization

56

Eighth Grade: Georgia History

58

Eighth Grade: United States History

65

Grades Nine and Ten: World History - Advanced Students _

67

Tenth Grade:World History Survey Course

'19

Eleventh Grade: "A Democratic Nation in a World Setting"

United States IIiBtory

86

GEOGRAPHY

General PurpoIes

91

Grade Three: Geopaphy of Local COmmunity

93

Grade Four: The American Southeast

85

Grade Five: Anglo-American - United States and Canada

98

Grade Six: Europe and Asia

. -~.....

103

Grade Seven: Latin America, -Afri~a, Southeast Asia

111

Grade Nine: World Geography - Regional

118

American Resources and Industries, Elective

125

Physical Geography, Elective

134

POLITICAL SCIENCE

General Purposes

140

Ninth Grade: Personal Citizenship (Terminal Students)

141

Twelfth Grade: Political Science

145

International Relations, Elective

159

ECONOMICS General Purposes
Ninth Grade: Economics (Terminal Students) Twelfth Grade: Economics, Elective

SOCIOLOGY

General Purposes

_

Seventh Grade: Social Institutions

Eleventh or Twelfth Grades: Sociology, Elective __-__

ANTHROPOLOGY

Purposes and Contributions

_

SOCIAL SCIENCE TEXTBOOKS ADOPTED-JUNE 15,1961
BIBLIOGRAPHY FOR CURRICULUM DEVELOPMENT AND TEACHING TECHNIQUES

___ 162 163 165

168

____ 168

_

172

_

176

178

190

ix

PHILOSOPHY
The most inclusive aim of social science as a part of general education in the United States is to help young people learn to carryon the free society they have inherited, to make whatever changes modern conditions demand or creative imagination suggests that are consistent with. its basic principles and values, and to hand it on to their offspring better than they received it. A free society is one in which the central value is the preciousness of the individual human life, in which the people have effective (:ontrol over decisions affecting their welfare . . . To be competent to rlfle themselves, each new generation must learn to understand and appreciate the central concepts and values that make a free society what it is ... We cannot foresee the specific problems of the next generation or tell them the answers in advance; it is the right and duty of free men to think for themselves, to find their own answers, and to unite in resolute action.
Hence we cannot indoctrinate, in the se,1se of teaching them specific answers to specific problems, but this objectionable word must not stand in the way of teaching them the central principles and values of a free society. The very principle that it is their right and duty to think for themselves is a doctrine that has to be inculcated, as well as competence that has to be developed' 1
1. NaUonal Council for the Social St:.idies. A Guide to Content in the Social Studies. Report of the NCSS Committees on Concepts and Values. W.::.Shingt0t;, D. C.; the Council, a C:epartInent of the N2Ition.:.l Educatio~ Association, 1949.
1

SCOPE AND SEQUENCE CHART

GRADE AREAS OF CONTENT

AREAS OF EMPHASIS

TIME

K Introductory concepts from History, .Geography, These concepts are developed within

Economics, Political Science, Sociology and the framework of the home, school and

Anthropology

community units. In addition, heroes

1

stories, current happenings, and holidays are given

due recognition.

2

3 History Geography

Continue with introductory concepts and biographical studies of United States and world leaders.
Community.

4 Geography

Anthropology

II

5 History

Geography

Southeastern. Physical geogroaphy; introduction to the world through a comparison study of physical geography. Indian Culture - Southern United States.
Survey of United State with emphasis on the period from 1492-1790.
United States and Canada with emphasis on physical, economic and cultural.

Survey of Old World with emphasis on countries and cultures which have primarily contributed to the formation of the Anglo-American community.
Europe and Asia with emphasis on the economic and cultural developments. Strong unit on Russia.

Sociology

Physical, economic, cultural and a historic study of Latin America and Africa. Emphasis on the rise of nationalism. South-East Asia included if not treated under Europe and Asia.
Social institutions-home, school, government, business and the church.

"

8 History

Georgia ~ early to modern. Emphasis on the inheritance of Georgians from the social, economic and political history.
United States - survey - 1776-1876.

1 Year Study

9 Geography

World Regional - emphasis on the economic and cultural developments; world interdependence.

1 Year . Study

2

GRADE AREAS OF CONTENT 10 History 11 History
12 Political Science

AREAS OF EMPHASIS
World - em.phasis on the total world and the modern times. The treatment should be more than a political history.
United States - Survey. Emphasis 1890 to the present - cultural, economic, social, and political. Emphasis on trends, movements and beliefs.
Basic concepts of government as applied to internatior.al, national, state and local. Emphasis on democratic principles, comparative governments and economic systems.

TIME 1 Year Study
1 Year Study
1 Ye.r Study

ELECTIVES
Electives may be offered according to the strength of the local faculty; normally such courses should not be offered unless a teacher has a major in the subject. Suggested electives may be offered at grades 10, 11, or 12.

Economic Geography - American Resources and Industries Geography - Elements of Physical Geography International Relations - College Type of Instruction Economics - Theory - College Type of Instruction Sociology - Theory - College Type of Instruction

ALTERNATIVES
In schools where the faculty and facilities make it feasible, it is recommended that the terminal and the advanced terminal students be provided with special courses to meet their specific needs. The following courses are recommended:
For: Terminal Students
Political Science, emphasis on citizenship-Jh unit
Economics, emphasis on the practical-Jh unit
For: Advanced Students
A two-year study of World History in grades 9 and 10
Political Science, Economics, International Relations, and Sociology should be taught on a college basis for the advanced students.
American history at 11th grade should be taught on college level for the advanced students.

NOTE: Due to the urgency of the world situ,ations, the State Committee endorsed an entire one-year study

of American history in grade 11 and an entire one-year study in governments and economics as outlined in the

12h grade program. The best approach to thwart conflicting ideologies is a positive approach in the teaching of

democratic principles and our American heritage. To accomplish the above requires a two-year sequence as indi-

cated in the Scope and Sequence Chart.

'

The third required course must be a study of the world with emphasis either on history or geography grades ~ and 10.

The additional units may be selected either from the suggested electives or complete the 9th and 10th grade sequence.

3

SOCIAL SCIENCE REQUIREMENTS
INSTRucnON IN ESSENTIALS OF UNITED STATES AND STATE CONSTITUTIONS AND THE STUDY OF AMERICAN INSTITUTIONS AND IDEALS, AS PRESCRIBED IN THE GEORGIA CODE.
Code Section 32-706 (Amended). All schools and colleges sustained or in any manner supported by public funds shall giye instruction in the history of the United States, and in the history of Georgia, and in the essentials of the United States Constitution and the Constitu tion of Georgia, including the study of and devotion to American institutions and ideals, and no student in any school or college shall receive a certificate of graduation without previously passing a satisfactory examina tion of the History of the United States, and the Hisotry of Georgia, and upon the provisions and principles of the United States Constitution and the Constitution of Georgia.
INSTRUCTION IN FEDERAL, STATE, COUNTY AND MUNICIPAL GOVERNMENT REQUIRED FOR GRADUATION, ASPRESCRI~ED IN THE GEORGIA CODE.
Code Section 32-724. The State Board of Education shall prescribe a course of study in the background, history and development of the Federal and State governm ents. The Board shall also approve and recommend textbooks to be used in this course. The coUrse so prescri bed shall be taught in the 11th and 12th grades of all high schools which receive in any manner funds from this s tate. The course shall be taught for the entire school year: Provided, however, the total time devoted to said course of study shall be sufficient to earn one full
of unit credit. The course in the study of Federal and State government shall be supplemented in each high
school by a' study of the local county and municipal governments. No student shall be eligrble to receive a diploma from a high school, which received funds from this sta te, unless said student had successfully completed the course in governments provided in this section. (Acts 1953, p 587).
STATE BOARDOF EDUCATION REQUIREMENTS
The Sta'te Board of Education requires three units above the eighth grade in social science.
PURPOSES OF THE GUIDE
The State Committee decided to direct efforts in the study toward the preparation of a basic guide which would:
1. Serve as a frame of references from which to derive content for the social sciences in grades kindergarten through' twelve.
2. Offer direction to the ,p~;lI1J1ing and development of social science programs. 3. Present a new approach to social science instruction. 4. Indicate the interrelatedness of social science and other areas of the curriculum. 5. Determine the criteria for evaluating a social science program in the local school. 6. Suggest the quality of preparation needed by social science teachers. 7. Guide in the selection of books and other instructional materials. 8. Co-ordinate the physical conditions and needs into a blueprint for a social science laboratory.
The framework included in this report is for the attention of all .persons responsible for instruction in the social sciences. It sets forth the content and emphasis that applies to the entire program as well as to specific grade levels - kindergarten through twelfth. The statements that comprise this framework will require study and analysis before they can be applied locally. The framewor k is intended to give direction but provide also a margin of flexibility that will make it useful in the wide variety of situations that characterize education on a state wide basis. The statements in this framework are, therefore, intended to serve as "springboards" to the additional statements and ideas that are needed to round out and detail a program of social sciences for any school system, hence, flexibility is within the teaching of the course; not in the sequence of the program.
SOCIAL SCIENCE RATHER THAN SOCIAL STUDIES. Throughout the framework the State Committee advocates that there 13 great educational value In the pursuit of a discipline and Its methodology. The term SOCIAL SCIENCE signifies the analytical approach rather than the descriptive. By using SOCIAL SCIENCE it further removes the confusion carried by the term SOCIAL STUDIES.
4

HOW TO USE THE GUIDE
The State Committee recommends that these assumptions be considered before any utilization is attempted:
1. It is a tentative guide. 2. It is not intended to give the teacher at each grade level a syllabus or course of ~udy but rather state the
philosophy and sequence of content. 3. The classroom teacher is the key to the success of this new program and the state committee mtended
that the framework be enriched at the local level. 4. It will be through utilization that the guide will be enriched and evaluated. The purpose of the Pilot
Projects is for controlled evaluation. All schools are to be working toward adaptation and bro'ld evaluation of the guide.
AMONG THE TASKS YOU FACE ARE:
a 1. To clarify the nature and .type 'of the 30cial science program that will prepare our youth for life in a rapidly changing society. (Our major premise is consistent study of man through history, geography, political science, economics, sociology and anthropology.) 2. To arrive at the content to be included at each grade level. The Scope and Sequence Chart represents
what the committee beli'lVes to be best for the children and youth of Georgia. It will involve some changes in most school systems to bring about the necessary uniformity. This uniformity of sequence does not prevent great flexibility within the scope at each grade level. 3. To be concerned with the development of basic values of our free society and provide opportunities for the development of social science skills. The basis for this program is in the guide; the need now is for the development of a graded program. 4. To deal with the problem of meeting the needs of individual differences. You must continue to work on such matters as programs designed for the academically talented. the slow learner, and for youth who come from culturally deprived environments. In doing this though, you must not neglect due considerations for the average group between these extremes. The guide is not concerned with the problem to "g,roup or not to group", but that the individual differences be recognized and met. Much attention is currently focused on these special groups and the danger is a failure to give proper consideration to needed program changes for all youth. 5. To give considerable study and discussion of new methods of teaching and grouping, testing and evaluation, and of research related to the nature of the learning process. You must be sure to evaluate all such things carefully ,and utilize the most promising developments in teaching.
In the light of 'the great changes that are taking place in our societ.y - at home and in our world relations - we can no longer be satisfied with a program designed for the past. A program that is covered with patches designed to meet temporary needs or the interest of various pressure groups cannot l)Qssihly meet present day needs. The times call for new and creative thinking on the over-all social science program. The urgency of the problem cannot be over-stated. A program that may have worked well for an earlier generation will not meet the needs of the nuclear world in which we ar,e now living.
STEPS THE ADMINISTRATION CAN TAKE
TO IMPLEMENT THESE RECOMMENDATIONS
The school administration has .a key role in influencing the quality of the social science program. School administration can be defined as dynamic leadership furnished by the principals, curriculum directors, department beads or classroom teachers.
What the administration does to improve the social science program varies with the size, composition, and orpnization of the school. The following outline provides a guide to the administration in planning the steps they tate to implement this "position statement":
A. Organize a study of the effectiveness of the present social science program. 1. Set up a representative committee to organize a study, solicit recommendations for implem~nting the minimum program, and summarize the results of any changes that are to be made.
5

2. Make certain that effective lines of communication are established between the Committee and th~ total staff, the student body, the community, and the State Department of Education.
3. Ask the teachers to study the minimum program and evaluate the local school program on the basis of:
a. How well are the features and objectives of your program being achieved in reference to the minimum program in the Guide?
b. What improvements are needed to provide systematic, sequential programs for teaching the social science from kindergarten though 12th grade?
c. What added steps should be taken by all teachers in the school so that your program meets Th. Needs of Youth as stated in the Guide?

4. Ask the teachers to determine their special needs and make recommendations in the light of these

questions:

a. What additional training is needed to meet the recommended requirements, both in-service and

pre-service?

b. How might special professional competencies of teachers be utilized more effectively?

II

c. How might the organization of teaching teams produce a more o.ptimum use of the specialized

skills of each teacher?

d. What kinds of clerical and instructional assistants could be employed to improve student learning opportunities?

e. To what extent could teacher time and energy be saved by avoiding repetitive sessions with unnecessarily small groups of students?

f. What automated teaching devices and other scientific advances in technology could be used to add to the quality of learning?

Ii

g. What experimental approaches to better social science teaching should be undertaken? h. How could your physical plant b~ better utilized toward improving instruction?

B. Arrive at priority decisions in order to develop a systematic plan for doing a better job of teaching social science:
1. List all suggestions made. 2. Ask each group for priority recommendations by answering these questions:
a. How can an immediate but orderly transfer to the new program of studies be achieved? b. Which recommendations will contribute most directly to the improvement of desirable learning
outcome? d. Which are financially feasible?
3. Make decisions about what is to be done first, next, and so on.

C. Re-examine the social science program periodically in relation to some anticipated changes in the school of the future to the end that:
1. Students will show greatly increased creativity and better developed habits of intellectual inquiry. 2. Teachers will have more knowledge of what they teach and the best methods to use. 3. The individual professional talents of teachers will be better utilized.
4. Flexibility of schedules and grouping of students will be undertaken to help students and teachers use their time and talents to a better advantage.
5. More recognition will be given to individualdifferences among students. 6. Professional standards of teachers will be raised.
7. Buildings and equipment will be planned more in accordance with imaginative educational specifications.
8. Educational facilities ~ will be available for use more hours in the day, more days in the week, and more weeks in the year-----especially for individual activities. *:!

*These eight needs are discussed in detail in three NASSP publications: Images of the Fut'ure - A new Approach to the Secondary School and New Directions to Quality Education. (Both pamphlets are available without charge from the NASSP office) and Focus on Change- Guide to Better Schools (published by Rand McNally, Chicago, 150 ,pp., paperback, $1.25, less with professional and quantity discounts).

~. Adapted from Special Report of an Ad Hoc Committee of the National Council for the Soci"l StUdies, January, 1961. Dealing with Goals for the Social Studies.

6

-- ---

PREMISES ON WHICH TO BUILD A NEW SOCIAL
SCIENCE COURSE OF STUDY FOR GEORGIA
1. It will be a five-year plan, with evaluation during the period of use.
2. It will be based upon no single, spelled-out philosophy and sufficiently flexible to allow local unit philosophy.
3. Its aims will be three: (a) For all pupils - help toward an understanding of the social studies subjects and command of their methods and skills (b) For ell pupils - an obligation to prepare for responsible citizenship (c) For college-bound pupils - acceptable preparation for college work
4. It' will be offered as a basic recommendation.
S. It will be sufficiently detailed to be useful to the average teacher, but will allow unlimited scope to to the especially well-prepared or creative teacher.
8. The study guide will encompass grades K-12.
7. The study guide will heavily emphasize state (or regional), national, and world history, allowing the teacher to arrange the material in units or courses, chronologically, topically, or around problems.
8. The study guide w~ll provide for substantial work in government, geography, economics, and sociology.
9. It will in no field provide for a thorough survey of all important materials but will reflect decisions about priorities, made with due exercise of lithe courage to exclude."
10. It will at many ,points present alternatives, so as to allow - and require - schools or teachers to establish subpriorities appropriate to their particular situations.
11. It will allow for whatever degree of interdisciplinary or interdepartmental fusion or correlation any g{ven . school may wish to arrange.
12. The materials included will provide for a balance between knowledge and command of skills.
13. In the knowledge part (see preceding item) the emphasis will be not upon information nor upon verbal generalizations but upon an interweaving of relevant knowledge and genuine understanding. To this end the course of study will focus upon such things as major events, institutions, persons, trends, eras, geographical areas, issues, questions, or problems.
14. Within most of the major to,pics taken up, the study guide will provide for pupils in different classifications of ability; regardless of whether the indi vidual school may group them hetrogeneously or homogeneously; which may be adapted to the situation at the local level.
15. The specific courses will be of two types: (a) Those aimed primarily. at the preparation of citizens (b) Those aimed primarily at academic study
18. The materialS will be selected and organized by persons whose chief professional concern' is public education.
17. Their selection and arrangement of the materials will be based upon the following factors (among others): (a) The judgement of specialists in history, geography and so on, as to the most important elements. (b) The judgement of specialists in educational psychology as to: i. the significance of "readiness". (For example, the way pupils' mental and emotional maturity determines their abilility to understa~d historical chronology, or to master a given degree of complexity, or to master a given skill.) ii. the problems which are likely to appeal to pupils' interests and involve them emotionally and intellectually.
(c) The Il4lture and distribution of materials actually available to teachers, e.g., books on various levels of intellectual and reading difficulty, magazines, pamphlets, maps and globes, films, film strips, recordings, etc.
7

TEACHING SUGGESTIONS
18. The course of study will specify for the various topics and categories of pupils a wealth of (a) ~hought questions (b) materials available for teachers (c) materials available for use with pupils (d) teaching procedures (e) evaluation
19. Stronger teacher training programs for social studies teachers are prerequisite to quality social studies instruction in the public schools.
20. More critical selection of texts from the approved State list by the local systems will be required to implement the study guide.

GUIDELINES FOR THE TEACHER

(1) TIME:

The content selected for each grade should allow the teacher time to cover the mInImum requirements as well as develop a program in' current events, and also units of special interest

and value.

(2) CONTENT: All of the disciplines of the social sCliellces are related; therefore, it is necessary that the teacher become familiar with the general purposes and basic principles of all the disciplines as out-

lined under the separate division of the content section of the Guide.

11

For example: The 5th grade teacher will find an outline of work under both history and geogra-

phy but should study and apply principles of the remaining disciplines (Economics, Political

I

Science, Sociology and Anthropology) in his work.

NOTE: "The courage to exclude" does not mean a "watered-down version" of the course, but rather selecting

I, '

basic content with time for instruction in depth.

It is essential that a brief outline of the course of study as developed by the grade teacher be submitted to the teacher of the following grade. This could be included in the child's folder or records when he is promoted. The guide is built around the philosophy that e'ach grad e builds on the foundation of work done in the preceding grades.

The committee would welcome any comments concerning additions or deletions of the suggested content. These changes should come from the teachers as they use the guide. The validity of the evaluation will be determined by the extent of the study from grades K through 12.

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MEETING THE NEEDS OF CHILDREN AND YOUTH
In meeting the needs of children and youth, the following ma:y be indentified as essential for the maintenance, strengthening, and improvement of a democratic society:
1. Develop a loyalty to and understanding of the values inherent in the democratic ideal. 2. Develop the habit of keeping well informed on issues which affect society, and on the actions of public
officials, and relating social science principles and knowledge to contemporary affairs. 3. Develop humane relationships with people of varied backgrounds with due recognition of the contribution
each can make to the vast reservoir of human res ources. 4. Develop skill in analyzing the forces that make for changes in people's social, political, and economic
life. 5. Develop the art of self-direction through the application of critical judgement, using a variety of skills
and abilities as necessary adjuncts leading to sound conclusions. 6. Acquire a background for more objective appraisal of international relationships, not only as they impinge
upon American life and economy, but also as they affect other countries themselves. 7. Become aware of the realities of man's existence and standards of living as they are influenced by his
physical environment and cultural heritage. 8. Develop group-action skills and respon&jve leadership.
The responsibility for the development of these needs of children and youth falls in large measure upon the Social Science Program. Consequently, instruction in social science is needed in every year of the primary, elementary, junior and senior high school, by every American youth, whether college bound or not.1
IMPLICATIONS FOR INSTRUCTION IN THE SOCIAL SCIENCES
The social development of children embraces a complexity of factors associated with out-of-school and inschool life. No segment from either will produce the desired outcome. The infinite variety in the composition of the parts of a classroom and the situations which develop within the classroom: "the motives propelling the child, the responses he makes and the ensuing consequences"2 coupled with the demand of the many and varied cultures, requires teachers of excellence today and in the immediate years.
Expert teaching is a complex process. Teachers of the future will recognize that their concepts of the role of a teacher, the nature of teaching, the way assignments are made, how the classroom is equipped and arranged and the kind of relationship existing between teacher and pupil will have a lot to do with the type of youth development and citizenship education that go on in a particular classroom. These ideas determine whether or not pupils grow in independence and self-reliance; whether they gain skill in problem-solving process; whether they see interrelationships in their knowledge; and whet.her they develop enduring, constructive attitudes.
Teaching involves at least a dozen different kinds of operations. It involves developing a laboratory-classroom ~ith many resources to ,promote learning, it involves diagnosis, of the learning needs and abilities of young people; It involves the location of resources, human and nonhuman, that can be brought to the classroom; it involves ~kill in the art of communicating ideas, skill in setting in motion group processes and keeping them at increasIngly mature levels; it involves work with individuals, each differing fwm the other in highly diverse ways; it inVO!\'es being ,able to pace the work to develop and main tain interest.
THE BULLETIN. National Association of Seconc1ery-School Principels, No. 264, April 1961.
Jlconry J. O~to. Social Education in Elementary Schools (NeVI York: Rinehart & Co., 1957), p. 407.
9

The most effective teachers of the future will give special attention to values. These teachers will understand and actively promote certain values, especially ones that are associated with the democratic creed, such as values related to civil liberties, the use of natural resources, the interdependence of people; values of democratic processes; and values related to brotherhood and to social justice.
Certainly a large share of the assignments in the secondary schools should be longterm ones covering a period of two weeks to a month or more. This encourages pupils to plan ahead, giving them an opportunity to grow in selfreliance and become more self-direeting. The rna turing process and citizenship education will be aided by these social science teachers who use the problem-solving approach, the ease study, and the research approach at least some of the time. This means helping the pupils to define the problem area and the sub-problems, rather than pre-definiilg them for the pupils; it means helping youth to decide what data and information are relevant to a particular problem; it means helping them to discover a nd use a variety of sources of information.
Finally, the mature teacher of the future will be able to plan with ,pupils in selecting a few basic ideas to expiore deeply, ideas that are important to an understanding of how we arrived where we are in the world and the direction in which we should be 'moving. Instead of emphasis on specific facts and events, more attention shall be given to the emergence and development of significant ideas and institutions.s

LEARNING IN SOCIAL SCIENCE

II

The extent to which the teacher provides effective opportunities for learning, in any curriculum area, and at whatever level, depends in large measure upon the teachers knowledge, understanding, feelings and attitude about

human growth and development. Learning in the social sciences, as in any other area of the curriculum, cannot be

II

separated from tlie total growth and development of the learner.

In Georgia we embrace the philosophy of providing opportunities for all individuals, which will tend to de-

velop them into self-directing, ,productive citizens in a democratic society. It is essential that all school personnel

have a clear understanding of the major concepts of human growth and development and that they hold some fun-

damental beliefs about the worth and value of all people in the society. Sound educational planning is necessarily

based on the concept of the wholeness of growth, all aspects taking place at the same time but at varying rates.

III

Educational planning is based on the concept that Rue.tio" is growth and at the core of all educational experi-

ences is the nature of the organism and the phenomenon of growth.

.

Learning situations should be projected upon the maturity of the group, the characteristics and needs of the

I

individual .of the group, with additional provisions for those individuals who do not fit into the group pattern. Consequently, the teacher should be familiar with the whole span of growth and development, if he is to be able to

glean the implications for instruction at the various levels4

LEARNING IN THE SOCIAL SCIENCES-EARLY CHILDHOOD

Young children respond best to a rhythmic sequence of work, play, and rest. They thrive on activities that bring

immediate success and satisfaction. Their activities should for the most part involve them with meaningful ideas re-

lated to. their backgrounds, and experience, and should be varied in type. The stage of their eye development should

be considered in selecting materials and in planning their activities. They profit from firsthand experiences such

as experimentation, field trips, and use of a variety of media. Opportunities should be provided for these children

to select, organize, and use information in the discussion and solution of problems. They need to learn to work

It

with other children, as well as sympathetic adults. They are not ready for complex historical and geographical

concepts but they can understand simple maps and limited concepts of time, space, and directions.

The learning activities of young children should take into consideration the extent of their experiences and the limits of their environment. Children's interests and the types of communities in which they live offer clues to what they can study most profitably. Meanings develop as experiences are related in personal ways to the lives of children. Study of several elements in community life may be in progress simultaneously.

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S. "Citizenship anel a Free Society," 19110 Yearbook Social Studle. Council, pp. 47-41.

. State Department of Education, Curriculum Framework for alOllla School., A Guide to Curriculum p ~ (GeoI'll1a: 111II1, pp. 'l-.

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LEARNING IN THE SOCIAL SCIENCES-LATER CHILDHOOD
Children in this period of growth are ready for increasing extensive use of books and other ,printed materials. They respond best to opportunities in which they can employ a variety of materials and engage in a variety of activities. Their program should continue to provide for physical activity at appropriate intervals. Dramatics and rhythmical activities may be used advantageously. Committee work and other types of small group activity bring good results, and they are ready to assume a share of responsibility in planning, executing, and evaluating activities. Skills in using library and reference materials can be developed and they can interpret maps, charts and graphs of considerable difficulty by the end of this ;period. They can do a considerable amount of problem solving. They like to demonstrate, exhibit and collect.
Children at this age can deal successfully with simple current problems. They can master more complex generalizations. They reason zestfully for recognition for their successes and need opportunities to demonstrate their achievements and abilities. Their interest in adventure and their curiosity about all aspects of nature continue throughout this period5
LEARNING IN SOCIAL SCIENCES-ADOLESCENCE
Advances in technology, and other factors, bring about changes in the structure of our society. The school must keep its program in harmony with these changes so that youth is being prepared continually to grapple with new and diverse .problems. To have this preparedness, adolescent youth need information about many phases of life in our society. The scope, breadth, and depth of their educational experiences will directly influence the contributions which each can make to the improvement of local, state, national and international affairs. They have matured to the extent that they can deal satisfactorily with chronology. They need to understand the early development of our country, its place in the modern world, and its promise for the future. As they progress through high school, increased emphasis should be given to the economic, social and political factors and issues that influence activities in the world today; to engage in research, to experiment, and to attempt to resolve problems. Successful
, teachers are cognizant of the stages involved in the maturation progress and they capitalize on the expanding and
different interests and capabilities of youth.
Along with these needs are others of a personal-social nature for which the school must provide. Youth must be helped to acquire a regarding personal philosophy, strong character, emotional stability, sound citizenship, efficiency as a consumer, the power to think critically, the knowledge of the world vocational conpetence, basic social skills, and appreciation for the beautiful. The program of the school must be shaped to contribute a full measure to these goals and the social science program in particular has a vital and significant part6
LEARNING IN THE SOCIAL SCIENCES-YOUNG ADULTHOOD
Young adults are capable of applying knowledge and information previously acquired to the maintenance and improvement of their mental well-being. The greatest challenge during this period is in learning to husband their inner resources and direct them toward well-chosen goals. During the period of early adulthood young men and women continue to search for the meaning of life-they are interested in the order and structure of events. They extend, deepen, and refine their guiding philosophy.
Young adults can deal successfully with abstraction s. They can reach out into time and space with no restrictions. They can investigate vast quantities of data and assimilate from the data that which is pertinent to central topics and problems under study. They are capable of discerning distant goals and ascertaining intermediate steps. They need to set realistic standards on an individual basis. Many progress satisf.actorily with guided instruction and with a minimum of direct supervision. They are stimula ted by a feeling of progress toward their chosen goals and are capable of channeling their efforts so as to accomplish specific purposes7
SKILLS TO BE ACQUIRED IN THE SOCIAL SCIENCE PROGRAM
The social science program should be designed to teach the skills that are essential to the learner, so that the learner can become a productive member of society. The acquisition of skills is a form of learning. Therefore, many
I. RepOrt of The State Committee on Social Studies. California .. RepOrt of the State Committee on Social Studies. California 1. ibid.
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ot" the principles describing the nature and process of learning have implications for the niOl!t effective and efficient development of skills. These principles as stated by Maurice P. Moffatt are listed as follows:
1. For the acquisition and improvement of skills, the learning activity must focus on skill development. 2. E1q)erience designed to promote growth in skills must be meaningful to the learner. 3. Experiences used in skill development must be g eared to the maturation level of the learner. 4. For the successful learning and retention of skills ~epetitive practice is necessary. 5. Skills should be developed in connection with on going experiences not in isolation. 6. Development of different skills should go on simultaneously. 7. Evidence of skill development must be sought in changes in behavior. 8. Provision for the systematic development of skills must be made throughout the school programs'

It is hoped that the teacher will DDt rely on these listed but will use them as a framework for the development

of all the skills necessary for the living in a democracy.

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This can be accomplished through cooperative study and evaluation at local and district levels utilizing depart mental and faculty meetings, workshops, seminars and in-service education.

Some of these skills are unique in the social sciences; some are shared with other discipline.
I. Skills centering on ways and means of handling social studies materials: A. Skills of locating and gathering information from a variety of sources, such as: 1.. using books and libraries effectively, taking notes, using the mechanics 'of footnoting and compiling bibliographies. 2. listening reflectively to oral presentations. 3. interviewing appropriate resource peTsons and observing and describing contempol'ary occurences in school and community.
B. Skills of interpreting graphis materials, such as: 1. using and interpreting maps, globes, atlasses. 2. using and interpreting charts, graphs, cartoons, numerical data, and converting "raw data" into these graphic forms.
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C. Skills needed to develop a sense of time and chronology, such as: 1. developing a time vocabulary and understand time systems. 2. tracing sequences of events. 3. perceiving time relationshi,ps, between periods or eras and between contemporaneous developments in various countries or parts of the world.
D. Skills of presenting social science materials, such as: 1. organizing material around an outline. 2. writing a defensible paper or presenting an effective speech. 3. participating in a discussion involving social problems.

8. Maurice P. Moffatt, Social Studies IiJ.struction. (Englewood N. Y.-Prentlce Hall, Inc. 1954) p. 174
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II. Skills of reflective thinking as applied to social sci ence problems:
A. Skills of comprehension, such as: 1. identifying the central issues in a problem or argument. 2. arriving at warranted conclusions and drawing valid inferences. 3. providing specific illustrations of social generalizations dealing with increasingly difficult and advanced materials.
B. Skills of analysis and evaluation of social studies materials, such as: 1. applying given criteria, such as distinguishing between primary and secondary sources, in judging social science materials. 2. recognizing underlying and unstated assumptions or ,premises, attitudes, outlook, motives, points of view, or bias. 3. distinguishing facts from hypothesis, judgements, or opinions, and checking consistency of hypothesis with given information and assumptions. 4. distinguishing a conclusion from the evidence which supports it. 5. separating relevant from irrelevant essentials from incidental information used to fonn a conclusion, judgment or thesis.
6 recognizing the techniques used in persuasive materials such as advertising, propaganda.
7. assessing the adequacy of data used to SUPPOI"t a given conclusion. 8. weighing values and judgements involved in alternative courses of action.
C. Skills of synthesis and application of social science materials, such as: 1. formulating valid hypotheses and generalizations, and marshalling main points, arguments, central issues. 2. comparing and contrasting points of view, theoI"ies, generalizations, and facts. 3. distinguishing cause-and-effect relationships from other types of relationships, such as means and ends. 4. combining elements, drawing inferences and conclusions, and comparing with previous conclusions and inferences. 5. identifying possible courses of action. 6. making tentative judgements as a basis for action, subject to revision as new information or evidence becomes available. 7. supplying related knowledge from the social sciences as background for understanding contemporary affairs.
III. Skills of effective group participation: A. Assuming different roles in the group, such as summarizer, as these roles are needed for the group to progress. B. Using parliamentary procedures effectively. C. Helping resolve differences within the group. D. Suggesting and using means of evaluating group progress9
The folloWing material shows how the teacher may aid in developing some social science skills:
Report of Goals of the Social StUdies, Report of N. C. S. S., 1961.
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SKILLS DEVELOPED Locating Information Studying Materials
Problem Solving
Dcmocratic group living
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TEACHING PROCESS
The teacher should show the student how to find information in books, dictionaries, newspapers, and magazines.
The librarian and teacher should work together to assist pupils with their work, and make them aware of new books and current materials.
The teacher should provide an opportunity for students to gain information in understanding and recognizing the points stated in materials. The selection of main ideas as well as rejection of non-essential ideas should be encouraged by the teacher.
The teacher should aid the student in careful note taking, arranging materials and making intelligent outlines.
The teacher may create situations that would demand problem solving thinking.
The teacher guides the students by asking them questions that help them to ask their own questions.
The teacher provides the media necessary for gathering information.
The teacher makes the problem solving method plain to children.
The teacher helps the child to see each ,other's point of view.
The teacher helps the child to see the minority as well as the majority points of view.
The teacher aids the students in group planning and individual activities of helping to establish worthwhile goals to be achieved.
The teacher aids the students in gaining information by having students take notes or ouHine points in acceptable form to be used in reports or discussion.
The teacher aids the students in the development of skills in expressing, interpreting and using them through sharing responsibilities for leading the group in planned discussion.
The teacher aids the students by having them use problem solving effectively by recognizing a problem and stating it clearly.
The teacher helps the student to participate effectively as a member of the group by being cooperative in helping to plan work and solve problems so that all activities may proceed successfully in the desired direction.
The teacher aids the students in evaluating individual and group progress by having the students to check the accuracy of information.
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Developing time and chronological concepts

The teacher should have the students regard certain dates as milestones in history.

Have pupils associate the cultures of people with different historical periods.

Have the students perceive sequences, duration and
changes in the development of social institutions and movements.

Have students to understand the place of the present

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era in the history of mankind.
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outlining

Students should be instructed how to make outlines.

They should be shown how to read a total assignment

to secure an overall idea of the major points contained

therein. The teacher should be sure that the students

express their own thoughts rather than the wording con

tained in the book.

Reading

The students should be taught the various types of reading. They should be instructed how to adjust their reading to their subject matter assignment. They should be taught how to skim, how to read for specific, factual information and how to read and study for maximum reo tention.

CONCLUSION
Teaching of meaningful skills which have a functional value in the social sciences is a phase of the learning process that contributes to individual growth and behavior. Skills hold a definite value for the learner as he works with others in the teaching-learning process. They are the tools and machinery that facilitate learning in the study of a unit and the solution of a problem. Furthermore, skills tend to develop social competence in the individual as he participates in his everyday community society. The learner, as he masters skills, is more capable of making intelligent choices of available resources when seeking the solutions to ,problems that fa'ce him10

A PHILOSOPHY OF EVALUATION
One of the most difficult areas of instruction in the social sciences is the problem of evaluation. Two philosophies exist: one to evaluate on the basis of factual knowledge, one evaluation tliat considers skills and attitudes.
Evaluation today is largely devoted to the discovery of how much subject matter is retained by students at the end of chapters or grading periods. Little attention is given to the measurement of skills, attitudes, and understandings.
A comprehensive evaluation program includes teacher made tests, both of essay and objective types, commercial and standardized achievement tests, socio-metric devices, check lists of pu,pil behavor, interest indexes, inventories, judgments by the teachers of the quality of notebooks, discussion, individual reports, and skills in such activities as map interpretation, criti cal thinking, graphic and tabular facility, and locating, evaluating, and organizing information. :tudYing a social studies course should result in an accumulation of desirable attitudes by the students. Evi-
tu:~nce of. these attitudes is found throughout the school in the work of the Student Council, behavior in corrIdors and .lunchroom, and democratic procedures used in class and in club activities.' Desirable atties also extend mto community behavior.
IlalU'elee P M0 ffa tt soC'lal Studl.el Instruction (New Jersey: Prentice-Hail. Inc. 1950). 209-210.
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Effective evaluation gives specific answers to the following questions: 1. Are the purposes of social sciences valid and clearly expressed?
2. Are the stated purposes of the social science being fulfilled? 3. Are the students developing the ability to do creative and independent study, thinking and communi-
cating? 4. What evidence stJ,ows growth in initiative, decision making, and acceptance of responsibilities?
5. Are pre-tests and end-of unit tests reflecting growth of students' knowledge and understanding of concepts?
6. Are the evaluation instruments of sufficient variety to serve students of different abilities?
7. Are the results of evaluation returned promptly to the students with interpretations and suggestions by the teacher or members of the group?
8. Bow effective are the teaching methods and the organization of instruction?

Much of evaluation should be organized so that students can determine their own progress and thus derive the benefits from knowing immediately whether or not they have succeeded in accomplishing the purposes - of the course. Automated instruction devices may produce some of these answers.

1'1 Evaluation should take much more teacher time and effort than is typical now. Some of this time may be

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offset because certain data will be gathered by guidance personnel during homeroom or guidance periods.

New electronic and large-group testing devices will a Iso help. Emphasis on pupil self-evaluation will lighten

the teacher's load and produce better motivation f or additional work by students. Adequate conference

periods for teacher and pupil to review individual progress are essential.ll

These are suggestions. The local system and the individual teacher must determine their own philosophy and develop their own criteria.

THE SOCIAL SCIENCES FOR THE EXCEPTIONAL

STUDENT

THE ACADEMICALLY TAL~NTED
There is need for greater attention to articulating the academically talented student's instruction in the public school. The fixed sequence holds back gifted students to the pace of the less 'lble, prevents them from taking advantage of their greater facility for learning, encourages them to develop habits of academic slovenliness, and generates contempt for the social sciences.

It is not yet known whether gifted students should be offered the traditional sequence of the social

sciences, enriched in depth and breadth, or an entirely different sequence. It is generally agreed that the aca-

demically talented should be given increased opportunity for original and independent work, but there is dis-

agreement over whether this opportunity should be offered within or outside of the traditional framework of

the social science courses.

Ir

Schools should be guided by the following fundamental considerations:

1. History should be broadly conceived and it should include more than politics. Economic, social, cultural,

II.

and intellectual developments should be made vital and integral parts of every history course. 2. At least half of the program should be devoted to studying the history, culture, and contemporary

problems of non-American areas. Apart from the usual study of Western Europe, particular attention

should be paid to such areas as the Far East, Near East, Latin America, the Soviet Union, and Africa.

3. Stude-nts should be taught not merely what the social sciences have discovered but also how the social

scientist gathe-rs his data, how these data are evaluated, and what their limitati<np; are in the formation

of generalizations and hypothesis in the social scienc('s.

4. Whatever the pattern, there should be judiciolls selection of material in all courses, with coverage

sanificed to depth and richness of treatment. Often it is more desirable to explore a single aspect of a

problem in detail than to study all of its developments superficially, more rewarding to provide precise

and rigorous training in the analysis and interpretation of a single historical event than to burden the student with chronological bulk.

I. THE lll'LLETIN. National Association of Secondary-School Principals. No. 264, April 1961.

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5. It should be understood that whatever program is developed the emphasis should be on the method of instruction. It is also understood, the talented student should first have the basic content. Care should be exerted that the enrichment program does not become glorified "Busy Work."
6. Able students should be given a maximum of responsibility for planning and pursuing portions of their own study under the general direction of the instructor.
7. Every course for the academically talented in the social sciences should demand of the students wide and discriminating reading in both primary and secondary sources and rigorous training in research and writing.
8. The curriculum should be conceptual in nature with less emphasis on factual content alone than on the employment of facts in the service of ideas and concepts.
9. The superior ability of talented students to see complex relationships, to generalize. and to comprehend abstractions, should be exploited by courses or topical units of an interdisciplinary character. Gifted students can derive particular profit from integrated and correlated courses In history and literature, history and science, history and art; and they receive special challenge frDm courses in "great issues" that cut across traditional academic barriers and that pose problems of broad charncter for their investigation.
THE SOCIAL SCIENCE TEACHERS OF THE ACADEMICALLY TALENTED
The choice of a teacher for the academically talented should be made before a school organizes special courses for their education.

TEACHER PREPARATION AND TRAINING:
1. Scholarship of the highest order. He should have performed some graduate work in history or social science and have done advanced study in the field in which he is teaching the academically talented. He should have read widely in the monographic literature of the subject he is teaching and have become acquainted with its major primary sources. To appreciate fully the problems of independent research which the gifted students will encounter and be able to guide them, the teacher should himself have engaged in original research and writing, even if only in some small area of social science and to a limited extent.
2. In-service education. The acquistion of scholarly competence is a continuing success for teachers as well students. The growth of knowledge in the social sciences is preceeding at too rapid a rate for any teacher to feel complacent about the extend of his education. The continuing education of the teacher, in both subject field -and in the special problems of the gifted student, is a dual responsibility of the teacher and of the school he serves.
3. Skill in teaching is a "must." Without it neither the scholarship nor the intellectuality of the teacher can be communicated to the students The teacher should have had enough varied classroom experience to give him the flexibility which stems from a rich background of practice. No single method has yet demonstrated its clear superiority over any other in teaching the gifted. He must have exceptional -skill in questioning, in arousing discussion, in exciting curiosity, and in sustaining student interest. He will fulfill his role of the academically talented by his insight into their intellectual yearnings and his capacity to activate their own best instruments of learning their own minds'12

THE SLOW LEARNER

While much has been published of a general nature concerning this subject, too little of _the material is of specific aid to the classroom -teacher. The suggestions which are made here attempt to meet this need. While Dot exhaustive, they may be used as a foundation. It is urged that teachers -should actively seek to enlarge and improve upon these 'suggestions.

Definition of slow-learner. Generally, slow iearning children are somewhat below average in school achievement and general mental ability. They are higher than the mentally retarded. They include from 20 to 25 percent of the school population, which compares in importance to the 20 percent with vision defects. In terms of intelllence tests they range in I. Q. from 70 to 75 up to 90, but mental limits should not be too definite. Many of them
have limitations in factors such as physical conditions, personality, and in other areas. In spite of these, differences ~e comparatively small. However, the cumulative effects of these deviations over a period of years create pro-
ems of extreme maladjustment for the schools as well, as for the pupils themselves.

.:ceSelection of Teacher - The teacher of the exceptional student, whether it is the academically talented or slow learner, must understand the students' needs and provide a very different progr,am~ than the generally

pted program for the educable child.

.

Adapted from National Council for the Social Studies. The Soc ial Education of the Academically Talented. Curriculum Series No. 10. (Edited by Ruth W. Gavian.) Washington, D. C.: the Council, a department of the National Education Association, 1958.

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The teacher of the exceptional student must not only have the training and background for teaching average or normal children, but must also, be equipped and trained to meet the unique problem of teaching in theii' specialized fields. They have the double burden and in addition must understand the nature of handicaps together with meeting the needs of every pupil upon an individual basis.
Characteristics of the slow learner. Some of the characteristics which IDay be common to slow learners as well as under-achievers are as follows:
1. Those demonstrating a lack of interest a. Poor attendance b. Restlessness c. Short ,attention-span d. Lack of initiative
2. Those demonstrating a l:ack of ability
]0 a. Deficiency in skills (reading, writing, speaking, etc.)
b. Tendency copy or imitate c. Inability t, make generalizations d. Inability to see relationships
3. Those demonstrating a lack of self-confidence a. Preference for concrete, present-day materials b. Frustration in face of new problems and situations c. Defensiveness in the face of criticism d. Discouragement after brief effort e. Lack of ability in 'self-evaluation
4. Those demonstrating a lack of achievement a. Disorganized and careless work b. Failure to follow directions c. Failure to attempt or complete assignments
5. Those demonstrating positive attainments a. Often socially mature b. Interest level similar to others of his age group c. Frequent competence in manual dexterity
It is recommended that teachers use a variety of these techniques in meeting the needs of such learners.
1. Review previous lesson making use of frequent repetition. 2. Provide simple work sheets based on short units of work taken from the textbook. These sheets may
serve as a foundation for a test on basic facts. 3. Have students read orally (15-20 Minutes) after becoming familiar with the vocabulary. 4. Vary class activities to provide for 15-20 minute attention span. 5. Make carefully-planned use of -audio-visual materials (films, filmstrips, recordings). 6. Refer to personal experiences of students. 7. Make frequent use of maps. 8 Use of pr,actical approach rather than one employing abstract concepts. 9. Provide experience in the use of the textbook, i. e., index, table of contents, footnotes, interpretations
of charts, graphs, maps, chapter organization, etc. 10. Allow for individual choice of activities. 11. Provide for committee work on the bulletin boards 12. Use other than printed materials to minimize the possibility of getting lost in abstract materials.

THE SOCIAL SCIENCE TEACHER
A Social science teacher is flore than a scholar. He is a flexible person able to accept change. He is able and willing to participate in community action. He understands youth and the means of reaching them. He affiliates with and participates actively in professional organizations and learned societies.

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PRESERVICE EDUCATION

Recommendation of the National Council of Social Studies-Endorsed by the State Committee, January 22, 1961.

"Pre-service education program includes a minimum of five years in college. F{)r most students this program

will include the following areas and approximate proportions of time: liberal education-40%; social

science courses-40%; professional education-20%.

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1. The liberal education program includes work in the fields of literature, the arts, philosophy, sciences and mathematics, and other work that will produce a liberal education-that which actually liberates a person from ignorance, prejudice, and provincialism. Cnntent selected with reference to problems and issues should produce a synthesis of knowledge.

2. Work in the social sciences requires a major concentration of at least 25 semester hours in one soci~l science. The other courses should be related to the student's special field. A social science scholar is familiar with the concepts, methods, and approaches to problems from the viewpoints of anthropology, soci{)logy. social psychology, economics, political science, history and geography.

3. The professional education courses include knowledge of the discipline of education, the scientific base
underlying the art of teaching (human growth and development, the learning process, and social-philosophi-
cal foundations). Experience should be provided in several laboratories, such as those for the study of per-
ception and self-instruction, learning resources, individual diagnoses, group dynamics, and classroom techniques (which include student teaching). Professional education should provide a laboratory centered program wifu related lectures, seminars, individual study, observation, and supervised practice.

Teacher education students should receive a beginning certificate to teach on the bases of measures of professional competence rather than solely through the 'accumulation of credit hours. Teachers are assigned to social science classes on the basis of competence so that only well qualified teachers are instructing these
classes.

INSERVICE EDUCATION
In-Service Education is a basic responsibility of the principle. He must develop an organizational setting in which professional growth on the job is possible. Due to the nature of the social sciences opportunities for keeping up to date in content, interpretation and methods, must be provided.

A MODEL SOCIAL SCIENCE CLASSROOM

The social science classroom should be a laboratory for citizenship training activities rather than a formal room for lecture and recitation. The newer concept emphasizes that education for citizenship involves feeling end doing in addition to knowing. The implication is that such teaching requires a classroom-laboratory situation which provides for a variety of activities. The concept is one of flexibility in the classroom. Requirements are or different kinds and arrangements of classroom furniture, adequate teaching materials and audio-visual aids, provision for a room library and such equipment as cabinets, extensive bulletin boards, display areas, and a separate study-conference area. The physical environment of the classroom is a lvital factor in the learning which takes place. If the curriculum is to provide for functional activities in and out of the classroom, facilities should be capable of rapid transformation into a laboratory setting. The use of a wide variety of instructional materials aDd varied activities promises a more effective social science in,strudion'12

1. Adequate space. The over-all floor space should provide two areas:

The following features and equipment are suggested

_

L One area large enough for class activities of 30 students, which should include room for 30 pupil stations.

b. A glass partitioned area where 10 or 15 students can carry on a small group or committee work. This area should accommodate at least two study tables and provide room for a variety of materials. The general room should accommodate a display area, cabinets for maps, globes, picture files, and a conference table.

Pastel colors, indirect lighting (at least diffused) and accoustical treatment of the ceiling are essential.

Alva w. Graham 1a Professor of Education and Director of Graduate Studles at Southern Oregon College In Ashland, Oregon.

19

3. An area equal to one-fifth of the total wall space should be in windows. Draw curtains over venetian blinds should be provided (especially needed for audio-visual aids.)
4. All walls should be equipped with electrical outlets, plus two floor outlets.
5. A book corner with shelves and magazine racks and display area should be provided.
6. Bulletin boards should be adequate: The rear wall, side wall, and front wall, should be covered with bulletin boards. One half of the front bC)ard should slide over a chalk board with provisions for locking. Should the rear wall be of temporary construction for possible combining rooms for group teaching, then bulletin board on this wall should be omitted.
7. Storage cabinets should line the window side of the room (under the windows), and at the back of the room storage for maps, globes, projectors, etc., should be provided.
8. Open single elevated shelves (above tops of windows) are needed for display of models; e. g., famous buildings, printing presses, ships, Neanderthal skulls, Pompeian furniture, etc.
9. A minimum of audio-visual equipment (available in the classroom or from an audio-visool aids area) should include the following: opaque projector; slide, fUm, and fUm strip projectors; a radio; a TV projector; a phonograph; fUms; film strips; etc.
The list of oollectable items whiCh have value for sC)Cia1 science teaching is limitless: The scope of this article obviates the mention ~t length of the many materials the modern teachers need. No classroom need be equipped initially with an abundance. The teacher and his students, depending upon their developin~ interest and the resources of the community, will add to the materials in the classroom. Further, the materials should be displayed temporarily so that each new' class can collect, display, and discuss the artifacts and specimens it discovers and originates.
The suggestions presented here, many of which we hope will be incorporated in the Social Science Classroom in the schools of Georgia should contribute materially to better teaching and learning in the social sciences.
STATE PROVISION OF INSTRUCTIONAL MATERIALS
"The State Board of Education is hereby authroized and directed to inaugurate and administer a system of free textbooks for the public schools for the State of Georgia. The State Board of Education shall have authority to promulgate and enforce such rules and regulations as may be necessary for that purpose." (Code Section No.32-710)
Under the Georgia plan for supplying textbooks for use in the public schools, it is customary to have an adoption annually. Approximately one fifth of the textbooks on the total list are adopted annually and contracts are awarded for a period of five years. The periodic adoption schedule by years is as follows: 1961, Social Studies; 1962, Commercial and Vocational Subjects; 1963, Mathematics, Science, and Health; 1964, English, Fine Arts, and Foreign Languages; and 1965, Reading and Literature.
"The State Board of Education shall select a committee or committees of educators actoolly engaged in public school work in this state to examine textbooks and make recommendations thereon to the State Board of Education" (Code Section 32-709).
Members of the committee evaluate textbooks which are submitted; and after group consultations and publishers' hearings, make their selection for recommendation to the board. Only upon approval by the State Board of Educators can textbooks recommended by the committee be officially adopted and placed on the textbook list.
An official list of adopted textbooks is distributed annually to the superintendents, principals, and directors of curriculum of ~ll school systems of Georgia. Each system may make a single adoption of the multiple textbook list which makes it possible for the needs of the widely-varying school systems to be met.
Money is appropriated for the purchase of textbooks annually. The law stipulates "It shall be not less than $3 per child, per year." These funds are prorated to each school system of Georgia on the basis of the number of pupils enrolled. The amount of the annual allotment is credited to the account of each school system, and orders for textbooks are charged against this amount.
Special Textbook Requests - In addition to the state adopted textbooks requisitions for special needs will be approved in limited quantities. Material for special needs would inelude classes for the academically talented,
20

retarded and physically handicapped.
Periodicals, Reference and Enrichment Materials - Periodicals and printed materials other than textbooks may be obtained for school libraries through the library matching fund. Sources of these materials are, the approved magazine list, Georgia Library List and other approved sources as outlined in the library ordering directions. These materials are available through the library allotment to each system.
Audio-Visual Materials ......: Maps, 'globes, charts, films, filmstrips and recordings may be purchased with state aid funds in the same manner as library materials. Films and magnetic tapes are available to all public schools on a loan basis from the four state film libraries.
Twenty Per Cent - Twenty per cent of the system's annual textbook allotment may be used to purchase library books, maps, globes, charts, films, filmstrips and recordings if all basic textbook requirements have been met.
Copies of the textbook list and supplement; film and tape catalogs; and the library list, supplement and ordering directions are available upon request from the State Department of Education.
THE ROLE OF INSTRUCTIONAL MATERIALS
TEXTBOOK SELECTION IN THE SOCIAL SCIENCE PROGRAM
Since the textbook used in the classroom plays a major role in instruction, the committee believes that it is our main responsibility to try to provide some educationally sound and progmatically oriented criteria. Here are some questions that a system-wide committee on textbook selection should be' asking.
1. Does the author have an all-encompassing conc eptual framework which gives direction and purpose to his book? For example, does he say that history follows patterns, that man has constantly sought to live in organized society, that human behavior is subject to prediction and control? Does he make his frame of reference explicit?
2. Does the author base his content on clearly stated or inferred principles or generalizations? Does he relate these ideas or principles to the events and episodes that he narrates? For example, does he show how the idea, when two different peoples come in contact with each other and exchange their beliefs, values and artifacts, cultural change takes place, has validity in fact? Does he produce only relevant information, or does he include data that has no relationship whatever to the problem under consideration?
3. Does the author provide opportunities for the student to question various observations and related interpretations of social phenomena, or does he stifle creative and imaginative thinking by purporting to furnish all the' "right" answers?
4. Does the author make a conscious effort to apply the scientific method to his work? Does he tell his readers where he found his evidence, what conflicting evidence exists, what measure he has taken to reduce his biases, what criteria he used to select the topics to be examined, and what more needs to be done in the various areas of human knowledge?
5. Does the author speak to the given age level of th" students? Does he use ill-defined terms and ambig uous words? For example, does he frequently use such phrases as "strong leader", "good society," "effective government," "bad economy," with no effort to establish some common communicative grounds?
l
8. Is he inconsistent and contradictory? For example, does be refer to the Middle Ages as the "Dark Ages," and then proceed to enumerate and describe medieval Byzantine and European achievements in the erts, the sciences, religion, and government?
,. Does he offer an annotated bibliography for the students? Does he suggest paperback titles which the student can easily acquire as he becomes interested in certain topics? Does he tell the student where to find detailed' statistical information and maps? When the author introduces certain ideas and generalizations, does he produce related information drawn from studies of other societies and cultures? Is he over-emphasizing the Western World to the detriment of the Non-Western. ~s the author avoid discussion of value-loaded questions? Does he deal with current controversial l8SUes, indescriminately providing all possible sides to a problem? Does the author employ data from all social science disciplines or is he relying upon one only? Does he make an obvious effort to relate the past with the present, the historical with the sociological? ~s the writer provide a manual for the teacher, and in thIs manual for the teacher, does he give a brief analysis of his work, stating his objectives clearly? Does he provide more elaborate and scholarly
21

annotated bibliography for the teacher's use? Does he offer any constructive suggestions for tests; for example, tests which would measure certain skills and attitudes beyond the traditional achievement -te5t?
13
GENERAL STATEMENTS
The new approach in instruction of Social Sciences requires that every student have a basic text plus the opportunity to work in a situation with an abundance of enrichment materials. This should include; library material, audio-visual, community resources, paper backs, newspapers, teaching machines. The State CommiJttee recommends that a workshop be organized in the near future for the evaluation of various enri<lhment material. Sources for materials:
State Department of Education - Audio-V,isual Catalog and Tapes for Learning State Department of Education - Textbook Adoptions State Department of Education - Library List National Council of Social Studies - Social Educa tion Paperback Catalog - See your local librarian State Departmen of Education - TeleVIsion Network Nystrom Co. - Journal of Geography
CONCLUSIONS AND RECOMMENDATIONS FROM MAP AND GLOBE COMMITTEE
1. There is a great variation in the quality of available maps and globes. These guide lines should be noted when systems are making map and globe adoptions: (1) Materials from several companies should be evaluated in order to make wise purchases. (2) Price is not necessarily a guide to the value of a map or a globe. In some cases less expensive material not only serves a particular purpose better, but the product itself might be of superior quality. (3) Many companies publish accompanying student and teacher aids with maps and globes. Many are good and should be- used. In some cases though, the accompanying materials are gimmicks and should be avoided. (See recommendation (4). (4) Advice should be obtained from disinterested professional consultants, if possible.
2. Many maps have a very limited function. A "political'.' map is one example. A teacher can get the same inforImltion and more from a multi-purpose physical-political map, and it is recommended that only in very specialized cases should "limited functions" maps be purchased.
3. Map and globe materials should be available to all classes in Social Studies. Due to the limited funds, State money for this purpose should be expended only for maps, globes and charts which can be used in the subject areas of Social Studies and Language Arts.
4. Extensive in-service education for teachers in the selection and use of map and globe materials is imperative.
5. Every school library should subscribe to the Journal of Geography. This is the best periodical fol'l keeping Social Science teachers informed about current information on materials and methods in the field of geography. (This periodical is on the State approved magazine list.)
6. Pre-service training of elementary -and secondary teachers of Social Studies should include a good background of basic geography.
7. Due to the increasing importance of the tooching of Social Studies it is requested that the State consider the provision of consultative servic~s to teachers in this area as soon as possible.
RESOURCE MATERIALS
Suggest that a globe, atlas and desk outline maps be placed in every classroom. Highly recommend that state and county maps be available to all students. Recommend that map -and globe materials should beg~aded to the ability of the child.
SUGGESTED GRADED MAP AND GLOBE PROGRAM
GRADE BASIC
K-3 Globe-Beginners, U. S. Simplified PhysicalPolitical, World-Simplified Physical-Political. 4. Globe-Beginners, Georgia Wall Map, U. S. Simplified Physical-Political, World-Simplified Physical-PoliticaL
14. Adapted from SOCIAL EDUCATION, May 1961. Selecting a Social Studies Textbook by Byron G. Masala1as.
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Materials for teaching geographical terms and/or symbois 5 Globe-Political or Physical-Political 16" and above, U. S. - 50 State Physical-Political, tl"orth America -
Physical-Polttical, World - Physical-Political, Outline - U. S. and World, Selectorical, Maps Covering Exploration and Westward movement, Canada- Physical-Political. Special Maps to include Climate, Po.pulation Soils, etc. 6 Globe - PhY'sical-Political 16" and above, Europe - Physical-Political, Asia - Physical-Political, Africa Physical- Political, World - Physical-Political, U. S. - Physical-Political, Selection of Historica'l, Maps of 17th Century. World - polar Projection, Outline - Wall World Special Maps to include Climate, Population, Soils, etc. 7 Globe - Physical Political 16" and above, Centml or Middle America P,hysical-Political, World - polU' Project, OuUine - Wall world Special Maps to include Climate, Population, Soils etc. Southeast Asia - PhY'sical-PoHitical, Africa - Physical-PolJitical, World - Physical-Political, U. S. Physical-Politieal, World Colonization - History. 8 Globe - Physical Political 16" and aoove, Georgia, Selection of U. S. History, Maps Revolution through Civil War, World - Physical-Political, U. S. - Physical-Political, Outline - U. S. and World Wall. 9 World Geography: Globe - Physical-Political 16" and above, World - Physical-Political, Outline - U. S. and World Wall, Special Maps to include Climate, Population, S()ils, etc., U. S. - Physical-Political, "North America - Phy,sical- Political, South America - Physical-Political, Europe - Physical-Political, Africa Physical-Political, Asia - PhysicalPolitical, Southeast Asia and Austral,ia - Physical-Political. 10 Modern World History: Globe - Physical-Political 16" and above, World - Physical-Political Special World History Maps 1650 to Modern Outline Wall World, U. S. - Physical-Political 11 U. S. History: Globe - Physical-Political 16" and above, U. S. History maps 1870 to Modern. Set should contain U. S: Physical-Political - 50 States, World - Physical-Political, Wall Outline - U. S. and World. 12. PoliticalScienceEconomics, Sociology: Globe-Physical-Political 16" and above, U. S. - Physical-Politi cal World - Polar Projects Contients -Political 9 World History - Ancient and Medieval: Globe - Physical-Political 16" and above, World - PhysicalPolitical, Outline - U. S. and World - Wall Selection of World History, Maps to 1650 It Economics and Government: Globe - Physical-Political 16" and above, World - Physical-Political, Wall Outline - U. S. and World, Geor.gia, U. S. - Physical-Political, Charts on Government and Economics. 10 Elective Course - American Resources and Industry: Globe - Physical-Politcal 16" and above, World Physical-PoLitical, Special Maps to include, Climate, Population, Soils, etc. Atlas U. S. Physical-Political.
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,I

KINDERGARTEN THROUGH GRADE THREE
PURPOSE OF SOCIAL SCIENCE IN KINDERGARTEN - Grades 1-3
The child's first experiences in social learnings are in the home. In kindergarten he is initiated into a broader social world. Experiences are planned specifically to stimulate his curiosity, to widen his interests, to expand his environment, and to increase his deSire to learn more about life on earth. As the child progresses through elementary school he learns what people do, where they get their food and clothing, what kind of houses they live in, how families work and play together, whalt community organizations have developed. He needs to know 'how people learned to get along together, what rules of property and privacy have been accepted, and what objects are sacred. He needs to know how rules for marriage were established, what procedures have been followed for taking care of children, for sorting out peopl e, for deciding who belonged with whom. Who was responsiblefor whom, and what has been done to make life more beautiful on earth.
The austere separation of content into various disciplines is not recommended for young children. Life belies the isolatioon of knowledge into hard and fast designations according to disciplines unless there is created in the classroom an atmosphere in which reflective and critical contemplation of facts promotes a continuing reconstruction of experience. The development of think ing on the part of students is the thread that unites the work of teachers in all forms of instruction.
Human relations are high in importance as people become more dependent upon others to supply their needs. This is a period 'Of multiple cause and effect rela tionships. An approach to the study of many fields of knowledge: anthropology, art, economics, geography, history, literature, music, philosophy, political science, psychology, religion, and Sociology.
To the degree that a distant end controls a sequen ce of inquiries and observations and binds them together as means to an end, curiosity assumes a definitely intellectual character. The growth, structure, and dynamic quality of a child's oonceptual framework is not a mys,teriously revealeg. body of absolute truth but rather a process by which truth is approached.
An essential condition for C'OnceptJormation is the association between a C'Ommon response and a variety of stimuli. Conceptions attain a maximum of definite individuality and generality in the degree to Which they show how ,things depend upon one another or influence one another. Control of observation, imagination, and memory so as to select and give proper weight to data a s evidence depends upon the possession of a store of standardized meaning or conceptions. They are not ends in themselves but instrumentalities for further understanding and aids to the interpretation of the obscure. The ultimate educative value of all cognitive processes is measured by the degree ttro which they become working tools ~n the creation and development of new experience.
The key to effective Ithinking is controlled use of sentiency, memory, imagination, and categorization in a balance that is appropriate to a particular purpose or pr oblem at hand. Thinking is good or bad only in relation to its directing purpose. The key to wisdom lies in the selection of worthy purposes. Generalization results from the process of enlarging and enriching experience so th at adequacy of meaning may be tested in contexts of expanding comprehensiveness. As patterns of meaning are enlarged and reconstructed generalizations emerge to which beliefs may be grounded and judgements controlled. Good sense is good judgment, a power of discernment about what is to be done and what is to be abstain ed from in the ordinary affairs of life.
As the child starts reflecting upon himself and his behavior toward others, he realized his kinship with all beings of the human race. Slowly he reaches a point where he sees the circle of his responsibilities ,to comprise all those with whom he comes in contact. He comes to understand the social processes continuously at work: a progressive improvement of man's ability to use energy and master the world around him; sucession of differeat religions artistic,and philosophical forms, each of which has enriched ,the world, and given place to other forms different from itself and incomparable with it; sharing gains of civilization with the entire human race.
The school is a laboratory for solving problems and making decisions. It affords a continuing opportunity - all pupils and teachers to participate aPlPropriately in the decisions that build the common life, and at the _e time to share an attitude of honoring and protection differences, pupils learn that no gain bas been made
when finality and force are substituted for flexibility and intelligence. What chlidren do in the daily work of the
eIIuroom makes a difference later as they become active citizens. It becomes increasingly important that the JQUe school C'Ontribute ,to society a well informed, sensitive, and critical intelligence.
ANIZATION
A IlOCiaJ. science program of breath, comprehension, variety, flexibility, and balance should be organized important themes or problems. An example of this approach is based on the report of the National Counthe Social Studies purposing "twelve general themes" which are phrased as goals or values, but each
25

implies concepts and content. A complete analysis of each theme should suggest content for a program on a graduated scale of difficulty .as the children advance through elementary school.

1. Families are made up of members who help one another.

2. Community workers in our neighborhood help one another.

3. Earth is desir.able space for life.

4. Man uses the resources in his environment to sa tisfy his basic needs.

5. Every individual has worth. Through constructive work he begins to merit respect for self and others.

6. Man adapts to his environment.

.

7. Man lives in continually hanging space.

8. Human beings on earth are interdependent.

9. Man influences his environment and is in turn influenced by it.

10. Human beings have much in common. They differ in mode of living because of geographical and histori-

cal factors.

11. Civilization in the present is the result of the contr,ibutions of many people.

12. Every material and spiritual gain made in the living process must be shared with the whole human race.

Concepts implied by the general themes are arranged in three broad areas; socio-economic aspects of life,

the cultural heritage, human and physical geography.

I. Concepts in Understanding Social and Economic Aspects of life
1. Populations are expanding. The demands for more sustenance and services for human life are increasing. 2. Modern warfare has the power to exterminate quickly the entire human race. 3. Rapid increase in automation is changing the pa tterns of life. 4. People are constantly moving from east to west, north to south, and back agah.:. 5. Mass communication and centralized ownership increase the individual's contact with the world and the
possibility of conformity, thereby losing some of the most colorful and significant contributions to the human race of individuals and small groups. 6. Technology, transportation, communication, and education help man gain control over his environment. 7. The solution of an individual's socio-economic problems depend on the society in which he lives. 8. Leadership in human affairs involves the distrib ution of all socio-economic gains to others.

II. Concepts in Understanding the Cultural Heritage of a People
1. Man has lived in groups since the earliest time. 2. Tl'aditions, ancestral ties, religious beliefs, and attitudes affect life in the family and community. 3. V.arious national groups that have settled in a community contribute to life and culture. 4. The foundations of democracy were established by forefathers from many lands. 5. The ideal of freedom for man links many different countries and times. 6. Differences in living then and now have resulted from technological changes in meeting the basic needs
of life. 7. Many disagreements among peoples who lived in different periods of history have been caused by failure
in communication. 8. Throughout history man has struggled to sur,vive. 9. Outstanding individuals have made significant contributions to man's progress through the ages. 10. Celebrations and observance of spedal occasions emphasize a contribution of the past worthy of note. 11. Life in the present is substantially influenced by man's work in the past and his visions for the future.

III. Concepts In Understanding Human and Physical Geography
1. Geographical factors have influenced the movement of people and their- decisions to settle in a given pUlce. 2. The natural physical environment help to shape the character of man's economic and social life. 3. The physical structure of the earth, distribution of land and water, weather and climate, distribution of
natural resources, make some areas more desirable for human habitation than others. 4. Areas rich in resources, upon which certain ways of living are dependent, are sought often on a competi-
tive basis. 5. An intelligent use of all natural resources is tantamount to existence of the expanding world population. 6. Man is dependent upon productive soil, an adequate water supply, and a favorable climate for the satis-
faction of many basic needs. 7. Man's inventive spirit and his attitude toward others affects his use of natural resources.
No single experience results in the development of these concepts. Many activities, books, and the testing of meanings will be needed to help children build such generalimtions as these. Children begin with simple facts and continue the process of conceptual development throughout life. The primary teacher provides the matP.rial

26

and the stimulation to help the young child make facts about the world, past and present, a part of his cognitive background.
Two units of work are offered as illustrations of ways to develop the concepts listed. They are Why Our Fathers Work and Eskimo_The story of a Culture. From these examples it is possible to see that whatever pupil-understandings emerge will depend upon the trea tment and emphasis placed upon many facts by the teacher. In no sense is it expected that these units will be followed by other teachers. Instead they are submitted as suggestions of ways to use pupil curiosities and materials.

PROCEDURES

KINDERGARTEN

The development of the social science program in the kindergarten requires a careful analysis of the everyday relationships of the child to individuals, to groups, and to organizations, both within the school and outside the school. There is a social aspect to almost everything that children do. In developing a unit for kindergarten children it is well to remember that interests ebb and flow. There must be consistent and wise guidance which selects and directs those activities which will meet the needs of the group and have the greatest educative value.

The units on this level should not be too long. The social science program should consist of many short-term

units that are related to the central theme: Immediate Environment and Play Interest.

Suggested units are:

Playing house

Neighbor Friends

Birthdays

Why Our Fathers Work

Good Manners

How We Go Places

Pets

The resourceful teacher will be able to supplement this with many ectivities in the child's immediate environ-
ment. First hand experiences at this level are invaluable. Excursions supply the children with valuable information
and provide experiences with new social situations. Aims of the kindergarten program: 1. Children learn to live well together, show consideration for others, learn to share, and practice courtesy. 2. Children learn to accept responsibility, learri self-discipline, self-care, the care of property and materiels
of others. 3. Children learn to respect and appreciate adults. 4. Children learn to express ideas, learn and use new words, and state a complete thought. 5. Children learn desirable work habits, work with interest and attention, complete e task and solve prob-
lems.

SOCIAL SCIENCE IN GRADES 1-3
The central and unifying theme in the social-science program is the way people live together in groups around the world. The interdependence of the world's people is stressed to the degree and extent to which it is meaningful to children in these grades.
The program of social-science in grades 1-3 is planned so that the child's immediate needs and concerns are met. Major emphasis is placed on concepts that are centered around the home, school, and community. This does not imply that primary children should be concerned only with these places. The shrinking world makes it imperative that they be taught something of the world beyond the immediate environment. The generalWations to be learned will depend upon the maturity of the child.
Pupils can be introduced to the immediate environment of children around the world through the means of library materials; for example, by such books as Ping (Marjory Flack), Crow Boy and The Village Tree (Taro Yashima) Homes for All (Benjamin Salen, et. al.), A World Full of Homes (William Bums), Story of First Men and The Story of Ancient Civilization (Donald Peattie), Pelle's New Suit, (Elsa Beskow) Little Pear (Eleanor Francis Lottimore), The Wheel in the School (Meindert DeJong), Chendru, The Boy and the Tiger (Astrid Sucksdorf) end othen. Many concepts of social living are shown is these and others like them. Not only can social science coneepts be taught by this vehicle, but natural science concepts as well. Children can locate their countries on a
IIobe and trace the route that they would take in going there. Introductory concepts in map reading may be
oped by the locating of many countries.
of the primary grades are:
L To provide children with experiences that best accommodate their immediate needs and concerns about the school environment. A. To know other children. B. To feel at home in the classroom, school building, and on the playground.

27

C. To learn to know the persons who will pr.ovide material needs at school

1. Teacher

8. Lunchroom supervisor

2. Principal

9. Cooks

3. Secretary

10. Bus driver

4. Special teachers

11. Patrol boy

5. Nurse

12. School policeman or policewoman

6. Custodian

13. .Room mothers

7. Maids

D. To acquaint children with available materials for their use.

1. Care of materials

2. Conservation of materials

E. To know school routine and regulations.

n. To help children recognize and appreciate that the family meets certain basic needs.
A. Love and understanding B. Food, clothing, and shelter C. Discipline D. Education E. Moral and spiritual values F. Recreation

m. To help children understand that parents contribute to the economic way of life.
A. Parents work to provide a livelihood for the family. B. People depend on each other for goods and services. C. The family contributes to society. D. Resources to supply man's wants are limited. E. Work well attended adds dignity to ,a person.

IV. To help children realize something of the cultural and historical heritage by celebrating holidays and days

of spectal significance. A. Religious holidays
1. Rosh Hashannah 2. Hanukkah

4. Easter 5. Others

3. Christmas B. Nationalholidays
1. Columbus Day

5. Lincoln's Birthday

2. United Nations Day 3. Veterans Day 4. Election Day C. Days of significance in Georgia 1. Uncle Remus' Day 2. Lee's Birthday

6. Washington's Birthday 7. Memorial Day
5. Alexander H. Stephen's Birthday 6. Crawford W. Long's Birthday

3. Georgia Day 4. Arbor and Bird Day

7. Confederate Memorial Day

D. Holiday by proclamation 1.. Thanksgiving Day

2. Mother's Day E. Other Special Days
1. Halloween

3. St. Patrick's Day

2. St. Valentine's Day

4. Children's Birthday

V. To impress children with respect for state and national laws by the teacher's observation of existing laws.
A. Bible reading (Code Section 32705) B. Being an active voter in local, state, and national elections

VI. To provide experiences that will help children understand some of the basic social science terms:

A. Address

H. North

O. Globe

V. Continents

B. City

I. South

P. Mountain

W. North Pole

C. State D. Street

J. East K. West

Q. Jungle R. Desert

X. South Pole Y. Earth

E. Road

L. Ocean

S. Plain

Z. Soil

F. Avenue

M; Sea

T. Gravity

G. Block

N. River

U. Island

28

VII. To help children build an adequate concept of time and skill in using it.

A. Developing a time vocabulary

1. Today

10. Day

2. Yesterday

12. Year

3. Tomorrow

11. Week

4. Morning

13. Month

5. Noon

14. Days of the week

6. Night

15. Months of the year

7. O'clock

16. Names of holidays

8. Hour

17. Decade

9. Minutes

18. Generation

B. Developing arithmetical concept of time. 1. Clock a. Recognition of hand positions b. Time value of second, minute, hour, day 2. Calendar a. Days of the week b. Months of the year c. Seasons of the year d. Length of the seasons

19. Contemporary 20. Century 21. Chronology 22. Time line 23. Beginning 24. Interim 25. Finale

vm. To help the child understand that the democratic way of life is the American way of life by providing
experiences in democratic living. A. Democratic school representation on the student council B. Democratic classroom
1. Class participation in making decisions 2. Sharing responsibilities and duties 3. Respect for the individual

IX. To help children form an awareness of and tolerance for the fact that people, homes, and schools are

different here and in other places.

)1

A. People

B. Homes

1. Ethnological differences

1. Architectural characteristics

2. Place of Origin

2. Environmental characteristics

C. Schools - effect of cultural differences

X. To help children grow in ability to select worthy leisure time activities.

A. Provide various worthwhile activities that would be meaningful to the children. B. Develop independent learners.

n To help chlidren develop accepted attitudes and behhavior.
A. Respect for property of others B. Thoughtfulness
1. Good manners 2. Being helpful to others 3. Showing appreciation to others

4. Respect for authority 5. Social graces in the classroom

m To develop skills in reading maps and globes.
A. The map concepts at this level are at the readiness and introductory stage. B. The globe should be introduced to the children by various experiences.
1. The shape of the earth is round in all directions. 2. The world on which man lives is very large. 3. There are differences from place to place on the earth's surface. 4. Land and water bodies are different in size and shape. 5. Physical and man-made features have names. 6. Day and night are caused by rotation of the earth on its polal' axis. 7. Land, water, mountains, deserts, forest, and the like are shown by symbols. B. Advanced Skills for Grade Threel

SEE GRADE TWO AND THREE IN GEOGRAPHY SECTION
L 8ucceated by Dr. Merle Prunty

29

xm. To develop appreciation and understanding of the cultural heritage through biography.

Contemporary children prefer history when it is told as a living story. Seven, eight and nine year olds are beginning to seek identification with others outside their family circle. Biographies extend the child's opportunity for identification, not only with those who are great today, but with those who have lived greatly in the past. By consistent reading of and listening to fine biographies children will develop an appreciation and understanding of our heritage that may not be obtained in any other manner. A few of the outstanding writers of biography and their books are given.

Ingri and Edgar Parin d'Aulaire George Washington Abraham Lincoln Buffalo Bill Pocahontas Columbus Benjamin Franklin Lief, the Lucky
Ester Averill Cartier Sails the St. Lawrence Daniel Boone
Nina Brown Baker Amerigo Vespucci Pike's Peak Big Catalogue: Life of Montgomery Werd Nickels and Dimes: The Story of F. W. Woolworth
Clyde Bulla Squanto, Friend of White Man John Billington, Friend of SqUQJlto
Alice Dilgliesh Ride On the Wind The Columbus Story Spirit of St. Louis
James Daugherty Daniel Boone
Genevieve Foster George Washington Abraham Lincoln Andrew Jackson

Clara Ingram Judson George Washington, Leader of the People Andrew Jackson, Frontier Statesman Thomas Jefferson, Champion of the People Abraham Lincoln, Friend of the People Theodore Roosevelt, Fighting Patriot
Jean Lee Latham Carry On, Mr. Bowditch Trail Blazer of the Seas Medals for Marce Young Man in a Hurry
May McNeer and Lynd Ward Martin Luther John Wesley America's Abrahmn Lincoln Armed with Courage
Ronald Syme John Smith of Virgiilia Cortez of Mexico
Opal Wheeler and Sybil Dencher Joseph Hayden, the Merry Little Peasant Mozart, The Wonder Boy Hans Anderson, Son of Denmark
Roger Duvoisin
The Four Corners of the World Josephine Blackstock
Songs for Sixpence

EVALUATION
Evaluation is valuable throughtout every year that the child is in the primary school. It may pertain to what the children have accomplished 01" the way in which they have worked. Children may considel" whether a work period has been mutually pleasant and profitable and whether appropriate standards and work habits have been observed. They may review standards, or develop new ones, as they see a need. The following questions are sug-
gested to assist in the evaluation of an experience Or cumulative experiences.
1. Can children establish worthy goals and aims for action? 2. Can children recognize a problem and take the right course in finding a satisfactory solution? 3. Can children retain new information and apply it when a need arises? 4. Do children use the concepts formed in the creation ollnd development of new experiences? 5. Does the dramatic play reflect the accurate information children have gained? 6. Have children incorporated new words in their daily vocabularies? 7. Is there evidence of progress in the development of skills in reading, writing, number, speaking, listening,
ollnd the like? 8. What evidences exist that children have grown up socially?
1. Children have learned to share school and personal materdals, to cooperate within the group, class, and school.
2. Children can give and toake criticism.
3. Chlidren have learned to listen.
4. Children have learned to respect the rights of others, abide by group decision, and wait turns.
5. Children are learning to become accurate and careful workers.

30

6. Children have learned to use time, strength, and materials wisely. 7. Children are learning to carry work to a satisfactory conclusion and to persevere in order to achieve
a worthy goal.

MATERIALS FOR TEACHERS

Collings, Miller R. How to Utilize Community Resources, (How to Do it Series, No. 13), National Council for the

Social Studies, Washington 6, D. C., 7 pages.

Dressel, Paul L. and Mayhew, Lewis B. Critical Thlnkl.,g in Social Science. Wm. C. Brown Company, 1954, 36

pages.

This is a handbook of suggestions for the purpose of evaluation and teaching of social studies, prepared by

a committee of the American Council on Education.

Huck, Charlottee S. and Doris A. Young. ChUdrens Literature In the Elementary School. New York Holt, Rine

Hart. and Winston, 1961.

,

Chapter 5. Children seek Information about People and Places, suggests many ways of using books in helping

children understand the common needs of mankind.

.Chapter 6, Children Identify with their Historical Heritage, illustrate the fact that the past is not dead and

may become a part of the living heritage of each person. Johnson, Earl S. Theory and Practice of the Social Stud-

ies, Macmillan Company, 1956 476 pages.

Geared for secondary but is applicable to all grade levels deals with individual defferences in all age groups.

Kenworthy, Leonard S. and Kenworthy, Thomas L. Free and Inexpensive Materials on World AHairs. World

Affairs Materials Brooklyn College, Brooklyn 10, N. Y., 1959. Pamphlet 73 pages.

All materials listed in the book may be purchased for 50c or less and some items are free of charge.

The materials concern the world in general, U. S. foreign policy, specific regions of the world and individual

nations, the United Nations and World government.

The p.amphlet may be obtained for $1.25.

Long, Forrest E., and Halter, Helen. Social Studies Skills (with individual self-testing). Inar Publishing Company,

1957, 190 pages (150+40)

This is written primarily for student use based on "How to .. _." in 24 different subject areas dealing with

social studies and 'selftesting skills.

McLendon, Jonathon. Teaching the Social Studies, Dept. of CRT. American Education Research Association of the

NEA, April, 1960, Pamphlet, 33 pages.

Gives the reason and importance for social studies-where the study should fit in the curriculum, what consti-

tutes the broad area of, and the like.

,

NCSS committees on Concepts and Values, A Guide to Content in the Social Studies. Dept. of NEA, Washington,

6, D. C., 1955-57. Pages 78.

Aim of social studies as part of general education is to help young people learn to carryon the free society

they have inherited ..... Price, Ray A. New Viewpoints in the Social Sciences, Twenty Eighth Y~arbook, National Council for the Social

StUdies, Dept. of the NEA, Washington, D. C., 1958, 251 pages.

Social science knowledge can contribute toward realization of the goals of government or religion or industry

but cannot function as a rival or substitute.

.

Samford, Clarence D., Social Studies Bibliography, Southern lllionois University Press, Carbondale 1959, 100 pages.

A comprehensive survey of references dealing with social studies materials published during the last ten

JW'B.

Tooze, Ruth and Krone, Beatrice Perham. Literature and Music as Resources for Social Studies. PrenticeHall, Inc.

Englewood Cliffs, Calif. 1955, 457 poages.

This book is a guide for planning and instruction as well as a reference for materials.
T1rreII, William G. How to Use Local History (in teaching social studies) How to Do it Series No.3, National Coun-

cil for the Social Studies, Washington 6, D. C. 8 pages.

.

Study of community is a quantity of authenic evidence of its past development. "How it came to be." Use of

I8eb materials can stimulate greater interest and lead to clearer understanding of the meaning Gnd importance tl biatoricaI change.

Boob to be read to children

Story of Mankind by Hendrick Van Loon

People and Places by Margaret Mead

(Doni and Livright)

(World Publishing Company)

COURSES OF STUDY
n...:Studies in North Carolina Public Schools Publication No. 283, Raleigh, North Carolina, 1952. Colorado Curriculum Study: A Curriculum Development Through Committees on Instruction, Denver "Worado, 1954.
Studies in the Elementary Schools, Philadelphia Public Schools, Curriculum Office, Philadelphia, Pennsyl "fIDia, 1956.
for Teaching Social Studies, Grades 1, 2, 3-San Diego, California, 1957.

31

WHY OUR FATHERS WORK
INTRODUCTION
The five and six year-old is not only interested in his own activities but those of his father as well. He pat terns mueh of his work and play after his fa.ther's work-a-day world. He may well be brought into the family coun cils on food, clothing, toys, trips, savings, and shelter. He begins to comprehend the meaning of money through spending or saving his small allowance.
The teaching about economic life begins in the pre-school years. The business world has a special interest for the young child. Television and radio plan many ,programs for young children, and slant their commercials to interest them in goods and services. Entertainers are well aware of child audiences. Manufacturers constantly improve their goods to appeal to the tastes of the very youn g.
"Why Our Fathers Work" is developed from the themes: families are made up of members who help one another, and man uses the resources in his environment to satisfy his basic needs. It is an implementation of the basic concept, the solution of an individual's socio-economic problems depends on the society in which he lives. An understanding of these economic truths may emerge:
Fathers work for money. Money is a medium of exchange. Money buys goods and services. Fathers of today work in a very different world fro m that of 25, 50, 75, and 100 years ago. Supply and demand, wants and needs are basic econ omic problems. Cooperation is necessary for local, national, and in ternational economy. Children play a real part in the economy.

PRE-PLANNING

1. Speak to the parents during the spring registra tion of the interest shown by the children in their father's work.

2. Enlist the cooperation of the parents in carryin g out the activities associated with the unit.

a. School visitations b. Materials for unit building

c. Pictures and photographs about work d. Family excursions

3. Extend an invitation to the fathers to attend the annual school conference with the mothers. 4. Make use of registration cards to know the range of economic employment in the school neighborhood.

5. ..Determine activities which will need cooperation from fathers.

6. Explore materials on economics for elementary schools.

a. Joint Council on Economic Education b. Bureau of Business and Economic Research, State University of Iowa. c. National Committee for Education in F~mily Finance, 488 Madison Avenue, New York. d. U. S. Department of Health, Education and Welfare e. Science Research Associates, Inc., 57 W. Gran d Avenue, Chicago.

7. Determine resources for stimulating the initiation of the unit.

a. Materials b. Equipment c. Toys

d. Books e. Bulletin Boards f. Records

8. Become familiar with the community setting.

a. Manufacturing center b. Educational center c. Industrial center

d. Residential center e. Shopping center

9. Survey available materials for children.

a. Books and magazines b. lliustrations and posters c. Records and recordings

d. Films and fllmstrips' e. Television programs

32

INITIATING

A. Pupils and teacher 1. Identify unit in terms of economic content a. To get money b. To spend money c. To save money

2. Determine the child's relationship to the unit. a. Father works for us. b. Father gives us money.

c. What do we do with the money? d. How does spending and saving help?

3. Enumerate reasons for fathers to work. a. To bring home pay b. To pay for car expenses c. To buy food d. To pay for the house e. To give to church f. To take us on vacations. g. To give children a small allowance to spend arid save. h. To educate children.

4. Consider leads offered spontaneously by children and use content for class discussion. a. Father took me to see where he works. b. Father let me ride in his truck. c. Father was at the big fire because he is a fireman. d. Father took me to the poultry plant. e. I brought some records my father had when he was a little boy.

B. Teacher
1. Be alert to occasions for initiating the unit. a. School employee comes to room to service equipment. b. Father leaves for work after bringing child to kindergarten. c. Father brings child to school and says he will return to visit on a free day. d. Parent calls to say the family will vacation during school year because of father's work. e. Father on leave for a year of study comes to visit school. f. Father travels to another region.
2. Encourage the children to talk about the economic implications of thu unit.
3. Be alert to the leads children give for developing activities. a. Provide space for activity. b. Offer materials and supplies for dramatic play. c. Present books and pictures.

A. Pupils and teacher

DEVELOPING
1. Consider the fields in the world of workers. a. Various jobs fathers hold. b. Importance of community service jobs. c. Fathers work all over the world. d. Workers pay taxes so we have parks, zoos, and schools. e. Taxes give us services. (1) Streets are cleaned (2) Mail is delivered (3) Police department protects us (4) Fire department protects us
1. Plan activities centering on the workers they ob serve.
S. Keep list of all school workers who come to sch 001 room during the year.

33

4. Decide on activity class wishes to take first.

5.. Determine in which activities the class as a whole may engage.

6. Plan activities involving monetary learnings. a. Playing store b. Playing at buying and selling c. Counting money for RedCross

d. Counting money for bus excursion e. Counting money for refreshments

7. Learn about coins children bring to school.

8. Discuss banks children use for saving. a. Piggy banks b. Coffee cans c. Savings in regular banks and other savings institutions

9. Plan activities for children who move away.

10. Plan activities for children going on school~yearvacations.

11. Plan activities centering on father's work of long ago. a. Grandpa's stories b. King Arthur's Court c. Buffalo Bill d. George Washington

e. Christopher Columbus f. Abraham Lincoln g. Father's stories h. Indian villages

12. Plan activities centering on father's work all over the world. a. Write to a child in France, Germany, Mexico or another country. b. Send book of art activities to childrenat Cherokee, North Carolina, and Anchorage, Alaska. c. Learn songs in another language. d. Bring in pictures of people here and there. e. Bring in pictures and stories of ehildren in 0 ther lands.

B. Teacher

1. Assist pupils in making list of jobs in today's world.

2. Suggest communication with community workers.

3. Plan excursions to places where father are working in school community.

4. Make full use of everyday happening to stimulate learnings.

a. Street graders

c. Carpenters

b. Highway patrol

d. Telephone repairmen

5. Plan many short units through the school year. a. Community workers b. Television entertainers c. Playground workers

d. Park attendants e. Congressmen

6. Working conditions today. a. Freedom of choice-some fathers prefer one type of jo~ome another. b. Freedom to change to a new job. c. Freedom of adjusting to expanding needs.

7. Make full use of information and ideas brought by small travelers.

8. Point out that fathers of long ago a. Had different kinds of work. b. Had different equipment for their jobs.

e. Had different means of communication. d. Received different rewards.

9. Mention that fathers all over the world hoday a. Work for pay. b. Engage in some kind of work. c. Are dependent upon each other's work.

d. Have children for whom they work. e. Work for a better world for children..

10. All over the world children play and work.

34

CULMINATING
A. Pupils and teacher
a. In a photographic presentation of the outstanding activities of the year's work in economic education. b. In tape recordings of several visitations by fathers to the kindergarten. c. In a short program for fathers. d. In a television, radio, or assembly program in which earnings are shared with others. e. Preparing a book of this year's activities to show parents. f. Selecting choice slides of activities for pre sentation, at a P.T.A. meeting. g. In a culminating excursion which has had much previous planning and build-up of interest based upon
some aspect of father's work.
EVALUATING
A. Pupils and teacher
1. Make it possible for each pupil to iParticipate in some phase of the summarizing activity. 2. Enjoy the slides and tape recordings together an d discuss the learnings gained. 3. Dictate a letter to their parents telling them what they have learned about "Why Our Fathers Work."
B. Teacher 1. Record ideas expressed by pupils. 2. Regard the work of evaluating as a continuouos process throughout the year. 3. Evaluate pupils' understanding of and interest in the scope and sequence of the unit. a. Growing understanding of father's work. b. Growing understanding of goods and services. c. Growing interest in the now and then. d. Growing interest and understanding of spending and saving. e. Awareness of interdependence of fathers everywhere. f. Realization that children are an intergral part of our economy.

Airport Passenger Flight
Building a Highway
Building a House
Butter is Made That Way
Captain Brown-Harbor Pilot
Children of China
Children of Holland Children of Ja;pan
Children of Switzerland Corn Farmer Doctor, The
Eskimo Children
Factories, Mines and Waterways Food Store, The
Furniture Craftsman Fireman,The
George Washington lee Cream ~d Nation--Japan Johnny Appleseed
LiDeoln llaebine Maker
:I:I:aBU rMiaCn kS BOOks
g Cotton Clothing Glass

BIBLIOGRAPHY
FILMS
Making Shoes Man, One Family Man, Twentieth Century Milk Mobile Telephones Navajo Children New England Fisherman New House, Where It Comes From Newspaper Story Norwegian Children Orange Grower Paper Making Passenger Train Policeman, The
Post Office Radio Broadcasting Today Rainbow Valley-Ranger Stores in Our Community Tale of the Fjords Train Trip with Susan and Dick Truck Farmer ' Tug Boat Uncle Jim's Dairy Farm Wheat Farmer Williamsburg Restored Wholesale Produce :Market Zoo, The
35

1. Airplanes at Work 2. Baker, The 3. Buses at Work 4. Carrying Freight
City, The Police, Fireman Window Glass Worker House Builder Factory Worker Railroads Airplanes Office Workers Bus Drivers
Factory Workers Father Works for the Fa.mily
-Cooperative Living Series

FILM STRIPS
5. City Playground 6. City Community 7. Office Workers
Fire House Fireman at Work Harbor Boats at Work Ocean Ships at Work Policeman at Work Post Office Worker Road Builders at Work Stores in the City
Clothiers, Grocer, Fruit, Toy Salesman Trucks at Work

RECORDINGS

Build Me a House Building a House Daddy Comes Home In the Park-Sunday
Walk with Daddy

Let's Be Firemen Mike Mulligan and the
Steam Shovel The Little Fireman The Little Fire Engine

The Milk's Journey Train to the Farm Ride -em Cowboy

R. C. A. Victor-Bluebird Children's Records Peter Pan Chilren's Records

Buffalo Bill and the Pony Express B Y 5 _ 78 R.P.M.

Cowboys and Indians

78 RP.M.

Davy Crockett

45 RP.M.

Fun on a Rainy Day B Y 12 __

78 RP.M.

Engineer, Boat Captain, Airplane Pilot

Little Johnny Everything B Y 11

78 RP.M.

Mailman, Fireman, Milk Mun Robin Hood

45 RP.M.

Circus

_ 78 R.P.M.

Clowns, Acrobats, Sideshow Entertainers

Freight Train

78 R.P.M.

Freight Train .--Here Comes the Fire Engine

45 R.P.M. 78 RP.M.

The World Owes Me a Living

78 RP.M.

From Walt Disney's Grasshopper and the Ant

SONGS

MUSIC

Kindergarten Book, Ginn and Co. Barber Song, Coal Man, Milk Man's Horse, Postman, Pop Corn Man, Traffic Cop, Fireman
Music for Early Childhood, Silver-Burdette Mister Policeman, Mister Barber, Playing Fii-eman, Shoemaker
New Music Horizons, Silver-Burdette The Postman, The Ice Cream Man
Twenty Llttl. Songs, Willis Music Co. Mailman, Traffic Cop, City Streets
Songs of Mr. Small, Lois Lenski, Oxford Press

BOOKS
Barr, Jane, Police Man Paul. Whitman and Co., Chicago, Illinois, 1952. Bate, Norman, Who Built the Bridge? Charles Scribner, 1954. Bate, Norman, Who Built the Highway? Charles Scribner, 1953. Belmont, Evelyn, The Department Store. Melmont, Los A ngeles, Calif. 1956. Belmont, Evelyn, Playground Fun. Melmont, Los Angeles, Calif., 1955.

36

Br'own, Margaret Wise, The Little Fireman. E. M. Hale & Co., Eau Claire, Wisconsin, 19:38. Chase, Francine, A Visit to the Hospital. Grossett & Dunlay, 1957. Colonius, Lillian, At the Bakery. Melmont, Los Angeles, Calii., 1953. Colonius, Lillian, At the Harbor. Melmont, Los Angeles, Calif., 1953. Corcos, Lucille, Joel Spends His Money. Abelard-Schuman, 1954. Duvoisin, House of Four Seasons. Green, Carla, A Hotel Holiday. Melmont, Los Angeles, Calif., 1954. Green, Carla, A Motor Holiday. Publishers Inc., 1956 Green, Carla, I Want to be an Animal Doctor. Children's Press, 1957. Green, Carla, I Want to be a Baker. Children's Press, 1956. Green, Carla, I Want to be a Dairy Farmer. Children's Press, 1957. Green, Carla, I Want to be a Fisherman. Children's Press,. 1957. Green, Carla, I Want to be a Train Engineer. Children's Press, 1956. Grider, Back and Forth. Lippineott, 1955. Gumplo, Alice Caldwell, Our School Playhouse. Memont, Los Angeles. Calif., 1955. Heffiefinger, Jane, and Elaine Hoffman, Our Friendly Helpers, Melmont, Los Angeles, Calif., 19M. Heffiefinger, Jane, and Elaine Hoffman, School Helpers. Melmont, Los Angeles, Calif., 1955. Hengesbaugh, Jane, I Live in So Many Places. Children's Press, 1956. Judson, Clara I., People Who Work. E. M. Hale & Co., Eau Claire, Wicsonsin, 1943.
, Judson, Clara I., People Who Work Near Our House; E. M. Hale & Co., Eau Claire, Wisconsin, 1942Kraus, Lois, The Big World and the Little House. Harper Brothers, 1949. Lenski, Herman, and Nina Schneider, Papa Small. Oxford Press, 1951. Lenski, Herman, and Nina Schneider, Follow the Sunset. Doubleday, 1952. Liang, Yen, Pot Bank. Lippincott, 1956. Morrow, Elizabeth, The Painted Pig. Alfred A. Knofp Co., 1930. Schneider, Nina, While Susie Sleeps. E. M. Hale & Co., 1948. Smith, Marie Elizabeth, Joe's Story of Airport. Charles Scribner. Smith, Mary Rogers, Aboard a Bus. 1955. Turner, Mina, U. S. Means Us. Houghton-Mifflin, 1957. Wilson, Ruby, Behind the Scenes in a Super Market. Melmont, Los Anleles, Calif. ,195'1.
37

ESKIMOS - THE STUDY OF A CULTURE
INTRODUCTION
This unit is intended to be illustrative of the way in which desirable social science concepts might be taught on the kindergarten and primary level. It is not expected that a teacher would use all of the activities or resources listed. The unit has been developed in iuch a way that the teacher would be able to choose the activities which are desirable for her particular group and the resource materials which are readily available. Teachers should feel free to su,pplement or add to the activities and resources if they desire.
This unit guide contains a list of specific concepts to be developed, suggested introductory activities, activities for children during study of the unit, concluding oactivities, and bibliographies of resource materials.
After introducing the unit, the teacher might use some resource books which include specific information on the Eskimos and their way of life. These resource books could be used as a basis for instruction. Living Together Around The World from MacMillan's social studies series has an excellent chapter entitled "Near the Poles of the Earth".
Teachers will need to go over their resource material and prepare it for their particular groups. If the reading level of the material is too difficult for the pupils, the teacher might rood some of the material to them; or she might prepare stories on their. reading levels, referring to the resource material for basic information.
When the unit hoas been developed to the extent that the teacher feels is desirable for her group, she will be ready for evaluation oand concluding activities.
It is hoped that the resource bibliographies oat the end of the unit will be useful to teachers in preparing instructional materials.
CONCEPTS TO BE DEVELOPED
I. Concepts in Understanding Social and Economic Aspects of Life 1. Technology, transportation, communication, and education help man gain control over his environment. 2. Transportation oand communication decrease the distance that separates one people from another.
II. Concepts in Understanding the Cultural Heritage of a People. 1. Traditions, ancestral ties, religious belief, and attitudes affect life in the farnily and community. 2. Thwughout history man has struggled to survive. 3. Outstanding individuals have made significant contributions to man's progress through the ages. 4. Transportation and automation have influenced the development of civilization.
m. Concepts in Understanding Human and Physical Geography
1. The natural physical environment helps to shape the character of man's economic and social life. 2. The llhysical structure of the earth, distribution of land and water, weather and climate, distribution of nat
ural resources, make some areas more desirable for living than others. 3. Technology is an invaluable means of developing natural resources. 4. An intelligent use of all natural resources is tantamount to existence of the expanding world population. 5. Modern methods of transportation and communication affect the use of the world's resources and distri-
bution of its commodities. 6. Man's inventive spirit and his attitude toward others affects his use of natural resources.
INITIATING
1. Show a film such as "Eskimo Children," "The Eskimo Hunters," or "Arctic Seal Hunt." 2. Prepare a bulletin board on Eskimos or Alaska. (pictures and other bulletin board materials are available
from sources of free materials listed in the appendix.) 3. Read the children a story such as Kayoo the Eskimo Boy by Swenson, One Day with Tukytu, An Eskimo
Boy by Sperry, Their First Igloo on Baffin Island by True, Twin Seals by Hogan, The North Pole Before Lunch by Webb, The Eskimo Twins by Perkins, etc.
DEVELOPING
1. Make a globe. (See Appendix for directions.) Put the Arctic and Antarctic Circles on your globe. Put LaPland, Greenland and Alaska on it.
2. Refer to history books, geography books, and encyclopedias for more information. In the index look for Eskimos, Alaska, Greenland, Lapland, Richard E. Byrd, Roald Amundsen, Captain Scott, Robert E. pear1. Umberto Nobile, etc. Share what you have read with your class.
38

Here are some things you might want to learn from your reading.
a. Where did the Eskimos come from originally? b. Who were some of the explorers of the arctic and -antarctic regions, and what did they do? c. What types of art and handicrafts do the Eskimos have? d. What natur-al resources are found in the arctic region, and what use is made of them? (e. g. foods,
minerals, raw materials, etc.) e. What religious beliefs, customs, and traditions are common among the Eskimo people? f. What different types of transportation are used in this part of the world, and under what conditions
are they used? g. What types of communication are available? h. What influence has the white man bad on Alaska? i. What industries are found in Alaska? j. Whoat are the climate and weather conditions in the arctic region? What are the differences between
seasons? etc.
3. Make a mural of the way of life of the Eskimos. . 4. Make books on Eskimos. Include infornNltion and illustrations of their work, play, houses, clothes, food,
animals, means of transportation, and other items which interest you 5. Make a motion picture about Eskimos. (See Appendix for directions.) 6. Write a play about Eskimos and put it on for another class, or for your parents. Costumes and simple set-
tings will make the play more realistic. 7. Dramatize one of the stories about Eskimos which you have heard or read. 8. If possible, invite someone who has been to Alaska to visit your class and talk with you. 9. Make a relief map of Alaska. (See Appendix for directions.) 10. Make a model Eskimo village. (See Appendix for directions.) 11. _If there is a museum near you, you might take a field trip to find out what you can about explorers of the
arctic and antarctic regions, and the people who live in the arctic region. If there is no museum, you can visit your local public library, which may have exhibits on the arctic region. 12. Make a booklet on animals that live in cold parts of the world. Tell about their habits and draw pictures of them. You might include such animals as the penguin, seal, polar bear, Alaskan brown bear, ermine, white fox, reindeer, caribou, wolverine, husky (Eskimo dog), and others. 13. Write a story of your own about an Eskimo boy or girl. 14. Make up a poem about Eskimos. 15. Read story books about Eskimos. 16. Paste a large map of Alaska onto cardboard and cut it into pieces. Use it as a jigsaw puzzle. 17. Draw large figures of a boy and girl on heavy paper and cut them out. Pin them up on the bulletin board. Draw and cut out various pieces of clothing to fit the figures. Dress the boy and girl for various climates by pinning on appropriate clothing. They might be dressed for (1) winter in Alaska, (2) summer in Alaska (3) winter in Georgia, (4) summer in Georgia, etc.
CULMINATING
1. Have a quiz game. Ask questions about Eskimos and their way of life. 2. In a class discussion children might tell why Eskimos' houses, foods, clothing, hunting, trading, ud travel
.ing are different from ours 3. Make a list of new words you have learned in your study of Eskimos. Your list of new words will probably
include such words as "igloo," "husky," "caribou," "blubber," Arctic Circle," ''blizzard,'' ''lead dog," "midnight sun," "harpoon," "snow knife," "cache," and others. When you have made the list, write each new word or phrase on a card or strip of paper. Divide the class into two teams and give each team captain half of the words. The captaiIl5 take turns, each calling a word to a member of his own team. If the person called on can give ,the meaning of the word, the captain keeps the card. If the person misses, the card must be given to the captain of the other team. The team with the most cards at the end of the game wins. Write statements about Eskimos and their way of life. Read them to the class and let members of the class say whether each statement is true or false. Write a statement about Eskimos and their way of life. Read yOUI' statement to the rest of the class, leaving out a key word. Other members of the class furnish the missing word. (e. g. "An igloo is a type of ------" house, shelter, or dwelling.) Make a list of items that the Eskimos use in their daily life which we do not use. Make a list of new words in the unit. Write definitions for the words. Place the words and definitions on the chalk board in jumbled order, and let the children match them.
39

FURTHER DIRECTIONS FOR CHILDREN'S ACTIVITIES

I. Make a globe. (This set of instructions is taken from a book in Macmillan's social studies series. 1)
Step 1. Inflate a small, round balloon until a string 18 inches long will fit snugly around the middle of it. Twist the stem of the balloon and fasten it tightly with string or rubber band so that no air can escape. Push the stem down into the balloon and cover it with a strip of scotch tape so that the surface is smooth.

Step 2. Tear (do not cut) a piece of brown. wrapping paper (3' x 3' or Ilh x 6') into strips 6" to 8" long and not over I" wide. (Newspaper may be used if brown wrapping paper is not available.)

Step 3. Prepare a bowl or pan of homemade flour-and-water paste. Make it mther thin in consistency.

Step 4. Cover the desk in case paste drips. Dip a strip of paper into the paste, wetting both sides. Squeeze out as much paste as possible from the strip of paper, smooth it out, and stick it to the side of the balloon. Prepare another strip of paper and stick it across the first strip. Keep pasting these strips in different places onto the balloon, turning them in first one direction, then another. They should cross each other in every direction. Smooth each strip onto the globe, making sure every part of it sticks securely to the globe. Continue this process until there is a thick crust all over the surfece of the globe and all the strips have been used.

Step 5. Place the globe out of the wey on a piece of tolded newspaper and allow it to dry for two or three days. It must be completely dry before being painted.

Step 6. While the globe is drying, make a stand fOll it. Use a piece of heavy cardboard 7" x 6" or two pieces 7" x 3". Lay a thin sheet of paper over the stand pattern and trace it. Cut out the two pieces of the pattem and place them on the cardboard. Trace around them, and cut the cardboard along the traced lines. Fit the two notches together to make the stand. Reinforce the corners made by the two notches with scotch tape. .

Step 7. When the globe is thoroughly dry, paint it with light blue tempera paint. Let this coat dry before paint

ing continent pattern. Do not cut on the guide lines.

.

Step 8. Lay a thin sheet of paper over the continent outlines. Put something heavy on the sides of the paper to hold it in place. Trace over them with a pencil, and draw the seven straight lines with a ruler. These are guidelines to help in placing the continents on the globe. The pattern of Europe has no guide line. Cut out each guide lines.

Step 9. Use a classroom globe as a guide in placing the continents. Put a rubber band around the exact middle of the globe and fasten it with scotch tape. Draw along the side of the rubber band to form the equator of the globe. Fasten another rubber band around the globe in exactly the opposite direction. The globe will then be divided into four equal parts. The rubber bands will be the guides for placing the continents on the globe. With pins or thumb tacks fasten the continents' patterns to the globe right over the rubber bands. The straight lines on the patterns should fall on the rubber bands. Refer to a classroom globll or map to see where each continent belongs. The patterns may not fit perfectly, but get them to fit as nearly as possible. Cut small slits where the edges stick out too much. After the teacher has checked to make sure you have placed the patterns correctly, trace around them with a sharp pencil. Remove the patterns, rubber bands, and scotch tape from the globe.

Step 10. Use a small brush to fill in the continent outlines with green tempera paint. To correct a mistake, paint over it with blue paint after the green paint has dried. Then let the blue coat dry, and paint with green again.

Step 11. Print the names of the seven continents an d four oceans on the globe'2 Use ink if possible. H a mistake is made, paint over it, allow the paint to dry, and start again.

n. Make a Motion Picture about Eskimos.

Step 1. Use a large cardboard box. Cut off the top flaps if they are still on the box. Cut a large square window in the bottom of the box Secure two broomsticks or other round wooden dowels and cut them six to eight inches longer than the width of the box. Cut holes neal' the top and near the bottom of the box in such a way that the poles will fit through them. Place the poles through the holes.

Step 2. Prepare the "movie" on a long piece of white or brown wrapping paper. Make each picture slightly smaller than the window in the box. H a caption is to be placed under the picture, allow room for this. The pictures may be drawn with crayon, tempera paint, water color, or any other media desired. Leave several inches between each picture. When the pictures have been completed, fasten the "film" to the poles. Fasten the "film" to the top pole in such a way that the last part of the film is fastened around it. Fasten the other end of the film to the bottom pole. The paper may be fastened to the poles by means of a strong glue or tape.

1. Cutright, Prudence; Charters, W. W.; and Clark, Mae Knight. Living Together Around the World. New York: The MacnillJ8D Company, MacmJllan social studies series. 1953. pp. 260-264.
2. Continents: North America. South America, Europe, Asia, Africa. Australia. and Antarctica. Oceans: Atlantic Ocean, Pacific Qee8Il. Indian Ocean, and Arctic Ocean.

40

Step 3. Roll the film up onto the top pole. Roll it slowly onto the bottom pole to make sure the "movie" works properly.
m. Make a Relief Map of Alaska
Step. 1 Secure a large piece of cardboard on which to construct the map. Use an atlas or geography book which has a map of Alaska showing the mountains, rivers, etc. If one is available, a relief globe would be excellent to refer to in making the'map.
Step 2. Trace an outline of Alaska onto a thin sheet of paper. Enlarge the outline if the source book does not contain a large map of Alaska. Cut out the pattern and place it on the cardboard. Trace around the pattern.
Step 3. Mix a paste of flour, water, and salt. Mix small amount (about 1 cupful) at a time. Use almost as much salt as flour and add just enough water to make it stick together and form a stiff dough. Soap hands and work lather into the paste. Now it is ready to be applied to the cardboard. For best results some should be mixing and some applying the paste all the time. Referring to a map which shows various elevations, shapes of the mountains, river beds, plains, etc. for guidance. Allow to dry thoroughly.
Step 4. Paint the different elevations different colors with water colors or tempera paint; paint the river beds blue, etc.
IV. Make a Model Eskimo Village
Step 1. Ohoose a small table or some other flat surface on which to build the village. If one is available, a sand table would be excellent. The sand could be used to represent the snow. If an ordinary table is used, put down paper or cardboard to protect the surface. Shredded styrofoam or snow spray from the dime store may be used to represent snow.
Step 2. From stiff paper and cardboard fashion igloos, stone houses or skin houses. Small dolls may be dressed in cloth or paper parkas. If small dolls are not available, cardboard figures will be fine. Sledges and dog teams, seals, etc., might be added. Pieces of flat glass might represent ice.
LIST OF FILMS AVAILABLE
I. Films listed in the Catalog of Classroom Teaching Films ~ublished by Georgia State Department of Education.
(1) Alaska, Catalog Number 122. Lumber, fishing, mining, transportation, farming, and fur raising activities are shown in a natural setting. Unusually beautiful scenic effects enhance the film. Both white settlers and Indian cultures are represented. (2) Alaska: Story of a Frontier, Catalog Number 4098. This film shows the development of industries, homes, transportation and schools, trade and citizenship. (3) Arctic Borderlands in Winter, Catalog Number 2098. This film was made in Churchhill, Manitoba, Canada. As the lingering autumn comes to an end, you see every living thing busily preparing for the winter ahead. When you hear the howl of the artie wind, you'll understand why you saw the caribou migrating south. Now the grouse has a protective white coat, and animals are virtually non-existent. After going through this vivid experience in arctic living, students will realize that in these northern barren lands, every living thing, inclUding man, must either adapt to this frigid environment, or perish. (4) Arctic Seal Hunt, Catalog Number 3666. Eskimos have three basic needs: food, shelter, and clothing. This film is of a seal hunt, the animal on which the Northern Alaska inhabitants ,must rely for their livelihood. The building of temporary igloos for shelter during slack periods in seal hunting is detailed. Lighted and heated With a candle onlY, the igloo will warm to about 20 degrees above zero when the outside temperature is far below zero. On floating pans of ice the hunters seek the walrus, polar bear, and the all-important hair seal. There is danger of loss because of the speed with which seals can disappear after a shot has been fired, and the ,hazard of the frail boats being crushed by the huge, floating ice cakes. But the seals are snagged, and they will provide meat, fuel oil, shelter, and parkas. The women process the seal blubber and stretch the skins for drying. The summer hunts have provided life's essentials for the Eskimos' long winter.' (5) Brown Bears Go Fishing, Catalog Number 2498. Unusual and interesting scenes of brown bears in Alaska show the bears as they eat, swim, fish, and care for their young.! (6) Eskimo Arts and Crafts, Catalog Number 4323. In some regions of the Eastern Arctic the Eskimo women still cure, cut, chew, and sew the skins used for clothing, footwear, the native boat (kayak) and the drums that accompany their songs and dances. Skilled craftsmen work on bone and ivory carvings and fashion a very subtle fish spear; community rituals and recreation hint at a highly complex system of beliefs and customs. (7) Eskimo Children, Catalog Number 4323. Depicts the Eskimo solution to problems of food, shelter, clothing, and transportation; tasks of parents and children; handicraft arts; forms of recreation; family and com-
41

munity customs; and changes resulting from recent outside contacts. (8) Eskimo Hunters, The, Catalog Number 4170. This film is about northwestern Alaska. We live with an Eskimo family in north Alaska where life is conditioned by this low temperature, even in summer time. Eskimos are hunters, fishermen, and trappers. Shelters in winter are stone houses. While on hunting trips of a day or more, ice houses are built. (9) Eskimos, Catalog Number 503. This film shows typical activities of an Alaskan Eskimo's life throughout a long winter; depicts the Eskimos dependence upon fish as -a food supply and illustrates winter methods of catching fish; portray food, clothing, and household activities; shows methods of keeping warm; reveals danger of the seal hunt; and ends on a gay note with an -authentic Eskimo dance.
II. Films available from the University ilf Georgia Center for Continuing Education, Film Library, Athens, Georgia. (List taken from 1960 Catalog of 16mm films). Thirty-five cent postage charge is made in addition to the cost of each film.
(1) Alaska's Silver Millions, 30 minutes, $1.00. Alaska and its industries with emphasis on the the -salmon in dustry.
(2) Giant of the North, 20 minutes, color, $LOO: Depicts the natural beauty, resources, and life of the people of Alaska, particularly the Point Hope Eskimos.
(3) Highway to Alaska, 20 minutes, color, $1.00. Pictures of the terrain and scenery through which the highway passes.

BU~LlOGRAPHY OF RESOURCE LITERATURE

1. From: A Basic Book Collection for Elementary Grades, 1951, Fifth Edition, American Library Association.

Quinn, Vernon. Picture Map Geography ~. Canada and Alaska. Lip,pincott; 1944. (Specific geographic infor-

mation about each of the provinces and Alaska, attractively presented both in text and picture maps.)

Lambert, Clara Breakey. Story of Alaska. Harper, 1940. (Simple text with full-page lithograph opposite each

page of print portl'aying northern lights, bears, salmon fishing and canning, glaciers, mining of gold, log-

ging, hunting and trapping, and the native crafts.)

Stefansson, Evelyn Schwartz Baird. Here Is Alaska. Scribner, 1943. (An attractive, authentic account of the

economic, social, and his,torical aspects of Alaska and its importance in global strategy; fully illustrated

with excellent photographs.) ' .

.

Tompkins, Stuart Ramsey. Let's Read About Alaska. Fideler, 1949. (Description in large format, print, and

photographs of the land, people, resources, industries, agriculture, education, government, transportation,

communication and future of Alaska.)

Encyclopedia Britannica. Anaghalook, Eskimo Girl. Encyclopedia Britannica, Inc. 1947. (World Children's

Series) (From the film Eskimo Children. How a busy little Eskimo girl spends one day from getting-up

time to eating meals, playing, visiting the trader, and doing chores.)

Stefansson, Evelyn Schwartz Baird. Within the Circle; a Portrait of the Arctic. Scribner, 1945. (Informal, well-

illustrated authentic picture of the lands within the Artie Circle.)

Carpenter, Frances. Canada and Her Northern Neighbors. American Book, 1946. (General description of

Canada, Alaska, and Greenland, giving in semi-narrative style olocation, chief physical features, and

climate.)

[I. From: Lines, K-athleen M., ed. Four to Fourteen; a Library of Books for Children. The National Book

League, University Press, Cambridge, 1956.

Webb, Clifford. The North Pole Before Lunch. Warne, 1948. (Two children pay a visit to the land of the

Eskimo, polar bear and seals, all of which are drawn against the clear, glowing background of ice and

snow.)

Bone, Stephen and Mary Adshead. The Little Boy and His House. Dent, 1950. (The little boy who needs shelter

from the weather visits people who live in caves, igloos, huts, and other dwellings all over the world.)

Osmond, Edward. Animals of the World. Oxford University Press, 1924, Two volumes. (Black and white draw-

ings illustrate text describing life and habits of animals and their environment.)

Perkins, Lucy Finch. The Eskimo Twins. Cape. (In simple words and short sentences, the author tells in

teresting factual stories about the every day doings of Eskimo families.

Lambert, R. S. Franklin of the Arctic. Bodley Head, 1954. (After notable explorations, his life ended in the

mysterious Arctic.)

Mountevans, Admiral Lord. Happy Adventure: an Autobiography. Lutterworth, 1951. (Tells of the author's trip

with Scott to the South Pole.)

.

Seaver, George. 'Birdie' Bowers of the Antarctic. Murray, 1938. (The story of one of the most gallant

figures in Scott's last expedition to the South Pole.)

II

Van Loon, H. W. The Story of Mankind. Harrap, revised edition, 1951. (History of the development of dif-

ferent peoples of the world.)

Debenham, Frank. In the Anarctic. Murray, 1952. (Stories about the men on Scott's last expedition, written

by the youngest member of the party.)

Hutton, Clarke. A Picture History of Canada. Oxford University Press, 1954.

Marshall, H. P. With Scott 110 the Pole. Country Life, 1952. (Excellent photographs illustrate this brief account

of the. heroic expedition to the South Pole.)

Hussey, L. D. A. South With Shackleton. Sampson Low, 1949. (Shackleton's 1914-1916 expedition to the Ant-

arctic told by a member of the party.)

Scott, R. J. Scott's Last I!xpediHon. Murray, 1944. (Story told with extracts from Scott's Journal photographs

taken during the journey.)

.

Shackleton, Sir Ernest. South. Heinemann, 1919. (The record of Shackleton's last expedition to the Antarctic

illustrated with photographs.)

.

Van Loon, H. W. 'J:'he Home of Mankind. Harrap, 1933. (About people who live in those places and why, they

are there, and where they came from and what they are doing.)

Werner, Elsa Jane. The Golden Geography. Publicity Products, 1954. (An introduction to physical geography

and life in other countries.)

Helmericks, Bud. Oolak's ~rother. Brockhampton~4955: (The son and daughter of a school teacher in Alaska

accompany a native family into the far north on their winter- hunting and fishing a device by which

this author gives much detailed information to boys and girls with a practical intereSt in' Eskimo life.

There are constructive diagrams of parkas:.dog sled and harness, and other gear and equipment)

Crisp, W. G. Ook-Pik: the Story of an Eskimo Boy. Dent (Canada), 1952. (There is a' great deal of information

in this authentic account of present-day'life among the Copper Eskimo. And, although the writing

lacks style and the story is a "plodding" one, the overall picture is convincing in detail. It is at present

a worthwhile addition to the few books about a way of life of great interest to many children.)

Freuchen, Pipaluk. Eskimo Boy. Harrap, 1953. (On his first hunting trip with the men, Ivak sees his father

killed by a walrus, and from then on he assumes the responsibility of providing for his family. A short

story giving to children a realistic picture of the life of Greenland Eskimos, written with great simpli-

city.)

Landru, Jack. Smoky: Sledge Dog of Alaska. Parrish. (A teenage boy is in Alaska for the winter. He trains

Smoky to run in harness and enters him in a dog race, the great Alaskan sport. Characteristics of the

country are vivid in the background of the story.)

Tompkins, Jane. The Musk-Ox. Warne, 1949.. (The musk-ox lives in the arctic and Moo-Wee's story tells

younger readers a good deal about conditions there and about the Eskimo) Other good books by the author

are The Black Bear Twins, The polar Bear -Twins.

m. From: Rue, Eloise. Subject Index to Books for Primary Grades. Chicago: American Library Association, 1943.
Swenson, Margaret C. Kavoo, The Eskimo Bny. Scribner, 1939. Johnson, Margaret Sweet and Mrs. Helen Lossing Johnson. Smallest Puppy. Harcourt, 1940. Crabtree, Eunice Katherine and others. Under the Sun. Crabtree Basic Series, University Publishers, 1941. Aulaire, l\-1me. Ingri Mortenson D' and Edgar Parin D'Aulaire. Ola. Doubleday, 1932. (Picture story book). Nida, Filliam Lewis and Mrs. Stella Humphrey Nida. Trailing Our Animal Frien:!s. Heath Science Readers
Book 2, 1928. Hahn, Julia Letheld, ed. Houghton Mifflin Child Development Readers, 1939. Making Visits, by Julia M.
Harris. (Book 2). Buckingham, Burdett Ross, Compiler and Editor. Children's Bookshelf, Ginn, 1934. Book 1 - Playing To-
gether. Carpenter, Frances. Our Little Friends of Eskimo Land. American Book, 1931. Hildreth, Gertrude Howell and others. Easy Growth in Reading, Winston, 1940. Faraway Ports, Book 3. Pennell, Mary Elizabeth and Cusack, Alice M. Children's Own Readers, New Edition. Ginn, 1936. Book 2. Petersham, Mrs. Maude Fuller and Miska Petersham. Winston, 1933. Story Book of Houses. (picture story
book). QUinlan, Myrtle Banks. Quinlan Readers, Basal Series. Allyn and Bacon, 1940. Busy World, Book 3. Sickels, Dorohty Judd. Eskimos; Hunters of the Arctic. Garden City, 1941. (picture story book). Smith, Nila Banton. Unit Activity Reading Series, New Edition, Silver Burdette, 1940. Round About You. Book 2.
Sperry, Armstrong. One Day with'Tuktu, an Eskimo Boy. Winston, 1935. (picture Story Book). Lyons and Carnahan. Guidance in Reading Series, Basic Reading Program. Storm, Grace E., Friends About
Us. Book 2, New edition, 1940. Waddell, John Franklin, and others. Long Ago. Macmillan, 1933. Beim, Lorraine Levy and Gerald Beim. Little Igloo; picture by Howard Simon. Harcourt, 1941. English, Mildred, Happy Hour Readers. Johnson, 1935. Wide Windows.

43

\

Horn, Ernest and Rose Wickey. Progress in Reading. Ginn, 1940. People and Places. rowse, Anna Bernadetta and others. Health Stories, Book 3, Scott Foresman. (Curriculum Foundation Series)

1935.) Adams, Veotta McKinley. Captain Joe and the Eskimo. William R. Scott, 1943. (Picture story book). True, Barbara and Marguerite Henry. Their First Igloo on Baffin Island. Whitman, 1943, (picture story

book). IV. From: Special Committee on the National Congress of Parents and Teachers and the Children's Services Di-
vision, American Library Association. Let's Read Together; Book for Family Enjoyment, Chicago, 1960. Atwater, Richard, and Florence Atwater. Mr. Popper's Penguins. Little, Brown, 1938. (A paper hanger's in-
terest in polar exploration leads to a donation of penguins and the unexpected change in the Popper family way of life). McCracken, Harold. The Biggest Bear on Earth. Lip pincott, 1943. (This story is based on the author's first hand study of Alaskan brown bears.) Obrien, John. Silver Chief; Dog of the North. Winston, 1933. (Sergeant Jim T,horne of the Northwest Mount ed Police is sent out to capture a criminal. He finds and tames Silver Chief, who is part wolf. Silver Chief becomes his companion and friend.)

V. From: Strang, Ruth and others. Gateways to Readable Books. H. W. Wilson Co., 1944, New York.

Lathrop, West. Juneau, the Sleigh Dog. Random House, 1942. (Juneau is the companion and protector of his

master, who is vacationing in Alaska.)

Machetanz, Frederick.' Panuck, Eskimo Sled Dog. Scribner, 1939. (panuk's rescue of his young master in a

blizzard is the climax of an exciting story about Alaska.)

Lambert, Clara. Story of Alaska. Harper, 1940.

'London, Jack. Call of the Wild. Grosset, 1930. (A stOry of Alaska during the gold rush with an excellent man-

dog relationship.) The author also wrote White Fang., Grosset, 1937. (This is a fast~moving story of the

frozen north, its dogs and its men.)

"

VI. From: Other sources Row peterson and Company, Real People ,Series. Nolan, Jeanette Covert. Ronald Amundsen. 1953. Macmillan Social Studies Series, Book 4, 1953. Cutright, Prudence, W. W. Charters, and Mae Knight Clark. Living Together Around the World. "Near the Poles of the Earth." pp. 76-107, 260-264.

LIST OF PUBLISHERS ADDRESSES
Allyn and Bacon; 11 East 36th Street, New York 16, New York. Bodley Head, The John Lane, Ltd.; 10 Earlham Street, 'London, W. C. 2, England. Brockhampton Press, The; 2-5 Corridor Chambers, Market Place, Leicester, England. Cambridge University Press, 32 East 57th Street, New York 22, New York Cape, Jonathan, Ltd.; Aldine House, Bedford Sq., London, W. C. 2, England. Dent, J. M. and Sons, Ltd.; AIdine House, Bedford Street, London, W. C. 2, England. Doubleday and Company, Inc.,; 14 West 49th Street, New York 20, New York. Dutton, E. P., and Company; 286-302 Fourth Avenue, New York 10, New York. Encyclopedi-a Britannica, Inc.; 20 North Wacker Drive, Chicago 6, lllinois. Fideler Company, 40 Ionia, I. W., Grand Rapids 2, Michigan. Garden City Publishing Co. Inc.; Garden City, New York. Ginn and Company; 72 Fifth Avenue, New York 11, New York Grosset and Dunlop, Inc.; 1107 Broadway, New York 10, New York. Harcourt, Brace and Company, Inc.; 383 Madison Avenue, New York 17, New York. Harpel' and Brothers; 49 East 33rd Street, New York 16, New York. Harrap and Company, George H., Ltd.; 182 High Holborn, London, W. C. 1, England. Heath, D. C., and Company; 280 Spring Street, N. W., Atlanta 3, Georgia. Houghton Mifflin Company; 2 Park Street, Boston 7, Massachusetts. Johnson, Christopher, Publishers, Ltd.; 11-14 Stanhope Mews West, London, S. W. 7, England. Lippincott, J. B., Company; 227-231 South 6th Street, Philadelphia 5, Pennsylvania. Little, Brown and Company, 34 Beacon Street, Boston 6, Massachusetts. Lyons and Carnahan, Educational Publishers; 441 West Peachtree Street, N. E., Atlanta 3, Georgia. Macmillan, The Company; 60 Fifth Avenue, New York, 11, New York. Morrow and Co., William.; 386-4th Avenue, New York 16, New York. Oxford University Press, 417-5th Aevnue, New York 16, New York. Parrish and Company, Max, Ltd.; 55 Queen Street, London, W. I, England. Publicity Products, Ltd; 51A Rathbone Place, London, W. 1, England. Random House, Inc.; 20 East 57th Street, New York 22, New York. Row Peterson and Company; White Plains, New York. Scott, William R. Inc.; 8 West 13th Street, New York 11, New York. Scott, Foresman and Company; 433 East Erie Street, Chicago, lllinois.

44

Scribner's Sons, Charles; 597-599 Fifth Avenue, New York 17, New York. . Silver Burdett Company; 441 West Peachtree Street, N. E. , Atlanta, Georgia.
University Publishing Company; 1126 Q Street, Lincoln 1, Neb. w'arne, Fredrick, and Company; Room 1129, 200 5th Avenue, New York 10, New York. Whitman, Albert, and Company; Room 1129, 200 5th Avenue, New York 10, New York. Wilson, H. W. Company; 950 University Avenue, New York 52, New York. Winston, John C., Company; 1006-1020 Arch Street, Philadelphia 7, Pennsylvania.
LIST OF FREE RESOURCE MATERIALS
I. From: Shuttles, Patricia H., Editor. Elementary Teachers Guide to Free Curriculum Materials, 1959. Educators Progress Service, Randolph, Wisconsin. In letter-s of request be sure to state that the materials are to be used by a school. Use school stationery or write the name of your school under your signature. Teacher's Kit on Canada - Canadian Embassy, 1746 Massachusetts Avenue, N. W., Washington, D. C. Canadian Travel Kit - Special Teacher's Package-Canadian Government Travel Bureau, Oftawa, Canada. Australians in the Antarctic - Australian News and Information Bureau, 636 Fifth Avenue, New York 20, New York. General Information - Alaska - United States Department of the Interior, Office of Territories, Washington 25, D. C. Set of Desk Outline Maps, also Motivations for Developing Map Reading Skills- 5235 Ravenswood Avenue, Chicago 40, TIlinois.
II. Fr{)m: Salisbury, Gordon, and Robert Sheridan. Catalog of Free Teaching Aids, Second Revised Edition. Alaska's Fish and Wild Life, Circular 17. Burean of Sport Fisheries and Wildlife, Office of the Regional Director, P. O. Box 20-21, Juneau, Alaska. How to Make Costumes fo School Plays and Pageants (A) Rit Products Corporation, 1437 W. Morris Street, Indianapolis 6, Indiana. How to Create Classroom Bulletin Boards. Standard Oil of California, Public Relations Department, 225 Bush Street, San Francisco 20, California. Yukon, Its Riches and Romance. Office of the Commissioner, Government of the Yukon Territory, Post Office Box 2029, Whitehorse, Yukon Territory, Canada. A Mining Camp of the Nineties (poster), Early Pioneer Fur Trading Settlement (poster), An Eary Maritime Fishing Station (poster), Canadian Bank of Commerce, 25 King Street, West Torono 1, Ontario, Canada. The Alaska Sheepfish, Food of the Alaska Fur-Seal - No. WL-329, Utilization of the Sea Lions in Alaska, Jan. 1955. No. 425, Sep., Alaska's Shrimp Industry, March, 1953 - No. sep.-344. Fish and Wildlife Service, U. S. Dept. of the Interior, Washington 25, D. C. Agriculture in Alaska, Better Forage for Alaska - No. 12, Information for Prospective Settlers in Alaska (circuJ.ar). Information Office, Alaska Dept. of Agriculture, P. O. Box 1828, Palmer, Alaska. Farming in Alaska, Agriculture in Alaska. Alaska Agricultural Experiment Station, Public Relation~ and Information Dept., Box E, Palmer, Alaska. Alaska's Forests - No. K-8, Alaska's Forests (leaflet), Pocket Guide to Alaska Trees. Regional Forester, U. S. Forest Service, P. O. Box 1631 Juneau, Alaska. Alaska's Minerals As a Basis for Industry - 1C7379. U. S. Bureau of Mines, 4800 Forbes Street, Pittsburgh 13, Pennsylvania. Alaska Fact Sheet. Alaska Development Board, Post Office Box 2391, Juneau, Alaska. Alaska (Information Bulletin-No.2). Fairbanks Land Office,
DL From: Geoge Peabody College for Teachers, Division of Survey, and Field Services, 1960. Nashville 5, Tennessee. Free and Inexpensive Learning Materials, Tenth Edition.
Outline Maps. Educational Research Bureau. 3634 Windom Place, N. W., Washington 16, D. C. Write for list of available outline maps in sizes 8 X 10, 10 X 16, and 16 X 20.
Alaska, Our Northernmost State. A. J. Nystrom and Company. 3333 Elston Avenue. Chicago 18, TIlinois Geographic description of our 49th state, together with suggested relationship studies and map exercises.
Alaska. Superintendent of Documents. U. S. Government Printing Office, Washington 5, D. C. Alaska 1958-59. (D. S. Dept. of Interior) 39 p., 20c Alaska's Fish and Wildlife. (U. S. Dept. of Interior) 1953, 25c. A Pocket Guide to Alaska 1956. 69 p., 30c. Travel in Alaska and the Alaska Highway. (D. S. Dept. Commerce,) 1958. 8 p. 5c.
45

Continent Patterns

Stand Patterns
47

HISTORY

GENERAL PURPOSES OF HISTORY
History is the record of what has happened to men. It is the effort to grasp the whole of human experiences within a chronological framework. Because of the interpretive role of history, the principal ideas, or major gener alizations relative to it, necessarily involve some of these from the other social sciences. The social scienes deal with man and his experiences, but history alone presents a chronology of human experience.
The past furnishes a base from which to understand the present and from which to project into the future. The maturity of men and women is built upon reflections from the past. History is especially responsible for point ing up and for interpreting the similarities and the dissimilarities which are with man's experience. It serves as a yardstick of evaluation for the actions, institutions, and events of men. History, together with other of the social sciences, should show the great basic and universal values that comprise man's efforts to reach the worthiest of human goals. The study of history thus provides cont emporary man with a basis for intelligent action now and during the future.

BASIC PRINCIPLES
Gener.liz.tions Rel.ting jo Chronology, Sequences .nd Ch.nge in History The basic concepts developed from the study of history should become the framework for the history course
at all grade levels.
1. Man's struggle for freedom and human dignity has occupied a relatively brief period of time, as compared to the total span of man's existence.
2. The present cannot be adequately understood without knowledge of the past. 3. Change has been a universal condition of human society. Change and progress are; however, not necessarily
synonymous.

Gener.liutions Rel.ting to M8in Tendencies In Growth of Clvlliutlons

1. History reveals a degree of homogeneity in mankind of all periods of recorded time.

2. Environments have been altered physicallY,but human motives or drives within them have remained the

II

same. 3. In the contemporary world historical events have a significance which reaches far beyond the limits of a

state or province or the place of their origin.

4. Men in every age and place have made use of basic social functions in adjusting themselves to their world.

5. Past and present civilizations represent our cultural heritage.

6. Interdependence has been a constant and important factor in human relationships everywhere.

Generalizations Relating to Historical Interpretation
Such factors as the passing of time and advances in historical scholarship have had marked effects on the in terpretation of events and ideas. Use of the historical method in fact finding and problem solving has made possible the discovery and use of interpretative data.
Human motives, drives and ideas of various sorts, whether correct or incorrect in terms of historical progress and human improvement, have marked influence upon action on a local, national and international scale. The interpretation of these is one of the most critical tasks of historical analysis. There are various special interpretations, traditional or contemporary, regarding historical processes and movements of a national and international scope, which may for some people illuminate the study of history. Such historical processes are sometimes referred to by such terms as: action and reaction; rise and fall; growth and decline within civilizations, nations, empires.
The efforts of people, great material achievements, and important ideas are delineated, assessed, interpreted, and given a relative place by historians.
History demonstrates that mankind has been motivated by morals and ideals and by material wants and needs. The demand for moral standards has persisted throughout man's experience. The ideals of men in all parts of the world and in all ages have been rooted in the value systems of large and small groups.!
Man's achievements and their consequences through the ages are a necessary understanding at all grade lev and in all phases of history.

II

1. Adapted from Report of the State Committee on Social Studies. California State Department of Education.

48

The Study of History Through Biographies

AN APPROACH THAT SHOULD BE USED AT ALL GRADE LEVELS

Through the proper use of biographical materials the student can make history come alive. Basic concepts of time relationships, a must in history, can be developed through biographies. The most effective teachers of the future will give special attention, to values, at present grossly neglected in most classrooms. Biographies can be selected that will promote certain values, especially the ones that are associated with the democratic creed; such as values related to civil liberties, the use of natural resources, and the interdependence of people and values of the democratic processes. Some of these values could be expressed as ''Basic Beliefs of A Free People":2

1. Belief in the inherent worth of every individual; that all persons should be judged on their merit.

2. Belief that all person should possess equal rights and liberties which are, however, accompained by respon-

sibilities.

3. Belief that all persons should have maximum freedom and equality of opportunity to develop as they desire,

consistent with their capacities and with the general welfare.

4. Belief that individual and group rights must be exercised in such a way that they do not interfere with

the rights of others, endanger the general welfare, or threaten the national welfare.

5. A belief that citizens should place the common good before self interest or group or class loyalty, when

these are in conflict.

6. Belief that freedom of inquiry, expression and discussion provides the best way for resolving issues; that

the will of the majority should govern; that the rights and opinions of the minority should be respected

and protected.

7. A belief that citizens should be willing to act on the basis of reasoned conclusions and judgments, even

though personal sacrifice is involved.

.

8. Belief that government must be based on properly enacted law, not on the caprice of men holding office;

that government has a responsibility for promoting the common welfare.

9. Belief that people are capable of governing themselves better than any self-appointed individual or group

can govern them; that political power belongs to and comes from the people; and that the people have the

right, by lawful means to change their government.

.

10. Belief that the freest possible economic competition consistent with the general welfare is desirable; toot

government has the obligation to stabilize economic growth and reduce gross economic inequalities.

11. Belief that both competition and cooperation are essential to the democratic process and to our national

well-being.

12. Belief that the separation of church and state is essential.

13. Belief that maximum individual freedom, under law, throughout the world is the best guarantee of world

peace.

14. Belief that changes in relations between nation states chould be accomplished by peaceful means, and toot

collective security can best be achieved within an organization of nation states.

15. A belief that Americans should work to achieve a world in which justice and pe-ace is assured to all man-

kind.

16. A belief that Americans should have reasoned devotion to the heritage of the past, and a commitment to

perpetuate the ideals of American life.

"In the future, teachers will pay increased attention to biography for several reasons. Biography reve.als the nature of different kinds of authority figures; sometimes social movements can be illuminated better through the work of an individual; insight and depth of undestanding of major issues can be better developed by wisely selected biography. The more challenging teachers will go far beyond the usual approach of considering childhood, education, romance and the what did he do type of questions. They will raise questions that may not be answered directly by the biographical reading. Rather, such questions will involve reflective thinking and interpretation.

What were the major contributions of this person and why were they important?

Did this person promote or retard change and in what way?

Who were some of his associates and some of his opponents, and what were his relationships to them?

What special qualities did he possess for leadership?

To what extent do you believe he stood for wise and enduring ideas?3

What were the consequences of the decisions that he made?"

llartahome. Menil. Unpublished Report of the National Council of Social Studies. Pitkin. Victor E. CITIZENSHIP AND A FREE SOCIETY, 30th YB., NCSS, p. 46.

49

This is the biographical approach to history. A further step in the use of biographies should be to relate the situations faced by each person to present day life. What has resulted today as a consequence of acts and decisions made in the past?

W. Linwood Chase quotes Kenneth Cooper4 as saying that history can teach elementary pupils such things as;

1. Who they are

3. A respect for human achievement

2. Acts have consequen;es

.4. How we learn

This would apply to all grade levels. The use of biographies provides excellent material for all fou[l of these.

CURRENT HISTORY PROGRAM

THE VALUE AND PLACE OF CONTEMPORARY AFFAIRS

The social sciences. Perhaps more than any other area in the curriculum, should provide a living link with the society in which the child moves and has his being. For this reason, it is difficult to see how current affairs in the community, in the state, in the nation, and in the world at large can be excluded from the social science program. As far as current affairs are concerned, the social science should seek to develop: (1) a continuing interest on the part of the pupil in what is going on in the world around him; (2) the ability to sift and sort the news in an effort to arrive at the truth; and (3) a sense of values that will enable him to separate the trivial from the impor tant:
Opportunities to study problems in the current scene need to be provided in' the social science program at every; grade level.
A planned program in the teaching of contemporary affairs will require approximately one-fifth of the total time devoted' to social science instruction.
Use of this time should not resUlt in arbitrary decisions to devote one day per week to such instruction. ~ther, .instruction in contemporary affairs should be incorporated into the on-going social science program at times and places where it will be most effective. The amount of time given to the study of each .event will be influenced by. the maturity level of the pupil, the relationship of the current happenings to topics under study, the cruciality of the current happenings to the local seeD", and the opportunities they afford pupils to acquire valuable social learnings. The live issues that pertain to current problems and beliefs in life outside of school should be. incl~dedin this instruction. In a democracy the public school is a proper place in which to discuss controversial issues.
A program' is needed in which pupils 'are guided carefully in their study of a wide. range of contemporary affairs over a period of time. Their study should enable children and youth to recognize:
how events in the current scene effect the present and future welfare of people. how current developments stem from decisions made earlier. how current happenings reflect the basic values held by people
how changing circumstances lead to modification in policy
how local, state, national and world news reflects the beliefs of various groups of people how current happenings in the arts, science, technology, politics and government reveal change :hroughout the world how important it is for citizens in a democracy to be alert to their civic responsibilities.

THE .SOCIAL SCIENCE PROGRAM SHOULD PROVIDE LEARNING EXPERIENCES THAT WILL ENABLE

YOUNG PEOPLE TO:

.

1. Understand important developments in key areas in world affairs; this would include a study of significant geographical and historical factors, recent economic and political developments and intellectual and ideological developments.
2. Understand the development of foreign policies of the United States and the role of the United Nations in international affairs.
3. Have a better understanding of the appropriate role of the military in a democratic society and in world affairs.
4. Understand the different political ideologies and the merits and limitations of each.
5. Become increasingly aware of the effects of' technology on the social, economic and political aspects of modern society and their potentialities for change in the future.
6. Understand the role of innovation in human institutions to meet new problems in economic political and human affairs.

50

If the current event program is to be interesting and vital, it must be varied. Teachers have found that the fol' lowing types of activities help to vitalize the current-events program. Within the frame work of the suggested course of study for all grades is a place for an organized program in the teaching of current events. The method of presentation, the type of program and the materials used will vary with the age of the students, but the need for well-informed teachers and adequate materials will remain constant.
1. .Divide the class into committees, making a diHerent committee responsible for reporting the news each day.
2. Start a permanent file with pictures and places often in the news. 3. Bring a radio to class, if none is available in the cIassroom, and listen to a news broadcast. Encourage
the children to take notes; discuss the issues. 4. Start a current-events bulletin board and have a committee change it often. 5. Summarize each week in a chart the most important names, places, and events. 6. Let the children vote on the most important events of the week. month, or year. Encourage them to give
reasons for their c!loices. . 7. Ask someone who works on a newspaper to talk to the class. 8. Collect tiniely cartoons in a class book. Keep and discuss them. 9. Dramatize events. 10. Prepare a class book COQtaining news clippings, pictures, and other materials about current happenings.. 11. Interview important citizens concerning their opinions about some controversial current event. 12. Compare two or more newspapers for such things as news coverage and point of view. 13. Have a display of diHerent weekly news magazines. 14. Collect feature articles on controversial subjects or sample columns as wellknown feature items. 15. ,Make a list of "danger" spots in the world. Locate them on the map. 16. Make a list of local, national, and international problems based upon current events. Discuss possible solu
tions of the problems.
Many newspapers and news magazines in various parts of the country are offering programs designed to promote ithe use of ,the news media in the classroom. Some of the programs are elaborately planned and attempt to reach into all subject 'areas. Most of these furnish tteolmiques fur creating student interest in news reading. Sound educational practice requires that before attempting to use any such plan or program, school personnel should examine the objectives of illhe plan and evaluate tlhe techniques suggested in order to see if the plan actually furnishes a useful tool for ,the accomplishment of educational goals.
There 'are valid reasons for using the newspaper and news magazines in the teaching-learning situations.
1. The use of news media will help develop in students the habit of seeking info1'ID'.3tion - information on local, state, national, and world affairs. Our democratic way of life demands both a well trained and well informed citizenry. Thomas Jefferson said, "He who expects to be ignorant and tree, expects what never was and never will be."
2. Newspapers and news magazines muet be used in order to learn the art of sk:illful news reac:Ji,ng. This involves several skills and much understanding. Skillful reading also requires knowledge of the news process.
I. Responsibility of the School Adminiistration
A. Provide for cooperative development of courses of study which will ellfourage enriched teaehing.
issues B. Provide means for teachers to develop skills in the teaching of controversial issues.
C. Make it possible for teachers to take advantage of opportunities to be well informed on current and techniques.
D. Provide means for teachers to share worthwhile experiences. E. Select key teaehers to develop pilot programs. F. Secure materials and sources of materials necessary for both the teachers' own use and for the partici
pating students. G. Work with the newspapers in the development of the program.
INTERPRETING AND TEACHING AMERICAN HISTORY, 3111t YD, Ness, 1861. p. 339.
~ W. Tielll, Adams. Teaching the Social studIn, p. 480._
A Perspective for Planning the Social Studiea Program. A Dtv1ldon of Instruction, CoDDecticut State Department of Education.
Buuonl. CoDDCCt1CUt.
51

n. Responsibility of the Classroom Teacher.

A. Be alert to both the possibilities and values of enriching the regular texJtbook assignment with current materials.

B. Evaluate and select the portion of the program in the relationship to the desired goals of the course and the needs of the students.
C. Assume the major responsibility of classroom instruction.
1. In selecting the issue or topic consider these guideposts: a. Is the issue beyond the maturity and experiential level of pupils? b. Is this issue of i'l1Iterest to the pupil? c. Is this socially significant? d. Does this issue fall reasonably iruto the curriculum? e. Can tJhe teacher handle this? (Background knowledge) f. Can adequate study and research materials be procured? g. Does adequate time exist? h. Does 't'b!is issue clash with local customs and beliefs? If so, does the administl'laltion know what you are doing? Is the classroom atmosphere objective?1
2. Define the issue and make it specitic. This should be accomplished with pupil4eacher planning. 3. Put issue in pempeotive. 4. Prepare students to handle current issues by developing such skills as:
1. Locating data (1) The use of Reader's Guide to Periodical Literature. (2) The use of the school's file on community'resources.
(3) The standard references sources for background materials.
(4) The use of library card catalogue. (5) The use lin books of index, ;table of content and ather aids to .the location of relevant materials. b. Reading - rapid - critical - "reading for news." c. Evaluating the data.

(1) The ability to distinguish between primary and secondary accounts. (2) The llbiHty to evaluate sources as to authenticity and purpose of writer.

(3) The ability to weigh the reliability of sources of information. (4) The ability to detect bias in a source. (5) The ability to recognize persuasion treatment of fact and opinion. (6) The ability to recognize persuasion te chniques, such as the use of colored words, generalizat
ions, unsupported by evidence, etc'2
m. Materials . Programs for the Teadhing of Current Happenmgs.

1. Atlanta Journal Our World Today Mrs. Pat LaHatte, Promotion Manager

6. Minneapolis Stal1" Minneapolis 15, Minnesota . World Affairs Program

2. American Newspaper Publishers Association Today's Newspaper: A Living Textbook 750 Third Avenue, New York 17, New York
3. New York Times School and College Service New York Times Daily New York, New York Ivan Viet, Business Manager .... Filmstrip series Curriculum Aid Materials
4. JuniOl1" Town Meeting League 356 Washington St., Middletown, Conn. . . . . Critical Thinking Teaching Controversial Issues

7. WOI1"ld Affairs Center 345 East 46th Street, New York. N. Y.
8. National Geographic Society School Service Department Washington 6, D. C.
9. Reprint Editor, Readers Digest Pleasontville, New York
. . Ask fur list
10. American Education Press 400 - South Front Street, Columbus 15, Ohio
11. Civic Education Service 1733 K Street, N. W., Washington, D. C.

5. Newsweek Map of the Week Service 1515 Sedgwick St. Chicago, Dlinois .... News Map

12. Reprint Editor - Education Serv:ice Curtis Publishing Company Independence Square Philadelphia, Pa. .. .. Ask for list

1. National Council for the Social Studies. 1201 Sixteenth Street, N. W., WaabingtQn 8, D. C. "How to Handle Controversial Isau- .. the Classroom," No. 14 How to Do It Series, pp. 2-3.

52
II

EMPHASIS RATIONALE FOR UNITED STATES HISTORY COURSES K-12
The central problem of historical study is the analysis of change over time. Teachers of history should understand that this includes two functions. One is purely descriptive. It embraces a listing and identification of events that actually occurred. The second function is explanatory. It constitutes an analysis of the How and the Why of the temporal sequences that have been described. Little understanding can come from a mere descriptive statement of sequence. To speak of explaining means to undertake the giving of reasons for events in the sequence, why they occurred in a particular order. Reputable historians consider it their responsibility to describe and explain. This is no less a responsibility of those who teach history, whether they teach in kindergarten or in the grade school. Textbooks which are long on description and short on explanation should be avoided. Selection of texts should therefore be entrusted to trained experts.!>
Often the teacher is called upon to give reasons for the study of American history. James Quillen in Ameri. cln Hiltory In Upper Gradel and Junior High School bas given an adequate list. They are as follows: building citizenship, understanding the present, providing perspective a~d balance, developing appreciation and contributing to the wholesome use of leisure, improving critical thinking ability, developing international under.standing, and relating and adding meaning to other school subjects.
Every teacher of American History should have access to the history books for pre-college readers that have been published by the Service Center for Teachers of History of the American Historical Association, 400 A Street, S. E., Washington 3, D. C. These booklets are well prepared and are aimed at giving the teacher a richness of background with ill minimum of effort. In reading these and other materials the teacher should guard against faulty and misleading forms of reasoning. The well prepared teacher of history will readily detect the patently distorted interpretation. He will understand that the Great Man theory of hisory is dubious, and that the single facile generalization is not to be trusted, and that the "either 01"," that is the "purely good vs. the purely bad," approach is a positive indication of propaganda. No historical picture is that simple. He will also beware of the static vs. rebel type of thinking. Youngsters tend to expect perfection and when it seems beyond their grasp, they may be induced to accept cynicism. It is the responsibility of the history teacher to guard them against this'6
With respect to historical content, the recommendations of recent studies have been followed by placing the most difficult topics at the higher levels. It is therefore suggested that at the lower and middle grades the emphasisbe on the theme "How People Live," that the junior high course deal with "Building the Nation,'; and that in the senior high school emphasis be placed on "A Democratic Nation in a World Setting." The teacher should consult the following: William H. Cartwright and Richard L. Watson, Jr., Interpreting and Teaching Americln History, 31st Yearbook National Council for the Social Studies, 1961 and W. Burlie Brown, United States History: A Bridge to the World of Ideas. Servi.ce Center for Teachers of History.'l'
Recent studies have concluded that distinction by emphasis on chronological periods is the best approach to specific grade levels. Thus for the lower and middle grades, it is recommended that, with a course based On the topics listed below, stress be placed on the colonial and early national periods, perhaps as much as twothirds of the time given to the three centuries between 1492 and 1790. At the junior high level, the topics recommended below call for an allocation of two-thirds of the time to the century from 1776-1876. At the senior high level the course at the earlier levels, covers the entire chronological period, but, in accordance with the topics recommended below, about half of the time is spent on the last century.
Since history is in part a method of thinking about human behavior and since teachers have the responsibility for developing certain study skills, a third differentation among grade levels in made on the basis of such skills. By effectively using the explanatory function, the teacher can stimulate critical mindedness and
reflective thinking. By using this technique he can also encourage students tOl make judgments and compari-
IOn. Finally, students should be urged to locate and use historical materials. It should be noted that such skills can be most effectively developed by avoiding the "offical" approach to history, i. e., studying only politics and lovernment.

Tbe Juntor Town Meeting League. 358 Washlngton Street. Middletown, ConnecUe:ut, "Critical TblnIdng." 1lM56. 31 pp.
TIM Socia' SCience. in Historical Study. BulleUn 84. New York: SocIal Sclence Baearch Counc1l, 111M. see Chapter
dI8cuaaion on the problems of analysis.
Carl G. Gustafson. A Preface to IDstory, (New York. 1955), 17. pp.
~ B. Wesle~. American History in Schools and Colleges, (New York. 1944). 70-81.

fJ)r luller

53

FIFTH GRADE: IIHow the People Live" - United States History

I. TOPICS TO BE EMPHASIZED 1. Exploration of the hemisphere. 2. Type settlements. 3. Ways of living; in the early English colonies of the Atlantic Seaboard; among the French in Canada; in the Spanish colonies of the Southwest; and on the Frontier. 4. A narrative account of the movements of peoples emphasizing the westward movement and noting also later shifts of population. 5. Indian cultures in North America. 6. People who came to America. 7. Study of the map of North America (to be coordinated with the fifth grade geography program.) 8. New FrontierS-Science, Invention, Social Culture.

II. REPRESENTATIVE DATES
Discovery of America, 1492 Magellan'S voyage, 1519 Settlement of Jamestown, 1607 Settlement of Plymonth, 1620 Treaty of Paris, 1763

Declaration of Independence,1776 Ioouguration of Washington, 1786 Louisiana Purchase, 1803 Acquisition of Florida, 1819 Mexican Cession, 1848

III. REPRESENTATIVE PERSONS (to be studied with respect to humen achievements)

Daniel Boone William Bradford Samuel de Champlain William Clark Christopher Columbus Francisco Coronado Hernando Cortes Hernando de Soto Benjamin Franklin Sam Houston Thomas Jefferson

LaSalle Meriweather Lewis Fernando Magellan Jacques Marquette William Penn Fmncis Drake George Washington Brigham Young John Smith Roger Williams Jonathan Edwards

IV. SKILLS TO BE EMPHASIZED

1. The use of table of contents, paragraph and section headings, and index for efficient location of materiel in books.

2. The acquisition of a vocabulary of terms basic to American history,such as colony, discovery, settlement,

pioneer, frontier, migration, and nationalism.

.

3. The reading of simple maps, with attention to location, direction, and distances, and the recognition of .map symbols.

4. Ability to list items and trace simple sequences.

5. Ability to distinguish simple generalizations from specific statements.

6. Ability to draw conclusions from facts.

7. Ability to plan and present information in the form of debates, reports, and discussions.

NOTE: The committee did not make any recommendation as to the method of teaching the history and geography of the United States at the fifth grade level. The only position that was taken was that the child be made aware of both the differences and relationships between the two disciplines. The following are some suggestions oD the influence of Geography on our history.

54

GEOGRAPHIC CONCEPTS IN HISTORY
Although there are many differences between history and geography as subjects to be studied, the fullest significance of both can be apprecIated only if the rela tionship between them is understood. This fact has guided the committee in the preparation of this Course of Study, and as a result a consistent effort has been made to insure that geographic factors influencing the development of the United States would be emphasized. Student understanding, however, rests upon the teacher's making meaningful the impact of physical environment in shaping economic, social cultural, and political patterns. In this respect, the following basic considerations may be of value in guiding and supplementing teacher planning.
Some of the most important elements of the physical environment are the location of an Mea, cliIDalte, natural vegetation, soil, topography and drainage, mineral deposits, animal life, and population. It should be emphasized that, while these factors influence the development of a nation, they do not determine it. The6e elements are not inclusive, but are interrelated in patterns consisting of combinations both advantageous and adverse to human welfare. By permitting or denying, they may encourage or discourage specific economic, social, cultural, and politi cal developments.
Europeans brought their customs of food, drink, clothing, housing, and recreation to America; but a wellwatered, forested land with a hot climate enco\l["aged frame houses, kont porches, screen doors, air-conditioning, soft drinks, ~rt clothes, and the drinking of ice water. A spacious land encouraged singleJhouse dwellings, and ,a vastness created a desire for rapid transportation, communication, and time-saving device6.
When a demand or a dream was strong enough, the Appalachiian barrier, the Mississippi River, or the Great Pl'ains did not stop the people; but common sense and surface configuration dictated the place or route of crossing. So ,the Erie Canal took 'advantage of the low-level route which geology and glaciation had provided, ~he Wilderness Road utilized 'an ancient wind gap, Memphis grew up where a sprawling river could be bridged, the Oregon Trail followed the Platte River across a waterless plain, and. wagons made South Pass their gateway to the Pacific.
The same configuration may lead an Army to prefer a,particular route and fight on a particular ground for a particular goal. Thus the Great Shenandoah Valley became a main thoroughfare in the Civil War 'and breaks in the Blue Ridge became '3. strategic focal points. Where the Blue Ridge disappears in Pennsylvania, allowing an army easy passage out of this Valley, stood the crossroads town of Gettysburg.
Some soils wiH grow wheat and some climates will favor corn. Cotton and tobacco will rob a soil and where they have been planted too long, erosion will result and poverty with all its social consequences will follow.
But of all the factors of the physical framework within which history operates, nothing is of greater significance than rivers. Exploration, trade and transportation routes followed navigable rivers, and where a portage passed from one river to another a fort and then a city was located.
The Ohio-Mississippi River became the commercial avenue for an expanding nation, <the Tennessee Valley became the center of a great regional development. The cheapness of water transportation encouraged the Linking of rivers and lakes by canals, and the steamboat helped to tum villages into thriving cities. On ,the other hand, the excessive cost of land transport forced wheat and com growers to lessen the bulk and increase the value of their crops by making whiskey. The same cost made the need for railroads more urgent and the river valleys famished <the easiest routes. The abundance of wood and coal insured a supply of power, enabling railroads to ClOInpete successfully with canals in a land where water freezes in winter. Where streams crossed a ~all Line,
towDlI utilized the water power.
55

I I
I II
.~
I
I
~I

SIXTH GRADE: History of Western Civilization

I. Introduction The teacher of history can never be sure that students have grasped the living link between past and pres
ent. It has justly been observed that to strive toward this end marks the real challenge of history. It goes with out saying that key facts are essential to this undertaking. However, mere repetition from memory is not enough. Major concepts and problems of interpretation must supplement key facts in the task of "trying to rethink the record of our troubled civilization/'1 This one half time course offers the opportunity to focus attention on the values, experience, and aspiration of all peoples and cultures. History cannot escape time, space, and change. The plan of treatment therefore takes cognizance of chronology and of reorganized geographical and political areas of the world.

n. Plan of presentation

A. The Ancient Near East
1. Sumeria and Egypt: influence of geography, and contributions to civilization. 2. Rise and decline of the states of Middle East, 2000-500 B. C. 3. God and miln in ancient thought.

B. Freedom and tyranny in the ancient world

1. The Athenian love of freedom - fact or fancy?

2. Sparta, her institutions.

3. Rome.

'

(1) Rise and decline of the international state.

(2) Quest of a principle of authority. (3) Science and religion.

C. Triumph of ChristMinity
1. Its conflicts -with the state and old pagan thought. 2. Early heresies. 3. Papal supremacy over the Roman Church.

D. The middle ages
1. Byzantium: its historical significance. 2. The Moslem World: its rise and decline. 3. Genesis of medieval Europe: wanderings of peoples. 4. Rise of national monarchies. 5. Church and state relations. 6. Feudalism and manorialism. 7. Town origins: trade and commerce. 8. The heart and mind of medieval man. 9. The European crusades; role of secular motives.

E. The modern world
1. Intellectual revival-the Renaissance. 2. Voyages of discovery; commerce and capitalism. 3. The Protestant Revolt. 4. The great political revolutions of the West. 5. The Industrial Revolution. 6. Western thought and society since 1800.
a. Religion, art, and literature. b. Science and invention; the non-Euclidian universe. c. Growth of democracy. d. The "Isms."
7. Ancient Orient and the rising West a. India (1) What India learned from the British. (2) Independence, partition, aDd neutrality. (3) Religion and society.

1. See Introductions in: Joel Colton, A Study Guide to Accompany R. R. Palmer A Hlatory of the Modern World (N~ York. _ -
and Wilber Devereux Jones and Horace lIIontgomery. Civilization Through the Centurle. (Boston. 1960).

56

b. China

(1) Proper relationship between men as a goal of Chinese society; Confucianism.

(2) Spread of Buddhism.

(3) Chinese Communists.

c. Japan

(1) Buddhists sects.

(3) "Opening" of Japan.

(2) Code of Bushido.

(4) Recent reforms.

8. Mrica: partitioning; emergence of modern states.

9. Role of war.

m. Recommended reading
The teacher shouid consult Margareta Faissler, Key to the Past (W,ashington, 1957). See World History Bibliography.

"Virtue or morality is a necessary spring of popular government. The rule indeed extends
with more or less force to every species of free government . .. Promote, then, as an
object of primary importance, institutions for the general diffusion of knowledge..In proportion as the structure of a government gives force to public opinion, it is essentiab that public opinion should be enlightened."
George Washington Farewell Address, 1796
57

GEORGIA HISTORY - EIGHTH GRADE

GENERAL PURPOSE

One of the major purposes of education is to help individuals, to understand the world in which they live. No one can understand the world well unless he knows its history. This is as true of portions of the world as of the whole. The portion of the world's history that most directly touches every citizen is the 'history of his nation and of his state. Some knowledge of both is essential to an understanding of public issues and to effective action by citizens on common problems. Every newcomer to Georgia is, of course, eligible to take part in its affairs. Yet only the people who have studied its history and know something of the way tbe state has developed and about the rural values that are strong in its tradition can understand why things are as ,they are. The purpose of studying Georgia's past is not to glorify it or condemn it, but to undentand a,t-and i1lo understand how' it has made contemporary Georgia what it is.

The course in Georgia history is designed to help boys and girls to understand Georgia's traditions, heritage, and culture; to prepare them for active and informed roles as citizens; to give them some compre'hension of bow the past influences the present; and to encourage them to feel a strong responsibility for public welfare and the state's progress.

To enjoy books on history, it is not necessary to know the methods by which historians do their work.

Yet such a knowledge can :increase the enjoyment, and will certainly increase the value, that one receives from

reading and study. In this respect, history is like art or music. Anybody who has learned the tedhniques of

painting or the fundamentals of musical composition is much more likely to appreciate a fine picture or a

concert than someone who has not. Similarly, anyone who reads history is likely to appreciate it the more if

he understands illhe steps followed by the historian in digging out and refining his NW materials. The bistorian's

work embraces six steps:

(1) selecting a topic

(2) seeking out all the relevant evidence

(3) taking notes on it

(4) evaluating the evidence collected

(5) arranging it in a clear and meaningful pattern, and

(6) presenting it truthfully, interestingly, and understandably.

Anybody can undertake interesting problems in local history if he possesses resourcefulness, persistence, energy,

good judgment, and devotion to truth.

'

TRENDS IN GEORGIA HISTORY
A study of the history of Georgia ought to help young people to understand: (1) how the state has developed from the simplest stage of economic production, in which trade was
small and confined to products of farm and forest, to a com,plex economy, in which agriculture bas become secondary to industry. (2) how the state's government has grown from limited beginnings and narrow functions to a political structure of very large powers and of such wide functions as to entail the spending of more than $3'50 million a year. (3) how the state's population, once overwhelmingly rural, has become so much urbanized that half the people now live in towns of more than 10,000. (4) how this rural orientation has influenced Georgia politics, education, culture, re~n, and daBy Wle; how muCh Georgia politics have been dominalted by personalities and what unusual 'trial the races (rUlt between whites and Indians, then between whites and Negros) have affected the state's history. (5) and what guideposts and warnings the past provides for the present and the future.

SUGGESTED TOPICAL OUTLINE OF A COURSE IN GEORGIA HISTORY
I. Geography of Georgia A. Before Oglethorpe came B. Boundaries as fixed by the Royal Charter C. Present geographic regions 1. Lookout Plateau 2. Valley Region 3. Mountains 4. Piedmont Belt 5. Coastal Plain D. Major rivers

58

E. Natural resources

1. Climate 2. Growing season 3. Rain 4. Minerals and resources
a. History of production (1) Clays (2) Stone (3) Other minerals
b. Future development

5. Soil, Water, and Forest a. Erosion and agriculture b. Conservation of soil and water (1) Conservation districts (2) Major dams and lakes c. Kinds of trees (1) Uses (2) Conservation (3) Enemies

n. Colonial Georgia

A. As a buffer colony

B. Main tribes of Indians 1. Cherokees 2. Creeks 3. Oglethorpe's friends a. Tomo-chi-chi b. Mary Musgrove 4. Trade 5. Treaties 6. Legends a. Cherokee Rose
C. Spanish and French explorations

b. Trahlyta c. Nacoochee d. Yahoola e. Hiawassee and others 7. Trails a. Etowah d. Great Indian Path c. Frogtown b. Cherokee

D. Motives for British settlement

E. The first English settlers: their character, problems broadening areas of settlement, and means of livelihood

1. The people b. Moravians a. Salzburgers c. Scots

d. Jews e. Italians

F. Developments under the rule of the Trustees 1. Laws a. Indian trade b. Prohibition c. Slavery

G. Royal Governors 1. JO'hn Reynolds 2. Henry Ellis 3. James Wright

H. Georgia discontent and revolt

m. Georgia in the Revolution

A. Sons of Liberty B. Council of Safety
G. Georgia's alignment with the other twelve colonies and the outbreak of Tiolence 1. Representation at the Continental Congresses a. Georgia Signers 2. The first state constitution 3. Military campaigns a. Georgia leaders b. Loyalists c. Aid comes to Georgia 4. Social and economic changes

Georgia in the growing nation
A. Rapid increase in population, and recurring troubles with the Indians B. The War of 1812
C. Expulsion of the Creeks and the Cherokees, and Georgia's prolonged pre8SUl'8 on the United States government to secure their removal 1. Treaty with the Creeks a. William McIntosh

59

2

2. The Cherokee Trail of Tears

a. Sequoyah

D. Disposition of the lands acquired from the Indians

E. Appearanee of political parties, and their distinctive political character

F. Political leaders, and their characteristics

G. Growth of a more complex life

1. Towns and. trade

6. Colleges

2. Roads, canals and river improvements

7. Banks

3. Railri>ads

8. Newspapers and literature

4. Churches

9. Industry and industrialists

5. Schools

10. Recreation

V. Ante-bellum Georgia A. The plantation system B. Social classes C. Slavery D. The two-party system E. The growing. quarrel between the North and the South, ,how Georgia was involved in it, and how she contributed to it F. Secession 1. Writers of the Georgia Ordinance

VI. Georgia in the War Between the States A. Brown as war governor B. State and Confederate leaders C. Military actions, 1861 - 1863 D. Sherman's invasion, 1864 E. Social conditions and economic changes

VII. Reconstruction A. Political developments: occupation by the U. S. Army, changes in the Constitution, enfranchisement of the Negri>, the hey-day of the Republican party B. Social and economic changes C. Why Reconstruction left the heritage it did

VIII. The "Bourbon" and the Po,pulist eras A. Recapture of political control by white Democrats B. The "Bourbon" leaders and their politics C. Growing difficulties of the fanners, and their demands for relief and aid D. Politics and Populism E. Economic and social changes

IX. The Twentieth Century A. Characteristics of one-party control, and factions within the party B. Elimination of the Negro from politics in the first decade C. The county-unit system D. Growth of 1; *Public Schools 2. *Colleges and universities 3. *Highways 4. *Other forms of transportation 5. *Churches 6. *Newspapers,radio, TV 7. *Manufacturing: what kind and where E. The experiment of prohibition F. Changes in agriculture G. Growing functions of state governmentH. The Constitution of 1945 I. The sales tax and other changes in taxation-
X. The role of Negroes in Georgia's life
XI. Georgia's writers and literary heritage -

60

XII. Notable men and women * XllI. The Future of Georgia * * Topics X-XllI are important and should be developed in detail. In some areas there is a wealth of material; in
some there is a lack of organized resource material. The challenge to the teacher is to develop these units.
BIBLIOGRAPHY- GEORGIA HISTORY
SUGGESTIONS FOR READING-Submitted by Dr. James Rabun, Emory University
W. W. Abbot, The Royal Governors of Georgia, 1754-1775 (1959) Eliza Frances Andrews, The Wartime Journal of a Georgia Girl, 1864-1865 (1908) Alex M. Arnett, The Populist Movement in Georgia (1922) T. Conn Bryan, Confederate Georgia (1953) Tracy Byers, Martha Berry (1932) Kenneth Coleman, The American Revolution in Georgia, 17631789 (1958) Kenneth Coleman, Georgia History in Outline (1960) E. Merton Coulter, Auraria, the Story lof a Gold Min ing Town (1956) E. Merton Coulter, College Life in the Old South (1951) E. Merton Coulter, A Short History of Georgia (1960) Amos Ettinger, James Edward Oglethorpe, Imperia I Idealist (1936) Rebecca Latimer Felton, County Life in Georgia in the Days of My Youth (1911) Ralph B. Flanders, PlantaHon Slavery in Georgia (1933) Cullen B. Gosnell and David B. Anderson, The Government and Administration of Georgia (1956) Dewey W. Grantham, Hoke Smith and the Politics of the New South (1958) Julia C. Harris, Joel Chandler Harris, Editor and Essayist (1931) Charles F. Jenkins, Button Gwinnett, Signer of the Declaration of Indenpendence (19??) Elizabeth L. Johnston, Recollections of a Georgia Loyalist (1901) Alexander A. Lawrence, James Moore Wayne, Southern Unionist (1943) Alexander A. Lawrence, Storm over Savannah. The Story of Count d'Estaing and the Siege of the Town in 1779 (1965 Frances Butler Leigh, Ten Years on a Georgia Plantation Since the War (1883) Caroline C. Lovell, The Golden Isles of Georgia (1932) Henry T. Malone, Cherokees of the Old South (1956 J. C. Meadows, Modern Georgia (1954) Frederick D. Nichols, The Early Architecture of Georgia (1957) Raymond B. Nixon, Henry W. Grady, Spokesman of the New South (1943) Heywood J. Pearce, Benjamin H. Hill, Secession and Reconstruction (1928) Ulrich B. Phillips, Georgia and State Rights (1901) Ulrich B. Phillips, The Life of Robert Toombs (1913) Merritt B. Pound, Benjamin Hawkins, Indian Agent (1951) Arthur G. Powell, I Can Go Home Again (1943) Willard Range, A Century of Georgia Agriculture, 1850-1950 (1954) Albert B. Saye, A Constitutional History of Georgia, 17321945 (1948) Edward S. Sell, Geography of Georgia (1958) P. A. Starkey, The Salzburgers and their Descenda nts (1855 and 1953) Clara M. Thompson, Reconstruction in Georgia, Economic, Social, Politlcial, 1865-1872 (1915) Burnette Vanstory, Georgia's Land of the Golden Isles (1965) RUdolph von Abele, Alexander H. Stephens (1946) C. Vann Woodward, Tom Watson, Agrarian Rebel (1938)
FICTION AND POETRY
Harry StIlwell Edwards, Eneas Africanus (1920) Berry Fleming, Colonel Effingham's Raid (1943) Francis R. Goulding, The Young Marooners (1852) Corra Harris, A Circuit Rider's Wife (1910) Corra Harris, A Circuit Rider's Widow (1916) Joel Chandler Harris, Uncle Remus: His Songs and Sayings (1880) Joel Chandler Harris, Nights with Uncle Remus (1883) Joel Chandler Harris, Mingo, and Other Sketches in Black and White (1884) Joel Chandler Harris, Free Joe and Other Georgian Sketches (1887) Joel Chandler Harris, On the Plantation (1892) S!dney Lanier, Poems (1884) Sidney Lanier, Tiger-Lilies (1867) Augustus B. Longstreet, Georgia Scenes (1835)
61

BIBLIOGRAPHY
Caroline lIiller, Lamb In hi. Bosom (1934) Margaret Mitchell, Gone with the Wind (1936) Byron Herbert Reece, B_n_d of the Bone. (19t6) Byron Herbert Reece, Better _ Dinner of Herbs (1950) Byron Herbert Reece, A Song of Joy _nd Other Poems (1952) Richard Malcolm Johnston, Dukboro T_I.. (1871) Richard Malcolm Johnston, Mr. Billy Down. _nd HI. L1k.. (1892) Richard Malcolm Johnston, Old Time. In Middle Georgi. (1897)

SUGGESTIONS FOR READING-Submitted By Mrs. Ruth Waters, Flowery Branch, Geor~a

GEORGIA HISTORY

Andrews, Eliza Frances. War-time journal of a Georgia girl, 1864-1865. 1960.

Bonner, James C. Georgia story. 1958.

Candler, Allen D. Colonial records of the State of Georgia. 1904. 16 v.

Candler, Allen D. Georgia. 1906. 3v.

Candler, Allen D. Revolutionary records of Georgia. 1908. 3 v.

Chesnut, Mary Boykin. Diary from Dixie. 1906.

Coleman, Kenneth. American Revolution in Georgia. 1763-1788.

Coleman, Kenneth. Georgia history in outline. 1961.

Colonial pames of America, Georgia Society. Some early epitaphs in Georgia. 1934.

Colonial 'Dames of America, Georgia Society. Georgia, a ,pageant of years. 1933.

Cooper, Walter G. Story of Georgia. 1938. 4 v. (4.4 is biographical volume).

Coulter, Ellis Merton. List of the early settlers of Georgia. 1949.

Cummings, Kate. Kate: the journal of a Confederate nurse. Ui66. (Reprinted 1959).

J Evans, Lawton, History of Georgia.

Georgia Dept. of Archives and History. Georgia in World War n. 1946. 2 v.

Georgia Dept. of Archives and History. Some early tax digests of Georgia. 1926.

Georgia Historical Society. Collections, v. 2. 1842.

Henderson, Lillian. Roster of the Confederate soldiers of Georgia. 1955-1960. 4 v.

Hoehling, Adolph A. Last train from Atlanta. 1958.

J Holleran, C. J. Know your Georgia. 1883. 2 v.

Jones, Charles C. History of Georgia. 1883. 2 v.

Key, William. The Battle of Atlanta and the Georgia Campaign. 1958.

Knight, Lucian Lamar. Georgia and Georgians. 1917. 6 v.

Knight, Lucian Lamar. Georgia landmarks, memorials and legends. 1913. 2 v.

Knight, Lucian Lamar. Georgia's roster of the Revolution. 1920.

Longstreet, Gen. James. From Manassas to Appomattox. 1895.

J Maynard, Louise. Our Georgia. 1950.

Meadows, John C. Modern Georgia. 1954.

O'Neill, Charles. Wild train; the story of the Andrews Raid. 19156.

Saye, A. B. Georgia government and history. 1957.

J Science Research Associates. Story of Georgia. 1942.

Stevens, William Bacon. History of Georgia. 1847. 2. v.

Strobel, P. A. Salzburgers and their descendants. 1953.

Tailfer, Patrick. True and historical narrative of the Colony of Georgia; with comments by the Earl of

Egmont. 1741. (Reprint, 1960).

Toomey, Joseph M. Georgia's participation in the World War, 1914-1918. 1936.

White, George. Historical collections of Georgia. 1853.

White, George. Statistics of the State of Georgia. 1849.

Woolley, Edwin C. Reconstruction of Georgia. 1901.

County histories of Baldwin, Brooks, Colquitt, Dodge, Floyd, Glynn, Gwinnett, Irwin, Lumpkin Macon Tift,

Wilkes.

'

,

LITERATURE
Aiken, Conrad Potter. Selected poems. 1953. Bell, Vereen S. Swamp water. 1941. Bickers, D. G. Just a verse-a-day. 1927.

62

--
BIBLIOGRAPHY
Brick, John. Jubilee. 1956. Childers. James Saxon. Nation on t1he flydng trapeze. 1960. Y Connack, Maribelle. Swamp boy: 'a story of the Okefenokee Swamp in Georgia. 1948. Edwards, Harry Stillwell. Eneas Africanus. 1920 Ethridge, Willie Snow. Summer thunder (fictionized biography of James Oglethorpe). 1958. Faralla, Dana. Magnilfica1llt Barb, 1947 Fleming, Berry. Col. Effingham's raid. 1943. Y Gaimard, Peyre. Amazing Mr. Mocker. 1955. Goulding, Fielding R. Young marooners. 1887. Ham, Tom, Give us this valley. 1952. Harben, Will H. The Georgians. 1904Harris, Cora. Circuit rider's wife. 1910. Harris, Joel Ohadler. Free Joe and other Georgia sketches. 1887. Harris, Joel Chandler. Tales from Uncle Remus. 1935. Hart, Bertha Sheppard. Introduction to Georgia writers. 1929. Hickey, Daniel Whitehead. Never the nightingale. 1951. Hork-an, Nellie Irwin. Awakening and other poems. 1957. Hyman, Mac. No time for sergeants. 1954. Jones, Charles C. Negro myths from the Georgia coast. 1888. Lanier, Sidney, Selected poems. 1947. McGill, Ralph. A Church, a School. 1959. McGill, Ralph. The Fleas come with the dog. 1954. Miller, Helen Topping. Dark sails; a tale of ,Old St. Simons. 1945. Mitchell, Margaret. Gone with the wind. 1936. Nichols, Anne. Abie's Irish rose. 1927. J Powell, Miriam. Jareb. 1952 Scruggs, M. What shall the heart remember. 1951. Reece, Byron Herbert. Ballard of the bones. 1945. Seifert, Shirley. Let my name stand fair. 1956. Sibley, Celestine. Malignant beart. 1958. Stanton, Frank L. Songs from Dixie Land. 1900. Suddeth, Ruth Bigin. An Atlanta argosy; an anthology of Atlanta poetry. 1938. Watts, Charles Henry. Thomas Holley Chivers, his literary carrer and his poetry. 1956. Wynn, William T. Readings in Georgia literature. 1937.
THE ARTS
Charlot, Jean. Charlot murals in Georgia; with introduction by Lamar Dodd. 1945. Collings, Henrietta, Georgia's heritage of song. 1955. Howard, Annie Hornaday. Georgia homes and landmarks. 1929. Johnson, James Weldon. Book of American Negro spirituals. 1947. Lowance, Katherine. Much ado about music. 1952. Menaboni, Athos. Menaboni's birds. 1950. Nichols, Frederick Doventon. Early architecture <of Georgia; with a pictorial survey by FranA:es Benjamin Johnston. 1957.
INDIANS
J Bell, Corydon. John Rattling-Gourd of Big CON; a collection of Cherokee Indian legends. 1955. J Bleeker, Sonia. The Cherokee: Indians of the mountains. 19t12. J Brownin, Frances W. Captured words. 19M.
Brown, John P. Old frontiers; the story of the Cherokee Indianl from earliest, time. to the date of their removal to the West, 1838. 1938.
J Coblentz, Catherine Cate. AhYo-Ka, daughter of Sequoya. 19150. Corry. John Pitts. Indian affairs in Georgia. 1936.
J Fletcher. Sidney. Indian games and dances With 8tive songs. 1915. Foreman, Grant. Sequoyah. 1939. Gilbert. William Harlan. Eastern Cherokees. 1943. Harris, Walter A. Here the Creeks sat down. 1958.
J Heiderstadt. Dorothy. Indian friends and foes. 1958. J Key. Alexander. Oherokee boy. 1957.

BIBLIOGRAPHY
Lumpkin Wilson. Removal of the Cherokee Indians from Georgia, w.1 1924. Malone, Henry Thompson. Cherokees of the Old South. 1956. J Marriott, Alice Lee. Sequoyah; leader of the Cherokees. 1956. Mooney, James. Swimmer manuscript; Cherokee sa-cred formulas and mediCinal prescriptions. 1932. J Moyers, William. Famous Indian tribes. 1954. J Parker, Thomas Valentine. Cherokee Indians: 1907. Smithsonian Institution; nineteenth annual report, part 1. (containing "Myths of the Cherokees") 1898. Starkey, Marion Lena. Cherokee nation. 1946. Waring, Antonio J. Laws of the Creek nation. 1960.
DESCRIPTION: Social Science; Local History
Bernd, Joseph I. Grass roots politics in Georgia. 1960. Brice, William Malone. A City laid waste; tornado devastatinn at Gainesville, Ga., April 6, 1936. 1936. Cate, Margaret Davis. Early days of Coastal Georgia. 1955. Cate, Margaret Davis. Our todays and yesterdays. 1926. Cooney, Lorraine M. Garden history of Georgia. (Part 1: Georgia's early gardens) 1933. Coulter, Ellis Merton. Auraria, the story of a Georgia gold mining town. 1956. Coulter, Ellis Merton. Wormsloe. 1955. Felton, Rebecca Latimer. County life in Georgia, in the days of my youth. 1919. Ford, Elizabeth Austin. Jekyll Island. 1960. Ford, Elizabeth Austin. Stone Mountain. 1959. Gainesville City Directories, 18821960. (Some issues missing). Gainesville, Ga. Citizens' Committee. Gainesville, the mountain city of Georgia. 1888. Garrett, Franklin M. Atlanta and environs. 1954. 3v. Georgia Capital directory and state guide. 1957. Georgia Dept. of Archives and History. Georgia official register, 1951.1958. Georgia Dept. of Commerce, Georgia manufacturers.- producers, processors. 1955. Georgia Dept. of Education. Annual reports, 1953-1958. 3v. Georgia Dept. of Forestry. Common forest trees of Georgia; how to know them. 1936. Georgia. Ornithological society. Birds of Georgia. 1960. Georgia. Ornithological society. Birds of Georgia. 1960 Hardee, Oharles Seton Henry. Reminiscences, an'd recollections of Old Savannah. 1923. Hughes, Melvin Clyde. Country government in Georgia. 1944 Lovell, Caroline Cou,per, Golden Isles of Georgia. 1932. Powell, Arthur G. I can go ~ome again. 1943. Range, Willard. Century of Georgia agriculture, 1850-1950. 1954. Raper, Arthur Franklin. Preface to peasantry. 1936. Sentell, Perry. Handbook for Georgia legislature. 1939. Sherwood, Adiel. Gazetter of the State of Georgia. 1939. Shuler, Edward Lander. Blood Mountain. 1953. Steed, Hal. Georgia, unfinished state. 1942. Vanstory, Burnette. Georgia, land of the Golden Isles. 1956 Woodward, Emily. Empire; Georgia today in photograph and paragraphs. 1936. Writers' program. Augusta. 11938. Writers' program. Georgia, a guide to its town and countryside. 1940 & 1954. Writers' program. Macon guide and Ocmulgee monument. 1939. Writers' program. Savannah River plantation. 1947.
BIOGRAPHY
Ham, H. W. J. Representative Georgians. 1887. Montgomery, Horace. Georgians in profile. 1958. Northern, William J. Men of mark in Georgia. 1960 6 v. Marshall, Elizabeth. Allen D. Chandler, governor and collector of records. 1959. Byers, Tracy. Martha Berry, Sunday lady of Possum Trot. 1932. Kane, Harnett. Miracle in the mountains. 195.Talmadge, John B. Rebecca Latimer Felton; nine stormy decades. 1960. Gilbert, Sterling Price. Georgia lawyer. 1946. Tankersley, Allen P. John B. Gordon: a study in gallantry. 1955. J Latham, Frank B. Fighting Quaker, southern campaigns of Gen. ?-Iathanael Greene. 1953. Brooks, Stella B. Joel Chandler Harris, folklorist. 1950.
64

Y Harlow, Alvin Fay, Joel Chandler Harris, plantation storyteller. 1941. Pearce, Haywood J. Benjamin H. Hill. 1928. Foster, William O. James Jackson, duellist and militant statesman. 1960. Armstrong, Margaret. Fanny Kemble, a passionate victorian. 1938. Lamar, Dolly Blount. When all is said and done. 1952. Mims, Edwin. Sidney Lanier. 1905. Whittemore, Myrtle. Flute c;oncerto of Sidney Lanier. 1953. Le Tourneau, Robert Gilmour; Mover of men and mountains. 1960. Boland, Frank Kells. First anesthetic; story of Crawford Long. 1950. Wade, John Donald. Augustus Baldwin Longstreet. 1924. Sanger, D.D. & Hay, T. R. James Longstreet. 1952.
J Chote, Anne Hyde. Juliette Low and the girl scouts. 1928. Lumpkin, Katehrine Du Pre. Making of a Southerner. 1946. Marshall, Catherine. A Man called Peter. 1951. Atlanta Historical Bulletin; Margaret Mitchell; memorial issue. 1950. Jaynes, R. T. Thomas Jefferson Rusk. 1944. Coulter, B. M. Thomas 8,palding of Sapelo. 1940. Knight, Lucian Lamar. Alexander H. Stephen!>. n..d Richardson, B. Ramsey. Little Aleck. 1932. Von Able, Rudolph. Alexander H. Stephens, a biography. 1946. Brewton, William W. Son of thunder, Robert Toombs. 1936. James, Powhatan W. George W. Truett., 1939. Woodward, C. Vann. Tom Watson, agrarian rebel. 1938.
J Wilson, Hazel Hutchins. Story of Mand Anthony Wayne. 1953. Brailsford, Mabel Richmond. Tale of two brothers, John and Charles Wesley. 1954. Chappell, E. B. Studies in'the life of Joh.. Wesley. 1911. Church, L. F. Knight of the burning heart. n. d. Cemler, Marie Conway. The 'holy lover, John Wesley. 1927.
J Latham, Jean Lee. Story of Eli Whitney. 1953. Elliott, Margaret Axson. My Aunt Louise and Woodrow Wilson. 1944.

EIGHTH GRADE: United States H'istory

INTRODUCTION

Having completed t>he background study of the United States, the eighth grade pupil is ready for .. more comprehensive study of his own country. The teacher of eighth grade social science has a most important assignment, not only to guide the pupils as they form the continuous story of the development of their country but to lay the foundations for an analytical study aot the up,per level. History areas such as the Constitutional ~a and the War Between the States will merely be abbreviated later on; therefore, a more detailed study of these units should be made in the eighth grade. With respect to geography, since there has been a broad concentration of geography in the lower grades, utilization of these concepts and skills will form the basis of the needed understanding of the physical nature of our land and the part it has played in our history. Because of large number of eighth graders will terminate their formal education before the eleventh grade, special emphasis should be placed on the understanding and appreciation of Our Democracy.

In addition to the work in the content area, the toocher has a heavy assignment in assisting t~e pupils to make a satisfactory transition to the high school. Study habits and attttudes formed duri~ this year will set the pattern for their high school work, and in many cases will determine whether or not they graduate.

Implications: Because of the nature of the assignments and the problems it involves, social scien<:e should:

1. Place the emphasis on the present needs, interest and experience of the individual pupil.

.

2. Use ,the subject matter and procedures to develop skill in comprehension of the written and spoken

word and in self-expression of both the oral and the written word.

3. Assume a definite responsibility in maintaining a political philosuphy favorable to our democratic institu

tions and the American way of life.

4. Use every available means to remove discrepancies which exist between t>he ideals of democracy and the

way in which its is practiced.

Teachers and pupils planning and working together should develop the following understandings:
1. To a.:quire an understanding of American demo cracy and how it developed. 2. To realize the values expressed in such documen ts as the Declaration of Independence, Constitution, Bill
of Rights, Gettysburg Address, Atlantic Charter, etc. 3. To appreciate the struggles and sacrifices which went into the building of our country.

65

4. To know events, people, and movements in United States History. 5. To develop an appreciation of American cultural, educational and economic institutioos. 6. To encourage a deeper understanding of, and appreciation for the responsibilities of American citizen-
ship 4lS well as world citizenship.

I. TOPICS TO BE EMPHASIZED
1. A survey of colonial history and the background of the American Revolution. 2. The American Revolution. 3. The making of our Amel"ican Constitution with a consideration of somal and economic influences. 4. The rise of sectionalism: the industrial Northeast, ,the plantation South and free-fann West. 5. The development of democratic institutions: growth of the federal judiciary and the new interpretation of
the ,presidency. 6. Territorial development, the struggle over new states, and the Civil War. 7. The development of waterways, highways, railways, and airways, and of domestic and international
trade. 8. Recreation, sports, and social life. 9. The rise and influence of major communication industries.

II., REPRESENTATIVE DATES
Beginning of the Revolutionary War, 1775 Declamtion of Independence, 1776 Sur.render of Cornwallis, 1781 Drafting of the Constitution, 1787 Inauguration of Washington, 1789 Invention of the cotton gin, 1793

Fulton's Steamboat, 1807 War with England, 18121815 Missouri Compromise, 1820 CiVlil War, 1861-1865 Invention of telegraph, 1844 Transcontinental railroad, 1869

III. REPRESENTATIVE PERSONS

Samuel Adams John Jacob Astor Clara Barton Alem-nder Graham Bell Jefferson Davis Thomas A. Edison Cyrus W. Field Henry Ford

Robert Fulton Charles Goodyear Ulysses S. Grant Nathan Hale Alexander Hamilton Patrick Henry James J. Hill Elias Howe

Andrew Jackson Thomas Jefferson John Paul Jones John Marshall Robert E. Lee Abraham Lincoln Henry Longfellow Cyrus McCormick

Samuel F. B. Morse Thomas Paine Georse Washington Eli Whitney Orville Wright Wilber Wright

IV. SKILLS TO BE EMPHASIZED
1. Ability to interpret pictures, charts, diagmms, and cartoons. 2. Study of more maps and more complex maps. 3. Ability to take accurate notes and to make simple outlines. 4. Locating library materials and any supplementary volumes efficiently. 5. Training in making and criticizUlg generaliizatioD6. 6. Ability to summarize. 7. Expansion of the vocabulary of American History, including such concepts as revolul.dG: , md rebellion,
economics, industrial, factory system, homestead, plantation system,territory, 'sectionalism, and federal. 8. The development of Amedcan concea>ts by studying representative institutions. Such instlitutions B.s the
kee- public school and the political party are representative. Examples of ideas and concepts are: worth of the
individual, religious freedoms, freedom of thought and choice,human rights and dignity. economic dom, and cmtural development and oppootunity.

"Only in states in which the power of the people has liberty any abode."
Cicero, on the supremacy of the people ~I
66

WORLD HISTORY

GRADES NINE AND TEN - ADVANCED STUDENTS

Methodology and the Development of Ski 115 in the Discipline of World History
Effective teaching procedures in a discipline come to some by inspiration, to others by hard work and, regrettably, to many not at all.
In the discipline of World History, the teacher is offered the broadest opportunity but confronted with the greatest responsibility for the choice of materi,al and the means for its presentation. Every teacher is, in a crucial way, his own historian - selecting, organizing, emphasizing, ignoring, and evaluating; however, his multiple tasks will be less burdensome and better performed if the natural assets of history are recognized and exploited. The abundance of attractive subject matter, its sequential nature, and the fact that the central actor is man himself, are basic guides to method. The teacher abandons these at his peril and at the risk of neglecting his function.
The record of the past, time, and the nature of man are the materials of the history trade. In every society, the keeper of the social memory is its pivot. He is the ever present reminder of continuity and experience, andmore than these - he is the conveyor, to the present tha t the destiny of society is largely in its own hands. The . history teacher is the keeper of the social memory. Thus, reduced to its essentials, the heart of historical methodology may be found in this simple phrase: "Truth embodied in a tale shall enter in at lowly doors".
To what truth and what tale, the teacher may be directed but not confined by this or any guide. Method is a means, never an end in teaching. Whatever method is used in world history instruction, it must convey a sense of the whole movement of man or the meaning is lost. At teaching levels below upper class college courses, this sense of the "whole movement" can best be taught by the chronological development of the subject. Without a feeling for the grand progression of history firmly established, regional or special studies cannot take root. The secondary teacher has, at least, the clear duty of laying a factual but integrated historical foundation. What happened, where it happened, and when it happened are important but are fruitless unless how it happened and why it happened are given overriding emphasis. How and why fix the cause for a new effect. Cause and effect constitute a kind of truism in history teaching, although often the obviousness of the relationship means taking it for granted.
The results of effective method in the handling of a subject are measured in part by the skills that are developed. The skills of the teachers become those of the student. The skills are the tools of the history trade. Especially important in the field of history are the following:
1. Rapid .and retentive reading. 2. The ability to distinguish between the significant and the trivial. 3. Understanding how to summarize and outline. 4. Learning to analyze events in terms of What? Where? When? Why? How? and the relation of cause to
effect. 5. Gaining a chronological sense of historical movement. 6. Remembering, through an association of the fact and the whole of which it is a part. 7. Looking at history through the people Who made it.
Below are some works on method that may be helpful to the teacher: B. A. Hinsdale, How to Study and Teach History, Appleton. R. G. Collingwood, The Idea of History, Oxford (Galaxy). Herbert Butterfield, History and Human Relations, Macmillan. Herbert Muller, The Uses of the Past, Oxford (Galaxy.) Karl Lowith, Meaning in History, Univ. of Chicago. Louis Gottschalk, Understanding History: A Primer of Historical Meth , Univ. of Chicago. J. Barzun and H. F. Graff, The Modern Researcher, Harcourt. Social Science Research Council, Theory and Practice in Historical tudy.

Part Two: Topical Outline of Content for Grade Nine (Advanced Students) Ancient through Industrial Revolution.

Unit I. Origins and Pre-Roman Contributions.

Specific Aim: To set the historical stage, to begin the cultural, religious, and political themes that influence all later history, and to establish firmly the concepts of blending and continuity essential to an understanding of historical perspective.

A. The Content and Meaning of History. 1. Broad Scope. 2. Definition.

3. Evaluation of Importance for the Student.

67

B. Early Development of Man. 1. Our Sources of knowledge. 2. Reasons for the Location of Early Man.

3. Chronology.

C. Egyptian Civilization. 1. Importance of Geography. 2. Neolithic and Pre-Dynastic Egypt.
3. Dynastic Egypt. 4. Institutions of Egyptian Life. 5. Summary of the Important Contributions of Egyptian Civilization.

D. The Fertile Crescent 1. Geography of the Crescent. 2. Stages of Mesopotamian Civilization. 3. Generalized View of the Culture of Mesopotamia. 4. The Phoenicians and their Contributions. 5. The Hebrew Civilization. 6. Lydia. 7. The Persian Empire: Area, People, and Coritributions.

E. A Brief Survey of Early Asia. 1. The Beginning Culture of China.

2. The Beginning Culture of India.

F. The Greek Civilization. 1. Modern Characteristics of the Ancient Greeks. 2. Geographic Influence on Greek Development. 3. Time Period of Greek Civilization. 4. The Homeric Age. 5. City-State Development. 6. The Extremes of Greece: Sparta and Athens. 7. Elements in the General Culture of Greece and their Limitations.

G. The Hellenistic Age. 1. Leadership of the Kingdom of Macedonia. 2. Rise of Alexander the Great. 3. Alexander's Empire and its Division. 4. The "Modern" Attributes of the Hellenistic World and a Summary of their Legacy.

Unit II. The ReDirection of the Ancient World.
Specific Aim: To integrate, modify, and redirect the earliest Mediterranean cultures. To understand political and legal sophistication in society in a broader and more complicated pattern. To stress the cosmopolitan nature of the historical pattern.
A. The Meeting of East and West in the Ancient World. 1. From the Greeks to Alexander in the Indus Valley. 2. Trade and Conquest the Mediums of Contact. 3. Government and Culture in the Indian Peninsula. 4. Ancient Empires of China - Their peoples and the Nature of their Society 5. Early Interaction of West and East.
B. The Age of Rome and Its Decline. 1. Geographic Factors Influencing the Growth of Rome and its Empire. 2. Early Inhabitants of "Italy". 3. Political systems of Early Rome and the Republic. 4. Establishment of the "Empire". .5. Augustus and the Principate. 6. The Empire after Augustus. 7. Roman Contributions in Culture, Politics and Law. 8. Reasons for the Gradual Decay of the Roman system.
C. Christianity in the Roman Empire. 1. The Nature and Influence of Early Christianity. 2. The Place of Religions in the Roman World.
a. ChrisHanity versus Emperor Worship.
4. Bases for the Success of Christianity in the Empire. 5. Early Organizations of the Christian Church.

68

- D. The Germanic Kingdoms.
1. Rome and the Outer World. 2. Nature of the German Peoples.

3. Germanic Influence on Europe. 4. The Interaction of Germans and Romans.

E. The Carolingian Empire.
1. Rise of the Salian Franks: Clovis and the Frankish Expansion. 3. Charles the Great and the Revival of the "Roman Empire". 4. Government and Society under the Carolingians.

F. The Byzantine World.
1. Roman Authority Continues in the East. 2. Foundations of the Eastern Empire. 3. Contributions of the Eastern Empire.

G. The Spread of Moslem Power.
1. The Faith. 2. Islamic Empire. Islamic Culture.

H. India.
1. The Gupta Dynasty of India - Its Culture. 2. The Spread of Indian Culture in Southeast Asia. 3. The Moslem Invasion and Results.

I. China.
,1., The Fall of the Hans. 2. The T'ang and China's Golden Age.

3. The period of the Sungs. 4. Mongol Chin{l and the Khans.

J. Early Japan - Its Culture and Government.

Unit III. The Search for a New Order of Things - in Society and Government.
Specific Aim: To point out the change from a "universal" way of thinking to a "national" way of thinking. To lay the foundations for ,a regenerated world based on new ide{ls of individual worth and new national political systems.
A. Feudalism in Europe. 1. Definition of Feudalism. 2. Sources of Feudal Relationships. 3. Political and Economic Feudalism. 4. The decline of Feudalism. 5. Evaluation of Feudalism as an Intermediate System.
B. The Medieval Church. 1. The Church and Feudalism. 2. Problem of Church and State (Imperial and Papal Schools of Thought). 3. Reestablishment of Papal Authority. 4. The Church at the Zenith of its Power. 5. Decline of the Papacy and the Forces that checked Church Development.
C. The Rise of Modern Nations: England. 1. Peoples in the "English" Background. 2. Unity of the Early Kingdoms. 3. Norman England and the Early Growth of National Institutions.
D. The Rise of Modern Nations: France. 1. Comparison of English ollnd French Development. 2. Foundation of the French Kingdom. 3. France Gains National Status: Royal Government and National Expansion.
E. The Renaissance. 1. Definition of the Term. 2. Elements in the Renaissance Movement and the Essential Idea They Supported.
3. Changes in the European Scene and the Environment of the Renaissance. 4. Contributions of the Renaissance.

69

E

Unit IV. The New Europe Ind the World Beyond.

Specific Aim: To explain Europe on the verge of its nationalist adventure and its emancipation from religious universalism. To demonstrate the initial impact of nationalist imperial adventure on the world beyond.

A. Europe in 1500.
1. Europe Begins a New Era. 2. Survey of the Principal Nations in 1500.

B. The Reformation.
1. Meaning of the Term. 2. Causes of the Reformation: Political, Economic, and Religious. 3. The 'Place of Luther and His Church. 4. Calvinism. 5. The Particular Nature of the Reformation in England and the phases of the English Reform Movement. 6. The Catholic Reformation: The Problem, Its Nature and Results. 7. Summary of the Legacy of the Age of the Reformation.

C. The Significance of Charles V and Phillip TI.
1. The Inheritance of Charles. 2. Problems of Imperial Administration. 3. Problems of Foreign ,Politics.

4. Europe at the Death of Charles. 5. Division of the Empire. 6. Philip and His Policies.

D. The World Beyond - The Age of Discovery. 1. Native Cultures in the New World. 2. The African Peoples and Their Continent. 3. Mogul India. 4. Ming China. 5. Japan in Feudal Isolation. 6. Europe Explores - The Extension of National Power Beyond Europe. 7. The European Impact in Trade and Culture.

E. The Commercial Revolution. 1. What It Was. 2. Causes of Commercial Development.

3. Factors that Composed It. 4. Its Significant Results.

Unit V. Absolutist Nationllism and the Cla.h of Men and Idel..

Specific Aim: To describe and evaluate the first stage of the new national pattern of order under the ideology of absolutism and the intellectual reaction to that ideology.

A. Absolutism in France - The Foundation. 1. The Theory of Absolutism. 2. France in the 16th Century

3. Contributions of Henry IV. 4. Absolutism and Richelieu.

B. Absolutism in England. 1. TudoI' Background. 2. The Stuarts - James I and Charles I.

3. The Cromwell Era. 4. Restoration.

C. The Thirty Years War - A Search for a Balance of Power. 1. Political and Religious Causes. 2. Significance of Westphalia for the Nation-State System. 3. Europe after the War.

D. The Age of Louis XIV. 1. The Way Prepared. 2. The Nature of the Man. 3. His Theory of Power and Government.

4. His Relation to Domestic Affairs. 5. Wer and Foreign Policy. 6. The Burden of his Reign.

E. England after the Restoration.

1. Charles TI and the Religious Problem.

3. The Advent of JamesTI-His Nature and

2. Foreign and Domestic Policies of Charles TI.

objectives.

4. The Decline of Absolutism - William and :Mary and the Bill of Rights.

F. The Rise of New States: Prussia.

.1

1. Founders of Prussian Success end their Policies.

I

2. Importance of the Rise of Prussia in Central Europe.

I

70

G. The Rise of New States: Russia. 1. The Geography and People of Russia. 2. Formation of a Unified State.

3. The Age of Peter the Great.

H. Britain and Froance in the 18th Century. 1. Principal Developments in the Two Countries. 2. Hanoverian England: Cabinet Government and the Industrial Revolution. 3. France at the Death of Louis XIV and the Interlude of Louis XV.

I. The Intellectual Revolution. 1. Background. 2. Definition. 3. Boases in Ideas of Descartes, Newton and Locke. 4. Voltaire Combines the Elements of the Enlightment. 5. Religion and the Enlightment. 6. Influence of the Enlightment.

Unit VI. The French Revolution and its Aftermath.
Specific Aim: To measure the impact of political revolt in France and America and to assess the results of the search for another system or order in the nationstate system.
A. The "Ancient Regime" and the Boackground of the French Revolution. 1. Why the European Revolt against Absolutism Began in France and its Fundamental Causes. 2. The Person of Louis XVI and His Struggle to Master his fate.
B. The Conflict of Empire in the New World and Asia. 1. American Independence and the Anglo-French Struggle. 2. Spain Weakens its Grasp. 3. The French Lose aL Asian Empire.
C. The Pattern of the French Revolution. 1. Phases of the Revolution. 2. Early Achievements. 3. The National Assembly. 4. The Bourgeois Constitution of 1791. 5. A New Government in the National Convention. 6. The Directory Paves the Way for Napoleon.
D. Napoleon and Europe. 1. Napoleon the Man. 2. His Impact upon Europe. 3. Napoleon and the Principles of the Revolution. 4. The Government of Napoleon - Consulate and Empire. 6. Imperial Disaster.
E. The Congress of Vienna. 1. The Bourbon Restoration and the Hundred Days. 2. Nature and Significance of the Congress. 3. Principles of the Congress Settlement. 4. Terms of Setttlement.
F. Reaction in Europe. 1. The New Order and the Metternich Thesis. 2. The Concert System - Its Objectives and Work. 3. The Challenge to Metternichism.
G. The Industrial Revolution and Economic Thought. 1. Factors Involved in the Industrial Revolution. 2. Rise of Capitalism. 3. Classiool and Socialist Economic ThoughL 4. Evaluation of the Results of the Industrial Revolution.

71

GRADE 10
Part Three: Topical Outline of Content (Advanced Students) Industl'iai Revolution to Present
Unit. I. The Heart of the 19th Century: The Liberal Revolt and German Unification.
Specific Aim: To explain the internal problems and nationalism within states and the accommodation to a new balance of power between states.
A. The Revolutions of 1848. 1. Reasons for the Liberal Upsurge at MidCentury. 2. France Cues the Revolt 3. Results in Austria, Germany, and Italy. 4. The Period of Reaction Ends
B. Napolen n and France
1.' The French Revolution of 1848 Leads to the Second Empire. 2. Louis Napoleon - The Man ,and his Ambition; 3. Louis Napoleon and the Presideney. 4. The Second Empire Founded. 5. Domestic Orga,nization and' Poliey in the Second Empite.
C. German Unification - Pivot of the New Bao1ance of Power 1. The Place of Prussia 2. Bismarck: Background and Objectives. 3. Prepara1tion in Prussia. 4. Dipl'omatic Preparation 5. The Danish and Austrian Wars of Unification 7. A New Power Structure for Europe - Its Meaning for the Future.
Unit II. Developments and Problems of Other Influential States
Specific Aim..To explain the internal problems arndpolicies of other major European 'states that would bear heavily upon the continued rise of liberal nationalism and the background of World War I.
A. Engloand in the 19th Century. 1. British Reaction to the French Revolution and the Napoleonic Aftermath. 2. British Sys1tem of Government Institutions Reviewed. 3. Nature of Representative Democracy in Britain Before the Great Reform of 1832. 4. The Reform Movement. 5. Important Influences and Persons behind the Spread of Democracy in Britain after 1848. 6. Scope of the Franchise ExtenS'ion 7. Growth of the Power of the House of Commons. 8. Elements of the Cabinet S~stem of Government.
B. Russi,a in the 19th Century. 1. The General Relationship between Russia and the Rest of Europe. 2. Gradual Renovation of Russian Social and Organizational Structures. 3. AleJeander I - Early Liberal~m and the Spell of Metternich. 4. Nicholas I and Reaction.
5. AleJeander n - Reform and Reaction.
6. Alexander ill - Continuation of Conservative Policy.
7. Nicholas n - The Pressure of Reform.
C. Austria in the 19th Century 1. The Second "Sick Man" of Europe. 2. Austria at MidCentury: Revolution and Reaction. 3. The Problem of Racial Balance and Government Organization. 4. The Condition of the Empire at the End of the Century.
Unit III. National Imperialism and the Balance of Power.
Specific Aim: To understand the impact of European and United States power and culture on the underdevel opped world and to assess the second power realignment among the major nationstates after Westphalia.
72

A. The New Imperialism 1. The Issue and Nature of the New Imperialism. 2. The Various Imperial Cycles of -the NaltJion-State System: Exploration, Reaction, and the New Imperialism. 3. Dj,fferences between the Imperialism of Exploratd'on and the New Imperialism. 4. Fundamental Causes of the New Imperialism. 5. Brief Survey of the Imperial Nations at the Beginning of the Age of the New Imperialism. 6. General Pattern of European Expansion in Asila in the 19th Century. a. Geography of the area and its peoples. b. Britain in India. c. Imperialism in Southeast Asia and Oceania. d. China and Western pressure. 7. The United States "Opens" J-apan. 8. The Spanish-American War and the United States as a Pacific Power. 9. The Interaction of the West and Asia. 10. The Opening of African EXpansion. a. Geography and peoples of the coninent. b. Nature of the imperial movement in Africa. c. The general pattern of colonial control.
11. Evaluation of 19th Century Imperialism. B. Diplomatic Background for World War I
1. The Pre-War Pattern of European Diplomacy. 2. The Reason for and Structure of the German Alliance System. 3. The "Allied" Alliance System.
4. Economic Rivalry.
-5. Imperial Conflicts of Interest. 6. Nationalism. 7. Significant Pre-War Crises.
Unit IV. World Werl, the Peece Settlement, end the InterWer Period.
Specific Aim: To explain the means and failure of the system of international accommodatnoo of interests in the State system and to emphasize the continuity of persistent problems in the society of nations and the constant endeavor to reach solutions through a permanent collective security organization. A. T.he War and the Peace Settlement
1. The Immediate Cause - Nature of the Conflict of Interests in the Balkans. 2. Positions and Policies of the Major European Power and the United States at the Beginning of the
War 3. The Military Course of the War. 4. The Attempts ,to Regain Peace: The Peace Aims of the Belligerents and the Wilson Program. 5. Participation by the UniJted S-tates. 6. Negotiating the Armistice. 7. Ba'ses of the Peace 8. The Paris Conference - Its Nature and Work. 9. Wilson and the Fourteen Points - Viotory and Defeat. 10. The Main Treaty Provisions. 11. New Approach to World Order - The League of Nations. B. The Challenge to the New Order. 1. Fascist Italy
a. Causes of the rise of Italian Fascism. b. Mussolini and the development of Fascist control. c. Government organization and character. d. The philosophy of Fascism. 2. Nazi. German a. The German Republic and the factors behind its collapse. b. Nazi theory c. The Nazi assumption of power and the Nazi government. d. - Nazi foreign policy: aggressive expansion.
3. Japanese Militarism and the Greater East Asia Co-Prosperity Sphere.
C. The Bulwark of the New Order. 1. France between the Wars. a. Problems of post-World War I rehabilitation. b. Political weakness and g'Overnment disorder. c. Failure of the foreign policy of protection.
73

2. Britain between the Wars.

a. Wartime political unity replaced by post-war re-alignment.

b. The rise of Labor.

c. Depression and coalition governmenJt.

d. Indecision and the Conservative majority.

e. The Empire reformed: the Statute of Westminster.

f. In foreign policy: old principles but new problems.

3. The United States between the Wars.

a. NOIl"IIlalcy to depression.

b. The great withdrawal: disarmament, isolation, and the outlawry of v.-ar.

D. The Inter-War Years and the Diplomatic Background of Woo-Id War II.

1. Comparison of the Background Causes of Wf),l"ld War I and II.

2. A Review of Earlier MJtempts at International Collective Security: Westphalia, Concert of Europe.

3. Challenges ,to the League of Nations System

a. .Japan in Manchuria

d. Creation of the Axis.

b. German rearmament

e. German expansion.

c. Italy in Ethiopia

4. Failure of the League System.

5. Disuni~7 and Weakness in the Anti-Axils Camp

Unit V. The World Goes to War Again and the Fourth Great Search .for a General Pattern or Order.

Specific Aim : To show the futility of the nation-state system without an acceptance of .the collective security idea and its effective enforcement. A. World War II.
1. The Pattern of Aggression in Europe and Asia. 2. The Pattern of Response in Europe and the United States. 3. The MajQr Issues of ,the Conflict. 4. The Course of the OonHict and the War Aims of the Belligerents. 5. Peace Aims and Prospects for '1 New Pattern of Order. 6. The End of Belligerency and the War withourt a Peace.

'B. The Establishment of. the United Natioos.

1. COmParing. the ,Charter of the UniJted Nations with the Covenant of the League: Strengths and Weak-

nesses.

2. The "Heart" of ,the CovenanL(AI1ticle 10) and ,the "Heart" of the Charter (Article 25).

3. The Security Council and .the Power. to Enforce Peace.

4. Peace and Security through Regional Organizations.

I
I

5. A New Stature for the Assembly - Its Power and Membership.

I

Unit VI. The Legacy of the Second World War and the Contemporary Pattern of Persistent Problems.

Specific Aim: To clarify the conflicts of international power and policy interests within the framework of t1he

rise of Communist power and the emergent national states of the underdeveloped world; and' teach an

understanding of the interrelationship between the secur~ty and progress of the United Stllites a' the world

in such a setting.

.

A. The Rise of Soviet Communism 1. The Dissolution of Czarist Russia. 2. Progress of the Revolution and Its Leadership. 3. Establishment of Soviet Control 4. The Internal Struggle for Power: The Stalin and Trotsky Theses. 5. The Stalinist Dictatorship of Party and St8te 6. Organization of 1lhe Soviet State: The 1936 Constitution. 7. The Threat of Communist Theory and Power. 8. The Nature and Limi1ations of Soviet Participation in World War II. l. Growing Soviet Influence on the Post-War World.

B. The Framework of Persistent Problems in the World Today.

1. New Ohallenge and Response with the United Nations The Effectiveness of Colleotive SecuritY

NQw.

a. Korea

c. The Congo

b. The Middle East

2. The Underveloped Neutmlist World and theForces of the New Nationalism - Socio--economic Causes

of Upheaval.

74

a. In Africa b. In the Middle East
3. The Cold War Conflict.
a. Geography of the conflict. b. Power groups in the conflict.

c. In Asia d. In Latin America
c. Ideological, motivations. d. Political and economic means.

Ninth and Tenth Grade Advanced Students World History Reading List for Teachers
(Starred (*) items, as well as others, may be used for advanced pltlieeme<Il!t students. See, also, material in Tenth Grade World History Survey Course.)

GENERAL:
William L. Langer; An'Encyclo.pedia of World History, HoughtJon. C. G. Starr and otheI'lS, A History of the World, Rand McNally. Herbert Muller, The Uses of the Past, Oxford (Galaxy). J. F. C. Fuller, A Military History of the Western World, Funk & Wagnalls.

NINTH GRADE - Unit III:
*V. G. ChiMe, Man Makes llimseU, Mentor. *--,The Prehistory of European Society, Penguin. *S. Cole, The Pre'histOTY of East Africa, Penquin. *W. A. FairservJs, Jr., The Origins of Oriental Civilization; MenrlJor. Albert A. Trever, History of Ancient Civilization, Harcourt, Brace. *William RoweRs, Back of HiISllory: The Story of our Own Origins, Doubleday. M. C. Burkitt, The Old Stone Age, N. Y. Univ. *Edward Chiera, '!bey Wrote on Clay, Univ. of Chicago. J. A. Wilson, The Culture of Ancient Egypt, Univ. of Chicago. A. C. Bouquet, Comparative Religion Penguin. *H. D. F. Kitto 'The Gi'eeks Penguin. R. W. Living'stone The Legacy of Greece Oxford
Sir Alfred Zimmern The Greek Commonwealth, Oxford. W. W. Tarn and G. T. Griffith, Hellenistic Civilisation, St. Martins. "'--,Alexander the Great, Beacon. M. Cary, The Geographic Background of Greek and Roma'n History, Oxford.

NINTH GRADE - Unit II:

*R. H. Barrows" The Romans, Penguin.

A. E. R. Boak, History of Rome to 565 A.D., Macmillan.

R. Grousset, The, Rise and Splendour of the Chinese Empire, Univ. of Califorintli.

G. B. Cressey, China's Geographic Foundations, McGraw-Hill.

W. H. Moreland and A. C. Chatterjee, A Short HiSitory of lndia.

*Longmans.

*T. W. Wallbank, A Shoot History of India and Pakistan from Ancient Times to the Present, Mentor.

C. G. Starr, Civilization and the Caesa'l"s, Cornell Univ.

J. B. Bury, The Inv'asion of Europe by the Barbarians.

E. A. Thompson, A History of Attila and the Huns, Oxford.

Ferdinand Lot, The End of the Ancient World and the Beginnings of the Middle Ages, Barnes and Noble.

N. H. Baynes and H. T. L. Moss, Byzantium; An Introduotion to East Roman Civilization, Oxford.

*M. Granet, Ohinese Civilization, Meridian.

'

K. S. Latourette, The History of Japan, Macmillan.

H. A. R. Gibb, Mohammedanism: An Historical Survey, Oxford.

*Paul H. Clyde, The Far East, Prentice-Hall.

*Harold Lamb, The March of the Barbarians, Dl.ubleday.

NINTH GRADE - Unite III:
*Sidney Painter, Medieval Society, Cornell Univ. -,The Rise of the Feudal Monarchies, Cornell Univ. H. O. Taylor, The Medieval Mind, 2 vols., Harvard Univ. *R. F. Arragon, The Transition from the Ancient to the Medieval World, Berkshire. S. Baldwin, The Organization of Medieval Christianity, Berkshire. Carl Stephenson, Mediaeval Feuoolism, Cornell Univ.

75

G. C. Sellery, The Renaissance, Univ. of Wisconsin. *Pirenne, Medieval Cities, Doubleday (Anchor). R. W. Southern, The Making of I!:he Middle Ages, Yale Univ.
A. L. Poole, From Doomsday Book to Magna Carta, 1078-1216, Oxford. *Amy Kelly, Eleanor of Aquitaine, Knopf. *W. K. Ferguson, The Renaissance, BerkshiT'e.

NINTH GRADE - Unit IV:

James Bryce, The Holy Roman Empire, St. Martins.

C. E. Nowell, The Great Discoveries and the First Colonial Empires, Cornell Univ.

D'Arcy McNickle, They Came Here First, Lippincott.

G. M. Valliant, The Aztecs of Mexico, DoUbleday.

I

*8. E. Morrison, Admiral of the Ocean Sea; A Life of Christopher Columbus, Little, Brown. Preserved Smil!:h, The Age of the Reformation, Holt.

*RoI'l1nd H. Bainton, The Age of the Reformation, VanNostrand (Anvil)

II

Hans Kohn, The Idea of Na'tionalism, McMillan. *E. D. Salomn, Imperial spain, (Berkshire Studies) Holt.

R. B. Mowart, The European States System, Oxford.

tI

NINTH GRADE - Unit V

C. V. Wedgwood, The Thirty Years War, Yale Univ.

t

W. F. Reddaway, A History of Europe from 1610-1715, Barnes & Noble.

*F. Nowak, Medieval SIavdom -and the Rise of RUssia, (BerkshiTe Studies) Holt

*Sidney B. Fay, The Rise of Brandenbw.'lg-Prussia- to 1786, (Berkshire Studies) Holt.

C. V. Wedgwood, Riohelieu -and .the French Monarchy, Macmillan.

*L. B. Packard, The Age of Louis XIX, (Berkshire Studies) Holt.

*W. H. Lewis, The Splendid Century, Doubleday (Anchor).

George M. Trevelyan, England Under the Stuarts, Putnam.

--,The English Revolution, 1688-1689, Oxford.

*Maurice Asihley, England in the Seventeenth Century, Penguiv

*Louis L. Snyder, The Age of Reason, Van Nostrand (Anvil).

*H. Nicolson, The Age of Reason, Doubleday.

NINTH GRADE - Unit VI
*Edmund Morgan, Birth of the Republic, 1763-89, Univ. of Chicago. *Carl Becker, The DeclarllJtion of Independence, Knopf. J. C. l\(iller, Origins of the American Revolution, Little, Brown. S. F. Bemis, The Diplomacy of the American Revolution, Indiana Univ. *Ale~s de Tocqueville, The Old Regime and ,the French Revolution, Doubleday (Anchor). *Leo Gershoy, F-rench Revolution, 1789-1799, (Berkshire Studies) Holt.
Geoffrey Bruun, Europe and the French Imperium, 1799-1814, Harper. J. M. Thompson, Napoleon Bonaparte: His Rise and Fall, Oxford. A. Cecil, Metternich, 1733-1859, MacmiUan. *Arthur J. May The Age of Metternich, 1814-1848, (Berkslrire Studies) Holt. H.Nicolson, The Congress of Vienna, 18-1822, Harcourt. Henry Kissinger, The World Restored, Ambassador. Arnold Toynbee, The Industrial Revolution, Beacon. Thomas S. AShton, The Industrial Revolution, 17601830,Oxford.

TENTH GRADE - Units I & II
*F. B. Artz, Reaction and Revolution, 1814-1832, Harper. *R. C. Binkley, Realism and Nationalism, 1852-1871, Harper. E. L.Woodward, The Age of Reform, 1815-1870, Oxford. *David Thomson, England in the Nineteenth Century, Penguin. *Lytton Strachey, Queen Victoria, Harcourt. J. M. Thompson, Louis Napoleon and the Second Empire, Oxford P. Roberston, Revolutions of 1848, Princeton Univ. C. G. Robertson, Bismark, Holt. W. R. Thayer, Life and Times of Cavour, Houghton. Macmillan.
A. J. P. Taylor, The Hapsburg Monarchy, 1809-1918.

76

_*Micbael Karpovkm, Imper.ial Russia, 1801-1917, Holt. Bernard Pares, A Hist"l'Y of Russia, Knopf. *C. D. Hazen, Europe &ince 1815, Holt. W. M. Gewehr, The Rise of Nationalism in the Balkans, 1800-1930, Holt.
TENTH GRADE - Unit III
*Parker T. Moon, Imperialism, Macmillan. C. F. Mullett, The British Empire, Holt. H. I. Priestly, France Overseas; A Study of Modern Imperialism, AppletonCentury. Li Ohiennung, The Political History of China, 1840-1928, Van Nostrand. Robert B. Porter, Japan, The Rise of a Modern Power, Oxford. *Thomas A. Bailey, A Diplomatic History of the American People, Appleton Century. '"J. W. Pratt, The Expansionists of 1898. C. J. H. Hayes, A Generation of Materialism, 1871-1900, Harper. J. A. R. Maniott, The Eastern Question, Oxford.
A. J. P. 'Vaylor, The Struggle for the Mastery of Europe, 1848-1918, Oxford. William L. Langer, European Alliances and Alignments, 1871-1890, Knopf. -,The Diplomacy of Imperialism, 1890-1902, Knopf. "'Bernadotte E. - Schmitt, Triple Alliance and 'l'riple Entente, (Berkshire Studies) Holt. --,The Coming of the War, 1914, Scribner. Sidney B. Fay, The Origms of the World War, Macmillan. Luigi Albertini, The Origins of the War of 1914, Oxford.
TENTH GRADE - Unit IV
B. H. Liddell Hart, A llistory of the World War, 1914-1918, Lilttle, Brown. H. Nicolson, Peacemaking, 1919, Harcourt. Paul Birdsall, Versailles, Twenty Years After Reynel. *H. Holborn, The Political Collapse of Europe, Knopf. H. W. Schneider, The Fascist Government of Italy, Van Nostrand. S. W. Halperin, Germany Tried Democr.acy, Crowell. *A. L. C. Bullock, Hitler; A Study in Tyranny, Banrtam. W. Wheeler-Bennett, Nemesis of Power, St. Martins. Paul Einzig, The World Economic Crisis, 1929-1931, Macmillan. *Alexander Werth, The -Twilight of France, 1933-1940, HKPer. E. A. Walker, The British Empire, Oxford. . *Arnold Wolfers, Britain and France Between Two Wanl, Harcourt. *G. M. G.athorne-Hardy, A Short History of International Affairs 1920-1939, Oxford. E. Wiskemann, The Rome-Berlin Axis, Oxford. Lewis B. Namier, Diplomatic Prelude, 1938-1939, Macmillan. *Frederick L. Allen, Only Yesterday, Harper. H. U. Faulkner, From Versames to Ithe New Deal, Yale Univ. A. M. Schlesinger, Jr., The Age of Roosevelt: The Crisis of the Old Order, 1919-1933, Houghton.
TENTH GRADE - Units V & VI
J. F. C. Fuller, The Second World War, 1939-1945, Eyre. Winston S. Ohurchill, The Second World War, six vols., Houghton. Chester Wilmot, The Struggle for Europe, Harper. J. H. Jackson, The World in the Postwar Decade, 1945-1955, Houghton. F. W. Pick, Peacemaking in Perspective, Oxford. L. M. Goodrich and E. Hambro, Charter of the UniJted Nations, World Peace Foundation. - , and A. P. Simons, The United Nations and the Maintenance of lDtemational Peace and Security. The
Brookings Institution. *L . P. Bloomfield, The United NlIItioDS and U. S. Foreign Policy, Little, Brown. *J. W.Spanier, American Foreign Policy Since World War TI, Praeger. G. M. Cal'lter and J. H. Hen, Government and Politics in the Twentieth Century, Praeger. G. A. Lensen, The World Beyond Europe, Houghton. G. M. Garter, Independence of Africa, Praeger.
*G. E. Kirk, A Short History of the Middle East, Praeger. T. R. Adam, Government and Politics in Africa South of the Sahara, N. Y. Univ. John Hatch, Africa Today and Tomorrow, P11lleger. C. A. Fisher and F. Krinsky, Middle East in Crisis, Syracuse Univ.
77

*Claude A Bass, Southeast Asia and the World Today, Van Nostrand --,The F'ar East, MacmiUan. E. Staley, The Future of Underdeveloped Countries, Harper. R. H. Fifield, The Diplomacy of Southeast Asia, 1945-1958, Harper. M. Fainsod, How Russia is Ruled, Harvard Univ. J. Towster, Political Power in <the USSR, Oxford. Samuel Hendel, The Soviet Crucible, Van Nostrand L. Fisher, The Soviets in World Affairs Princeton Univ. W. H. Oh3mberlain The Russian Revolution, 1917-1921, Macmillan. H. Seton-Watson, From Lenin 00' Malenkov, Praeger. E..iward Crank'shaw, Russia Without Stalin, Viking. S. E. Harris, The European Recovery Program, Harvard. D. Middleton, The Defense of Western Europe, Appleton. Henry A. Kissinger The Necessity for Dhoice, Harper.
"1 know no safe depository of the ultimate powers of society but the people themselves: and if we think them not enlightened enough to exercise their control with a wholesome
discretion, the remedy is not to take it from them, but to inform their discretion by education."
- Thomas Jefferson
78

TENTH GRADE: World History Survey Course
This course is prepared as a survey, giving the student an over-all picture of world history from its beginmngs through the present. There will not be enough time to go deeply into all areas. Each unit is planned to be studied for six weeks. If a teacher wished to cover more comprehensively any area, she must re-arrange this time schedule. No teacher should begin the study of any history course without giving her students a sound understanding of why they must study history. Santayana says, "Those who cannot remember the past are condemned to repeat it." Your students need 'a knowledge of the past to understand the problems of today's world and to serve as a guide to intelligent decisions in the future.
Your aim should be to make history come alive to your pupils by teaching the events of the past in their relation to the present. Facts are important, .but, only as pegs on which' to hang the causes and results .of the great movements of history. The seconds of history-should not crowd out its centuries of achievement.
Your 10th grade pupil is not far from active participation in the affairs of the world; His eager mind is ready to be guided into critiQal thinking and problem solving as he stu(li~s man's search fp~ a pattern or order and his constant climb to a hi~her level of culture.
Specific aims should be to cultivate: 1. An appreciation of the contributions of past ages to man's progress. 2. An interest in people of all lands. 3. An understanding of the importance of each epoch. 4. A sense of the role of the people mprogress. 5. An awareness of America's place among and relation to the world's nations~ 6. An experience with the tools of understanding history. (Geographical factS, critical thinking, vocabulary, and
the habit of an inquiring mind).
seeWorld History-Advanced Students

TENTH GRADE WORLD HISTORY SURVEY COURSE
Unit t The World Long Ago. Specific Aim: To cultivate an appreciation of the contributions that other peoples' have made to man's progress.

A. How Early Man Worked to Keep Alive.

B. Early Governments that Helped People to Live in Groups. 1. Egypt: A Land Made by A River. 2. Babylonia: A Land between Two Rivers. 3. Two Lands by the Sea: Phoenicians and Hebrews.

C. The Greeks Who Loved Beauty and Freedom. 1. The City-States of Greece. 2. Athens Became an Empire.

3. The Days of Alexander.

D. The Romans Taught the Importance of Living by Law.

1. The Ear'ly Story of Rome.

3. The Roman Republic-Rise and Fall.

2. The Roman Republic.

4. The Contributions of Rome.

Unit II. The Middle Ages.
Specific Aim: To emphasize the roots of the present as found in the Middle Ages..To understand the role of the Christian Church in preserving the best in human culture. To trace the development of national' states and their institutions.

A. Germanic Invasions.
1. Effects of German Migrations.

2. Break-up of the Roman Empire.

B. Feudalism and Town Life Bring Great Changes. 1. Development of Feudalism. a. The Castle World. 2. Town Life - Growth of Towns. a. Guilds. b. Growth of Trade.

b. The Institution at Knighthood.
c. Fairs. d. Middle Classes Rise.

C. The Growth and Domination of the Christian Church. 1. Rise of the Clergy-Monks and Monasteries. 2. Power of the Church.

3. Conflict with Mohammedan Religion. 4. The Crusades.

79

D. Contributions of the Church and Feudalism to Our World.

1. Preservation of Learning.

3. New Economic Values.

2. New Modes of Conduct.

4. New Worlds to Conquer.

E. Nations Grow from Feudal States. 1. England Builds a Strong Nation - Democracy is Born. 2. France and Other European Nations Emerge. 3. Distant Countries Make 'their Contributions to Culture - China, Japan and India.

Unit III. The Modern World Begins.

Specific Aim: To emphasize that change is the keynote to this era. To understand the Renaissance outlook on life and the spiritual upheaval of the Reformation in relationship to their effect on the modern world, in the beginning of its struggle for democracy in government.

A. Europe Used the Past to Make New Progress. 1. Modem Languages Emerge. 2. Science and Education Move Forwud. 3. Age of Experimentation.

4. The -Renaissance - Revival of Learning. a. The Humanists Pave the Way. b. Art. c. Science. d. Medicine. e. Literature.

B. The Medieval Church Breaks Up.

1. Conflict between Church and State.

a. Church and State become Rivals.

b. The Great Schism.

c~ Reformers in the Church: Wycliffe, Huss and Erasmus.

2. Protestant Revolt in Germany.

a. Causes.

d. Origin of Protestants.

b. Martin Luther.

e. Peace of Augsburg.

c. Edict of 'Worms and the Peasant Revolt.

3. Protestant Reformers in Switzerland

a. Zwingli.

b. John Calvin.

4. English Government Establishes a New Church.
a. Henry vm Breaks with the Papacy.

d. Elizabeth I Establishes Anglican Church.

b. Edward VI Favors Prote~tants.

(1) Dissenters.

c. Mary Restores Papacy.

(2) Catholics and Mary Stuart.

(3) Spanish Armada

5. Catholic Church Reforms.

a. Program of Reform.

c. Jesuits.

b. Coun"il of Trent.
6. Revolt of Netherlands and Philip n.

C. French Monarchy Develops. 1. Protestants Gain Power in France. 2. Thirty Years War.

3. Age of Louis XIV - Divine Right.

D. England Develops and Constitutional Monarchy. 1. King versus Parliament. 2. The Commonwealth and the Restoration. 3. Constitutional Monarchy Established.

4. Growth of Political Parties. 5. Development of tile Cabinet System.

E. Russia, Austria, and Prussia Become Great Powers. 1. Russia Becomes a Nation. a. Earliest Russia.

2. Hapsburgs Build Austria. 3. Hohenzollerns Mould Prussia.

F. Rivalry of European Nations for Trade and Colonies. 1. Rivalry over World Trade. 2. France and England Fight for India. 3. France and England Race to Control North America.

Unit IV. Revolution, Nationalism and Imperialism.
Specific Aims: To understand the growth of liberalism and its outburst in social, political and economic revolu, tions, To understand how nationalism, imperialism, and democracy could all develop and exp.and as a single, many-sided force that was directed towards the self determination of nations.

80

. A. The Uphill Struggle for Freedom. 1. The American Revolution.
B. Reaction to Revolution. 1. Rise of Napoleon. 2. Congress of Vienna. 3. Revolts of 1830.
C. Industrial Revolution. L Coming of Machinery. 2. Effects of the Revolution.
D. Growth of Nationalism. 1. Prussia Rises to Power. 2. Third French Republic. 3. Making of Modern Italy. 4. British Government Grants Democratic Reforms.
E. Imperialism Builds Empires. 1. Industrialism Promotes Imperialism. 2. Britain Rules an Empire. 3. The West Moves into China.

2. The French Revolution. 4. Revolts of 1848.
a. Reaction Against Liberalism. 5. Revolutions in Latin America. 3. Rise of Socialism.
4. Japan Becomes an Imperialist Power. 5. Africa is Divided by the Imperialists.

Unit V. Democracy Faces Stern Tests.

Specific Aims.: To understand the impact of the machine age on our world. To trace how national interest may

involve n~tions in war and hamper them in their policies directed toward the guarantee of a lasting peace. To

realize that war solvE,!s no problems, and that appeasement is simply the lesser of the evils.

A. The Machine Age.

1. Science and Inventions Produce It.
,2. New Ideas of the Earth and Living things.

4. Study of Man and Prevention of Disease. 5. Education for' Everybody.

3. Scientists Discover the Nature of Matter.

B. World War 1.

1. Causes.

3. Role of U. S.

2. Allies versus Central Powers.

4. Peace Terms and the League of Nations.

C. Changes and Problems due to the War.

1. New Nations - Self Determination.

4. Postwar Germany, France, England.

2. Changes in the Near East.

5. Role of the League of Nations.

3. Reparations and War Debts.

D. Totalitarian Governments Gain Power.

1. Communism in Russia.

3. Nazism in Germany.

2. Fascism in Italy.
E. Wor'ld War n.

4. Unrest in China, Spain, Japan.

1. Failure of Appoosement.

4. Liberation of Europe.

2. The Nazi Terror.

5. Defeat of Japan.

3. Global War.

Unit VI. Democracy in a Changing World.

Specific Aims: To cultivate an awareness of America's place in world progress and its relation to the nations of

the world.

A. The Search of Peace - The United Nations.

1. Plan of Operation.

3. Sucesses and Failures.

2. Functions.

4. U. N. Agencies.

B. The New Type Peace Treaties.

1. Yalta and Potsdam.

3. The Iron Curtain.

2. Terms of the Treaties.

C. From Peace to Cold War.

1. Truman Doctrine.

3. Communist Opposition -- Berlin Blockade.

2. Marshall Plan.

4. N. A. T. O.

D. Growing Influence of Asia and Africa.

1. Communism in China.

2. Japan in a New Era.

3. The Korean War.

4. New Nations in the Far Easl

5. Nationalism Comes to the Middle East and North Africa.

6. The Awaking of Africa South of the Sahara.

E. The World Today.

1. Problems of Our Age.

3. Political Upheaval - Threats to Peace.

2. Search for Economic Progress.

81

READING LlST'FOR TEACHERS - World History - Tenth Grade
I - Periodicals:
The Social Studies, McKinley Publishing Co., 809-11 North 19th St., Philadelphia 30, Pa. Social Education, National Council for Social Studies, 1201 16th St., N. W., Washington 6, D. C.
The Journal of Geography, A. J. Nystrom & Co., 333 Elston Ave., Chicago, m.
The United Nations Bulletin, Department of Public Information, The United Nations, New York, N. Y.

II - Books:
Unit I:
H. F. Osborn, Men of the Old Stone Age, Scribner. James H. Breasted, Ancient Times, Ginn. Albert T. Treuer, History of Ancient Civilization, Heath. William J. Duant, The Life of Greece, Simon & Schuster. Erwin E. Goodenough, The Great Cultural 'frnditions., 2 vols., McGraw-Hill.
Unit II: Summerfield Baldwin, Organization of Medieval Christianity, Holt. Business in the, Middle Ages, Holt. N. Neilson, Medieval Agrarian Economy, Holt. Richard A. Newhall, The Crusades, Holt.
Unit III: Henry S. Lucas, The Renaissance and Reformation, Harper. Preserved Smith, Age of Reformation, Holl W. L. Doen, Competition for Empire, 1740-1763, Harper. Lawrence B. Packard, The Age of Louis XIV, Holt. J. B. Wolf, The Emergence of Great Powers, 1685-1715, Harper.
Unit IV: R. C. Binkley, Realism and Nationalism, 1852-1871, Harper. Halford L. Hoskins; European Imperialism in Africa, Holl David E. Drune, Imperialism and Nationalism in the Far East, Holl M. Karpovich, Imperial Russia, 1801-1917, Holt. Fredrick C. Diety, The Industrial Revolution, Holt.
Unit V: Chester V. Easum, Half Century of Conflict, Harper. R. C. Trotter, The British Empire - Commonwealth, Holt. W. C. Langsam, The World Since 1914, Macmillan.
Unit VI: Ernest E. Jack, Background of the Middle East, Cornell Univ. Claude A. Buss, South East Asia and the World Today, Van Nostrand (Anvil). K. S. Latourette, A History of Modern China, Penguin. Arnold Toynbee, Civilization on Trial and the World and the West, Meridian. Walter T. Wallbank, Contemporary Africa, Continent in Transition, Van Nostrand (Anvil)

READING LIST FOR STUDENTS
UNIT I:
Basic Readings Breasted, ANCIENT TIMES. Hoffman, NEWS OF THE WORLD. Van Loon, STORY OF MANKIND. Evans, COSTUMES THROUGHOUT THE AGES.
Special Accounts Chiera, E., THEY WROTE ON CLAY. Bulfinch. T., MYTHOLOGY. White, A. LOST WORLDS. Foster, G., AUGUSTUS CAESER'S WORLD. Davis, W., A DAY IN OLD ROME.

Bauer and Peyser, HOW MUSIC GREW. Hogedorn, BOOK OF COURAGE. Botsford, SOURCE BOOK.
Meadowcroft, E., GIFT OF THE RIVER.
Milk, D., THE BOOK OF THE ANCIENT WORLD.
Andrews, R., MEET YOUR ANCESTORS. Goldman, H. and I., FIRST MEN.

82

:J

Fiction and Biography

Gaer, YOUNG HEROES OF THE LIVING REGIONS. Wallace, BEN HUR.',
Davis, A FRIEND OF CAESER. Basic Readings

Heyerdahl, T., KON-TIKI. Kjelgaard, 'J., FIRE HUNTER.

Botsford, SOURCE BOOK.

Breasted, ANCIENT TIMES.

Scott, Hyma, and Noyes, READINGS IN MEDIEVAL IllSTORY.

Hoffman, NEWS OF THE WORLD.

Van Loon, STORY OF MANKIND.

Evans, COSTUMES THROUGOUT THE AGES.

Cheny, READINGS IN ENGLISH mSTORY.

Special Accounts

Bulfinch, MYTHOLOGY.

Lamprey, L., ALL THE WAYS OF BUILDING.

Milk, D., THE MIDDLE AGES.

Hartman, G., MEDIEVAL DAYS AND WAYS.

Dilts, M., PAGEANT OF JAPANESE mSTORY.

Fitch, F., ALLAH: THE GOD OF ISLAM.

Gaer, J., HOW THE GREAT RELIGIONS BEGAN.

Seeger, E., THE PAGEANT OF CHINESE mSTORY.

Spencer, C., MADE IN INDIA.

Quennell, M., and C. H. R, EVERYDAY THINGS.

Gileson, K., THE GOLDSMITH OF FLORENCE.

Ll\mb, H., THE CRUSADES.

Fieti'on and Biography

GueI'ber, H., MYTHS AND LEGENDS OF THE MIDDLE AGES.

Seredy, K., THE WHITE STAG.

Costain, T., THE MONEYMAN.

Davis, W., LIFE IN A MEDIEVAL BARONY.

Doyle, A. Conan, THE WHITE COMPANY.

Komroff, M., THE TRAVELS OF MARCO POLO.

Costain, T., THE BLACK ROSE.

Barnes, M., TUDOR ROSE.

Hewes, A., A BOY OF THE FOREST.

UNIT III:

Basic Readings Bauer and Peyser, HOW MUSIC GREW. Cottier and Jaffe, HEROES OF CIVILIZATION. Evans, COSTUMES THROUGHOUT THE AGES. Becker, MODERN HISTORY. Carr, MEN OF POWER - Richelieu, Cromwell, Fredrick the Great. Robinson, READINGS IN EUROPEAN mSTORY. Van Loon, STORY OF MANKIND. Hoffman, NEWS OF THE WORLD.

Special Accounts

Milk, D., RENAISSANCE AND REFORMATION TIMES. Foster, G., GEORGE WASHINGTON'S WORLD. Lamb, H., GENGHIS KHAN AND THE MONGOL HORDE. Martin, J., ed., A PICTURE mSTORY OF RUSSIA. Lucas, M., VAST HORIZONS.

Fiction and Biography.

Irving, W., THE ALHAMBRA. Kyle, E., APPRENTICE OF FLORENCE. Ripley, E., LEONARDO da VINCI. Barnes, M., WITH ALL MY HEART.

Baker, N., PETER THE GREAT. Dark, S., TWELVE ROYAL LADIES. Swenson, E., SOUTH SEA SIllLLING.

UNIT IV:

Basic Readings
Same Readings as Unit m.
Scott, Baltzy, READINGS.

Macy, STORY OF THE WORLD'S LITERATURE.

Special Accounts: Belloc, H., THE FRENCH REVOLUTION. Amerioan Heritage, LAFAYETTE'S TWO REVOLUTIONS.

83

Corti, E. C., THE RISE Qb' THE HOUSE OF ROTHSCHILD. Cresson, W., DIPLOMATIC PORTRAITS. Hartman, G., MACHINES AND MEN WHO MADE THE WORLD OF INDUSTRY. Quennell, EVERYDAY THINGS IN ENGLAND 17331851. Meyer, J., THE WORLD BOOK OF GREAT INVENTIONS. Lamprey, L., THE STORY OF WEAVING. Tunis, E., WHEELS, A PICTORIAL STORY. Winwar, F., THE LAND OF THE ITALIAN PEOPLE. Ogg and Zink, MODERN FOREIGN GOVERNMENTS. Modak, M., THE LAND AND THE PEOPLE OF INDIA. Seegar, R, A PAGEANT OF RUSSIAN HISTORY. Gunther, J., INSIDE AFRICA. Paton, A., THE LAND AND PEOPLE OF SOUTH AFRICA.
Fiction and Biography Davis, W., THE WHIRLWIND. Kielty, B., MARIE ANTOINETTE, Williamson, J., JACOBIN'S DAUGHTER Bill, A., THE CLUTCH OF THE CORSICAN. Bachman, F., GREAT INVENTORS AND THEIR INVE~TlONS. Baker, N., GARIBALDI. Ludwig, BISMARCK. Forster, E., A PASSAGE TO INDIA. Eaton, J., DAVID LIVINGSTONE: FOE OF DARKNESS. Gollomb, J., ALBERT SCHWEITZER: GENIUS OF THE JUNGLE.
UNIT V:
Basic Readings Taylor, F., AN ILLUSTRATED HISTORY OF SCIENCE. Year's, PICTORIAL HISTORY OF SCIENCE AND ENGINEERL~G. Becker, MODERN HISTORY. Cheney, SHORT HISTORY OF THE ENGLISH PEOPLE. Hoffman, NEWS OF THE WORLD. Hogedorn, BOOK OF COURAGE. Carr, MEN OF POWER.
Special Accounts
Barnett, L., THE WORLD WE LIVE IN. Leyson, B" MANUALS OF INDUSTRIAL SCIENCE. Ogg and Zink, MODERN FOREIGN GOVERNMENTS. Sullivan, M., OUR TIMES. Slosson, P., THE GREAT CRUSADE AND AFTER 1914-1928. Ekrem, S" TURKEY OLD AND NEW. Bradley, J., WORLD GEOGRAPHY. Langsam, W., THE GATHERING STORM. Gould, K., WINDOWS OF THE WORLD. Gunther, J., INSIDE EUROPE. Martin, J., Ed" A PICTURE HISTORY OF RUSSIA. Packard, R and E., THE BALCONY EMPIRE. Ellsbarg, E., NO BANNERS, NO BUGLES. Nevins, A., THE NEW DEAL AND WORLD AFFAIRS: A CHRONICLE OF INTERNATIONAL AFFAIRS.
Fiction and Biography
Frank, A., THE DAIRY OF A YOUNG GIRL. Gallico, P" THE SNOW GOOSE. Pyle E., BRAVE MEN AND HERE IS YOUR WAR White, W. L. THEY WERE EXPENDABLE. Baker, R, THE FIRST WOMAN DOCTOR Beaty, J., LUTHER BURBANK. Burlingame, R, INVENTORS BEHIND THE INVENTOR For, R, GREAT MEN OF MEDICINE. Garland, J., THE STORY OF MEDICINE.
84

Wilson, M., AMERICAN SCIENCE AND INVENTION Baker, N., LENIN. Hatch, A., WOODROW Wn.SON. Eaton, J., GANDHI, FIGHTER WITHOUT A SWORD. Cook, I., WE FOLLOWED OUR STARS.

A PICTORIAL HISTORY.

,UNIT VI:

Basic Readings Same as Unit V.

Black, OUR WORLD HISTORY.

Special Accounts
Arne, S., THE UNITED NATIONS PRIMER. Stevens, E., THIS IS RUSSIA. - UNCENSORED. White, T., FffiE IN THE ASHES: EUROPE IN MID CENTURY. Bolles, B., THE ARMED ROAD TO PEACE. Ellis, H. B., HERITAGE OF THE DESERT- THE ARABS AND THE MIDDLE EAST. Langsam, W., THE WORLD SINCE 1919. Henderson, W" NEW NATIONS OF SOUTHEAST ASIA. Bowles, C., AMBASSADOR'S REPORT. Douglas, W., RUSSIAN JOURNEY. Rouonds, F., WINDOW ON RED SQUARE. Newspapers and Magazines on Current Subjects. Rosberg, C. G., AFRICA AND THE WORLD TODAY.
(Foreign Relations Project) Suite 832, First National Bank Bldg., Chicago 3, TIl.

Fiction and Biography
Brown, M., LIFE OVER A BAMBOO FENCE. Kugelmass, J., RALPH BUNCHE, FIGHTER FOR PEACE. Paton, A., CRY, THE BELOVED COUNTRY. Chang, E., THE RICE SPROUT SONG. Yen, M., THE UMBRELLA GARDEN. Watch for current biographies and novels.

"Before we present you the matters of fact it is fit to offer to your view the stage whereon they were acted: for as Geography without History seemeth a carcasse without motion: so History without Geography loandereth as a vagrant without certain habitation."
- John Smith, The General History 0. Virginia, New England, and the Summer Isles.

85

United States History: A Democratic Nation in a World Setting - ,Eleventh Grade

!, The 11th grade Ame1'ican History course should challenge the abiHty and the interest of each student. Wheth er the chronological, topical or thematic approach is used the course should not be based on factual acquisition alone. The ability to read analytically and critically historical material and the tra'ining in weighing and interpreting historical evidence and aI"l'iving at concl\lSlions based on facts, not prejudice, are mandatory for the 11th grade student of every ability. The student should acquire some knowledge of major documents, historians and interpretations of American History. The following topics and sub-topics are not complete but are suggestions for what should be done on the 11th grade level. For regular and advanced students it is recommended that W. Burlie Brown's UNITED STATES HISTORY: A BRIDGE__ TO THE WORLD OF IDEAS be used as a basis for planning an adequate 11th grade American History program.

The American Hist'Ory oourse at the 11th grade differs from the Bth grade in the following objectives; 1. The acquistion of information and understanding of major issues, events, conditions, and institutions in
the history of the United States, to some extent during the colonial period, but particulaTly after 1763. 2. Ability to think crilJicallyabout recurring issues and points of view about them in the history of the
United States; to define a problem, to see rela tionships, cause and results, trends, and C'Omparisons; to recognize assumptions; to follow the methods and logic of arguments; to see conclusions or solutions;
and to relate these .issues and points of v,iew about them ro present day issues.
3. Development of interest in Aspects of United States History. 4. Ability to discuss issues, policies, and conditions.
5. Ability ro wr,He clearly 'and effectively abom topics in United States History; especially comparisons.
6. AbHity to take useful notes from what is read or spoken, to cite sources and to give credit for ideas and phrases.
7. AbHity to write research papers, which would be short, reasonably complete studies of limited subjects. 8. Development of skills in essay-type examinations, use and interpretations of maps and the lecture method
of instruction.

TOPICS TO BE EMPHASIZED (Dark Print)

1. THE CAUSES OF THE AMERICAN REVOLUTION

Liberalism

Economic freedom and mercantilism

P.olitical power

P.ower of taxation

2. THE GROWTH OF DEMOCRACY

The Decl'aration of Independence and the Constitution and their social and economic interpretations

Public Land policies

'I1he Supreme Court and judicial review

3. THE DEVELOPMENT OF THE AMERICAN POLITICAL SYSTEM

Hamilton and Jefferson

Jacksonian Democracy

Devel'Opment of N8Itional Parties and the two- party system

Role of the minor party

Progressiwsm

4. GROWTH OF THE AMERICAN PEOPLE

Immigration in the various eras of the development of the United States - reasons for, contributions

and effects of immigration.

The westward movement and the Frontier Thesis

Population growth and the shift toward urbanization.

5. THE MULTIPLE CAUSES AND EFFECTS OF THE CIVIL WAiR

Sectionalism

Eoonomic

Slavery

HUmanitarianism

6. THE SECOIND INDUSTRIAL REVOLUTION AND ITS EFFECTS ON AGRICULTURE, BUSINESS AND

INDUSTRY

Mercantile capitalism and growth of the corporation

Gospel of wealth

Free enterprise versus government control

The labor movement

Development of commercial agriculture, government subsidy, etc.

7. THE PROGRESSIVE MOVEMENT AND REFORMISM:

Populism

Social refonn movements

Government regulation

Government interventionism

86

8. THE INTERNATIONAL INFLUENCE AND RESPONSmILITIES OF THE UNITED STATES IMPERIALSIM CHANGING POLICY The United States emerges as a world power United States imperialism and isolationism United States becomes a leader of Western World - 1917.
9. THE DEVELOPMENT OF AMERICAN INSTITUTIONS AND THE IMPACT OF CHANGE Ubaniza1lion Social Revolution Role of governmem ,in control and change
10. THE NEW DEAL Social, economic, institutional and political cha nge
11. AMERICAN IDEAS AND IDEALS IN THE TWENTIETH CENTURY A new American civHiza1lion grows out of indus trial revolution Urban revolution Earth's changes in population Rapid g,row,th of educational leadership and research Acceptance of social change as a normal aspect of American life; Pragmatism Growth and wide support of organizations for the betterment of all the people. Staltes rights vs. strong federat government protecting individual civH rights
12. UNITED STATES IN THE ROLE OF LEADER OF THE WESTERN WORLD Ideals -and efforts toward collective securilty re,pIacing imperialism The Marshall Plan, the Truman and Eisenhower Doctrines Atomic and nuclear power politics Economic growth and the cold war Conflicting ideologies and the competition for intemati{mal influence

n. REPRESENTATIVE DATES
House of Burgesses, 1619 Toleration Act, 1649 Stamp Act, 1765 RushBagot Convention, 1817 Monroe Doctrine, 1823 Dred Scott Decision, 1857 Interstate Commerce Commission; 1887 Census of 1890

Span~h American War, 1898 First World War, 1914-1918 Nineteenth Amendment, 1920 New Deal, 1933 Second World War, 1939-1945 United Nations, 1945 Korean War, 1951

m. REPRESENTATIVE PERSONS

John Quincy Adams Jane Adams Susan B. Anthony Simon Bolivar William Jennings Bryan JohU C. Calhoun Andrew Carnegie Samuel Clemens Grover Cleveland Eugene V. Debs Dorthea Dix Stephen A. Douglas

Theodore Roosevelt Carl SchUlZ Dwight Eisenhower Ralph Waldo Emereoo Stephen Co11i1l'S Foster Samuel Gompers Horace Greeley Winslow Homer Herbert Hoover Andrew Jackson Joseph Jefferson Thomas Jeffel"9On

Robert M. LaFollette, Sr. James Madison Horace Mann Jose de Sen Mari:in George Mar8hall John Marshall William McKiInley James Monroe Francis Parkman John D. Rockefeller, Sr. Louis Sullivan Robert A. Taft

William H. Taft Earl Warren Booker T. Washington Daniel Webster Walt Whitman John Greenleaf Whittier Frances E. Willard Woodrow Wilson hank Lloyd Wright

IV. SKILLS TO BE EMPHASIZED
1. Skill in disllinguishing between fact and opinion 2. Skill in d,istIinguishing between primary sources and secondary sources 3. Understanding people and events in their rtime 8IIld cultural setting. 4. Ability to 'analyze and discuss in essay form topics involving historical causation. 5. Taking systematic notes on Wl'Iitten materials and on oral reports 8. M6king systematic comparisons in the weighing of evidence. '1. AbiliJty.to draw inferences and to make generalizations. 8. Skill in reading various types of map projections.

87

V. THE mSTORICAL ESSAY
At this level a term paper is suggested. Certain important topics m American History, not restricted to a
single historical period, are listed below. This list is not complete bUit will illustrate 1the type of topics suitable for e~tensive reading or research work. The student research projects are in the form of essay. topical outline or annotated bibliography; or, the student might work on a longer and more detailed semester or year's term paper. The research themes might be the sub-topic or a topic within the sub-tupic.
1. Amerioa and Europe: immigratiO'Il and ,immigration policy, transplantation and ideas, economic ties, diplomaey
2. The westward movement: sitnilicance of the various frontiers, territorial expansion, land policy. population shifts.
3. Making of American Nationalism: constitutionalism, economic development, wars and diplomacy, the Supreme Court, National heroes, literature.
4. Divisive ideas and interests in American History: sections, classes, state's rights, minorities, religions. 5. Development of political ideas: the European heritage, colonial contributions, the Constitution, the "con
servative" versus the "liberal" tradition. 6. The political party system: origins, contests, evolmion, minor parties. 7. Busine51S e,nteil"pI'lise in America: types and methods of organization in commerce, industry, and finance;
achievements, business cydes, science 'and technology. 8. American labor systems and organizatiorus: indentured servitude, slavery, wage labor, CODJt1"act labor,
unions. legiIslaJtion. 9. American argriculture: shift from subsistence to commercial agriculture, agraruanism, merchanization,
subsidy legislation. 10. Government and the American Economy: regulation, proteetion, promotion. 11. IAmerica's reform movements: roots, varieties, methods, achievements, leaders. 12. America as a world power: nineteenth century background, imperialism, rthe quest for security. 13. Wa,rs and their impact on the United States: oauses, conduct, consequences. 14. Leadership in America: military,political, intellectual, religious, educational, economic, etc.
The following is 'a suggested plan for preparing a tenn paper: 1. Selection of subject not later than 2nd week of the semester, the selection to be voluntary from a list proposed by the teacher (as suggested above). 2. Dates to be set for the readings to be finished, the general outline, the first draft, and the final draft to be handed in. 3. Spend some tJime each week in discussing the progress made, difficulties encountered, and :the technique of footnote referenees. 4. Each pupil hands in once a week his notes on the reading done for his paper. These notes to be returned when enough reading has been done. 5. The week following the return of the notes an outline based on them is to be made by the pupil. Tills is ap,proved by the teacher and returned. 6. The first drat of the paper comes in on the date that has been prearranged. 7. If necessary, the first waft ,is returned and a fin alone submitted on the daite arranged.

II BIBLIOGRAPHY - American History

(. Can be used by good and advanced students; .. advanced students)

Amherst Series, Problems in American Civilization, George Rogers Taylor, Ed. Boston: D. C. Heath & Co

(These paperbacks are highly recommended source. Each title inclupes the controversial state of the litera'

ture in 32 areas of American History)

Angle, Paul M., BY THESE WORDS. New York: Rand McNally, 1954.*

Billington, Ray Allen, Bert J. Lowenbert and Daniel H. Brockunier, THE MAKING OF AMERICAN DEMOC,

RACY. (3 vols.) New York: Rinebart, 1950

Brown, W. Bulie, UNITED STATES mSTORY: A BRIDGE TO THE WORLD OF IDEAS. No 31, Service Center

for Teachers of Histary, Washington, D. C'l Bruner, Jerome S. THE PROCESS OF EDUCATION. Cambridge 38, Mass: Harvard University Press, 1960.
Coohran, Thomas C. and William Miller, THE AGE OF ENTERPRISE, A SOCIAL mSTORY OF INDUsTRIAL

AMERICA. (Rev.) New York: The Macmillan Co. 1942

Degler, Cad N., OUT OF OUR PAST. New York: Harper and Bros., 1959.* ,

.

Goldman, Eric Fredrick, RENDEZVOUS WITH DESTINY. New York: Knopf, 1952 Abridged paper back Vin-

tage K31"

88

Hofstadter, Richard, AGE OF REFORM, FROM BRYAN TO F.D.R. New York: Knopf, 1955. Also comes in

textbook edition. **

Johnson, Henry, TEACHING OF mSTORY. New York: Macmillan 1940.

Leopold, Richard W. and Arthur S. Link, editoI"S PRO BLEMS IN AMERICAN HISTORY Englewood Cliffs, N. J.:

Prentice-Hall, 1957*

Lerner, Max, AMERICA AS A CIVILIZATION. New York: Simon & Schuster, 1957 also paperback in 2 vol-

umes*

MorIson, Samuel Eliot and Henry Steele Commager, GROWTH OF THE AMERICAN REPUBLIC (2 vols.) New

York: Oxford University Press, 1950**

z

P,arks, Henry B., THE AMERICAN EXPERIENCE. New York: A. A. Knopf, 1955 Paperback, Vintage, K84*

Potter, David Morris & Thomas G. Manning, SELECT PROBLEMS IN mSTORICAL INTERPRETATION. New

York: Rinehart, 1958 rev.

Saveth, Edward N., ed., UNDERSTANDING THE AMERICAN PAST. Boston: Little, Brown and Co., 1954*

Sheehan, Donald, THE MAKING OF AMERICAN HISTORY. (2 vollS). New York: 'I\he Dryden Press, 1954*

31st Yearbook (1961) INTERPRETING AND TEACHING AMERICAN mSTORY, Wm. H. Cartwright and

Richard L. Watson, Jr., Co editors. NCSS, 1201 16th St., N. W., Washington 6, D. C. $4.00 paperbound

(membership in the NCSS is $7.00 per ye,ar and gives you 9 issues of Social Education and the current

yearbook)

Van Tassel, RECORDING AMERICA'S PAST. Chicago: University of Chicago Press,

Wesley, Edgar, AMERICAN mSTORY ON SCHOOLS AND COLLEGES. New York: Macmillan 1944.

Wish, Harvey, THE AMERICAN HISTORIAN. New York: Oxford Umversity Press, 1960.

Refer to Bibliography for Teachers for excellent student resources.

The following contain a wealth of suggestions for the use of students with annotated bibliographies. They are indispensible in developing a good resource library for American History: _

Brown, W. Burlie, UNITED STATES msTORY: A BRIDGE TO THE WORLD OF IDEAS. No. 31, Service Center for Teachers of History.
Faissler, Margareta, KEYS TO THE PAST: SOME mSTORY BOOKS FOR PRE-COLLEGE READERS. Service Center of Teachers of History.
Handlin, Oscar, et. aI., eds. HARVARD GUIDE TO AMERICAN mSTORY. Cambridge: Harvard University. 1955.
31st Yb., NCSS, Cartwright, Wm. H. and Richard L. Watson, Jr. eds., INTERPRETING AND TEACHING AMERICAN mSTORY.

The following source and reference books are recommended:
Adams, J. T. & R. V. Coleman, eds., DICTIONARY OF AMERICAN HISTORY. (6 vols) New York: Scribners, 1940.
Angle, Paul, AMERICAN READER. New York Rand McNally, 1958. Bartlett, R. J., THE RECORD OF AMERICAN DIPLOMACY: DOCUMENTS AND READINGS IN THE mSTORY
OF AMERICAN FOREIGN RELATIONS. Commager, H. S. (ed.) AMERICA IN PERSPECTIVE, THE UNITED STATES THROUGH FOREIGN EYES,
New York: Random House, 1947. Abirdged-New York: New American Library, 1948. Commager, H. S. ed., DOCUMENTS IN AMERICAN HISTORY, New York: Appleton-Century-Crofts, 1958. Commager, H. S. and Allen Nevins. eds., THE HERITAGE OF AMERICA. Boston: Little, Brown & Co. 1949. Cra\ren, A., Johnson, W. and Dunn, E. R. eds. A DOCUMENTARY mSTORY OF THE AMERICAN PEOPLE.
Boston: Ginn, 1951. Dorson. E. M., ed., AMERICA BEGINS: EARLY AMERICAN WRITING. Hofstadter, Richard, ed., GREAT ISSUES IN AMERICAN mSTORY. 2 vols. New York: Vintage, 1958 K68 A.
& B. Johnson, Allen and Dumas Malone, DICTIONARY OF AMERICAN BIOGRAPHY. (20 vols) New York: Scribners,
1928-1937. Monaghan, F. HERITAGE OF FREEDOM, THE mSTORY AND SIGNIFICANCE OF THE BASIC DOCUMENTS
OF AMERICAN LIBERTY. Smith, J. M. and P. L. Murphy, LIBERTY AND JUSTICE: A mSTORICAL RECORD OF _AMERICAN CONSTI-
TUTIONAL DEVELOPME~T.

The following are Atlasses and Alman,acs:
Adams, J. E. ed. ATLAS OF AMERICAN mSTORY. New York: Scribner, 1943.
Hart, A. B., AMERICAN mSTQRY ATLAS. Chicago: Denoyer- Gejjart, 1930.
HISTORICAL STATISTICS OF THE UNITED -STATES, U. S. Bureau of the Census. INFORMATION PLEASE ALMANAC. Published annually, New York: Macmillan.

89

Lord, C. L. and E. H. Lord, HISTORICAL ATLAS OF THE UNITED STATES Paullin, C. O. ATLAS OF THE HISTORICAL GEOGRAPHY OF THE UNITED STATES STATISTICAL ABSTRACT OF THE UNITED STATES. U. S. Printing Office Wesley, Edgar, OUR UNITED STATES: ITS HISTORY IN MAPS. WORLD ALMANAC.
Albums of Pictoral References.
Adams, J. T. ALBUM OF AMERICAN HISTORY 4 vols. New York: Scribners. 1944. Beebe, L. and C. Clegg, HEAR THE TRAIN BLOW, A PICTORIAL EPIC OF AMERICA IN THE RAILROAD
AGE. Buchanan, Lamont, BALLOT FOR AMERICANS. New York: Dutton, 1956. Butterfield, Roger. THE AMERICAN PAST. New York: Simon & Schuster, 1957 Davidson, M. B. LIFE IN AMERICA. Durant, John and Alice Durant. PICTORIAL HISTORY HISTORY OF AMERICAN PRESIDENTS, New York:
A. S. Barnes and Co., 1955. Freide, Frank, THE SPENDID LIITLE WAR. Boston: Little, Brown and Co. 1958. Gabriel, Ralph, H. ed., THE PAGENT OF AMERICA. 15vol. New Haven: Yale Univ. Press, 1927. Lafarge, Oliver, A. A PICTORIAL HISTORY OF THE AMERICAN INDIAN. New York: Crown, 1956. Lorant, Stefan. THE PRESIDENTS; A PICTORIAL HISTORY OF THE UNITED STATES NAVY, New York:
Macmillan, 1951. Morgan, RAND MCNALLY'S PIONEER ATLAS OF THE AMERICAN WEST. New York: Rand McNally. Rogers, Agnes (comp.) THE AMERICAN PROCESSION; AMERICAN LIFE SINCE 1860 IN PHOTOGRAPHS.
New York: Harper 1933. Roscoe, Theodore and Frend Freeman. PICTNRE HISTORY OF THE UNITED STATES NAyY. New York:
Scribners, 1956. Roscoe, Theodore and Frend Freeman. PICTURE HISTORY OF AMERICAN TRANSPORTATION.
Magazines
AMERICAN HERITAGE, The Magazine of History. American Heritage Publ. 551 5th Ave., New York 17, N. Y.
The following are series of books in American History:
Amherst Series, Problems in American History. Boston. Amherst Series, PROBLEMS IN AMERICAN HISTORY. Boston: D. C. Heath. CHICAGO HISTORY OF AMERICAN CIVILIZATION SERIES, Daniel J. Boorstein, ed., Chicago: University of
Chicago Press. Hart, Albert Bushnell, ed., NEW AMERICAN NATION SERIES. New York: Harper. Johnson, Allen and Allan Nevins, eds., THE CHRONICLES OF AMERICA. 56 titles, 1918-1959, New Haven:
Yale University Press.
General References:
Bailey, Thomas A., THE AMERICAN PAGEANT. Boston: D. C. Heath, 1956. - - , A DIPLOMATIC HISTORY OF THE AMERICAN PEOPLE. New York: Appleton-Century Crofts, Inc., 1958.
Beard, Charles and Mary Beard, RISE OF AMERICAN CIVILIZATION. New York: Macmillan. Bemis, S. F., A DIPLOMATIC HISTORY OF THE UNITED STATES. New York: Holt, 1955. Binkley, W. E., AMERICAN POLITICAL PARTIES. Publisher, etc. Billington, R. A., WESTWARD EXPANSION. New York: Macmillan, 1949. Columbia Univ. Teachers' College, Citizenship Education Project. Tibbets, L. T. (comp) WHEN MEN ARE
FREE: PREMISES OF AN AMERICAN LIBERTY. Boston: Houghton Mifflin Co., 1955. Dulles, F. R., LABOR IN AMERICA. New York: Crowell, 1949. - - , AMERICA'S RISE TO WORLD POWER, 1898-1954. New York: Harper, 1955. Faulkner, John D., THE FEDERAL UNION: A HISTORY OF THE UNITED STATES TO 1865. Boston: Hough-
ton-Mifflin Co., 1952. Hofstadter, Richard, THE AMERICAN POLITICAL TRADITION AND THE MEN WHO MADE IT. New York:
Knopf, 1948. also Vintage, 1954. Kirkland, E. C., A HISTORY OF AMERICAN ECONOMIC LIFE. New York: Appleton-Century-Crofts, 1951. Larkin, W.O., ART AND LIFE IN AMERICA. Morrison, S. E. and H. S. Commager, THE GROWTH OF AMERICAN REPUBLIC, 2 vols New York: Oxford,
1951. Morris, Richard B., ed., ENCYCLOPEDIA OF AMERICAN HISTORY. New York: Harper, 1953. Riegel, R. E., HISTORY OF PRESIDENTIAL ELECTIONS. New York: The Macmillan Co., 1957.
90

GEOGRAPHY
Geography deals with areal arrangement. Its principal orientation is toward terrestrial space, the earth's surface, where it studies the varying distributional patterns created by nature and man. As part of its educational responsibility, geography seeks to help students become earth-minded and spatially oriented, to build a useful mental image of the world and its parts, and to develop their sense of space in a manner similar to the way history works to develop their sense of time.
Geography encompasses more than a description of the earth's surface. Its prime concern in the social studies is how man utilizes the raw materials and resources of his natural environment; it is interested in human behavior as it is influenced by location. Geography is closely related to all the social, biological and physical sciences. The problems of mankind cannot be fully understood or successfully solved without a knowledge of the geographic factors involved.
Physical Geography-it is the task of physical geography to describe and explain the distribution of surface features and to define natural regions that are caused by, and continously affected by forces and processes in nature.
1. Life on the earth is influenced by the earth's shape, its size, and set of motions.
2. The shape of the earth causes the unequal distribution of sunlight and differentiates climates and natural vegetation into regional types.
3. Earth movements of rotation and revolution are basic to understanding climate and time-night and day, as well as seasons.
4. Weather, climate, and earth crustal movements affect the surface of the earth and cause regional differences in landforms, minerals, drainage, soils, vegetation.
5. Climate is determined by sunlight, temperature, humidity, presipitation, winds, atmosphere pressure, unequal rates of heating and cooling of land and sea, ocean currents, mountains.
6. The crust of the earth consist of various types of rocks that influence topography. Soils are altered by nature and man.
7. Major climatic regions coincide approximately with major vegetation is related to climatic conditions.
8. Soil, water, solar energy, and air are the natural resources most indespensable to man. Natural vegetation is a great resource utilized by man.
9. The earth is divided into climatic regions; these classifications are a means of organizing information about the earth.
10. The physical elements of the earth are a unit and no part can be understood fully except in terms of its relationship to the whole.
Cultural Geography-is concerned with the arrangement of man in space, as well as the adjustment that men make to the natural environment of the lacation. These adjustments are made in accordance with the stage of technology of the occupants as well as the controls of social behavior and nature. Cultural geography also locates and interprets the location of population, settlement patterns, land-use activities, ethnic, linguistic, and religious characteristics, and features of political organizations.
1. Man constantly seeks to satisfy his needs; in so doing he tries to adapt, shape, utilize, and exploit the earth to his own end. Some aspects of the natural environment, however, are not significantly altered or utilized by man.
2. The natural environment may set the bread limits of economic life within, but it is man who determines its specific character within the limits of his culture.
3. To exist, man must utilize natural resources. Human change may depend upon the nature and extent of men's available supply of energy and his ability to control it.
4. Man's utilization of natural resources is related to his desires and his level of technology.
5. The economic processes of production, exchange, distribution, and consumption of goods are economic concepts which have a geographic orientation and vary in part according to geographic influence. The' nature of the organization of economic processes within an area results from the kinds of resources, the stage of technology and the socio-political attitudes prevailing.
91

6. Land has a dominant position in the location of production. Since people prefer to live near their work, the location of production becomes significant in the location of people. In some cases, location of production is determined by political or other social-control groups rather than by econoqlic efficiency.
7. The kinds of climate, soil, native vegetation and animals, and minerals influence thenature and extent of man's achievements within each region. The amount and kind of food needed for health varies with eli matic conditions and man's technology.
8. Factors of production, including technology, are subject to change; therefore, geography is concerned with changing patterns of land use.
9. Understanding the location of political or other social institutions is not complete without and understanding of the economics of an area. Since understanding of the economy of an area depends in part upon understanding the natural environment of that area, it follows that political and social institutions are related to the natural environment.
10. The sequence of human activities and culture patterns are related to the geographic accessibility, location and the particular time in which human beings live. People in different stages of civilization react dif ferently to similar environments.
11. Man may, by his activities, upset the balance of nature; man may do something to correct the problem. 12. Competition for the acquisition of the earth's natural resources sometimes results in political strife, and
even war. 13. Geographic positions of nation states are also related to political co-operation and strife.
"Act as if the whole election depended on your single vote, and as if the whole pa-rliament (and therein the whole nation) on that single person whom you now choose to be a memo ber of it."
- John Wesley on How to Vote. (A Word to the Free holder, 1748)

GRADE THREE: Geography of Local Community
1. Purpose: This course is designed to provide understanding of simple elements of distance, direction, space, area, location, and the observable elements of a small segment of the earth's crust, (e.g., landforms, water, vegetation, effects of climate, settlement,;, transpol t features, population, industry, land use) so that the child can grasp three main ideas: (a) Maps are the tools. whereby we observe, discover and measure the distribution of people and resources within areas, and how these things coexist and operate together. (b) People and resources are intimately interconnected and do not exist separate from one another; (c) there are characteristic patterns of spatial association of people and environment which are repeated: we can reach generalizations about things.
By examining one local community, and its setting within a larger area such as the state, the child can grasp - -through seeing and observing in his home setting _. the points above.
2. The approach here is "microgeographic" and large-insofar as maps are concerned. Understanding the geographic organization and components of one community will provide the basis for understanding larger areas, and ultimately the world as a whole. It will provide a basis for comparison between what the child can grasp through sensory perception and what he will be exposed to later in abstract.
The basic tools of map rE~ading and comprehension are stressed through constant practice during the study of the local community to assure understanding of its spatial makeup, and to develop competence in map interpretation for subsequent study and indeed throughout life!

LOCAL COMMUNITY
A simple', specific Guide Book is needed to aid the teach er in presentation of this m'aterial at the third grade level. None exists.
A manual for mapping the local community with element of large scale mapping, etc. should be included as well as e~act procedures to follow in every aspect of thecOl:rse. For example, the propel" method of conducting a field trip at this level with suggestions as to what should be regarded and ways of training the child to observe in the field with discrimination is essential.
The manual should also include an expanded step by step program for assessment of the local community based on the attached outline which will be reworked to meet the need.

Geography For Grade Three (Year Course)

Objectives: basic map skills via local community;. elements of geography, landsoape that child can observe and record; knowledge of spatial distributions within home city or community.

(1) Neighborhood - Location (How to assess and know) a. Construct simple "Pace and Direction" maps of (step off and make SCAle) 1. schoolroom 2. school gorund b. Learn to use 1. symbols (elementary ones) 2. scale 3. direction (compass) c. Coverage via simple daArOOlll constructed maps. 1. buildings, streets 2. vegetation 3. slope (ruler-protractor tool) 4. drainage directions

3. homesite . route form home to school
5. sewage entries 6. fireplugs, standpipes, power lines 7. land lots, ownership plots

Community

(Expand comparable coverage (under No.1) to community level reducing map scale as area increases)

a. Where is my town in relation to

1. capital of U. S.

4. largel" rivers

2 state capital

5. ports

3. largest cities

6. seacoast and seas

b. Are there cities like mine nearby?

1. larger or smaller

2. where are they in relation to me

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c. Are moun'.ains, forests near?
1. where 2. what kind 3. slope (I'uler-protractor tool) 4. drainage directions

5. sewage entries 6. fireplugs, standpipes, power lines 7. land lots, ownership plots

(3) Composittion of my town and community Use two master maps for this study-source: 1. Planimetric maps by State Highway Department. (make ozalid prints of these)
2. Enlargements of airphotos from U.S.D.A. 3. City maps from Georgia Department of Public Health Use two master maps for this study-source: 1. C.B.D. (Central business district - blocks in which more than half the buildings are occupied by
commercial or retail estab.) a. Kinds of business 1. why in my town 2. how different from other towns
3.' .why different from other towns
2. IndUStries - locate on simple map with color symbol
1. WhY here 2. what reS01.il"CeS needed 3. Grocery stores: why are they located where they are?
1. supermarkets 2. independent 4. Schools - why located? 5. Churches - why located? 6. Parks and recreational areas - why located? 7. Local government buildings - why located? 8. Fire stations - why located? 9. Airports -. why located? 11. Public housing 11. Railroad stations - junction-switching ward - why located? 12. Major highways - pattern - why located? 13. Residences by economic structure, race 14. Hospitals

(Compile interesting facts and figures from information on maps; also learn sources of information Le. How many doctors in town? Look in yellow pages.)

(4) Georgia Regions (Child studies 'his own at this level)

Reg~ons based on physiographic divisions: differences in observe topography, soil types and vegetation.

1. Blue Ridge

2. Appalachian Valley

I

3. Piedmont - northern and southern

I

4. Western coastal plain 5. Eastern coastal plain

a. Definition: A part of the earth's surface which has about the same conditions (characteristics) throughout. i.e. land surface, soils, vegetation, ways of using the land and its resources.

b. Map: Physiographic diagram of the Raisz type or Lobeck type. More generalked since larger area covered. Scale changes. (professor Barnes map excellent) Use acetate overlays. Compile as class exercise.

c. Content~ of maps: (source of info. :- atlas) 1. Rainfall 2. Temperature 3. Strear.1S and rivers 4. FOO"ests 5. Mineral resources 6. Crops and livestock 7. Transportation routes a. roads b. railroads c. airways 8. Towns (include altitude--from state planimetric maps* 9. State parks and battle grounds

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GRADE FOUR: The American Southeast - Geography
1. Purposes: to expand child's knowledge of elementary tools in map interpretation and usage as well as his comprehension of distance-direction, area and location, by exposing him to the region (Southeast) in which he lives subsequent to his introduction to his own community and locale within the state. The idea is to work gradually from the area he can observe (community, in Grade 3) to immediately adjacent areas with which he may have at least some minimal knowledge. Because the South surrounds him, it should whet his interest.
At this stage the child is to be introduced to the regional concept of geography. He learn it in terms of his own area, the South. Sound grounding in the regional approach is essential because it will be employed in all subsequent courses.
Map competence is to be increased. The size of area, and consequently the sCale, changes. The number of phenomena presented via maps increases. as does the symbolization on the maps. The child begins to grasp ideas from maps as abstractions, but can always be referred back to "realities" he mapped (in 3rd grade in his community) to firm up the abtraction. It is essential that a reasonable balance be maintained between the number of map abstractions and more concrete materials, e. g. photos and text materials. This must be a "bridging" experience, successfully concluded in grade 4 to permit the child to pursue regional geography successfully in subsequent years.

2. Materials for this course are scantly to absent. The following are needed:
(1) A good text. (2) Cognate readings are scanty. (3) Desk outline maps, and other compilation materials needed. We recommend preparation of small
student "map manual", containing not only suitable desk outline maps but also detailed directions for their use, and series of questions insuring their proper analysis and interpretation after compilation has been completed.
(4) The following materials are available and are essential: (a) Atlases - about one per each 4 students MUST be in the classroom. (b) Regional wall maps of the United States in addition to maps suggested on list. Basic to grade 4.

Outine of Contest

1. Natural regions of Georgia Review local region already studied in Grade 3. Go on to other four, pursuing activities similar to tlnse followed in own region. (from Grade 3)

2. Latitude and Longitude (Learning Location In Relation to The South). a. Review compass directions and reasons for establishing same. b. Chose familiar places to locate - nearby city or own town. c. Earth is a rotating sphere. d. Rotates on axis which has north and south poles. e. Equator is imaginary line halfway between poles. f. Measure distance on sphere in degrees, minutes, second (Reinforce in subsequent grades.)

3. Application of latitude and longitude to places in the South. a. Relative locations of: 1. Rivers 2. Lakes 3. Cities - New OrleAns (almost gooW., 30oN.) Compare cities at home latitude around world. Compare cities at home with those on same meridian in South America. (Any?) 4. Water bodies 5. Ports

(Many interesting problems possible in this area:' Ex. - What is the scale distance between two cities?

What is the difference in latitude between two cities? Compare.)

(Basis of 4th grade curriculum should be -in.ap. compilation.)

...'

-

4. Population distribution in the South.

a. Plot high, medium and low densities areas on maps.

b. Why high densities in some areas, low densities in others?

c. Compare population density in South with other U. S. areas.

95

d. Why different population densities? Search for answers in following units. What are problems and advantages people face in making a living in the South?
5. Climates of the South. (Necessary preliminary regional overview) a. The temperature patterns, how do they differ? b. The rainfall differences, where greatest and least? c. What parts of South unsually get snow, how much? d. What parts of the South usually have thunderstorms in summer? e. Where do our hurricanes and tornadoes occur, and at what seasons? f. The seasons in the South, what are their characteristics? Why do we have seasons? g. What other regions around the world have climate like our South? h. Differences between climates of the South and those of other N. Americans'.
6. The Blue Ridge Mountains (This is a sample of the treatment which should be given to each of the reo gions of the South) a. Landforms 1. Old mountains worn down by streams fed by heavy rains and snows. 2. Little flat land that can be farmed. 3. Most of area in steep slopes so cut by running water in streams. 4. Rocks which make up Blue Ridge are hard rocks: (a) granites (b) gneisses (c) schists etc. (Use rocks samples to identify terms. Samples available from State Department of Mining and Geology) 5. Many small streams, separated one from another by steep ridges. 6. More than 80% of area in moderate to steep slopes. 7. Shape of area - "Baseball bat". Thick section known as Smitkies. "Bat handle" - narrow ridge in Virginia. 8. Highest elevations in Smokies, along N. C., Tenn., Ga. border. Mt. Mitchell etc.) 9. Some "open" basins of more level land - Asheville Basin 10. "Coves" along west side in Tenn. based on local limestone areas. 11. "Wind and water gaps" through Blue Ridge in Virginia - biggest and most important-Roanoke, Virginia section easily penetrated-Smokies section is not.
b. What do landforms of Blue Ridge mean to people? 1. Little land for agriculture - causes small farms and small field. 2. Much land suited only to forests. 3. Isolation - area very 'hard to get into and out of in past and even today. 4. Low incomes
c. Climate of Blue Ridge 1. A "northen climate" moved South because of elevations - climate like eastern Pennsyvlania
plains moved south to Carolinas and North Georgia PRINCIPLE: Increases in elevation have essentially the same effects as increases in latitude, as far as climates go. Average temperature 3.3 degrees per 1000 feet.
a. Lots of snow b. Cool, mild summer, long cold winter c. Rainfall - 70" to 80" 2. Effects 01 climate on people a. Provides basis for_hardwood forests instead of pines b. Forest-based industrfes - woodworking, furniture, plywoods c. Traditional log cabins, log barns,_and corn cribs d. Wintertime isolation due to snows, shelters necessary for animals and people. e. Hunting and fishing and recreational industries f. Lakes - storage of abundant mountain rains for use on plains to east and west. (ex. T. V. A.
lakes, Fontana Dam, Lake Blueridge, Lake Rabun) g. Hydroelectric power from lakes and running water.
d. Soils and land use. 1. Dee,p soils in valleys which are rich. 2. Thin soils on mountain slopes and tops. (erosion on slopes) 3. Principle: Dense settlements and level land closely associated in mountain and bill lands. People settled mainly in valleys, along streams, where small fields can be cultivated. 4. "String-town" valley settlement pattern results. 5. Crops: corn, winter wheat, and barley, tobacco (Tenn., Va., N. C.) Truck crops (Ashville Basin) grown on bottom lands Also fed livestock. 6. Pastures - on lands too steep to plow, usually
96

7. Woodlands, pastured on lower slopes. 8. Many poultry and hog "specialty" farms 9. Hatching egg industry of North Georgia. Located here because more eggs hatch and more chicks
survive in cooler climate. 10. Broiler industry of N. Ga. 11. South Appalachian apple industry. Good orchard area for "cool" fruits due to 'air drainage'.
Principles "slope", location of orchard industries, for air drainage, worldwide.

e. People and their problems
1. Scots-Irish descended from hardy frontiersmen. (practically no German, Italian etc.) Why? 2. Essentially no Negroes. (Many small farms, adapted to terrain in Blue Ridge, established by
Scots-Irish. Plantation owners not attracted to this area lacking superior soils .and flatlands. Negro not taken to area.) 3. Cherokee reservation in North Carolina. 6. Low income, insufficient land for agricultural expan.sion - people migrate to cities. 7. Generally a healthy, hardy people in spite of low incomes and isolation. Large families common. 8. Illegal whliskey industry. 9. Poor schools because of small tax base. 10. Shortage of mineral resouces-except Murphy marble and Tennessee copper basin. Few industrial
opportunities. f. Contributions of area to adjourning regions.
1. Storage of wa,ter for T. V. A., and other hydroelectric int9allations. 2. N. C. furniture industry based on Blue Ridge hardwoods. 3. National parks, ie. Great Smokey Nat'l Park (recreational services to adjoining areas) g. Future potential. 1. Recreation area. 2. Intensive agriculture - ie. Birdseye truck cro,ps project. 3. Forest industries.

7. Similar treatment as in No.6 for following Southern regions with appropriate adjustments to fit geographic characteristics of region.

Center focus on:
a. How people make their living. b. Why people make their living thus.

c. Problems with which people must cope. d. Prospects for future deve.lopment.

Regions of South:

a. Piedmont

g.

b. South Atlantic Coastal Plains (Ga. to Va.)

h.

c. Florida

i.

d. Gulf Coastal Plains (Ga. to Tex.)

j.

1. Eastern 2. Western

e. Alluvial Mississipi Valley

f. Western Upland Plains of Texas (Ranching complex)

Great Appalachian Valley Cumberland Plateaus Blue Grass Basins of Ky. and Tenn. Ozark, Ouachita highlands

9. Summary and overview. a. Comparisons and contrasts which go back to- "Why are people where they are?" b. Eight different kinds of South: 1. Hill land vs. plains lands. 2. Small farms vs. large farms (plantation) 3. Urban vs. rural (numbers and income in stark contrast) 4. Agricultural vs. industrial

c. South's role in the nation's future. 1. Per capita income rise in South (70% of national ave. today.) 2. More industry coming to South; bigger cities. 3. Largest underdeveloped natural gas and petroleum resources of U. S. 4. Underveloped mineral resources - iron in S.W. and N.W. Ga., East Tenn., Western Va., many others. 5. Increased paper industries - 70% of pulp-paper in U.S. by volume from South. 6. Structural lumber produced will increase. 7. The Nation's agricultural reservoir to meet demands of expanding U. S. .population in the future for food, fiber. 8. South growing as major livestock producing region. 9. International Crossroads: gateway to Latin America's expandingpopu1~tions and markets.

97

GR-\DE FIVE: Anglo-American-U. S. and Canada
Geography
Purposes: To discover the distributions of peoples and the occupations that they pursue in North America; why the people are where they are and doing what they are doing; how they pursue their various occupations;
how the land resources are organized to support our people in the various regions of the continent; what the
distributions of resources of the continent are; what are our problems in s,xploiting the resources of the several regions - meanwhile insuring their optimal conservational use; how our transportation systems encourage regional' specialization in production and an interchange economy; to establish place name geography of the continent - - e.g., rivers, mountains, lakes, political units, cities and towns - - within a functionally meaningful treatment which stresses the significance of these places in terms of what people do - - and why - - at these places; to develop understanding.. of the historical evolvements occurred where and as they did; to enhance skills in map usage and interpretation within an analytical framework.
The hope and expectation is that the child can ;progress, in most cases, to the point where he has achieved the purposes outlined above by the conclusion of the fifth grade.
For reference materials, visual aids, teachers guides and references, see the Teachers Manual or Teacher's Edition to the texts on the State Adopted List for this Area Several Manuals and special editions have wonder ful "help".
Content
1. Space-Time-Distance Concepts em the North American Continent. a. Latitude-Longitude comparisons with other nations. b. Positions of N. A. nations on the globe. c. Use of meridians and parallels as national and state boundaries; natural features for others. d. Variations in international date line to conform to political entities. e. Time zones on the North American continent - earth rotation and time computations. Time differ ences, among principal American and Canadian cities, and computation of same. f. Distances 'among principal N. American cities: Locations in comparison with those on other continents. Great-Circle routes, and distances along them compare with longitudinal distances. g. Size comparisons among continents. Size comparisons involving gross area, proportions in mountains, deserts, 'hill-Iands, tundras, utiligiable plains. ,plateaus, to demonstrate large proportion of area suitable for human habitation on N. America.
2. Framework of the Continent: a. -sp.ti.1 distribution .nd .re.1 relationships on the basic landforms, one to another. The cordillera, other mountain systems, plateaus, plains andhilllands. Location and map plotting exercises. Defini tions of basic physiographic terms. b. Distribution and areal relationships of the waterways and streams of the continent. Definitions and applications of waterfeature terms. Location and map plotting exercises. Stress on navigable water ways and hydroelectric power sources. c. Distribution of the political framework - U.S. states, Canadian Provinces, capitals and principal cities, populations. Location and map plotting exercises. d. Cllm.... of the continent: humid subtropic Southeast, mid-latitude short-and longsummer types, high high latitude maritime type, Taigas, Thudras, mid-latitude ste.ppe grasslands, mid-latitude deserts, "Mediterranean" California, marine-westcoastal type, Alpine and highland types. (1) reasons for climatic types: axial parallelism and inclination, progression of zenithal solar ray, use of the analemma on globes, development of causes behind seasons, and differences in seasons from area to area. Dim!rentials in heating! cooling rates of land and water. Factors of continentality. Temperature relatioDlhlps to atmospheric pressures. Prevailing pressure and wind belts. Distribution of atmospheric moisture via wind systems. Resultant predominant seasonal precipitation patterns. Modifications of pressure - temperature - wind types caused by (a) topography, (b) loca tion on the continental landmass. (2) Synthesis of foregoing to provide comprehension of characteristic season - moisture -temperature - insolation patterns which comprise the several clim::tic types. (Map compilation exercises) (3) Incidence and areas of drought. Seasonal and cyclical moisture variability; causes and consequences (examples: high plains, Southeast, Middle west.) (4) Characteristic storms, and their areal patterns and consequences. Cyclones and anticyclones. Cold and warm fronts. Foehns, Chinooks, Santa Annas, "Blizzards" of the High Plains. Tornadoes, hurricanes, economic significance (Map compilation exercises) (5) Comparisons and diltributions of clima tk regions around the world, to discover areas similar to those in Anglo American. (Map complation exercises)

e. Vegetation and soil types of the Continent.

(1) Climatic controls of vegetative types and distributions. Temperature limitations on forest Moistut~ limitations on forests Mixed deciduous hardwood forest regions - their relationships to evolution of podzolized gray
brown soils 'cl:'" Northern coniferous vegetation - relationship to origins of true padZol soils Bottomland Hardwoods on alluvium, esp. in South. Southern coniferous forests - relationships to origins of red-yellow padzolized soils. Humid-subhumid prairies: relation to deep black earth soils; effects of Indians and deliberate fire-setting to maintenance of the prairies. High plains short-grass steppes and ;prairies: relation to chestnutearth soils, roles of Indians, fire, buffalo. Alpine forests of the Rockies - effects of altitude on temperature and moisture in the dry West. Desert bush-and-shrub vegetation: "hermit" plants, xerophytic concept related to climate and gray desert soils. Medite'rranean "chaparrtal" and gray- brown soils in California; variations due to alluvium. Tundra soils and vegetation in the subarctic; permafrost and effects on soil, transportation, housing. (2) Comparisons of "Natural regions" (regions of homogeneous climate-soil-vegetative types) in Anglo-American with other regions of same types around the world. (Map compilation exercises.)

f. Characteristic economic plants ("Cultigens") of the various climatic-natural regions: e.g.: cotton,

peanuts, rice, corn: humid subtro.pic vineyards, citrus, orcharding, wintergrains: "Mediterra-

nean" California, forage and haycrops Ius rye and wheat: "Short-summer" continent areas,

corn, winterwheat, soybeans: "Long summer" Middle west. Winter and Spring wheat: High Plains.

(and others (compile general distribution maps.)

"

Principle of comparative areal advantage in regionalization of Agriculture: evolvement of crop

culture in areas where optimum return per acre accrues because of cultivation of best

adjusted crop. Consequences in American history and economy, i.e.; association of cotton/

tobacco with large commercial landholdings (,plantations) restricted by climate to South, hence

contrasts in slave and free labor were strongly regionalized and led to great conflicts. Evolvements

of railroads necessarily tied to an "exl;hange" economy whereby specialty crops of various areas

inter-changed to the economic benefit of all. Basis of such regionalization is inherent regional dif

ferences in climate and natural resources to which our society has adusted itself and taken ad-

vantage of.

g. Basic Mineral Resources of Anglo-America (1) The metals: iron ore production regions, and untapped deposits; copper, aluminum sources, deposits, reserves. Precious metals: gold and silver. Alloy metals: nickel, chromium, vanadium. (Compile maps of deposits, reserves, processing plants) (2) The fossil fuels: coal deposits and reserves; lignites; oil and natural gas deposits and reserves; gas pipeline system;! automatic and fissionable deposits and reserves. Anglo-America rich in energy resources - most basic resources for economic, industrial, military and political great ness. Uses of the fossil fuels as raw materials, in addition to power. (Compile maps of deposits, reserves, processing plants.) (3) The fertilizer and chemical minerals: (compile maps) Sulpher and sulfuric acid; Phosphates, potashes; Synthetic and natural nitrogen sources for N. America; Salt deposits, magnesiums. (4) Construction and Refactory Minerals: (compile maps) Diminsion Stone; granite, marble, sandstones. Glass', sands, Kaslins, firebrick clays. VermiC#lftes, lianAs and gravels. limes- an'd limestones for cement.

h. Distribution of Anglo-American Population: (1) Densities by dot-distribution maps. Analysis of computation and construction of dot-density maps,
why equalarea maps necessary to same. (2) Densities by isoline maps. Analysis of computation and construction of isoline maps. Review of
various types of isolines in addition to those for population. (3) Rural densities by natural regions in Anglo-America. Urban densities, and frequency of urban
occurrence by natural regions.

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(4) Distribution and spacing of Anglo-American cities in excess of 500,000 (metro. pop.). Spacing densities in relation to (a) physiographic regions, (b) natural regions. Dominant functions of the "first-order" (over 500,000) Anglo-Amer. cities.
(5) Canadian and American population "deserts" - areas of low-densities; where are these, and why, and what are their prospects and limitations?
(6) Anglo-American Manufacturing "Belts" - bases of industrial complex. Basic industries, where distributed, why.
3. The AngloAmerican Regions: (Detailed regional analysis of each of the following, after outline below for the Middle West, wiith suitable modifications therein t:> encompass characteristics of areas concerned. New England and Maritime Provinces Middle Atlantic Seaboard - Urban America. South Atlantic Coastal Plains and Piedmont Northern Appalachian Highlands Southern Appalachian Highlands Gulf Coastal Plains Ohio-Tennessee Plains and Low Hills Middle West Plains: Corn-livestock country. Dairy-Forest Regions of the Upper Great Lakes. Winter and Spring wheat Regions of the Great Plains Ranching Regions of High Plains and Intermon tane Basins Boreal coniferous Forests of Canada and Alaska Canadian-Alaskan Tundras: the Eskimo Culture. Mining Regions of the Rockies. Irrigated Oases of the Dry West "Mediterranean" (Southern) California Marine West-Coastal Northwest: Oregon-Washing ton-British Columbia-South Alaska. Tropical Hawaii.
4. Sample Regional Treatment. The plains of the Middle West: Corn-livestock country. ("Central Farming Region"). 1. Delimitation of Region - reasons for boundary placement. Review of concept of geographic region. 2. Landforms of Middle West (a) Introduction topographic map and teach. isoline concept from conllour. Introduce plactic terrain models of topographic maps, with contours over printed. Develop skills in topographic map reading via case studies from selected topo sheets representing segments of each of the AngloAmerican regions studied. (b) Basic Landforms Categories: (high % of utilizable area) (1) plains of glacial deposition - till plains, moraines, outwash plains, karnes, "kettles" kame terrains, glacial spillways, significance of glacially deposited plains in providing bases for exceedingly rich soils. (2) plains of glacial erosion - scoured plains, disarranged drainage, etc. The "Driftless Area" of Wisconsin. Association of glacial erosion with poor or no soil, restrictions on human activity. 3. Other Vegetation. Forested Eastern Middle West. Prairies of Western Middle West. Significance of Prairies in (1) settlement, (2) agricultural productivity. Disappearance of original veg., substitution of cultural vegetation. Present vegetation on topographic maps: - interior woodslots to East (residuals) - farmstead-eentered introduced woods in central and west - shelterbelt forest of western Middle West. 4. Climate of Middle West - Humid Continental Long-Summer type
- Pcpn. ave., annual and seasonal - Value of pcpn. predominance in summers. - "Shower" form of summer; frequency, value to agriculture; summer temps, and humidity. - Frontal pcpn. of winter, abundant snows, snow value to agric: disadvantages to cities and transport
facilities. Winter temps, soil freeze values esp. in regard to erosion. - Variations in pcpn., and drought probabilities, from E. to W. in Middle West. 5. Origins of Population and Settlement Systems.
(a) English via New England into Ohio's Western Reserve
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(b) Scots? Irish-English via Penns. and Virginia into southern Ohio and Ohio Valley. (c) French via St. Lawrence into E. Michigan, along Mississippi. (d) Colonial Germans and Mennonites in So. Penna: originators of the corn-livestock system of land
use, rotatiton system, cattle and hog feeding, bank and gambrel roofed barns. "Squared" to use types from Penna. (e) German infusions pr-ior to Civil War; Scandinavian-Check-Polish infusions aftetr 1870. (f) Desire for woodlands for settlement; fear of the treeless prairies and reasons for same. (g) Origins of the landholding systems: - "Metes and bounds" of S. E. Ohio (topo. maps) - Odd-lot rectalinear system ("town") of the Western Reserve. (topo. maps) - Establishment of the U. S. Rectalinear Survey and work of General land office. - Township, range; 36 square-mile township; 160 acre initial farmsteads, 40 acre cadasters, land description system. Reasons for N.-S. oriented straight roads. Placement of farmsteads. Minimum fencing pattern and its effects on rolations, land use, soil erosion. West and central U. S. and Canada largest contiguous area of rectalinear landholdings in the world. (topo. maps) - French long-lot system of Detroit, W. Cent. Illinois, and St. Louis - St. Genive\c areas. (topo. maps) ("Water-front system". - The "Geometric-Square Countryside from the Air". (h) Origins and migrations of maize (corn-gift from the Indians. (i) Origins and migrations of wheat (Middle East), barley (Ethiopia) Alfalfa (E. Mediterranean), soybeans (Manchuria), hogs (S.E. Asia), beef cattle (N. Black Sea), moldboard plow England. PRINCIULE: What we see on the Midle West landscape today is the result of many economic p I ant s, animals, ideas, economic concepts, and people, all of which orginated elsewhere. Each was brought to the Middle West and used to capitalize on its marvelously rich soils. The unique thing, then, about the Middle West, then, is the way these features of world-wide derivation were put together tot form highly functional connections between man and land land resources. The features themselves are not unique. (j) Rectalinear patterns of small market-towns, and of regional urban centers: basis in the rectalinear surveys.
6. Using the Land Resources: Farm Case Studies. (a) The -Jones-Volk Farm, Oneida Ill., 400 acre corn-cattle"hogs farm on the glaciated plains of WestCentral Illinois. (Maps and case description, photos) Epitome of the corn-livestock farming enterprises. (b) Cash-Grain farm near Champaign, Ill. (to be selected) (c) Mitchell Grain-Dairy Farm, Pipestone Co., Minn. (d) "Plantations in the corn Belt" - the Connors Pairie Farms of Indiana (3,000 ac) (e) The "Family Farm" - a dairy-hog-corn farm in Southweastern Iowa of 240 acres.
1. Predominant Agricultural Specialty Subregions in the Midle West.
8. Using the Land Resources: Mining Case Studies. - Lead and Zinc Mining Community in S.E. Iowa. - Coal Strip mining in S. Cent. Illinois. - Oil and Gas fields of Cent. Illinois. - Glass sands and glass works at Muncie, Indiana.
9. Servicing the Land Resources: Small Market Towns. - Case Study: Princeton, Ill., or Washington Court House, Ohio. - Spatial structure of the Small Market Towns-topo sheets - Frequency of distribution, and spatial grid of the small market towns.
10. Servicing the Region and AngloAmerican: The Manufacturing Belt of the Middle West: - Basis: The Steel Indusrty - Why there: central to continental mkt., central to iron-coai-limestone, abundant water. - Why there: Accessibility to mkt., to raw materials, via transport, esp. Great Lakes. - Case Studies: Carnegie-Illinois Steel Co.. Gary Indiana, Mahoning and Shenango Valleys Rock River Valley. - Dominant Industrial Cities; their functions by intdustry types.
11. Servicing the Region and AngloAmerica: The Transport System of the Middle West. - The "Civilizing Rails - role in settlement. - Present rail densities; arterial rail routes. - Great Lakes; St. Lawrence Seaway, "Port" cities of the Middle West. - Inland Waterways: Illinois-Hennepin Canal, Mississippi, Ohio - "Lakes to Gulf Waterways" - Significance of waterways to foreign trade and commerce, the example of Keystone Steel and Wire Co., Peoria, Illinois. - The Air Routes and Major Air Terminals. Chicago "Great-Circle" Distances to major North Ameri-
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Can cities such as Los Angele, New York, Washington, Atlanta, New. Orleans, Dallas, Denver, Seat tle, Fairbanks, Winnipeg, Toronto, Montreal, St. Johns. 12. Chicago: Metropolis of the Middle West. - Site characteristics; location advantages and reasons for growth to metropolis. - Functional traits: Manufacturing, port city, ~ center, livestock and ago center, wholesaling, regional and inter-national distribution center. 13. What the Middle West Means to Anglo-America: - American "breadbasket" - Transport connector and shipping middleman - Manufacturing stronghold - Market center for N. Amer. Agriculture - Mineral riches - "Balance of power" in U. S. economic and political life: "What Middle West Wants, Middle Wests Gets!"
"Readable words, based on sound facts, about what has happened and is happening in the world, keep the mind alert and educate young people fOT responsible citizenship."
- Dr. Claude Purcell State Supt. of Schools.
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1
GRADE SIX: Europe and Asia - Geography
BASIC CONCEPTS OR GENERAL DIRECTIONS
PEOPLE
1. Note the characteristics of centain peoples who have an identity separate from other peoples in the country in which they reside.
2. Identify the contributions of certain authors, composers, and artists to the culture life of nations. 3. Relate the major religions and the way in which they influence the lives of their adherents. 4. Use comparisons to build size and number concepts concerning population. 5. Emphasize major occupations and give reasons why particular occupations are dominant in certain places. 6. Highlight certain strategic locations for their value in controlling transportation and communication. 8. Show the effect of conservation practices-both good and bad. 7. Point out the role of the United States in assisting underdeveloped nations. 9. Emphasize the importance of education in the development of a country. 10. Point out that the basic substance of a society is rooted in its values. 11. Show the contributions of ancient civilizations to present-day cultures. 12. Indicate important changes that have occured, or are occurring in various parts of Europe and Asia. NATURAL RESOURCES 1. Explain the importance of size (area) to a nation. 2. Show the relation of the economic life of a country to its location. 3. Continue to show.the influence of climate and weather on lands and peoples. 4. Review climates previously studied and emphasize semiarid, humid subtropical, marine west-coast, and
humid continental as climate types. 5. Treat the effect of ocean currents and drifts upon the climate of land areas. Describe special storms
and their causes. 6. Redefine the four major kinds of landforms and show their' effects upon lands and peoples. 7. lllustrate the work of ice, running water, and volcanism in shaping landforms and affecting soil con-
ditions. Identify special kinds of soil and their origins. 8. Explain the distributional pattern of the natural vegetation in Europe and Asia. 9. Continue to exemplify plant life as a resource for man's use. 10. Show the distribution by nation, and on the co~tinent as a whole of the more important minerals of
Europe and Asia. 11. Call attention to resources as one of the factors in assessing a nation's present and future strength. 12. Demonstrate the usefulness of Europe and Asia's major rivers.
THE MIDDLE EAST
I. Concepts to be understood:
Western. civilization had its beginning in the area known as the Middle East. Among its contributions, too numerous to mention, are many basic ideas and inventions, including the science of arithmetic, astronomy, the beginning of our alphabet, end three of the world's most widely spread religions. ~~rategically located on the trade routes joining Europe, Asia, and Africa, and situated between the Communist-bloc States and the West, this section is one of great interest to the strong powers of the world today end threatens to be a world trouble-spot.
The countries of the Middle East have four things in common; They occupy! a desert land where water is the most important problem in maintaining life, the majority of people are farmers or herders, most of the people are Moslems, and in all countries, there is a great contrast between the wealthy and the poor'.
For many years, the nations of the Middle East were dominated by foreign powers, but today, many of them are developing into responsible nations. They are becoming increasingly important in air and water transPOrtation; and them rich deposit of oil is bringing in wealth, yet in some respects this section has changed very little since recorded history and the contrast between the new and the old is very great.
Under the Truman and Eisenhower Doctrines, the United States is pledged to help protect these nations from communism.
Problems of the Middle East:
The countries of the Middle East have few resources except oil, and they must depend on outsiders to develop this industry. There is alweys the danger that these outsiders may quarrel over this privilege. Large factories that employ many people and use mass production methods are rare. Unstable governments
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and inefficient taxation systems discoumge business of all kind. These nations are faced with the danger of being exploited by other nations, the fear that foreign investors may try to influence their political affairs, ollnd the threat of communism. There are also the problems of extreme jealousy and old rivalries between the countries. Many of the small groups of people are discontented. Tensions and conflicts are frequent, and in recent years, violence has often erupted.
The standard of living of the majority of people is $100.00 per year. Farmers and herders are faced with the problems of arid land, poor soil, and limited grazing areas. Much of the land has been overgrazed and erosion has added to the hazard that besets the farmers.
m. Introductory questions and activities on the Middle East:
1. Explain why early civilizations developed in this area. 2. What is the geographical basis for the term, Near East? 3. .Why are the river- valleys the most densely settled parts of this area? 4. How did the ancient world profit from the Fertile Crescent? Compare the productivity of this section
today with that of early history. What has caused this change? 5. What type of gov.ernment is found in each of these countries becoming strong enough to get along with-
O\,lt outside aid or interference? 6. What threats to world peace exist in the Middle East? What evidence is there of communist influene?
Why is our country concerned about this? 7. Why are there unfriendly feelings within the Middle East? 8. List all of the reasons that you can find for the str-ategic value of this section. 9. Why is Egypt said to occupy a key position? 10. Why are the Egyptian farmers poorer today than they were before the Aswan Dam was built? 11. What caused the recent trouble between Egypt and Great Britian? Which do you think would be prefer-
able, that the Suez be operated by a single country or by some organization such as the United Nations? Do you feel the- s.ame way about the control of the Panama Canal? Why or why not? 12. Israel's progress has been based on its immigl'llnt people. Explain the truth or falsity of this statement. 13. How well has the Zionist movement succeeded? 14 Why are Israel's neighbors hostile to her? 15. Give your opinion for the reasons that Turkey changed her government and dropped old customs after World War I. 16. What is the connection between the nationalistic feeling in Iran and the expansion of the oil industry? 17. Iran has been noted for centuries for its beautiful rugs and tapestries. What geographic conditions are responsible for the development of this industry? 18. What advantages ollnd disadvantages does Iran have for future development? 19. How is the main occupation of Afghanistan determined by the physical character of the country? 20. "Great riches in oil have had little effect on the stand-ard of living of the majority of the people of the Middle East." Explain. 21. What are some of the problems involed in raising the standard of living of the people of this area? 22. What are the sources of the Tigris and of the Euphrates Rivers? Explain why they don't flood at the Sollme time. 23. Discuss the cause of the recent trouble in Cyprus and tell how it was settled. 24. What are the objectives of the Arab League? 25. What is the role of the United States in the Middle East?
MEDITERRANEAN EUROPE
I. Concepts to be understood:
Mediterranean Europe is made up of numerous peninsulas projecting into the Sea. It has oll climate SO
distinctive from other climates that it has been named Mediterranean. Much of the area is mountainous and valleys and plains make up only a small p-art of the surface.
w. The countries of Mediterranean Europe were once powerful in world affairs. It is from these lands that
find the origin of much of our own culture. Our economic, social, and political systems, our religions, art.
science, philosophy, language, and mathematics ollre contributions of these countries. Their history has bad
a great deal of influence on all western civilization.
These nations were the first to build colonial empires overseas, and here, tr.ade and commerce first gaiDed
significance. Trade is still important to these countries whose location places them at the crossroads of goocll
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flowing from Europe, Asia, and Africa.
Agriculture is the chief occupation in these nations where neither climate no1" topography fevor it. The population is chiefly rural, the standard of living of the majority is low, and there is widespread poverty. Economically, these countries are far behind Northwestern Europe and the United States, "but most of them are struggling to raise their standard of living and find ways to support their people with limited resources.
m. Problems of Mediterranean Europe:
Mountains limit the amount of arable land, and soil erosion, inadequate rainfall, and backward methods limit agricultural production. Most farmers are too poor to take advantage of modem methods. Land tenancy is a problem in some of these countries, -and though some steps have been taken to redivide many large estates, land reform is still badly needed.
Most of the countries must import both fuel and raw materials. There is a lack of capital for industries, . and unemployment is widespread. There is a high !'ate of illiteracy and a majority of the people are impoverished. Malaria and epidemics take their toll.
World War n ravaged many of these countries, reducing them to poverty and near starvation. They had the
problem of becoming economioolly sound.
Communism is a great threat in this area which is beset with so many problems
m. Introductory questions and activities:
1. At some time in history, most of these nations have been very important and influential. Explain wby they no longer hold this position.
2. What ch8I'acteristics do they have in common? 3. What hap~ned to the vegetation that once covered the area? 4. Describe the economic situation in this section. 5. Why is Italy the most important one of these countries? 6. Compare the industrial development, agricultu,e, grazing, and types of crops of northern end southern
Italy. 7. What is Italy's population problem? How may it affect her economic and political affairs? 8. What do you think the Italian government mig ilt do to improve living conditions? 9. Why is poverty so widespread in SJl'3.in? 10. Compare the topography, the people, the government, -and the industry of Spain and Portugal. 11. Explain why Portugal has not developed her rich mineral resources. 12. Describe the topography of the four regions of Greece. 13. Why has the United States given economic and military aid to Greece. 14. Qnly one region in the United States can be compared with Mediterranean Europed. Which is it?

NORTHWESTERN EUROPE

1 Concepts to he understood:

Politically, economically, and culturally, Northwestern Europe is one of the leading areas of the world. It forms -the very core of European culture, and has made great contributions to the world in the fields of politics, art literature, science, social invention, and humanitardan spirit. It has contributed most to world leadership, and only in Germany, have these great contributions been somewhat eclipsed by delusions of political grandeur..

Northwestern Europe's progressive people and invigorating climate, her unequaled position for trade and her industrial development make her nations prosperous and powerful.

This section includes the industrial heart of Europe and is one of the world's greatest manufacturing centers. Northwestern Europe bas political ties with every continent on earth. It cities are within a few hours flying time from most of the world's capitals.

Previously, the colonial possessions of these nations amounted to one third of the earth's land and people, thus extending European culture and influence into many parts of the wodd.

Northwestern Europe had e great deal of influence on the beginning and the growth of our own country,

and the nations of this section are still the best friends that we have in the present-day world. Their way of

life is more like our own than that of any other region.

.

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n. Problems of Northwestern Europe:
Its resources are divided among independent and often hostile nations, and the struggle for the control of resources, land and transportation and communication lines have often ended in international conflict resulting in war.
Two world wars have brought great human and mat erial losses, leaving these nations so weakened that they are no longer the most powerful ones in the world. This fact has caused dissatisfaction QIDong the people. The nations of Northwestern Europe are faced with the fear of the domination of Russia on one side, and the desire to be economically independent of the United States on the other.
Communists within the countries have put stumbling blocks in the way of industrial progress, and have made the establishment of a sound government very. difficult.
The resistance and the breaking away of colonial possessions have cut off some of the. greatest sources of income of these nations, and have also reduced thew influence.

m Introductory questions end activities on Northwestern Europe:

1. What factors have made Northwestern Europe a center of power and influence?

2. Why is this section. referred to as a giant peninsula?

3. How has the surface of Northwestern Europe affected the ~litical divisions?

4. Without the Gulf Stream, Northwestern Europe would be a thinly populated area.

Do you agree? Explain~

5. What effect does climate have on the energies of people is the climate of Northwestern Europe stimulat-

in or debilitating? Explain. 6. How has geography influenced the occupations of the. people?

7. Discuss the causes for frequent wars that have been fought in this section, and tell the results of

these on both the nations and the people..

8. It has been said that wherever you go on earth, Western Europe follows you. Explain the meaning of this

statement.

9. Explain why the United States and the nations of Northwestern Europe have been drawn closer together

in recent years. 10. Why is. Great Britian so important in world affairs?

11. Why is Bhtian's insular position less advantageous today?

12. What proof is there for the statement that the British have modified more cultures tOOn any other

people? 13. Why did Britain acquire a large empire? Why is it shriveling at present? What has contributed to the
stability of what remains of the Empire?

14. Why is there constant emigration from the British Isles? How does this affect her economy?

15. Why did the Industrial Revolution begin in Great Britain? Discuss the importance of her manufacturing

industry today.

.

16. Explain why Britain developed such a large trade. Why is this trade so necessary to the life of her empire?

17. England's people are her greatest asset. Explain the meaning of the statement. 18. Discuss the government of Great Britain.

19. What is Ireland's present relationship with Great Britain? lkt. Explain why Ireland has so little manufacturing.

21. Explain why France is one of the greatest self-contained countries both geographically end economically in the world.

22. Why is France better able to raise enough food fol' her people than other countries of Northwestern Europe. What does the fact that she is a country of small farms tell about her economy?

.23. "The French sell skill and taste." Expklin the meaning of the statement.

24. Why was Germany able to rise to an international power within fortythree years from the time she became a united nation?

25. Why has Germany been involved in so many wars?

26. What are the differences, politically and industrially, between the German Federal Republic and the German Democratic Republic?

27. Why does the United States back Germany toOOy? Why can Germany never be ignored?

28. How important is foreign trade to the economy of the Benelux' countries Explain their high standard of living.

29. What languages are spoken in the Benelux counries? Why is Luxembourg ~alled a grand duchy? 30. Discuss the colonies of Belgium and the Netherlands, including the probielDJ that these are presenting. 31. What is Austria's relationship to both Eastern and Western Europe?

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32. Compare the government, languages, standard of living, population, and resources of Austria and Switzerland.
33. Compare Sweden's surface and climate with that of Norway. In normal times, why is Sweden's foreign trade greater than Norway's? How is Norway getting a more balanced economy?
34. Discuss the forest industries of Norway, Sweden, and Finland. 35. How did geography help to determine the main occupation of Denmark? 36. Why have the Finns found it hard to retain their independence? 37. Why aren't the Finns called Scandinavians? 38. What things do the Soandinvian countries have in common? Show how their governments and history
have been interwoven in the past. 39. Of what value are their merchant marines to the Scandinavian countries? 40. Iceland and Greenland are usually grouped with Northwestern Eurol'e. Be able to discuss their location
and tell something of the geography and governments of these islands. Why is Iceland called "the land of frost and fire"?
41. What are the chief religions of the countries of Northwestern Europe? 42. State the type of government of each country of Northwestern Europe and know the meaning of each
type named. 43. Name Northwestern Europe's most important seaports. 44. Be able to locate mining areas, manufacturing areas, and fishing banks of this section. 45. Western Europe is America's first line of defense. Do you agree? 46. Next to Australia, Western EUrl;lpe is the smallest continent and yet the most important. Do you agree?
Explain.

THE SOVIET UNION AND EASTERN EUROPE

L Concepts to be understood about the Soviet Union:

The Soviet Union is a vast country and one of the mightiest forces in the world today. It is a land of ample resources, abundant manpower, and great military forces. In 1959, about one-third of the world was under the -control of the communist party.

The characteI' of the Russian people and their country is contradictory. It is a product of both oriental and western influence. It contains over a hundred different national groups, each representing different backgrounds, cultures, outlooks, and languages.

All majoI' producing and distributing agencies are owned and controlled by the government whose goal has been to develop domestic resources and industries, making the country strong and self-sufficient. In 1959, the industrial production of the Soviet Union was about one-third that of the United States.

The Soviet Union is an agricultural nation where more than half of the people are engaged in farming. Her arable land is about the same as that in the United States, but her yields per acre have not increased since 1929, and with a smaller population, our yields per person are much greater than hers.

Foreign trade is state-controlled, and most of it is with Eastern Europe. Exports are few but her imports

include machinery and other manufactured goods, raw materials and foodstuffs of considerable quantity.

In the past, the Russian people have made important contributions to our culture in the fields of music,

ballet, literature, and theatre. Today, the two nations stand in opposition to each other: the United States

leading the free world and the Soviet Union leading the communist world, and challenging the United States'

claim to leadership in Asia, Africa, and South America. The core of pr~sent-day problems is found in the

struggle of these mighty nations.

.

Concepts of the Satellite Nations:
These nations occupy an area about the size of Texas and New Mexico combined. Their leaders are communist, and except for Poland, who has a little freedom, they take their orders from Moscow. All except East Germany serve as buffer states for Russia.
Because of its location, this section was virtually unaffected by the cultural and economic changes that took place in Western Europe and North America after 1500. They are predominantly agricultural with rigid social groupings, they have a low standard of living and a semi-literate population.
The many mixed nationalities have prevented the development of large nations in this section. It is an area of internal tension and strife, and it was the trouble spot that set off World Wars I and ll.
Many of these nations have made important contributions in music, literature, and science.

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II. Problems of the Soviet Union:
It is isolated from the rest of the world by geography and the Soviety policy.
Her huge expanse makes inland transportation difficult. Most of her rivers are frozen part of the year, and . many of them flow into inlllnd seas or north into the Arctic Ocean, thus limiting their value for transportation. Most of her coast is blocked by ice in the winter.
Because of unfavorable climatic conditions and a rough surface, only a small part of her total area is suitable for dense settlement. Arable land is also limited by these same conditions.
Manufacturing is hampered by the fact that her mineral and fuel resources are not well located in reference to each other.
The people live under a totalitarian government where they have few freedoms. They are overworked and underpaid, and their standard of living is much lower than that in Western Europe.
The Soviet Union has the problems of a balanced economy and political stability.
Her relations with all except communist nations are very poor. Problems of the Satellite Nations:
During the history of these nations, many of them have been taken over by other nations for long periods of time. Their posit.ion and political weakness cause them to be used as buffer states.
Most of these nations are backward in trade, in production, and in culture. Their people have a low standard of living. Many of their raw materials have been exploited by other nations.
They are presently controlled by Russia, and their people have few basic freedoms.
III. Introductory questions and activities on the Soviet Union and me Satellite Nations.
1. Discuss the scope and the importance of Russian influence in the. modern world. 2. Contrast the Russian "Police state" with American democracy. (James) 3. Compare the living standards of Russia and the United States. 4. Why is communism called ,an international conspiracy? 5. Describe Russian tactics in occupied countries. 6. How has the size and climate of the Soviet Union affected her economic life? 7. Why is cost of production so high in her manufacturing industries? 3. How does history influence Russia today? 9. How has her lack of physioal barriers affected her history and her foreign policy? 10. Why would further expansion of Russia threaten the existence of democratic government? 11. Why does Russia stand in opposition to the United States? 12. How can we meet the Soviet challenge to our institutions and our economic system? 13. How can we convince the people of the world that our political system is a better way of life than com-
munism? 14. Why is it important that the United States and Russia reach an understanding? 15. Why is Eastern Europe considered a trouble spot? 16. List some advantages and disadvantages of the location of the countries of Eastern Europe.
THE FAR EAST
I. Concepts to be understood about the area as a whole:
NOTE: This unit divides the Far East into four general areas: India, China, Japan and Southeast Asia.
The continent of Asia, of which the Far East is 6 part, is the largest one in both size and population. It in eludes one-third of the world's land area and one-half of its people. Every major racial and religious group on earth is represented here.
The countries of the Far East have contributed much to our own culture. They gave us a distinctive art, literature, and music as well as knowledge in such sciences as astronomy and mathematics. Their philosophers and religions l~aders offer inspiration and guidance.
This section is and important source of raw materials, but because the Far Eastern people lack education anel the technical skill to use them, it is largely an underdeveloped area. The people still live by .agriculture rather
than by industry and commerce, though they are beginning to strive for improvement. The United States is trying to help by sending technical adivsers, equipment, and money.
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II

Europeans, who went to these countries long ago in search of trade, remained to colonize and exploit, but at 'present, these countries are fast breaking away and establishing independent nations.
Today, the Far East is in a state of political turmoil, and another war could begin here. One should realize that events in these nations affect other nations, and as a member of the United Nations, the United States is pledged to help maintain their freedom.
Concepts of individual countries of the Far East:
India is almost a continent in herself. Its size, population, and potential leadership make it deserve the status of a world power. Faced for centuries with the age-old problems of religion, caste, and government, India is a land of contrasts that include almost everything from people to the climate. She has extremes of poverty and wealth, of illiteracy and education, of elevations ranging from some of the world's highest to lowlands, of arid lands to rainforests, and of temperatures tha t range from the coldest to some of the hottest on earth. China's size, her density of population, and her 4000 year period of civilized history gave her a position of importance and influence in the Far East. She has been one of the greatest contributors to civilization, and her culture, which has survived many invasions, may assert itself again.
Japan advanced from a very backward nation to one of the world's leading nations in a very short period of time. The Western World both admired her for what she did and condemned her as a copyist. Without her warlike tendencies, this nation could be very influential in reorganizing the Far Eastern peoples on a more democratic basis with a higher standard of living. Her attitude toward the United States ranges from mild approval to antagonism at the present time.
The small countries of Southeastern Asia are of exceptional importance to the world because of their products. All of these nations, with the exception of Thailand, have been colonies of European nations, but the spirit of nationalism became strong during World War II, and it has resulted in independence for most of them. The cultures of all of these countries show a strong Indian and Chinese influence.
II. Problems of the Far East:
The people are ,handicapped by inadequate transportation facilities, illiteracy, a low standard of living, disease, and scarcity of land. Few farmers can afford to own land because of high taxes.
Economic progress is retarded beCause the mineral deposits are so scattered that no one nation is self-sufficient. Lack of technical skill and a large scale means of extracting the minerals are also handicaps.
In some countries there is the prohl'em of population density and an ever increasing population. Immigration laws of many countries limit the number of Asiatics that may enter, thus making it difficult to find places for these people.
Most of these countries ~re also f~-c~-y with problems of civil strife, famine, religious fanaticism, and natural catastrophes.
Communists have taken over the government of some of these countries, and they are thre-atening others.

m. Introductory questions and activities on the Far East:

1. The Far East contains some areas which are among the most densely populated in the world, while others have few people. How do topography and climate help to account for these differences?

2. Why are the countries of the Far East of vital importance to the rest of the world?

\
3. Why have these countries been called nations of farmers? How do you explain the fact that the majority

of people depend on farming for .a living, yet produce few cash crops?

.

4. Explain why the monsoon wind system is so important in the lives of the people.

5. Why is the Far East a comparatively poor market in spite of its vast population?

6. Compare the standard of living of the densely populated countlies of Europe with those of the Far East. 7. Explain why European and American businessmen have made investments in the plantati"ons of these

countries. 8. Give r~asons why you agree or disagree with this statement: "In the long run, Far Eastern peoples cannot
hope to enjoy a high standard of living unless they develop large-scale industry".
9. What are the goals of SEATO?

10. In 1949, India passed a law doing away with the caste system. Why IS it likely that it will be poorly en forced for many years?

11. "More than anything else, the Far East needs education." Do you agree or disagree?

12. How do you account for the. fact that Japan wasthe first nation of the Far East to wipe out illiteracy? 13. Why has the Far East remained an undeveloped area?

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14. What conditions make it comparatively easy for Communist propagandists to gain support among people? 15. Plot ancient trade routes between Europe and the Far East. 16. Report on religious beliefs. 17. List some of the problems of India and suggest solutions. 18. What was the basis on which Pakistan secured a separate political existence from that of the Republic of
India? 19. What did the British do for India? Discuss the dark side of Britain's rule. 20. Discuss the position of the Nationalist government in China. 21. What problems has the aggressive attitude cf communism created in the Far East? 22. What are the problems and dangers to the Western World inherent in the tremendous manpower pools of
China, India, and other Asiatic peoples as they become modern nations? 23. What are the effects of colonialism on these countries? 24. What is the American relationship to the political conflict between the communists and the nationalists
in China? 25. Compare the progress of Japan with that of India and China. 26. In what ways does the pattern of education lead to the development of a modern state? How can it lead to
a reactionary state? 27. How are Japan's economic problems related to population pressure, limited resources, and area? 28. How does geography affect Japan's cultures? 29. Japan has been called the "Great Britain of Asia". Compare them. 30. What were the attractions of Southeast Asia to the Europeans who came to trade? 31. From what neighboring countries did migrating people come into Southeast Asia, what influence did they
have, and what is the result of this migration from so many lands? 32. List the most serious problems of Southeast Asia.
"What we obtain too cheaply we esteem too lightly; it is dearness only that gives everything its value. Heaven knows how to put a proper price upon its goods; and it would be strange indeed if so celestial an article as freedom should not be highly rated."
Thomas Paine, on the value of freedom
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GRADE SEVEN: Latin America, Africa, Southeast Asia - Geography

The following is an excerpt from an editorial published in the Atlanta Constitution on June 20, 1961.
Caldwell Puts Emphasis Where It Needs To Be

There has been much emphasis on mathematics and the sciences in the recent debate on American education.

It is good to hear" for a change, a responsible voice urging emphasis in another direction. Just such a voice was raised Wednesday. It belonged to Chancellor Caldwell of the University System. He urged that more attention be pb~ed on studies of Asia, Mrica and South America.

Our inadequacies in this field are apparent. Students learn about the kings of England but not the rulers
of Latin America. We know the languages and customs and traditions of western Europe but nothing about those of Askl or Africa.

We need to. We cannot expect to "win" the competition in those three continents if we do not understand them.

We do not, as the chancellor said, "dwell in secluded isolation" any longer. We must learn about this world

and its peoples just as much as we must learn about the common world of science.

'

General Objectives:

has (1) To give the student .an adequate knowledge' of place name locations so that these place names will mean as much as the other words he in his vocabulary.

(2) To point out the interdependence of men and nations.

(3) To enable the student to appreciate places, peoples and' cultures other than his 'own.

(4) To demonstrate to the' student that basic interrelationships exist between man', his 'physical environment

and his culture.'

,

(5) To encourage the student to observe, to analyze, to synthesize to correlate and to use comparison and

contrast.

(6) To enable the student to evaluate specific areas in terms of their geographical handicaps and advantages

for the different activities of man.

(7) To acquaint the student with maps, their interpretation and their utilization.

Outline of Content Note to teachel': The work on Latin America is given as one way you can study this region. Adjust these suggestions to meet your own needs.
I. Problem: Latin America does not contain world powers, yet it has an important place in world affairs. It is economically retarded, yet it as a major producer of raw materials and foodstuff and is an active market for manufactured goods. It is politically immature, yet its people maintain IDany influences from the United States, Russia, and China are felt as well. Its nations are members of many organizations which were established for the promotion of peace and welfare of the Amerioas and of the world. In the light of these facts and of presentday affairs, it explains why it is important that the people of the United States have an understanding of the cultures and problems of the people of Latin America.

n. Concepts

Latin America, with a total land area about three times the size of the United,States, consists of twenty inde-

pendent republics, the commonwealth of Puerto Rico, the West Indies Federation, the dependencies of Brit-

ish Honduras, Netherlands, West Indies, the Guianas belonging to the British, French, and Dutch, and several

small islands.

'

Most of Latin America lies east of the United States, and a large part of it is in the low latitudes with a tropicalor semitropical climate.

Latin America is a land of contrasts. It contains intensely hot lowlands and cold mountains, steaming jungles and treeless plains. It has some of the world's highest mountains, and its longest river. The people range from primitive Indians who hunt with blowpipes and poison arrows to its well-educated and cultured people of the modern cities.

Latin America, which contains 19% of the world's land area, has only 7% of its population, most of whom are found within a few hundred miles of the coast. This is due to the fact that large areas have unfavorablc conditions for a dense population, resulting in millions of square miles of almost uninhabited and underdeveloped territory.

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Some of the world's early civilizations developed in this part of the world. The Toltecs, Aztecs and the Mayas in Mexico and Guatemala, and the Incas in the Andes had flourishing civilizations long before the white man came. Indian civilizations still have a strong influence on the cultures of some of these countries. Latin America today has great potential power in both human and natural resources, and its tremendous wealth in natural resources has played an important part in the social and ecenomic development of its coun tries.
Latin America is the home of some of the world's newest c1emocracies, Qnd though they have not developed as highly economically or industrially as the United States, this area is changing more rapidly than almost any other part of the world at the present time.
Although the culture and background of the people of Anglo-America and Latin America are markedly different, we are both Americans, and we have much in common. Our similar historical backgrounds, our fight for liberation and independence, our basic needs and problems are very similar. We have economic, strategic, cultural, and political interdependence, and though some of the policies of the United States toward Latin America have led to misunderstanding and distrust in the past, this relationship has been improved by our more recent policies, and it is now possible to have effective cooperation between the Americas if neither tries to dominate the other.
Ill. Content:
A. Potenhal importance of Latin America. 1. Its resources will support a larger population. a. Many immense tropical plains are virtually unused. b. Extensive forests -and vast mineral reserves are unexploited. c. A greater application of technology will put these resources to use. 2. Commercial and political contacts are increasing. a. Better transportation and communication facilities are being developed. b. Other nations have depleted their resources and are very interested in those of Latin America. c. More stable political conditions invite foreign investment.
B. Advantages and disadvantages of its geographic location. 1. Much of the area lies within the tropics, but the high altitudes affect the climate. 2. The southern part of the continent lies in the temperate zone, and in many respects resembles the United States. 3. Most of the area lies outside the main trade routes of the world. 4. The almost impassable Andean mountains, tropical forests, jungles, and deserts have hindered the development of transportation. 5. A shortage of coal has restricted manufacturing.
C. Governments 1. The independent countries are democratic republics. 2. The majority of the people do not participate in the government. 3. Progress seems to be toward democracy and away from dictatorship.
D. Population 1. The population of Latin America is about equal to that of the United States. 2. Over 50% of the people are of pure or mixed Indian stock. The remaining part of the population is of Spanish or Portuguese descent. There are also some Italian, German, and Japanese immigrants. 3. Some nations are made up of mixed populations and some are almost all of European descent.
E. History 1. The civilizations of the Mayas, Aztecs and Incas is an enduring element in Latin America. Here, the Indian was not so nearly exterminated or displaced as he was in North America, and since he far out numbers other races, he continues to dominate in that respect. 2. The Portuguese and Spanish conquerors established a feudalistic form of land ownership, autocratic centralized government, Roman Catholic religion, and a cash-export system of foreign trade rather thaD manufacturing. 3. Independent states were established between 1904 and 1925. This was accomplished by revolt agaiDlt the mother countries. . 4. Internal turmoil has prevailed in much of Latin America. This has been the result of trying to change the feudalistic and autocratic social structures of society to democratic principles, of trying to separate church and state, of racial and class friction, and due to the fact that the Indian population II ~lOor and illiterate. 5. A distinct Latin American culture is emerging from a blending of the old and the new.
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F. Relations between Latin America and the United States.
1. Latin Americans at first accepted and then resented the Monroe Doctrine because the Doctrine came to be associated with American Imperialism.
2. The acquisition of Texas antagonized Mexico who helped to develop a fear ot the United States among other Latin American countries.
3. Pan Americanism has helped to set up peace machinery. This has been strengthened by the Good Neighbor Policy and the Organization of American States, along with economic, cultural and commercial exchanges, technical assistance, and other treaties.
4. Declarations of western hemisphere unanimity during World War II caused the United States to take a greater interest in Latin America and to increase its investments and purchases.
5. More progress should be made in lessening the fear of Latin America toward the United States, and in lessening the fear of superiority that the United States has toward Latin America.

IV. Problems of Latin America:

Many Latin American republics are still governed by military dictators, and revolutions in which different factions fight among themselves for power are still fairly common. These political uphe.avals discourage business and the development of natural resources.

Farm tenancy in which a few aristocratic families own huge estates and few peasants own their own farms

is a serious problem. Tied in with this is the problem of absentee ownership.

.

Industrial development has been retarded by a short age of skilled workers, a lack of coal, and the assistance

of preindustrial societies.

The climate and topography of certain areas do not attract settlers and also hamper transportation and development.

Such conditions as unfavorable climate, unsanitary living conditions, and disease have a debilitating effect on the people. Poverty, illiteracy, and a low standard of living are also problems of most of the countries of Latin

America.

Latin America is. faced with natural handicaps such as mountain barriers, deserts, jungles, violent windstorms, grasshoppers, plagues, earthquakes, and floods.
Many of the resources of the countries of Latin America are exploited by other nations. One of the greatest problems that faces these nations today, is the threat of communism.

V. Terms, people and places to identify:

Equator Hemisphere Tropic of Capricorn Tropics Semitropical Humid subtropical Savanna Arid Semiarid Low latitudes Middle latitudes Plateau Plain Isthmus Navigable Aristocracy Illiterate Literate Preindustrial society "Negro Republic" Imperialism Philosophy Ravine Erosion Idol Colony Island

Continent Country Gulf Bay Topography Potential Antilles Andes Andean countries Atacama Desert Lake Maracaibo Cape Horn Cordilleran Highlands Isthmus of Panama Amazonia Amazon Delta Hacienda Fazenda Plantation Popocatepetl Yucatan West Indies Federation BritiSh Commonwealth Simon Bolivar San Martin Bernardo O'Higgins
Aztec

Incas Mayas Mestizo Andes Mongoloid Americans Caucasoid Peons Vasco de Balboa Hernando Cortez Francisco Pizarro Creoles Araucanians Heredity Environment Habitat Revolution Pampas Campos Llanos Gran Chaco Quebracho Volcano Craters Earthquake Archipelago "Yankee Imperialism"

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Line of Demarcation Llama Verba Mate Chicle Serape Sisal Synthetic Gaucho

Carnauba Wax Good Neighbor Policy Pan American Union Or<ganization of American
States West Indies Tapeline Republic Humboldt Current

Strait of Magellan Conquistadores Amazon La Plata Orinoco Magdalena San Francisco Rio Colorado

VI. Introductory question and activities on Latin America:
1. Why is the United States interested in Latin America? 2. Compare the physical features and the climate of North and South America. Why might Latin America's
climate be described as vertical? List factors that affect her climate. 3. Explain why it is that the desert north of the Tropic of Capricorn in South America lies west of the Andes
Mountains, while the desert south of this line lies east of these mountains. Show how topography and wind direction are responsible for this. 4. Give three reasons why the leading seaports are on the eastern coast. 5. Explain how topography has influenced life in these countries. Has it created obstacles? Explain why the people of the northern part of South America prefer to live in the highland~ while those of Southern South America prefer to live in the lowlands. 6. The rivers of Latin America will always be important highways for trade. Give re-asons. 7. List the races that make up the population of Latin America and explain why there are such extremes of poverty and wealth. 8. Explain the statement, 'The absence of a middle class has been a disadvantage for Latin American industries." 9. Why is the population fo Latin America growing faster than that of almost any other region of the world? 10. Why is it incorrect for the people of the United States to call themselves "Americans" when trying to distinguish themselves from other nationalities? 11. Why did Spain's colonies brook up into many separate countries, while those of Portugal remained together? 12. Give three reasons why dictatorships have been common in Latin America. Give some reasons to prove that many Latin American nations -are making progress toward democracy. 13. Explain the statement, "Revolutions in Latin America are generally struggles for power between rival politi cal groups, with little effect on the people." 14. Do the revolutions of this area affect us? Explain. State instances in which we have interfered in their revolutions. Were we justified? 15. Discuss reasons for misunderstandings between the United States and Latin America. Why has Latin America feared United States imperialism? 16. What are the chief reasons why the people of North and South America should strive to make the Good Neighbor Policy work? 17. How has Pan Americanism helped to promote goood will? 18. What are some of the conditions upon which the economic future of Latin America depends? 19. List the obstacles to industrial progress. What factors are hastening industrialization? Who is supplying the capital? 20. How did each of the following aid the rise of industry: (1) the two World Wars, (2) agricultural surpluses, and (3) better transportation? 21. What effect did the Monroe Doctrine have on the development of South America? 22. What is Latin America's place in world affairs? 23. From what you have loomed about relations between the United States and Latin America, do you think that the ties between the two will grow stronger in the future? Why or why not?
Developmental question and activities on the culture areas where Indian influence predominates:
1. What has Mexico done to modernize her -agriculture and improve her standard of living? political situation favored the improvement of the standard of living?
2. What has caused misunderstandings between Mexico and the United Slates in the past? Have relationshipl improved? Explain.
3. What is necessary for the greater development of Mexican resources?
4. What are the principal handicaps to the economic development of Central America?

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5. Account for the distribution of population in Central America? 6. The east coast of Central America was once known as the "Mosquito coast." Today it is known. as the
"Banana coast." Explain the reason for these names. 7. Why moe most of Central America's farmers subsistence farmers? 8. Discuss the recent unrest in some of the countries of Central America. 9. Why do the islands of the West Indies trade more with the United States and Europe than with any other
section? 10. Identify the Greater Antilles and the Lesser Antilles. 11. How does Cuba's one-crop economy endanger the national welfare? 12. Of what value are the Virgin Islands to the United States? What is Puerto Rico's political status? 13. In 1958, the West Indies Federation was given its independence. Identify this Federation and state its
relationship to Great Britain. What is its capital? 14. Name the four independent countries of the West Indies. Which European nations still have colonies
there? 15. Compare the temperature, rainfall, and physical features _of Columbia and Venezuela. 16. What geographical conditions hamper transportation in South America? Does air transportation help the
poor people? 17. Why do you think the communists would like to control these countries? 18. What part does oil play in the Venezuelan economy? 19. What seems to be the likelihood of Chile, Peru, and Bolivia developing their natural resources? Are
these countries likely to develop a high degree of prosperity? Explain. 20. Bolivia is sometimes called the "tin roof of the world." Why? What are the problems involved in mining
tin? 22. How did Bolivia become landlocked? 23. Discuss the foreign investments in Peru. What future development is planned for the wintEirland of Peru? 24. Givp reasons for the fact that Ecuador is one of the most backward countries of Latin America. 25. What are the disadvantages of the seaports on the Pacific side of Latin America? 26. From which countries did most of the people of Chile come? Why are there almost no Negroes there?

Developmental questions and activities on the culture areas where the Caucasian race predominates:

1. Argentina, Brazil, and Chile are often called the ABC nations. Why do they seem to be more advanced than other Latin American countries? Name their largest industrial and trade centers.-

2. Why could Argentina, Paraguay, and Uruguay be discussed as a single region? What other territory might

be included in this unit?

.

3. Compare Argentina's physical features with those of the United States. What geographic factors prevent her from developing into a great manufacturing nation?

4. Why is the United States the greatest cloud on the economic horizon of Argentina?

5. Do you believe that the United States and Argentina have any real basis for economic cooperation? If so, what are the chief geographic factors that favor such cooperation?

6. Try to find geographic reason for the fact that the United States and Argentina have not always had friendly political relations. Do you see any solutions to these problems?

7. State reasons for Argentina's limited industrial development. What were the results of Peron's attempts to make the country self-sufficient? Explain why self-sufficiency is the road to poverty.

8. Explain why 95% of the people of Argentina are decendents of Europeans compared to the fact that Bolivia oos only 13%.

9. How do you account for the fact that Uruguay, the smallest of the Republics, is the wealthiest?

10. Why are Uruguay and Argentina likely to compete for trade rather than to trade with each other?

11. Would you say that the large size of Brazil is likely to be more of a help o~ a handicap in the future development of that country?

12. Why is Brazil called the land of the five C's?

13. What factors have hampered the development of industry in Bra2;il? .

14. Explain how Brazil's new iron and steel industry will .benefit her and affect our trade with her.

15. Compm-e the Amazon Valley with the Mississippi Valiey.

Concepts to be understood:

AFRICA

Africa, the second largest continent is four times the size of the United States. It has fifty political units, and
until the end of World War n, most of them were under the control of foreign nations. Fifteen of these units
will have gained independence by October, 1960.

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Mrica has a population of 220 million, half of whom are Negroes whose culture ranges all the way to the Sudanese. Less than 5% of the population is European.
The continent is tremendously rich in natural resources. It produces 95% of the world's diamonds, 50% of its gold, 70% of its cocoa, 75% of its palm oil, 77% of its cobalt, and large amounts of manganese, copper, and other resources.
Geographically, most of Africa is a plateau which contains the world's largest desert, its longest river, its second largest fresh-water lake (Lake Victoria) and its fourth largest island (Madagascar). Much of the land has a disagreeable climate, adverse topography, and retarded development.
Culturally, Mrica can be divided into three regions: North Africa, which is populated by Berbers and Arabs belonging to the Moslem religion; Central Africa, which is the native homeland of the Negro peoples of the
world; and South Africa, which is dominated by a European minority of 2% million people.
The political history of North Mrica has been especially stormy due to its strategic location in both peace and war. Germany emphasized the importance of this area in World War II when her control of North Africa made it possible for her to control shipping through the Mediterranean and the Suez canal.
In no other part of the world are social, economic, and political changes coming as fast as they -are in Mrica today. The people are stepping out of the Middle Ages into the twentieth century. These changes are due to the impact of World War II, the advances in transportation and communication, the increasing numbers of of European settlers, the teachings of missionaries, the expansion of education, and the development of natural resources.

II. Problems of Africa:

In spite of Africa's present progress, it is still backward in many ways. Large areas are underdeveloped, millions of people are illiterate and unskflled, millions suffer from diseases that are hard to control, and in spite of its abundant resources, there is no large scale manufacturing industry anywhere.

Although Africa possesses almost every type of climate, most of the continent lies in the tropics where there are large areas of desert, tropical rainforests, and other climates that are debilitating and unfavorable to man, particularly the white man.

Farming is the leading occupation of Mrica, but it is beset by m-any hazards, such as soil erosion, inadequate rainfall in some areas, backward methods, and a lack of capital for improvements.

The standard of living of the natives is very low. Few of them control their own land, few have any part in

their own government, .and most of them are not encouraged to think of themseives as citizens of a country.

II

The foreign trade, mining, the big ranches, and the shops are owned by Europeans and Arabs, not by the

natives.

II

Some of the biggest problems of the world today have to do with the struggle of the African colonies for inde

pendence, and the strife between the races.

I

Newly independent countries need assistance in the form of capital and technical -aid.

Communists are taking advantage of the unrest in J\frica and are struggling to gain a foothold there.

II

II

III. Introductory questions and activities on Mrica:

1. How has the political pattern of Africa changed in recent years

the development of Mrioa?

2. How have the climate and topography influenced Mrica?

3. Why is Mrica's position so strategic in the present world?

4. In what ways is Mrica a land of great contrasts?

5. Compare Africa's latitude with that of South America.

6. Someone has said, "The Nile River flows the wrong way." Why would one make such a statement? Name other rivers that flow north.

7. Expl.ain why the Sahara, including Egypt, has nearly ten times as many inhabitants as the Amazon region. which of the two is likely to increase greatly inlation in the future? Explain your answer.

8. What is the present status of the relationship betwen Great Britain and Egypt?

9. Why is France particularly anxious to hang onto Algeria? How does French interest in northern Africa

'I

create foreign policy problems for the United States?

116

10. Compare the Congo and the Amazon Rivers in regard to the direction of flow, length, distance navigable by oceangoing vessels, and the kind of freight carried.
11. Farming in the Congo is sometimes referred to as " patch and thatch farming." Explain the meaning of this. Why do the Congo people and the Amazon people farm much the same way?
12. Explain why crops such as those grown in Canada, can be grown at the equator in British East Africa. 13. Give reasons for the fact that European farmers migrating to Africa prefer the grasslands of British East
Africa to those of French West Africa. 14. Give reasons for United States interest in Liberia. 15. What two discoveries brought thousands of people to South Africa? How did this flood of newcomers lead to
conflict? What was the result of the conflict? 16. How is the Union of South Africa attempting to deal with the race problem? 17. What is the importance of South Africa in world affairs?

I. Concepts to be understood:

The people of Australia and New Zealand are often referred to as western people in an eastern world because their civilization is similar to that of Western Europe and the United States. Political and economic relation ships also ally them with English speaking peoples.

Australia and New Zealand were slow to develop due to their isolation and other factors, but today, they are

pIosperous and progressive countries with an energetic, democratic, and forward-looking population. They

are co-p-artners in the British Commonwealth of Nations where they play a leading role. They also take an

interest in their Asian and Pacific neighbors and have taken steps to aid underdeveloped countries in this

area. In quality if not in quantity, they are among the world's leaders.

.

Australia, which is large enough to be described as a continent, lies entirely in the southern hemisphere with the northern half in the tropics and the southern half in the temperate region. New Zealand is also in the southern hemisphere but its clmate is temperate.

Australia and New Zealand differ from each other in several ways. Australia is a large country, New Zealand is only a little larger than Great Britain. Australia has fewer than three inhabitants per square mile. New Zea land has more than fifteen. Australia has large areas with an unfavorable climate; New Zealand's climate is healthful and stimulating.

Farming and stock raising are the leading occupation in both countries, though less than onesixth of Austra lia's land has a climate suitable for raising crops.

Both Australia and New Zealand rely on the United States for naval and military aid, and the three countries have signed a pact (ANZUS) providing for mutual aid in case of an attack in the Pacific area.

n. Problems of Australia and New Zealand:
They are far from the chief trade routes and markets of the world. and they are surrounded by people who have different cultures, political ideas, and standards of living from theirs.
Each is underpopulated and its resources are not developed to the fullest extent.
Australia has extensive areas of arid country, and the water problem is a serious one. There are few impor tant lakes or rivers and rainfall is sliglft over most areas. Her ranchers are faced with such problems as drought, rabbits, prickly pe-ars, and the wild dogs. Her sheep raisers and wool producers are faced with the competition of artifical fibers.
Since World War II, these countries have realized that they were unable to protect themselves, and they must depend on countries that are f.ar away for defense.
Communists have taken over large sections of Asia, and they are a threat to these two nations.

UI. Introductory questions and activities on Australia and New Zealand:
1. Compare the people and the government of Australia and New Zealand with those of the United States. 2. What sort of culture has been developed by the aborgines in Australia? Compare their way of life with
the Maoris of New Zealand. 3. What is meant by the policy of a "white Australia"? 4. What are the future economic and commercial possibilities of both Australia and New Zealand? 5. What are the chief reasons for Australi-a's prosperity? 6. Explain the meaning of the statement, "Australia rides on a sheep's back".

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GRADE NINE: World Geography - Regional
PURPOSE OF TEACHING THE COURSE
A course in world geography should concentrate on developing a betJterappreciationand understanding of the world in. Wlhich we live. For the student it should mean an expansion of 'his general knowledge, a development of cenain skills and an establishment of desirable attitudes.
In providing addItional knowledge, the course should attempt to: (1) give the student an adequate knowledge of place name locations so ,that these ~lace names will mean as much as the other words in his voeabularly;(2) present a clear understanding of the nature of the world's regions thus enriching the study of and the understanding of economic, ,social and political problems;(3) pom out the basic differences that exist on the surface of the earth and (4) provide basic knowledge so that the student will be betJter prepared in his vocation and will enjoy more prontable his .leisure time.
Skills should be developed and reinforced througih: (1) acquainting the student with maps, their interpreta tion and their utilization; (2) encouraging the student to observe, to analyze, to synthesize, to correlate and to use comparison and contrast; and (3) enabling the student to evaluate specific areas in terms of their geographical handicaps and advantages for the different activities of man.
Objectives in establiSihing 'attitudes should ,include attempts to: (1) demollSitrate to the student that basic interrelationships exist between man, Ihis physioal environment andhd,s culture; (2) point out ,the interdependence of men and Vhe interdependence of nations; and (3) enable the student to appreciate places, peoples and cultures other than his own.
THE METHODOLOGY OF GEOGRAPHY.
Geography is the study of the earth's surface, the thin zone that includes not only tbhat land and water surface, but the lower layer of tlhe atmosphere and the upper portion of the earth. crust. This is where man lives. If the earth sudace were homogeneous, if everything were evenly distributed over the surface, there would be no reason for the existence of a science of geography. The varying arrangements and distributions of ear-th features, both physioal andculturail., give character to the earth surface. Comparison 'and contrast of areas on the earth represent the ileaIlt of geography.
As il!he study of the eaIlth surface, geography must be upon actual observation of that surface. Only after field observations are recorded can the study proceed. Since one individual can observe only limited areas within his lifetime, the geographer must depend in large part upon observations, both geogl'laphic and non-geographic, made by others.
Since a combination of many diverse elements is involved .in the final appearance of any area, geography usually begins with a systemaltic study of ,the individual elements. Yet, while description and classification are fundameDltal, geography must also attempt to understand and appreciate the various ways in which the individual elements in a given area are reIated to eacl1 other. Description and e~laonation go hand and hand. It is through an application of <the concepts of location, distribution, arroangement and association that geography provides a better understanding land .appreciation of the world in which we live.
SKILLS PERTINENT TO THE DISCIPLINE.
In .addiltion to developing skill in the use of the fundarre~<.al tools of learning, geography concentrates on providing a better understanding and a better appreciation of ~he world in which we live. A Student of geography is better equip.ped:
(1) To understand the principles of location. (2) To understand earth-sun relationships. (3) To read and interpret, and to use in the solving of problems, maps, charts, grnphs, diagrams, photo-
graphs and statistics. (4) To observe. (5) To analyze, and ,to synthesize. (6) To correlate. (7) To evalua,te areas in terms of their possibilities. (8) To understand the cultural and economic interdependence of peoples. (9) To cultivate !the tendency to verify or refute generalized statements. (10) To recognize individual factors ,that have played an important role in giving special Ciharacter to parts
of the earth.
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Objectives. (1) To acquaint the student, in general, with the principal divisions of his ~hysical environment. (2) To show the basic relationships between man and his his environment. (3) To interest the student in maps and their interpretation.

The Earth
Size and Shape Location in Space Earth Movements
Earth revolution Earth rotation Inclination and parallelism of the earth axis Day and Night The Change of Seasons The Surface of the Eearth Mountains Hills Plateaus Plains Erosional. Depositional The Fall Line

Agents of Erosion Water Ice
Tectonic Forces Climate and Human Geography
Climatic elements Climatic controls Climatic types The importance of climate and weather Maps and their Utilization Principles of location The earth grid
Latitude and Longitude Time zones International Date Line Globes and maps Map Projections Map Symbols Map Interpretation

Unit II. Western Europe.
Objectives. (1) To investigate the reasons for the cultural achievements of this region. (2) To establish an understanding of the interdependence of the nations of the area. (3) To explain the re1atitonships between climate, landforms, minerals and soils and population distribution. (4) To investigate the variatons in land use from area to area. (5) To examine the major problems confronting this area in the light of geography. (6) To acquaint the student of the imporanee of this area to the United States.

General Survey Location Coastline Topography Soils Minerals Culture Population Distribution
Countries The British Isles France Germany Scandinavia

The Low Countries Switzerland Spain and Portugal Italy Topics under each country Size and location Po,pulation, numbers distribution characteristics Topography and climate Resource base Economic activities Problems Possibilities Role in world Summary

Unit III. Russia and Eastern Europe.
Objectives: (1) To evaluate the geographical handicaps and advantages of the U.S.S.H. and eastern Europe. (2) To demonstrate the great resources base possessed by the U.S.S.R. (3) To demonstrate why the U.S.S.R is so important in world affairs. (4) To study the transition culture between Europeans and Asiatics. (5) To compare and contrast the sphere of Soviet dominance with our own sphere of influence. (6) To compare and contrast regions within Russia and Eastern Europe.

Generalities Russia
Location Satellite Empire of the U.S.S.H. The U.S.S.R. in the U.N. Topography and Climate Population Economic and Cultural History Western Russia Soviet Russia

Leningrad and Northern Russia The Kola Peninsula Stalingrad and Southern Russia Crimea The Caucasus The Ukraine Moldavia and Byelorussia Estonia Latvia Lithuania

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Topics under each country Size and location Population geography Topography and Climate
Resource base Economic activities Problems Possibilities Role in world picture Eastern Russia The Urals Siberia
The Kuznetsk Basin Soviet Far East Sahkalin

Independent State of Eastern Europe Finland Austria Yugoslavia Satellite State of Eastern Europe Poland Czechoslovakia Hungary
Rumania Bulgaria Albania Summary

Unit IV. The Middle East and North Afric

Objectives. (1) To emphasize the importance of this area in world affairs. (2) To compare and contrast life in this area with life in other' areas. (3) To investigate the influence of religious activity upon economic activity. (4) To note how the distribution of population is related to water supply and minerals. (5) To understand the inter relationships between man and the physical environmentas demonstrated in this area.

Background Materials The Arab world Suez History of the erea Nationalism Minerals Dry climates Mediterranean Desert Steppe Location of the area
Eastern Anchors of NATO Greece Turkey
Persian Gulf Area Saudia Arabia Small States Iraq Iran
Unit V. Africa South of the Sahar

New Nations of the Middle East Israel Jordan Lebanon
United Arab Republic and Yemen Eygpt Syria
New Nations of North Africa Morocco Algeria Tunisia Libya
Summary: Petroleum and location. Topics under each country
Size and location Population geography Topography and climate Resource base Economic activities Problems Possibilities Role in world picture

Objectives: (1) To examine cultural activities in view of climatic conditions. (2) To demonstrate the effects of topographic conditions on the development of this area. (3) To compare and contrast 'this area with other areas of the world. (4) To evaluate the potentialities of the various parts of this area. (5) To demonstrate ,the many problems that are involved in establishing a successful independent nation. (6) To attempt to visualize the future role of this area in world affairs.

Background Materials Problems Population geography Topography, climate, vegetation (The Plateau Continent)

West Africa French West Africa Mauritania Soudan Niger Senegal

Voltaic Republic Dahomey Togo Ivory Coast Guinea

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Topics under each country
Date of independence (if such)
Size and location Topography and climate Resource base Economic activities Population geography Problems Potential Present role in world picture French Equatorial Africa Chad Central African Republic Congo Republic Cameroon Gabon British Ghana Nigera British Cameroons Sierra Leone Gambia

Others Liberia Portuguese Guinea Fernando Po Rio Muni Sao Tome and Principe Cabinda
East Africa Sudan Ethiopia Somalia British East Africa Uganda Kenya Tanganyika Zanzibar Portuguese Mozambique Malagasy Republic (Madagascar)
The Republic of the Congo (Belgian Congo) Ruanda-Urundi Katanga
The Central African Federation Southern RhOflesia Northern Rhodesia Nyasaland
Union of South Africa Summary (The Future of Africa)

Unit VI. The Far East.
Objectives: (1) To acquaint the student with this area of teeming humanity. (2) To compare and contrast life in the Orient and Occident. (3) To compare and contrast regions within this area. (4) To evaluate the geographical handicaps and advantages of various parts of this area. (5) To note the differences in man's activities in wet lands and dry lands. (6) To not the differences in life between densely populated and sparsely populated areas. (7) To enable the student to appreciate ways of life different from his. (8) To help the student estimate the role of this area in the world picture.

The Orient Location Population and Food S\lJlply Cultural and commercial ties Topography, rivers and mountain barriers Climate: Monsoons, Rainforest to Desert
India, etc. West Pakistan East Pakistan India proper Ceylon Afghanistan Bhutan, Sikkim, Nepal
Topics under each country Size and location
Topography and climate Resource base Economic activities Population geography Problems Potential Present role in world picture

China Japan
Korea Formosa Southeast Asia
Burma Thailand Laos North Vietnam South Vietnam Cambodia Malayan Federation Indonesia North Borneo, Brunei, Sarawak The Philippines Summary: SEATO

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Unit VII. Australia and the Pacific World.
Objectives: (1) To emphasize the size of the Pacific. (2) To point out the importance of Australia, New Zealand and the islands in the life of the Pacific. (3) To compare and contrast life in the various parts of this area. (4) To consider the contribution of the southwest Pacific area to the countries of Europe and America. (5) To evaluate the geographic potential of this area. (6) To note the relationships between economic activity and geographic factors in Australia and New Zealand.

Australia New Zealand Oceania
Melanesia Micronesia
Marshalls Marianas Carolines Gilberts Polynesia Guam Wake Midway Samoa

Topics under each country Size and location Historical background Topography and climate Population geography Resource base Economic activities Problems Potential Role in world picture
Hawaii

Unit VIII. Latin America.
Objectives: (1) To develop. a~ understanding of the interrelationship between Latin America and the United States. (2) To develop an ap,preciation of the problems that face the inhabitants of Latin America. (3) To study the relationships of climate, vegetation, land use and character of the population to elevation. (4) To show the relationship between mineral resources and economic prosperity. (5) To discover some of the factors underlying political stability. (6) To e-valuate Latin American regions in terms of their potential to support populations. (7) To demonstrate the importance of geographical location in human activities.

Background Materials Mexico Central America
British Honduras Guatemala EI Salvador Honduras Nicaragua Costa Rica Panama West Indies Cuba Haiti Dominican Republic Puerto Rico and Virgin Islands Jamaica, Bahamas and Trinidad French and Dutch Islands North South America Venezuela Columbia The Guianas

Topics under each country Size and location Historical background Population geography Topography and climate Resource base Economic activities Problems Potential Importance to the United States
Dominantly Indian Countries of South America Ecuador Bolivia Peru Paraguay
Southern South America Chile Argentina Uruguay
Brazil

Unit IX. Anglo America.
Objectives: (1) To impress upon the student the basic reasons why Anglo America has been able to a such a high standard of living. (2) To compare and contrast the various regions of the United States and C (3) To emphasize the interdependence of areas within the country. (4) To give the student the basis for jU the strengths and weaknesses of the nation. (5) To provide information that helps to explain many of our problems.

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The United States Size and location Population geography Climatic reigons Physiographic regions Transportation facilities ~atural resources Regional subdivi&ion Regional subdivision ~ew Englan.d The Middle Atlantic States The Midwest The Sout~ast The West Great Plains Rocky Mountains Intermountain Area Pacific Coast Alaska

Topics under each region
Location Topography and climate Population geography
Resource base Economic activities Problems Potential Role in the nation Canada Size and Location Population Geography Topography and .climate The Resource Base Economic activities Problems Potential

Unit X. The Interpendence of Nations.
Objectives: (1) To establish the fact that our civilization no nation is completely self-sufficient. (2) To point out that high standards of living are based on interdependence (3) To encourage the student to think in terms that reach beyond his local environment, his state, his nation. (4) To point out that what happens in some remote area of the world may affect us.
International Trade
World Problems Political Economic Racial, nationality-wise, religious, cultural Overpopulated areas Underdeveloped areas
The position of the United States in the World
Israel, Roemer and Durand, World Geography Today,Henry Holt, Ney York, 1960.
Jones and Murphy, Geography and World Affairs, Rand McNally, 1957.
James and Davis, The Wide World A Geography, MacMillan, ~ew York, 1959.
Suggested Activities: The text 'should be -a work book. Supplementary map exercises stressing place name location should -accompany each unit. Term papeTs special maps, and field trips can be fitted into the course.

SELECTION OF TEACHING MATERIALS.

It is feIt that the textbook used in World Geography should be organized on a basis of continental -and political units rather than on a basis of climatic-vegetaitive regions. The text should be (me that can be accompanied by a work book and by supplementary map exercises. In addition to the text, work book and outline maps"several &lobes, sets of wall maps atlases and audio-visual equipment -are almost necessities for ,the course.

Since work book exercises and map exercises should be at least partly completed under the direct supervision

of the instructor, it is suggested that a special room be set aside for courses in geography. Preferably, this Should

lie a large room with adequate storage facilities. Good lignting is a prerequisite. Level top tables and movable chairs

. . more desirable than conventional classroom types. Extra work tables, a tracing ,table, book cases, regular

cabinets, map filing cabinets, book cases, blackout curtains, a proje~t table, a screen and a ~ink are other

of importance.

'

It is suggested that sets of wall maps be placed in semi-permanent mountings. These should include individual PI of the United States, the World and the continents. If possible, these would be supplemented by world maps temperature, rainfall, winds, population, soils and vegetation. Additional map rails should be available to
other maps as needed. Tackboard should be available for posting.

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SELECTIONS FOR FURTHER STUDENT READING.
The National Geographic Magazine, NatiOllill Geographic Society, Washington, D. C.
Dohrs, Sommers and Petterson: Outside Readings in Geography, Crowell, New York, 1955. Highsmith, at al.: Case Studies in World Geography, Prentice-Hall, Englewood Cliffs, N. J., 1961. Barkins: The South, Wiley, New York, 1938: Garbnd: The North American Midwest, Wiley, New York, 1955. Zierer: California and the Southwest, Wiley, New York, 1956. Freeman and Martin; The Pacific Northwest, Wiley New York, 1954. Wright: United States and Canada, Appleton-Century-Crofts, New York, 1956. Taylor: Canada - A Study of Cool Contiental Environments, MaMmen, Toronto, 1950. Carlson: Geography of Latin America, Prentice-HaU, Englewood Cliffs, N. J., 1952. James: Latin America, The Odyssey Press, New York 1959. Gottman: A Geography of Europe, Henry Holt, New York, 1950. Semple: Geography of the Mediterranean Region, Henry Holt, New York, 1931. Shabed: Geography of the U.S.S.R., A Regional Survey, Oolumbia Dniv. Press, New York, 1951. Gautier: Sahara, the Great Desert, Columbia Dniv. Press, New York, 1953. Cressey: Asia's Lands and People, McGraw-Hill, New York, 1951. Fitzgerald: Africa: A Social, Economic and Political Geography of its Major Regions, E. P. Dutton, New York,
1949. Spencer: Asia, East by South, Wiley, New York, 1954. Douglas:Strange Lands and Friendly People, Harper, New York, 11951. Russell and Kndffen: Culture Worlds, MacMillan, NewYork, 1951.
READING LIST FOR TEACHERS.
Goode's World Atlas, Rand McNally, Ohicago, 1960. Finch, Tewartha, Robinson, Hammond: Elements of Georgraphy, McGraw-Hill, New York, 1957. The Journal of Georgraphy, Nystrom, Cchicago. Dohr,s, Sommel'S and Petterson: Outside Reading in Geography, Crowell, New York, 1955. Russell and Kniffen: Culture Worlds, Ma.cMillan, NewYork, 1958. Wheeler, Kostbade, Thoman: Regional Geography of the World, HoLt, Rhinehal't and Winston, New York, 1961 James: A Geography of Man, Ginn, Boston, 1951. Enge1in and Netschel't: General Geography for Colleges, Harper Bl'os., New York, 1957. White and Renner: College Geography, A,ppleton-Centeny-Crofts, New York, 1957. Map and Globe Usage, Rand McNally, Chicago, 1959. Successful Teaching With Maps, DenoyeT Geppert, Chi'oag,o, 1954. Baker, J. N. C. A History of Geographical Discovery and Exploration. Londo, 1931. Freeman, O. W. (ed). Geography of the Pacific. John Wiley & Sons, 1951. Ginsbury, Norton (ed).The Pattern of Asia. Prentice-Hall, 1958. Gottman, Jean. A Geography of Europe. (2nd edition), New York, 1954. Hartshorne, Richard. The Nature of Geography. Association of American Geographers, 1939. Highsmith, Richard M. (ed). Case Studies in World Geography. Prentice-Hall, 1961, James Preston. Latin America. 3rd Edition, Odysse Press. 1959. James, Preston (ed). New Viewpoints in Geography. 29th yearbook, National Council of the Social Studies, 1959. Murphey, Rhoads, An Introduction to Geography Rand McNally, 1961. Russell, Kiffen & Pruitt. Culture Worlds. MacMillan Compay, 1961. Stamp, L. Dudley. Africa, A Study in Tropical Development. John Wiley & Sons, '1953. Wheeler, Kostbade & Thoman. Regional Geography of the World. Prentice-Hall, 1961. White & Foscue. Regional Geography of Anglo America. (2nd Edition), Prentice-Hall, 1954.
124

Georgaphy, American Resources and Industries Elective
PURPOSE OF TEACHING THE COURSE.
This course is designed to: (1) show the student where we obtain our food, clothing, fuel and building materials; (2) show how basic earth resources are converted into useful items for man; (3) give a sound picture of the distribution of industrial activity in t'le United States; (4) provide a sound knowledge of the processes of production, distribution and consamption; and (5) enrich the vocabulary of the student, particularly in regard to technical terms and place names.
New skills should b-} developed and old ones reinforced. The student should be better equipped to: (1) read and interpret maps, graphs ~\nd cartograms; (2) observe, analyze, synthesize and cor'l"elate; (3) evaluate areas in terms of the advantages and h ILdicaps for man's activities; (4) consider present day problems; (5) compare IQnd contrast geographic regions; and (l) comprehend the importance of the factor of location.
In preparing the stu lent to follow his vocation and to enjoy life more fully, the course should emphasize: (1) the reciprocal relationsh_ liS between human activities and the earth environment; (2) the interdependence of men, localities, states, regions md nations; and (3) the need for and ap~reciationof the different WQYS of making a living and of the importance of various activities in our national econom~.
THE METHODOLOGY OL: GEOGRAPHY
Geography is the study of the earth surface, the thin zone that includes not only that land and water surface, but the lower layer of tl:e atmosphere and the upper portion of the '*lrth crust. This is where man lives. If the earth surface were homcgeneous, if everything were evenly distributEd over the surface, there would be no reason for the existence of a science of geography. The varying arrangementt. and distributions of earth features, both physical and cultural, give character to the earth surface. Comparison and contrast of areas on the earth represent the heart of geography.
As the study of the earth surface, geography must be based upon Qct~al observation of that surface. Only after field observations are recorded can the study proceed. Since one individual can observe only limited areas within his lifetime, the geographer must depend in large part upon observations, both geographic and non-geographic, made by others.
Since a combination of many diverse elements is involved in the final appearance of any area, geography usually begius with a systematic study of the individual elements. YEot, while description and classification are funoomental, geography must also attempt to understand and appreciate the vuious ways in which the individual elements in given area are related to each other. Description and explanation go hand QDd hand. It is through an application 0 . the concepts of location, distribution, arrangement and ass'lciation that geography provides a better understanding and appreciation of the world in which we live.
SKILLS PEHTI.'IENT TO THE DISCIPLINE.
In addition to developing ;;kill in the use of the fundamental tools of learning, geography concentrates on proViding a better understanding md a better appreciation of the world in which we live. A student of geography is better equipped:
(1) To und ~rstand the principles of location. (2) To un, .erstQnd earthsun relationships. (3) To rea . and interpret, and to use in the solving of problems, maps, charts, graphs, diagrams, photographs
and stf-listics. (4) To ob~ }rve. (5) To anf-o lyze, and to synthesize. (6) To oorrelate. (7) To evaloote areas in terms of their possibilities. (8) To understand the cultural and economic interdependence of peoples. (9) To cultivate the tendency to verify or refute generalized statements. (10) To recognize individual factors that have played an important rde -in giving special charQcter to parts of
the ear~h.
UNIT I. Introduction to the United States
Objectives: (1) To acquaint the student, in general terms, with the principal features of the physical geography and the cultural geography of the United StQtes. (2) To show in genera-. some of the relationships between man's
125

activities and the physical environment. (4) To enrich the place name vocabulary of the student. (5) To suggest to the student some of the basic reasons why the United States is such Q great nation.

Elements in the Physical Geography of the United States.

Size, dimensions, shape.

Water resources.

Location, specific and relative.

Nature and importance.

Physiography.

General distribution of water resources.

General nature.

Climate.

Distribution of landforms.

General nature.

Physiographic regions.

Climatic regions.

Vegetation

Nature and importance.

Distribution of plant associations.

Soils.

Nature of and relation to other elements of physical geography.

Distribution of soil types.

Minerals.

Types of minerals.

Areas of occurrence.

Elements in the Cultural Geography of the United States.

Population.

Distributional characteristics.

Numbers and density.

Features associated with extractive industries.

Dynamics of population

Logging.

Character of the population.

Fishing.

Distribution.

Hunting and trapping.

Features resulting from agricultural activity.

Mining.

Types of features.

Features associated with transportation.

Agricultural regions.

Routes

Features resulting from manufacturing.

Carriers.

Types of features.

Goods carried.

UNIT II. United States Fisheries and Wild Life Resources.

Objectives: (1) To acquaint the student with the na ture of our fish and wildlife resources. (2) To compare and contrast types of fishing and areas where fishing is impor tanto (3) To stress the importance of wild life conservation. (4) To show the relationships between wildlife resources and man's activities.

Fisheries. Commercial Fresh Water and Coastal Fisheries. Salmon fisheries of the Pacific Coast. Great Lakes fisheries. Sponges. Shellfish. Sponges. Coastal pelagic fisheries. Problems. The Banks and Open Sea Fisheries. Physical conditions. Nature and distribution of banks. Coastline characteristics. Water characteristics. Climatic relationships. Economic Factors. Nature of the fishing. Future of the industry and pertinent problems.

Sea Mammals. Sealing. Nature of the industry. Conservation. Whaling. Nature. Areas. Problems. Trapping.
Nature of the industrY. Animals involved. Areas. Fur Farming. Nature of the industry. Types -and distribution of fur farms. Hunting and Fishing as Recreation. Importance. Fur Farming.
Wildlife conservation. Summary.

UNIT III. Water Resources of the United States
Objectives: (1) To acquaint the student with the nature of our water resources. (2) To emphasize the tremendous importance of our water resources. (3) To show the student the relationships between physical elements sucla

126

as :climate, vegetation, bedrock and slope and the water resources and man's activities. (5) To point out the need for a proper use of our water resources. (6) To provide the student with basic knowledge helpful in an understanding of problems involving water.

Importance of Water. Relation to Climate. Sources of Water. The Nature of the Water Resource.
Physical and chemical characteristics of water. Ground Water Supplies. Sea Water. Surface Water Supplies: Uses of Water. Domestic and municipal. Industrial. Power. Navigation. Irrigation. Recreation.

Problems Involved in the Use of Water. Ground Water Problems. Quality. Depletion. Pollution. Ownership. Surface Water Problems. Flood control. Watershed areas. Ownership. Pollution. International waters. Those shared with Canada. Those shared with Mexico.
Summary.

UNIT IV. Forest Resources of the United States..
Objectives: (1) To acquaint the student with the nature and distribution of forests in the United S-ates. (2) To acquaint the student with how and where products of the forests are converted into useful items for man. (3) To demonstrate the meaning of a renewable resource using the forest as an example. (4) To show the results obtained by sound and unsound forestry practices. (5) To demonstrate how adequate supplies of forests products ate related to our standard of living. (6) To emphasize the relationships between forests and other elements of physical geogr.aphy and to emphasize the relationships between forests and man's activities.
Nature of the Forests of the United States. Tree species and tree associations. Relations to climate and soil. Distribution of forests.
Importance of the Forests. Products of the forests. Uses of forests. Need for forest conservation.
Industries Utilizing the Forest Resources. Lumbering The Gathering Industries. Nature and organization of the industry by areas. Forests of the Northeast. The Central Hardwood Forests. Forests of the South. Pacific Coast Forests. Importance of Lumbering. Wood Cellulose Industries. The Nature and Organization of the Industries Locational Factors. Physical. Cultural. Distribution of wood cellulose industries.
Problems Associated with Utilization of the Forest. Problem of protection. Problem of utilization. Problems related to other elements of geography. Problems of ownership.
Summary.

UNIT V. Grassland Resources of the United States. Objectives: (1) To acquaint the student with the nature and the distribution of grasslands in the United States.
127

(2) .To show the student how these grasslands ere utWsed by man. (3) To point out the interrelationships between

grasslands and the activities of man. (5) To provide the student with basic knowledge helpful in a consideration

of the problems related to grasslands.

Nature of the Grasslands.

The cattle industry.

Characteristics of grass plants.

Bre~ds of livestock.

Relations to climate.

Or! anization .and nature of the cattle ranch.

Relations to soil. Types of grasslands.

Buildings and their location. The grazing economy.

Distribution of Grasslands

Size of holdings by areas.

Savannas.

Dis~ributional patterns.

Prairies.

Products.

Tall grass steppes.

Prohlems.

Short grass steppes.

The shef p industry.

Desert grasslands.

Brel ds of sheep.

Mountain grasslands.

Org. nization and nature of the industry.

Utilization of the Grassland Resource.

Distributional patterns.

Nomadic herding.

Products.

Commercial grazing.

Problems.

History of early grazing industries.

The goat industry.

Evolution of livestock ranching.

Problems associated with the utilization of grasslands.

Summary.

UNIT VI. Soil Resources of the United States and Their Utilization.

Objectives: (1) To acquaint the student with the nature of and the dist!'ibution of the soil resources of the United States. (2) To acquaint the student with the nature of and the distrib\ tion of agricultural production in the United States. (3) To impress upon the student the importance of the soil re:;ource. (4) To enable student to evaluate given areas in terms of their agricultural possibilitie~.(5) To give the student an appreciation of different ways of farming. (6) To prepare the student so that he can understand more fully some of the basic problems facing our country today.

The Nature of Soils.

Distribution of plantations in the United States.

Parent materials.

Cultural factors in location.

Physic-al characteristics of soil.

Physical factors in loc.ation.

Chemical characteristics of soil.

Areas of plantation concentration.

Relation to other elements.

Plantation specialities.

Climate.

Cotton.

Vegetation.

Rice.

Topography.

Sugar Cane.

Maturity.

Livestock.

Types and Distribution of Soils.

Problems assochted with plantation agricultur1e

Major types.

Tobacco farming.

Minor types.

Nature and organization of the tobacco farm.

Distribution of soils.

Distribution of tobacco farm.

Problems Related to ~oils.

Problems associated with tobacco farming.

Soil conservation.

Fruit farming.

Erosion.

Nature and orgal ization of fruit farms.

Depletion.

Types of fruits pr.)duced.

Government policies.

Fruit regions of the United States.

Utilization of the Soil Resources.

Relations to cl3nate.

Subsistence agriculturQ.

Relations to topography.

Characteristics of subsistence agriculture.

Cultural factors.

Distribution of subsistence farms.

Areal distribution.

Problems of subsistence farming.

Problems associated with fruit farming.

Plantation agriculture in the United States.

Commercial Grain Farming.

Nature and organization of the plantations..

Nature and organization of the commercial grain farm.

Historical Development.

Distribution of commercial grain farms.

Requirements of the plantation.

'Physical factors iL volved in location.

Advantages of the plantation organization.

Cultural factors involved in loc.ation.

Types of grain farms.

Products.

Problems associated with commercial grain farming.

Corn and mixed livestock farming.

The nature and organization of the com-livestock economy.

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Distribution. Physical factors involved in location. Cultural factors involved in location.
Crops and animals involved. Problems associated with corn and mixed livestock farming. Dairy farming. Nature and organization of the dairy farm. Distribution of dairy farms.
Physical factors involved in location. Cultural factors involved in location. Products of the dairy farm. Problems associated with dairy farming. Truck gardening. Nature and organization of the truck farm. Distribution of truck farms. Physical factors in location. Cultural factors in location. Products of truck farms. Problems associated with truck farming. Other types of farming. The broiler industry. Turkey ranching. Others. Major Agricultural Regions of the United States. Major Problems Associated With Agriculture in the United States. Those associated with elements of physical geography. Those associated with economics. Those associated with politics. Summary.

UNIT VII. Mineral Resources of the United States and Their Utilization.

Objectives: (1) To acquaint the student with the nature of and the distribution of the major mineral resources of

the United States. (2) To show the student how these resources are used by man. (3) To show the interrelationships

between the location of mineral resources and man's activities. (4) To demonstrate the importance of the mineral

resources. (5) To emphasize the interdependence of areas. The Nature of Minerals.

Types of miner,als.

Modes of occurrence.

Distributional patterns in general.

Ways in which man uses minerals.

Non-fuel, Non-metallic Minerals.

Building materials.

Types.

Sources.

Methods of mining.

Processing for use and uses.

Mineral fertilizers.

Types.

Sources.

Methods of mining.

Processing.

Other raw materials for industry (chemicals, abrasives, clays, insulators, etc.)

Nonferrous Metals.

Aluminum.

Characteristics and uses.

Sources.

Processing. Copper.

Petroleum.

Types of depositst.

Nature of petroleum.

Characteristics and uses.

Petroleum fields.

Sources.

Methods of recovery.

Processing ores.

Uses of petroleum.

Other non-ferrous metals.

Processing of petroleum.

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Iron and Alloy Metals. Iron ores. Types of deposits. Characteristics and uses. Distributional patterns. Methods of mining. Processing of ores. Alloy metals. Types. Importance. Distributional patterns.
Mineral fuels. Coal. Types of coal. Areas of occurrence. Methods of mining. Uses of coal. Problems associated with coal mining.

Oil shales and oil sands. Problems associated with petrolium. Natural gas. Nature. Natural gas fields. Methods of recovery. Major uses. Problems associated with natural gas. Radio-active Minerals. Nature. Areas of occurrence. Problems. Summary.

UNIT VIII. The Manufaduring Industries.

Objectives: (1) To give the student a good background in regard to the nature of and the distribution of manu-

facturing in the United States. (2) To show how the elements of physical and cultural geography are related to

man's activities. (3) To enable the student to ev&uate areas in regard to their handicaps and advantages in terms of

manufacturing, (4) To demonstrate the importance of the factors of location.

Manufacturing in General.

Types of manufacturing industries.

Bases of the manufacturing industries.

General distribution of manufacturing in the United States.

Iron and Steel Industry.

Iron and steel regions of the United States.

Refining of iron ore.

Alabama.

Factors involved in location.

Pittsburgh-Ohio Valley.

Methods of making iron and steel

Lake Erie.

Middle Atlantic.

Other regions.

Trends in the iron and steel industry of the United States.

Future of the industry.

Problems associated with iron and steel.

Industrial Machines, Shipbuilding and Agricultural Implements. Factors involved in the location of these industries. Distribution of these Industries in the United States. Types. The tool and die industry The manufacture of agricultural machinery.

Problems associated with these industries.

The Automotive Industry. Historical development

Factors involved in location. Areal distribution of automotive plants in the United States. Related industries. Trends in the automotive industries. Problems associated with the m.anufacture of automobiles.

The Aircraft Industry. Beginnings and growth. Nature and organization of the industry. Factors involved in location. Trends. Problems associated with the aircraft industries.

The Chemical Industries. Characteristics and nature of the industries. General locational factors. General distribution.

The Clothing Industries. Historical background.

130

Types.

Locational factors

Heavy chemicals.

General distribution of the industries.

Locational factors.

Processing of Foods and Livestock.

Raw materials.

General Nature.

Phases.

Locational factors involved.

Explosives.

Types.

Synthetic dyes.

Garment Industry.

Drugs and medicines.

Knitting fabrics.

Plastics.

Hosiery.

Problems asociated with the chemical industries.

Problems associated with the clothing industries.

Processing of Foods and Livestock.

The Textile Industries.

General Nature.

Historical background.

Locational factors involved.

Types of textile industries.

Types.

Cotton.

Grain milling.

Locational factors.

Evolution.

Areal distribution.

Characteristics.

Wool.

Areal distribution.

Locational factors.

By-product industries.

Areal distribution.

Other foodstuffs.

Silk.

Sugar refining.

Rayon.

Food canning.

Nylon and other synthetic fibers.

Frozen foods.

Problems associated with the manufacture of textiles.

Dairy industrties

Problems associated with the food processing industries.

Summary.

UNIT IX. Transportation Facilities of the United States.

Objectives: (1) To acquaint the student with the nature of and the distribution of transportation facilities pf the United States.(2) To' demonstrate how our national economy is dependent on good transportation. (3) To she ,., the interrelationships between the elements of physical and cultural geography and transportation routes. (4) To emphasize the interdependence of men.

The Bases of Trade. Differences in climate. Differences in the amount and quality of basic earth
Resources. Differences in culture. Differences in the human resources. Other.
Types of Transportation Media. Highways. Historical development. Advantages. Disadvantages. Goods carried. Types of carriers. The highway net. Advantages. Railways. Historical development. Advantages and disadvantages. Goods carried. Types of carriers. Pipelines. Advantages and disadvantages. Goods carried.
Summary.

The railway net. Problems associated with railways. Waterways. Historical development. Goods carried. Types of carriers. Types of waterways.
The Great Lakes. Canals and inland waterways. Intercoastal waterways. Sea Lanes. Problems associated with water transport. Airways. Historical development. Advantages and disadvantage of water transport. Goods carried. Types of carriers. Distribution of airways. Problems associated with air transport. Nature of pipelines.
Distribution of pipelines. Problems associated with pipelines.

UNIT X. Regions of the United States.
Objectives: (1) To summarize the nature of and the distribution of American resources and industries. (2) To live the student a general knowledge of the variety of activity found within the United States. (3) To compare and

131

contrast regions of the United States i~ regard to their possibilities for man. (4) To show how our basic resources, both physical and cultural, underly oUr ,high standard of living. (5) To stress the interdependence of the regions of the United States. (6) To provide basic information for a better understanding of many of the problems facing our nation today.
Regions of the United States. New England. Middle Atlantic Seaboard - Urban America. South Atlantic Coastal Plain and Piedmont. Nothern AppalachNlD Highlands. Southern Appalachian Highlands. Gulf Coastal Plain. Ohio-Tennessee Plains and Low Hills. Middle Western Plains. Dairy-Forest Regions of the Upper Great Lakes. Winter and Spring Wheat Regions of the Great P1ains. Ranching Regions of the High Plains and Intermontane Basins. Mining Regions. Irrigated Oases of the Dry West. "Mediterranean" Southern California. Marine West Coast Regions of the Pacific. Tropical Hawaii. Boreal Forest of Alaska. Tundras of Alaska.
SELECTION OF TEACHING MATERIALS.
It is felt that the textbook used in a course in American Resources and Industries should be organized on a topical rather than a regional basis. The text should be one that can be accompanied by a work book and by supplementary map exercises. In addition to the text, work book and outline maps, sets of wall maps, atlases and audio-visual equipment are almost necessities for the course. Likewise, local resources should be investigated so that the instructor can pI-an several field trips covering material related to the course.
Since work book exercises and maps will be prepared at least in part under the direct supervision of the instructor, it is suggested that a speci-al room be set aside for courses in geography. Preferably, this should be Q large room with adequate storage facilities. Good lighting is a prerequisite. Level top tables and moveable chairs are more desirable than conventional classroom types. Extra work tables, a tracing table, book cases, regular filing cabinets, map filing cabinets, blackout curtains, a projector table, a screen and a sink are other items of importance.
It is suggested that sets of wall maps be placed in semi-permanent mountings. Presumably these would in clude regional maps of the United States, North America, and Georgia, physical maps of climate, vegetation and soils, and economic maps of population, transportation, agriculture and manufacturing in the United States. Addi tional map rails should be available to hang other maps as needed. Tackboard should be available for posting.

SELECTIONS. FOR FURTHER STUDENT READING. .

Dohrs, Sommers and Petterson: Outside Readings in Geography, Crowell, New York, 1955.

Chase: Rich Land, Poor Land, McGraw Hill, New York, 1936.

'

Zimmerman: World Resources and Industries, Harper, New York, 1951.

Higbee: American Agriculture, Wiley, New York, 1959.

White and Foscue, Regional Geography of North America, Prentice-Hall, Englewood Cliffs, N. J., 1954.

, Glover: America Begins Again, McGraw-Hill New York, 1939.

Whitaker: Tha Life and Death of the Land, Peabody Press, Nashville, 1946.

Voskuil: Minerals in World Industry, McGraw-Hill, New York, 1955.

Bennett: Elements of Soil Conservation, MCGmw-Hill, New York, 1955.

Atwood: The Physiographic Provinces of North America, Ginn, Boston, 1940.

Trewarth, Robinson and Hammond: Fundamentals of Geography, McGraw-Hill, 1961.

Smith:Conservation of Natural Resources, Wiley, New York, 1958.

Allen: Conserving American Resources, McGraw-Hill, New York, 1955.

Jones and Darkenwold: Economic Geography, MacMillan, New York, 1956.

Shaw: World Economic Geography, Wiley, New York, 1955.

Renner, Durand,' White, Gibson: World Economic Geography, Crowell, New York, 1953.

Van Royen, Atlas of the World's Resources, Prentice Hall, Englewood Cliffs, N. J., 1954.

132

Goodes World Atlas, Eleventh Edition, Rand McNally, Chicago, 1960. Climate and Man, U. S. D. A. Yearbook, 1941. Soils and Men, U. S. D. A., Yearbook, 1938. Grass, U. S. D. A. Yearbook, 1948. Trees, U. S. D. A. Yearbook, 1949. DeMille: Strategic Minerals, McGraw Hill, 1947 Aldefer and Michel: Economics of American Industry, McGraw Hill, 1950. Smith, Phillips, Smith: Industrial and Commerical Geography, Henry Holt, New York, 1955. Dagget: Principles of Inland Transportation, Harper, New York,1955. Van Cleef: Trade Centers and Trade Routes, Appleton-Century-Crofts, New York, 1937. McCarty: Geographic Basis of American Economic Life, Harper, New York, 1940. Fraser: Once Round the Sun, The Story of the International Geophysical Year, MacMillan, New York, 1958. Readings in Urban Geography, Univ. of Chicago Press, Chicago, 1958. READING LIST FOR TEACHERS. Finch, Trewartha, Robinson, Hammond: Elements of Geography,.McGraw-Hill, New York, 1957. Jones and Darkenwald: Economic Geography, MacMillan, New York, 1956. Renner, Durand, White, Gibson: World Economic Geography, Crowell, New York, 1953. Bengston and Van Royen: Fundamentals of Economic Geography, Prentice-Hall, Englewood Cliffs, N. J., 1956. Zimmerman: World Resources and Industries, Harper, New York, 1951. Higbee: American Agriculture, Wiley, New York, 1959.59. Smith: Conservation of "Natural Resources, Wiley, New York, 1958. Soils and Men, U. S. D. A. Yearbook, 1938. Climate and Man, U. S. D. A. Yearbook, 1941. Grass, U. S. D. A. Yearbook, 1948. Trees, U. S. D. A. Yearbook, 1949. Goodes, World Atlas, Eleventh Edition, Rand McNally, Chicago, 1960
"There is one area in which your required reading must never stop, and that is in the area
of what is happening in this world."
- Jack Tarver, president Atlanta Newspapers.
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PHYSICAL GEOGRAPHY - Elective
PURPOSE OF TEACHING THE COURSE.
This earth is the home of man. A knowledge of the physical environments found on the earth greail::ly eJUliches the study of economic, social and political problems. The major objectives of this course is to give the student an understanding and an appreciation of those physical environments.
In general ,the course should attempt to: (1) present a clear understanding of the physical elements of geography; (2) present a clear understanding of the nature of the physical environments found on this earth; (3) point out how the phy.sical environments v,ary from place to place; (4) demonstrate that there are basic interrelationships between the elements of physical geography; (5) show that the physical environment is related to culture; and (6) expand the vocabulary of the student in regard to technical terms and place names.
At the same time, the course should develop and reinforce skills through: (1) acquainting the student with maps, their interpretatIon and ,their utilizaJtion; (2) encouraging 1lhe student to observe, to analyze, to synthesize to note correlation and :to draw conclusions from what he sees around him. and (3) teaching scientific method and scientific principles in vhe greatest laboratory known to man, the earth itself.
The course should ,aLso attempt to: (1) empbasize thQt the only resources man has are those found upon this earth, and that man's very eX'istence on tMs planet depends upon how he uses those resources; (2) enable the student to evaluate local environment in terms of their adv.anJtages and handicaps for il:he different activities {If man; and (3) to prepare the student so that :he is belJt:e1" qualified to follow bischosen vocation and so that he is better equipped to enjoy a more profitatble life.

Unit I. The Earth.

Objectives: (1) To introduce the student iIJo Ithe earth. (2) To present the principles of location. (3) To acquaint

the student with maps.

Introduction to Earth Science

Change of seasons

The Earth

Length 'of d'ay and night

The eaI!lJh in space

Location on the Earth

Shape

EartJh grid

Size

Latitude and longitude

Gravity

Longitude and time

Composition

Distance

Lithosphere

Direction

Hydrosphere

Maps

Atmosphere

Projections

Earth Motions

Great circles

Rotation

Rhumb lines

Revolution

Magnetic declination

Inclin3ltion and Parallelism of the earih axis

Unit II. The Atmosphere.

Objectives: (1) To give the student a basie knowledge of weather and climate. (2) To explain how and why

climates dUfer. (3) To acquaint the student with 1lhe methods and instruments of meteorology and climatology. (4)

To aid ibhe student in an understanding of weather types and weather forecasting. (5) To emphasize thte importance

of weather 'and climate in our daily lives.

The Atmosphere

Atmospheric Moisture .and Precipitation

Composition

Sources of water vapor

Elements of weather and climate

Evaporation and condensation

Controls of weather and climate

Humidity

Temperature

Measurement

Measurement

Types of Condensanon

Insolation

Nature of

Seasons

Cause of

Heating and cooling of land and water.

Cloud types

Warming of theartmosphere

Forms of precipitation

Cooling of the atmosphere

Causes

Daily and seasonal march of temperatures

Forms

Vertica! distribution of ,temperawre

Types

Temperature distribution over the earth

Measurement of precipitation

Atmospheric Pressure and Winds

Distribution of Precipitation

134

Measurement of pressure Distribution of atmospheric pressure Relation of winds to pressure Wind direction and velooilty The earth's wind systems Upper air curreilits

Storms ,and Then- Weather Types Middle Latitude Cyclones and Aniticyclones Air Mass Analysis '
Thunderstorms Hurricanes Tornadoes Weatlher forecasting

Unit III. Climates.
Objectives: (1) To present a basic classification of climates, (2) To show how these climates differ. (3) To explain the distribution of these climatic types over the earths surf'ace. (4) To present the relationships between cl!imate and other elements of the physical environment. (5) To present the relationships between climate and rna,n's activities.

Climates of 'the Topics and Dry Mliddle latitudes Tropical rainforest climate Savanna climate Dry cldma!tes Low latitude desert Low latitude steppe Middle lJatitude desert Middle latitude steppe
Topics under each climatic type Location in general Specif.ic locations Temperature char. Precipitation char. Daily weatlher Seasonal weather Life in the climatic region Vegetation and soil relationShip

Climates of Mliddle and Higih Latitudes Mediterranean Humid Subtropical Marine West Coast
Subtypes Other points of interest
Humid Continental Subarctic Tundra Ice-Cap Mounta'in Climates

Unit IV. The Lithosphere.

Objectives: (1) To acquaiD!t the student with :the composition of the solid portion of the earth. (2) To acquaint the student with the forces that mold the earth's surface. (3) To acquailllt ~he studeIlJt with the nature of erosion and deposition. (4) To stimulate the interest of the student in the earth beneath ,his feet.

Composition of <the Earth's Crust Minerals Rocks Igneous Sedimentary Metamorphic Mantle rock Bedrock of rtlhe United States
Forces that Mold the Earth's Surface Tectonic Forces Diastrophism Faulting Folding Volcanism EX!trusions Intrusions
'I1heNatureofEu~q~es

Gradational Forces Static Chemical Wea'bhering Mechanical Weathering Mobile Erosion
Agents of Gradation Ground Water, Rmming Water Ice Waves and Currents Winds

Unit V. Landforms. Objectives: (1) To acquaint ,tlhe student with the various types of landforms. (2) To demonstrate why certain
types of landforms have developed in certain areas. (3) To acquaint the student with the distribution of landforms (4) To show the relationship between landforms and the activities of man.
135

River-Made Plains Stream-eroded plains K:anrt plains De'11a plains Flood plains Alluvial terraces a,nd fans
Glaciated Plains Ice Scoured pl.ains Ground moraline Terminal moraine Outwash Glaciolacustrine
Plateaus and Hill Country Plateaus Intermontane Piedmont Continental Dry land plateau characteristics

Humid plateau characteristics Ice Plateaus Hill Lands
In horizontal sedimentary rocks In folded sedimentary rocks In crystalline rocks In areas of i<ce scour Mountains Distri.bution Classification of mountain features Types Fault block Dome Folded Volcanic Stream erosion in mouIlltains GIacial erosion in mountains

Unit VI. Oceans and Their Shores.

Objectives: (1) To acquaint the student witJh tJhe composition of fue oceans. (2) To expla,in the nature of waves,

cUNen1Js and tides. (3) To show !how shorelin.es differ and ihow <they have developed in this manner. (4) To point out

the ,great resource v'alue -of the oceans. (5) To show how i1ihe oceans are used by man.

The Oceans Distribution Composition De.pth Movements of ocean water Waves Ti.des Currents and drifts

Shorelines Of submergence Miscellaneous Of emergence Compound Cornl
Harbors Canals

Unit VII. Water Resources of the Land.

Objectives: (1) To acquain.t the student with the nature ()f our wa.ter resources. (2) To establish the importance of this resource. (3) To point out the many uses of water. (4) To point out the need of watel" conservation.

Water as a reSOUl'Ce Uses of walter Ground Water
The water ltable Quality of ground water Springs Wells Artesian structures Conserv,ation of ground water

Surface Water As a source of municipal wa'ter supply For irrig,ation For wa,ter power Relation of relief to water power development Development of Irrigation, Hydroelectric and Flood Control Project of the United States NaV'igation Recreation

Unit VIII. Native Vegetation and Animal Life.

Objectives: (1) To acquaint 'the student with the nature of vegetative and animal resources. (2) To stress the impoIltance of these resources. (3) To point out the relationships between climate and vegetation. (4) To ,acquaint 'the student with ,the distribution of plant associations. (5) To show how man uses these resources.

Plant AssociatJions Relatti'On to c1lima-te Relation to temperature Relation to water Relation to soils
Prinoipal Classes of Vegetation Forests Grasslands Desert shrubs

Midle-Latitude Forests MedIDterranean Scrub forest Broadleaf or hardwood forests Coniferous or softwood forests Products of middle-latitude forests
Grasslands Tropical Savannas Middle,latitude prairie or steppe Use of grasslands

136

Low-Latitude forests Tropical rainforest Lighter tropical trees Products of tropical forests
Unit IX. Soils

Conserv'ation of grasslands Desert Shrub CJnd Tundra
Dry deserts Tundra or cold desserts Resources of the sea Plant life Edible fish Sea mammals

Objectives: (1) 110 acquaint the student with the nature of and the d~stribution -of soi'ls. (2) To point out rthe importance of Ijjhe soil. (3) To stress the importance of soil conservation. (4) To enable the student to evaluate areas in terms of the productivity of the soil. (5) To show how soil is fo-rmed. (6) To show how SOIii is related ~o cLimate a'Ild relief. (6) To show Ihow ,soil is often 'Closely related to man's activities. (7) To provide the student with information 1Jhatwill enrich his study of many impomant natioIlllll ,and international problems.

Parent M<aterial of soils Transported soils Alluvial Glacial Eolian Residual soils OrgaIl!ic materials Humus Micl"oorgarusms
Soil characteristics Acid or alkaline soils Texture structure Color MaJture and immature soils Walter 'and ailr in soils
Dra.inage and Irrigation of soHs Soils and Climate
Humdd forest soils Tropical red soils Laterites Modified tropical red soils Podzols

Composition of tile soil Inorganic minerals Calcium Nitrogen Phosphorus Potassium Grassland soils Prairie soils Ohernozems Brown steppe soils Desert and tundra soils
Soil Conservation Causes of soil erosion Destructiveness of soil erO&ion Kinds of soil erosion Sheetwash Wind erosion ReductJiQn of soil erosion Importance of Metihodg of

Unit X. Minerals.

Objectives: (1) To acquaint the student with the nature of and the uses of our mineral resources. (2) 1'0 acquaint the student with ~he distr.ibution of minerai resources. (3) To demonstrate Ijjhe importance of mineral resources in our civiilization. (4) To stress the flact ,that no nation is 'self-sufficient in regard to minerals. (5) 1'0 emphll!Size the need for a wise use of ItJhe exhaustible minerals resources. (6) To show ,the relamonSihip of cerliain minel"al resources to cer1:Ja;in elements of the physical environment. (7) To enable1Jhe studellit to ev-aluate specific areas in terms of the mi:neral resource base. (8) To show how the 10Cllltion of mineral resources to man's activities.

The M'ineraJ. Fuels Coal Na.ture of coal Varieties Lignite Bituminous Anthrocite Accessibility Coal fields Appal,adllian Otiher North American Sourth America Europe
Asia Africa and Aus,tralia Uses and conservation of coal

Oil Males Petrole'um reserves Uses and conservation The Metals Precious and non-precious metals Ore deposits
Merthods of formaJtion Areas of occurence Iron ores Types
Hematite Limonite Magnetite TacoMte United States ore bodies Latin American ore bodies

137

Pellroleum Nature of and occurrence :fields United State6 . Appa!adbian Eastern iDteriOl Mid-eontment Gulf coast Rocky Mountain
Oalifumia Oaribbean regiollS Europe
Asia Recovery of oil

European deposits Alumnium
Areas of occurence Uses Lead <and Zinc Cow>er, nickel and tin Gold and silver Radioactive ores Non-fuel DOll-metallic minerals Quartz, lime, clay, gypsum salt Sulfur Fei"tilizers Summary

UNIT XI. MAJOR REGIONS AND RESOURCES OF THE UNITED STATES.

Objectives: (1) To acquaint the student with the fact that the American people live wider greatly contrasting

environmental conditions. (2) To proVide a baaic knowledge of the resources base in diHenent parts of our country.

(3) To show how certain baaic problema are related to physical geography. (4) To show how man's activities vary

from region to regiOn.

.

The Pacific coast. The Coast Reages.
Lowlands of the Pacific states. Puget Sound-Willamette lowland. Great Vaney of California. Imperial Valley.
Sierra Nevada-Cascade ountains. Sierra Nevada. Cascades.
Western plateaus and the Basin and Range region. Columbia Plateau. Basin end Range region. Colorado plateaus.
The Rocky Montains. Northern Rockies. Southern Rockies.

The Middle West. Great Plains. Interior lowlands. Superior uplands. Ozark highlands.
Regions of the South. Gulf coastal plain. Mississippi floodplain and delta.
Appalachian bill region. Ridge and Valley region. Blue Ridge.
The Atlantic Slope. Piedmont. .
Atlantic Coastal plain. New England' region.

Suggested Activities: The course is such that it can be accompained by a wide range of activities. It is presumed that a regular laboratory manual be uesd in regularly assigned laboratory periods. Map exercises and field trips are also considered necessary. oral reports, a term paper, special projects like the con~iructioD of topographic models, weather instruments, geyser models, etc. are ideally suited to accompany the course.

SELECTION OF TEACHING MATERIALS.
It is felt tbet the textbook used in Jhysical Geography should be one that permits the organization of the course as a laboratory science. Materials required for the course include the text, the I laboratory manual, outline maps, simple weather instruments like the thermometer, barometer, hygrometer, etc., fundamental rock end mineral sets, and topographic maps: In addition, several globes, sets of wall maps, atlases and audio-visual equipment are elmost necessities for the course. Local resources such as weather stations, geologic museums and pointl of geomorphic interest should be utilized as a basis for field trips.
Since much of the course would consist of laboratory work, it is almost necessary to set a special room aside for such a course. Preferably, this should be a large room with adequate storage facilities, perhaps even an adjoining store room. Good lighting is demanded. Level toptables and movable chairs are more desirable than CODV"
are tional types. Extra work tables, a tracing table, book cases, regular filing cabinets, map filing cabinets, blackout
curtains, a projector table, a screen and a sink other items of importance. .
It is suggested that sets ~f wall maps be placed in semi-permanent mountings. These should include individdl1
maps of the United States, the world and the continents. These would be supplemented by world maps of temper-
ature, rainfall and winds, soils and vegetation, and perhaps .. large physiographic diagram of the United Sta Additional map rails should be available to hang other maps as needed: Tackboard should be available for ~

138

SELECTIONS FOR FURTHER STUDENT READING.
The National Geographic Magazine, The National Geographic Society, Washington, D. C. Dohrs, Sommers and Petterson: Outside Readings In Geography, Crowell, New York, 1955. Life Magazine: The World We Live In, Time, Inc., New York, 1955. Carson: The Sea Around Us, Oxford Univ. Press, New York, 1951. Stewart: Storm, Random House, New York, 1941. Tannehill: The Hurricane Hunters, Dodd, New York, 1956. Huntington: Civilization and Climate, Yale Univ. Press, New Haven, Conn., 1931. Davis: Geographical Essays, Dover Publications, New York. Yates: Weather for A Hobby, Dobb, Mead. New York, 1957. Zim and Baker: Stars, Simon and Schuster, 1954. Zim and Shaffer: Rocks and Minerals, Simon and Schuster, 1957. Strahler: Physical Geography, Wiley, New York, 1951. Brown: The Story of Maps, Little, Brown & Co., Bostton, 1949. Leet and Judson: Physical Geology, Prentice-Hall, Englewood Cliffs, N. J., 1954. Folsom: Exploring American Caves, Crown, New York, 1956. Atwood: The Phsyiographic Provinces of North America, Ginn, Boston, 1946. Lane: Earth's Grandest Rivers, Doubledoay, Garden City, N. Y., 1949. Fraser: Once Round the Sun,. The Story of the International Geophysical Year;.MacMillan, New York,. 1958. Blair: Weather Elements, Prentice-Hall, Englewood Cliffs, N. J. Climate and Man, U. S. D. A. Yearbook, 1941. Soils and Man, U. S. D. A. Yearbook, 1938. Grass, U. S. D. A. Yearbook, 1948. Trees, U. S. D. A. Yearbook, 1949. Goodes World Atlas, Rand McNally, Chicago.
READING LIST FOR TEACHERS
Finch, Trewartha, Robinson, Hammond: Elements of Geography, McGraw~Hill, New York, 1957. Fenneman: Physiographic Provinces of North America, Ginn, Boston, 1940. Gilluly, Waters, Woodford: Principles of Geology, Freeman, San Francisco, 1951. Blair: Weather Elements, Prentice-Hall, Englewood Cliffs, N. J. 1942. Worcester: Textbook of Geomorphology, Van Nostrand, New York, 1939. Lobeck: Geomorphology, McGrawHill, New York, 1939. Climate and Man, U. S. D. A. Yearbook, 1941. Strahler: Physical Geography, Wiley, New York, 1951. Goodes World Atlas, Eleventh Edition, Rand McNally, Chicago, 1960.

"If people do not possess the capacity to govern themselves, they are inevitably governed

by others."

- Felix Morely

139

POLITICAL SCIENCE

GENERAL PURPOSES OF POLITICAL SCIENCE

Political science is the study of government - of the theory and practice of man in organizing and controlling the power needed to formulate public policy and administer the public services. It is divided into several branches.

Political theory is that branch of political science which seeks to formulate principles, draw conclusions, and arrive at valid generalizations concerning the state and man's manifold relationships to it. The political theorist attempts to synthesize and integrate existing knowledge about the state, drawing upon the data gathered and the analyses made by specialists in other areas, both within and outside the social sciences.

Some of the main questions which have engaged the attention of ,political scientists include: the orig~n of the state; its purpose or justification; the nature of law, justice, and liberty; wllere the authority of the state should be reposed; and, especially in the twentieth century, how far the authority of the state should extend into the realms of
business, social life, and individual conduct.

OtheJ:1 divisions of political science are public law, Which embraces constitutional law, internatioool law, admin istrative law, and criminal law; politics, which encompasses the institutions, processes methods of governing; public administration, which deals with the theory and practice of the executive branch of government; national, state, and local government, which includes study of the Constitution and the functions and services of government; comparative government, which includes comparisons of institutional phenomena and also of political behavior and political values .of foreign political systems; and international relations, which encompasses diplomacy, international law, economic policies, ideological competition and propaganda, military power, and international organization.

Basic Principles

PRINCIPLES RELATING PRIMARILY TO THE STATE OR GOVERNMENT

1. Throughout history the people of the world have exper4mented with a wide variety of governments.

2. Government is but one of the institutions serving society.

3. Two essential functions of government are to serve and to regulate in the public interest.

4. In a democracy, government is the servant of the people. The source of authority resides in the people.

5. It is the business of government to do for the people what they cannot do for themselves, in any event, can

not do as well for themselves.

.

6. No one yardstick is adequate for comparing different political systems. It is particularly important for citizens in a free society to understand the ideas, techniques, and characteristics of authoritarian political systems and to develop attitudes which will permit them to cope objectively with problems arising from the real or potential hostility of those systems.

7. In organizing governments, it is essential to endow rulers with power and make provision for holding them
responsible for its use.

8. Governments cannot be effective unless it has the flexibility to cope with new conditions.

9. Political paIrties and special interest groups perform certain necessary services in the governing process. The political parties of this country were formed so that citizens having common beliefs and interest may seek to mold the key policies and choose the key personnel

10. All nations in the modern world are part of a global interdependent system of economic, social, cultural, and political life. Consideration for the security and welfare of the people of other nations remain the mark of the civilized man and has now become the price of national survival as well.

PRINCIPLES RELATING PRIMARILY TO DEMOCRACY
1. Democracy. implies a way of life as well as a form of government.
2. Democracy is based on certain fundamental assumptions. Among there are the integrity of man, .the dignitY of the individual, equality of owortunity, man's ability to govern himself and to solve :his problems cooperatively.

Adapted from Report of the atata Central Committee on Socia' atudl... CaUfomJa State Departmmt of Education. BaCl'8l_tD It.
CaUfomta, OCtober 11
140

_3. Man develops his fullest potential in a climate of freedom.
4. Human beings are creatures of self-interest. For democracy to function self-interest must be curbed in favor of public interest.
5. A chief end of democracy is the preservation and extension of human freedoms. Civil liberty constitutes the central citadel of human freedom.
6. Basic to democracy is belief in progress which encourages the unfettered search for truth.
7. Certain factors are necessary for democracy to succeed. These include (a) an educated citizenry. (b) a common concern for human freedom, (c) communication and mobility, (d) a degree of economic security, (e) a spirit of compromise and mutual trust, (f) respect for the rights of minority groups and the loyal opposition, (g) moral and spiritual values, (h) participation by the citizens in government.
PRINCIPLES RELATING TO CITIZENSHIP
1. The well-being of the state is dependent upon educating its citizens for participation in life's activities. 2. A citizen can do his part in making democracy work only if he has the information essential to intelligent re-
flection on the issues of the day. Such information can be provided best by a free-and responsible press. 4. A democratic society depends on citizens who are intellectually and morally fit to condUct their government.
Civic responsibility and moral coumge are balance wheels for democracy.
I. AMERICAN GOVERNMENT, ONE SEMESTER. GRADE NINE - PERSONAL CITIZENSHIP
II. THE PURPOSE AND OBJECTIVES OF THE COURSE
The principal objectives of the course may be briefly sUJiunllloized as follows: 1. To prepare students for more informed and more responsible cititzenship:
(a) by providing them with that general body of knowledge about American government and the Ameri can political process that will help them become effective citizens;
(b) by developing a broad understanding of the political and constitutional theoI'Y underlying American governmentt;
(c) by encouraging an understanding and appreciation of the basic assumptions and ideals of democratic government;
(d) by furnishing students with an adequate understanding of the philosophy underlying American democracy and government;
(e) by providing an awareness of some of the more basic policy questitons and issues which beset American government; and
(f) by stimulating a more active interest and participation in civic affairs. 2. To contribute to students general educational and intellectual development:
(a) by increasing their understanding of the society in which they live, and more particularly by increasing thew understanding of the important rol e of government in the society in which we live;
(b) by familiarizing the student witht a vital area of human experience-man's political behavior viewed as an aspect of human behavior in general;
(c) by helping develop the capacity of students to think critically and analytically, and to recognize values; (d) by helping develop the capacity of students to think in teIms of basic political concepts, such as citizen---
ship, government, law, democracy, freedom, property, etc.; (e) by helping the students develop skills in self-expression, conduct of discussions, and presiding over
meetings; (f) by helping to improve students' skill in using techniques of clear thinking as well as increasing stu-
dents' knowledge and use of a large variety of skills appropriate to the subject. 3. To provide an opportunity for students to encounter government in action through observational field trips
and interviews, and through the presentation of public officials as speakers upon governmental problems.
TOPICAL OUTLINE OF CONTENT
UNIT I - Introduction
THE WORLD OF GOVERNMENT A. What government is B. The important role of government in our lives C. Politics and the processes of govel'llIllent D. Forms of government in the world today
1. Governments classified according to the territoIial distribution of powers
141

a. Unitary

c. Confederal

b. Federal ..

2. Governments classified according to the type of executive and the relationship bettween executive and

legislature.

a. Presidential.

b. Parliamentary or cabinet.

3. Governments classified according to the number of persons who are permitted to participate in the

governing process.

a. Monarchies and Dictatorships.

c. Democracies.

b. Aristocracies and oligarchies.

II. Democracy as a form of Government. A. The meaning of democracy. B. A brief history of democracy. C. The ideals and assumptions of democracy. D. The principal features of the democratic process.

E. Threats to democracy today. 1. Communism. 2. Fascism.

UNIT II - Historical and Constitutional Basis of Ameican Democracy

m. The Origin of American Democracy.
A. Colonial origins.

C. Government under the Articles of Confederation.

B. The Revolutionary period.

D. The Constitutional Convention.

1. The First and Second Continental Congress. E. Ratification of the Constitution.

lV. The Constitution of the United States. A. What is a constitution? B. Constitutional government. C. The basic principles of the American constitution. 1. Limited government. 2. Individual rights. 3. Popular sovereignty. 4. Representative government.

5. Federalism. 6. Separation of powers. 7. Checks and balances. 8. Judicial review.

V. Our Federal System. A. The meaning of federalism. B. Division of powers between states and nation. C. Relationship between National government and states. D. Relationship among the states. E. Relationship between state governments and local governments. F. The admission of new states. G. The advantages of federalism.

UNIT III - Our Local and State Governments
VI. American Local Government. A. Different types of local governmental units in the United States. B. Types of municipal and city governments. 1. Mayor-Council. 2. Council-Manager. 3. Commission. C. City government officials. D. Types of county governments. E. County government officials. F. Functions and services of local governments. G. Financing local governments. H. Local government in Georgia. L The importance of local government in a democracy.
VB. American State Government. A. State constitutions generally. B. The Constitution of Georgia. C. State powers and functions. D. The importance of our state governments.
vm. State Legislatures.
A. Structure and composition.

142

B. Functions and powers. C. The legislative process in states. D. The Georgia general assembly.
lX. The Governor and the Executive branch of our State Governments. A. The office of governor. B. Powers and functions of the governor. C. Other state executive officials. D. State administrative organization. E. The governor and state administration in Georgia.
X. State Courts. A. Function of state courts. B. Leading court officials. C. Organization of state courts. D. Georgia's system of courts.
XI. Principal functions and services of state governments.
XII. Our National Legislature: The Congress of tlie United States. A. Structure, composition, and organization of both the Senate and the House of Representatives. B. The powers and functions of Congress. C. The law-making process in Congress.

UNIT IV - Our National Government

XIV. Our Chief Executive: The President of the United States. A. Nomination and Election of the President. B. The powers and duties of the President. C. The national administration.

vx. Our Federal Courts.

A. The function of our federal courts.

B. The federal court system: Organization and Composition.

1. Constitutional courts.

2. Legislative courts.

C. Federal court officials.

1. Judges.

3. U. S. Marshalls.

2. District Attorneys.

4. U. S. Commissioners

XVI. Principal Functions of Our National Government.
xvn. Financing our National Government.

UNIT V - The Citizen and the Democratic Process

XVllI. The Meaning of Citizenship. A. What is a citizen? B. Citizens and aliens. C. Immigration. D. How citizenship is acquired in the United States.

E. How citizenship is lost in the United States. F. The rights of citizenship.
1. Personal rights. 2. Property rights. G. Duties and responsibilities of citizenship.

XIX. The Democratic process.

A. Our political party system.

1. Origin and development of our major politicical parties.

2. Our two-party system.

4. Function of our political parties.

3. Other party systems.

5. Organization of our political parties.

B. Voting.

C. Nominations.

D. Elections.

143

SUGGESTED READING LIST The Constitution of the United States. The Constitution of Georgia. The Declaration of Independence. Colegrove, Kenneth, Democracy venus Communism, (New York: Van Nostrand). Dumbault, Edward, The Declaration of Independence and What It Means Today? (Norman, Okla.: University of
Oklahoma Press, 1950). Ebenstein, William, Todays Isms, (Englewood Cliffs, N. J.: Prentice-HalI Inc., 1958). Poston R., Democracy is You, (New York: Harper and Brothers, 1953). Van Doren, Carl, The Great Rehearsal: The Story of the Making and Ratifying of the Constitution of the United States, (New York: Viking Press, 1938). Kelly, Alred H. et. al, The American Constitution: Its Origin and Development, (Norton, 1955). Corwin, Edward S., The Constitution and What It MeamLToday, (princeton University Press, 1959). Munro, William B., The MIlkers of the Unwritten Constitution, (New York: MacmilIan Co., 1920). Corwin, Edward S., Court over Constitution, (princeton University PresS', 1934). Anderson, William B., The Nation and the States, Rivals or Partners? (Minnesota, 1955). Rutland, Robert Allen, The Birth of the Bill of Rights 1776-1791, (Chapel Hill, N. C.: Universiity of North Carolina
Press, 1955). Sellin, Henry, Practice and Procedure under the Immigration and Nationality Act (McCarran-WaIter Act), (New
York: Oceana Publications and New York University Press, 1954). Riddick, Floyd M., The United States Congress: Organization and Procedure, (Manassas, Va., National Capitol Pub-
lishers, 1949). Grifith, Ernest S., Congress: Its Contemporary Role, (New York: New York University Press, 2nd ed., 1956). Bailey; Stephen K, et. al., Congress at Work, (New York: Holt Publishers, 1952). Acheson, Dean, A Citizen Looks at Congress, (New York: Harper and Brothers, 1957). American Assembly, The Representation of the United States Abroad, (New York: Columbia University Press, 1956). Boyd, Andrew, An Atlas of World Affairs, (New York: Praeger, 1959). Anderson, William, et, aI., Govornment in the Fifty States, (New York: Holt, Rinehart & Winston, 1960). National Municipal League, Model State Constitution, (1948). National Municipal League, Model County Charter, (1956). National Municipal League, Forms of Municipal Government-How have they worked? (1958). National Municipal League, Facts about the CouncilManager Plan, (1959). National Municipal League, Story of the CouncilManager Pla,ft, (1959). Wiecking, Anna M., Helping children to be better citizens, (1960).
"The free enterprise system is a way of economic life, open to hope - an economy open to new ideas, new products, new jobs, new men."
- W. B. Benton
144

POLITICAL SCIENCE, GRADE 12
I. GENERAL. PURPOSES
1. To prepare students for more informed and more responsible citizenship: (a) by providing them with that general body of knowledge about American government and the ,American political process that will help them become effective citizens; (b) by develo.ping a broad understanding of the political and constitutional theory underlying American government; (c) by encouraging an understanding and appreciation of the basic assumptions and ideals of democratic government; (d) by furnishing students with an adequate understanding of the philosophy underlying American democracy and government. (e) by providing an awareness of some of the more basic policy questions and issues which beset American government; and (f) by stimulating a more active interest and participation in civic affairs.
2. To contribute to students general educational and intellectual development:
(a) by increasing their understandings of the society in which they live, and more particular 1>Y int:rf!asing
their understanding of the important role of government in the society in which they live; by familiarizing the student with a vital area of human experience - man's political behavior viewed as an aspect of human behavior in generaL (c) by helping develop the capacity of students to think critically and analytically, and to recognize values; (d) by helping develop the capacity of students to think in terms of basic political concepts, such as citizenship, government, law, democracy, freedom, property, etc.; (e) by helping the students develop skills in seH expression, conduct of discussions, and presiding over
~eetings;
(0 by helping to improve student's skill in using techniques of clear thinking as well as increasing students'
knowledge and use of a large variety of other skills appropriate to the subject.
3. To introduce students to the discipline of political science and to prepare those who are bound for college for further work in the field.
4. To provide an opportunity for students to encounter government in action through observational field trips and interviews, and through the presentation of public officials as speakers upon governmental problems.
5. To help promote students' understanding of contemporary world politics and international relations, particularly the role of the United States in contempor ary world ,politics.

II. TOPICAL OUTLINE OF CONTENT

UNIT I
INTRODUCTION
I. POLITICAL SCIENCE AND THE STUDY OF GOVERNMENT
A. The purpose as stated in the introduction. B. Personal values of the study of governments.
n. Rationale for Adjusting Political Science To Meet the Needs of the Regular and Advanced Students.
The content as outlined in Political Science is basic to all students in the twelfth grade. The difference will be developed through the approach, emphasis, and material as it is presented to the regular and the advanced students.
Generally speaking, the material to be used with the average student will be the high-school textbooks with temporary affairs. Whereas, with the more advanced students the use of college textbooks with the emphasis on theory and trends, using documentary readings and case studies as enrichment materials.
Suggested ways of showing how to present the content of this discipline to regular and advanced students are:

UNIT I:

Regular:

Same in both groups. This unit should give clear understanding to the student on why we study governments. Emphasis on lID, lIE, IllB, Remainder

145

UNIT II:
UNIT m:
UNIT IV.
UNIT v.
UNIT VL UNIT VB:
UNIT vm:
UNIT IX:
UNIT X:

Advanced:
Regular Advanced
Regular Advanced
Regular Advanced
Regular:
Regular: Advanced:
Regular: Advanced:

Lecture. Emphasis on lIB, IIC lID, E, Remainder Lecture.

Lecture methods entire unit for both groups. Remember that American history covered the historical emphasis in the eleventh grade.
Emphasis on VA, VII, vm.

Emphasis on VA, VIlA, VIID, E, G, Use of films, if available on remairider. . Emphasis on XA, B, C.'
Emphasis On xn. Emphasis on xm and XIV E.

Emphasis on XIV and especially XIV E.

This unit should be taught in depth

year to. both groups because of the absence

of' a civics C()urse. In a

course

this unit should be expanded to cover

the. basic ecOnomic concepts of the

free-market system.
Emphasis on L'I{V, XXVI, and xxvn is

important to both groups.

Difference }}ere should be on. the approach and material. . Should be taught with depth on this level. Emphasis on function of local and state governments suggested.

,Emphasis given to function of local and state governments on this level trends and why. Brief survey given on this level. With at least one case study of a critical area.

This unit should be taught in depth. Emphasis should be placed on com parative government and vital issues presented by these governments in our world today. For further help we direct your attention to the suggested outline of the one-half year course on International Relations in the Guide.

UNIT II

THE PHILOSOPHICAL AND IDEOLOGICAL BASIS
n The Essentials of Democratic Government.

A. Different meanings and uses of the "democracy."

B. Democracy both a theory and a process

C. Contributions to democratic philosophy by: 1. John Locke 2. Thomas Jefferson

3. John Stuart Mill

D. Principal elements of the democratic ideal

146

1. Respect for individual personality 2. The belief in rationality

3. The basic equality of men 4. The rule of law

E. Princip.al features of the democratic process 1. Popular selection and control of political policy-makers through widespread popular participation in

government

2. Discussion and debate

3. Majority rule and minority rights

4. Political parties

5. Constitutional safeguards against arbitrary governmental procedures

F. Types of Democratic Governments

1. Parliamentary Democracies

3. Unitary governments

2. Presidential Democracies

4. Federal governments

UI. Other Forms of Government
. A. Governments in history 1. Monarchies 2. Aristocracies and oligarchies
B. Modern totalitarian governments 1. Fascism-Nazism 2. Communism

3. Direct democracies

UNIT III

THE HISTORICAL BASIS

IV. The Birth of American Democraey

A. Government in the colonial period

B. Government in the revolutionary period 1. Committees of Correspondence 2. The First Continental Congress

3. The Second Continental Congress.

C. Government under the Articles of Confederation 1. The drafting and ratification of the Articles of Confederation 2. The structure of government under the Articles of Confederatir.m 3. The failure of the government under the Articles of Confederation 4. The specific weakness of the Articles of Confederation 5. The movement for revision of the Articles of Confederation

D. The Constitutional Convention of 1787 1. The drafting of the Constitution

2. The ratification of the Constitution

UNIT IV

THE CONSTITUTIONAL BASIS

V. The Constitution of the United States

A. The great principles of the Constitution 1. Constitutionalism and limited government 2. Popular sovereignty 3. Representative government 4. Individual rights

5. Federalism 6. Separation of powers 7. Checks and balances 8. Judicial reviews

VI. The process of constitutional developments or methods of constitutional change
A. The amending process 1. Initiation 2. Ratification 3. The extent of constitutional change by this method the twenty-three amendments 4. Evaluation of the amending process 5. Proposed changes in the amending process

147

R Other methods of constitutional change 1. Judicial interpretation 2. Legislative action

3. Executive and administrative action 4. Usage or custom

VII. The American Federal System

A. The meaning of federalism

B. The constitutional distribution of powers in the American system

1. The powers of the national government 2. The powers of the state governments

3. The powers of local units of government

C. The supremacy of the national government

D. The constitutional position of the states 1. Original states and admitted states 2. The admission of new states into the union: the process of admission 3. Obligations of the national government to the states 4 ObligatiDns of the states to one another 5. Constitutional restrictions upon the states 6. Disputes and controversies between states 7. Intergovernmental relations: national government and state governments 8. Changing national-state relations 9. Intergovernmental relations: state governments and state governments

E. Problems of federalism

F. The future of federalism: the outlook for the states

VM. Th constitutional position of the individual
A. Inoividual rights and democracy .
B. Individual rights and the American Constitution 1. Rights of personal freedom 2. Rights of persons accused of crime
'C. The protection of individual rights

3. Rights of property

IX. Citizens and the Regulation of Immigration
A. The meaning of citizenship
B. The acquisition of citizenship 1. Acquisition of citizenship by birth 2. Acquisition of citizenship by naturalization
C. The loss of American citizenship
D. American immigration ,policy . 1. Historical background 2. Present American policy 3. The national origins quota ~ystem 4. The admission of non-quota immigrants 5. The admisSIon of refugees and displaced pen 0IlB 6. Present day controversy over American immigration policy
E. The status of aliens in the United States

UNIT V
THE DEMOCRATIC PROCESS X. Voting, Nominations, and Elections
A. Cit.iums' participation in the political process

148

1. The right to vote: an essential component of de mocracy 2. History of the "Suffrage" in the United States 3. The right to vote: present federal and state requirements

B. Nominations 1. Importance of nomination procedure 2. Nominating procedures in the United States 3. The caucus 4. The convention

5. The direct primary 6. The types of direct primaries 7. Critique of the ,primary

C. Campaigns and elections 1. The conduct of elections 2. The dynamics of American political campaigns

3. Financing campaigns 4. Critique of elections and campaigns

XI. Political Parties

A. Nature of the political party

B. The role of political parties in American democracy

C. The o,ne-party, two-party, and multiple party sys tem D. The historical development of American political parties

E. The. two major parties today in the United States 1. Party organization 2. Party ,personnel

3. Party finance

F.Tbe regulation of parties

XIII. The Legislative Branch: The Congress of the United States

XII. Pressure Groups and Public Opinion A. The nature and role of pressure groups in American democracy B. Group basis of American politics C. The techniques of pressure politics D. Controversy over the activities of pressure groups E. The regulation of pressure groups F. Public opinion in a democracy G. The nature, formation and expression of ,public opinion H. Public opinion polls

UNITVI
STRUCTURE AND FRAMEWORK OF THE NATIONAL GOVERNMENT VIn. The Legislative Branch: The Congress of the United States
A. The bicameral pattern - why two houses?
B. The House of Representatives 1. Composition and representation in the house 2. Present method of reapportionment of represen tation 3. Single-member district system 4. Problems of redistricting
C. The Senate 1. Composition and representation in the Senate
D. Election of members of Congress
E. Qualifications for membership in Congress

149

F. Prerequisites of membership
G. Discipline of members
H. The sessions of Congress
L Organization of the House and the Senate
J. The principal officers of the House and the Senate
K. The rules of the House and the Senate
L. The committee system in Congress
M. The legislative process in Congress
N. The powers of Congress 1. Legislative powers 2. Nonlegislative powers a. Judicial powers b. Constituent powers c. Electoral powers

d. Executive powers e. Directive and supervisory powers f. Investigatory powers

XIV. The Executive Branch: The Pre8ldent of the UDltecl States

A. Nomination and election .1. Constitutional provisions estabUshing the electoral college
2. Nominating procedure 3. The presidential campaign 4. Casting and counting the electoral votes 5. Criticism of the electoral college 6. Proposed revisions of the electoral college

B. Miscellaneous Facts 1. Term of office 2. Prerequisites of office

3. The vice president and presidential succession

C. The powers and duties of the president 1. The president as chief executive and chief administrator 2. The appointing and removal powers of the president 3. The president's power and responsibility to enforce the laws 4. The president as chief of state - the ceremonial functions of the president 5. The president as chief legislator - the legisla tive powers of the president 6. The president's power and responsibility in the field of foreign policy 7. The president as commander-inchief of the armed forces 8. The judicial powers of the president 9. The president as head of his political party 10. Other powers and functions of the president

D. The president's cabinet E. Some problems of the presidency

XV. The Administrative Organization of the Executive Branch

A. The executive office of the president

B, The executive departments

1. The Department of State

4. The Post Office and the Department of Interior

2. The Treasury Department

5. The Department of Agriculture

3. The Departments of Defense and Justice

6. The Departments of Commerce and Labor

7. The Department of Health, Education. and Welfare

C. Independent regulatory commissions

D. Government corporations

E. The civil service

150

XVL The Judicial Branch: Federal Court System

A. The nature of the judicial power and function

B. The dual character of the American judicial system

C. The jurisdiction of federal courts

D. The structure and organization of the national judicial system

1. The Supreme Court

3. District courts

2. Courts of Appeals

E. The selection and tenure of federal judges

F. The independence of the national judiciary

G. Legislative courts

H. Administrative unification of the federal courts

UNIT VII

FUNCTIONS AND SEk"ICES OF THE NATIONAL GOVERNMENT

XVIU. Theories of Governmental Functions, or the Role of Government in Society

A. Anarchism

D. Socla1fJm

B. In:diViduaIism

E. Totalitarianism

C. Capitalism

xvm. Government Finance and Economic Stability

XXVI. American Foreign Policy

A. The impact of government finance on economic stability

B. Government expenditures. today

E. Government debt policy

C. The federal budget process

F. Government monetary policy

D. Government revenue and tax policy

XIX. Government and Business

A. Business in American society

B. Government regulation of business

1. Constitutional sources of regulatory power

2. Instruments of regulation - the independent regulatory commission

3. The regulation of utilities

4. The regulation of trans,portation

7. The regulation of trade practices

5. The regulation of communications

8. Food and drug regulation

6. Anti-trust regulation

9. Other areas of regulation

C. Government assistance to business 1. Establishing conditions favorable to buainea 2. Patents and copyrights 3. The Department of Commerce 4. Subsidies

5. Tariff protection 6. Government loans 7. Monetary systems 8. Scientific research

xx. Government and Labor
A. Labor in the national scene B. The growth of labor unions

c. Current labor policy
D. The Department of Labor

151

XXI. Government and Agriculture A. Agriculture in the national scene B. Basic elements of present agricultural policy

C. The Department of Agriculture
\
D. Unresolved issues in agricultural policy

xxn. Government and the Conservation of Natural Resources
A. The conservation movement B. Federal conservation agencies C. Land conservation D. Forest conservation E. Mineral conservation F. Water and water power conservation and development _

XXllI Government, Education, Social Welfare and Public Health

A. Government .and education

C. Government and public health

B. Government and social welfare

D. The Department of Health, Education and Welfare

XXIV Government and National DefenseA. The war powers B. National defense agencies

C. The Armed Forces D. Civil defense

UNITVIII

THE UNITED STATES IN WORLD AFFAIRS

xxv. Foreign Policy and International Relations

II

A. Importance of foreign affairs in the world today

B. Basic factors in international relations conditioning the conduct of American foreign policy 1. The sovereign nation-state system 2. Nationalism 3. Internationalism 4. International law and organization 5. National ,power: basic elements of national power 6. Political warfare 7. Ideology: conflicting ideologies in the world today

XXVI American Foreign Policy

A. Brief historical survey of American foreign policy

B. Basic elements and features of present day American foreign policy

C. Geographical survey of American foreign policy 1. Europe 2. Africa 3. The Middle East

4. Asia and the Far East 5. Latin America

XXVII. The Organization of American Government for the Formulation and Execution of Foreign Policy A. The President's role in foreign affairs 1. Reasons for Presidential supremacy in this field
B. The Department of State and the Foreign Service

II

152

/
. C. The diplomatic and consular function: general as peets D. The International Cooperation Administration and the United States Information Service E. Congress and foreign policy F. Public opinion and foreign policy

UNIT IX
STATE AND LOCAL GOVERNMENT xxvm. State Constitutions and Powers
A. Importance of the states B. Features common to all state constitutions C. The Georgia Constitution D. Powers of the states

XXIX. State IJegislatures - Their Structure and Powers A. Legislative structure 1. Bicameralism B. Representation in state legislatures C. Functiol1c and powers of state legislatures D. The Georl{ia General Assembly

2. UnicametalisJil

XXX. The State Executive Branch: The Governor and State Administrative Organization

A. Governor: g neral aspects

B. Governor: Office and powers

C. Other constitutional executive officers

D. State administrative structure

E. The office of governor in Georgia

F. State administration in Georgia

XXXI. The State Judiciary A. Function of state courts B. State judicial organization

C. Court officials D. Georgia's system of courts

XXXII. Functions and Services of State Governments. Generally and in Georgia

A. Public Safety: Protection of life and property

F. Education

B. Public assistance

G. Promotion and regulation of business

C. Public health

H. Promotion and regulation of agriculture

D. Social welfare

I. Protection and regulation of labor

E. Public roads and highways

J. Other functions and services

. Local Government and Administration

153

XXI. Government and Agriculture A. Agriculture in the national scene B. Basic elements of present agricultural policy

C. The Department of Agriculture I
D. Unresolved issues in agricultural policy

XXll. Government and the Conservation of Natural Resources A. The conservation movement B. Federal conservation agencies C. Land conservation D. Forest conservation E. Mineral conservation F. Water and water power conservation and development.

xxm Government, Education, Social Welfare and Public Health

A. Government and education

C. Government and public health

B. Government and social welfare

D. The Department of Health, Education and Welfare

XXIV Government and National Defense A. The war powers B. National defense agencies

C. The Armed Forces D. Civil defense

UNITVIII
THE UNITED STATES IN WORLD AFFAIRS
xxv. Foreign Policy and International Relations
A. Importance of foreign affairs in the world today
B. Basic factors in international relations conditioning the conduct of American foreign policy 1. The sovereign nation-state system 2. Nationalism 3. Internationalism 4. International law and organization 5. National ,power: basic elements of national power 6. Political warfare 7. Ideology: conflicting ideologies in the world today

XXVI American Foreign Policy

A. Brief historical survey of American foreign policy

B. Basic elements and features of present day American foreign policy

I'

C. Geographical survey of American foreign policy

1. Europe

4. Asia and the Far East

2. Africa

5. Latin America

3. The Middle East

XXVII. The Organization of American Government for the Formulation and Execution of Foreign. Policy A. The President's role in foreign affairs 1. Reasons for Presidential supremacy in this field
B. The Department of State and the Foreign Service

152

- C. The diplomatic and consular function: general as pects D. The International Cooperation Administration and the United States Information Service E. Congress and foreign policy F. Public opinion and foreign policy

UNIT IX
STATE AND LOCAL GOVERNMENT
XXVIll. State Constitutions and Powers A. Importance of the states B. Features common to all state constitutions C. The Georgia Constitution D. Powers of the states

XXIX. State Legislatures - Their Structure and Powers A Legislative structure 1. Bicameralism B. Representation in state legislatures C. FunCtiOll~ and powers of state legislatures D. The Geol'!{ia ("teneral Assembly

2. Unicameralism

XXX. The State Executive Branch: The Governor and -State Administrative Organization

A. Governor: general aspects

B. Governor: Office and powers

C. Other constitutional executive officers

D. State administrative structure

E. The office of governor in Georgia

F. State administration in Georgia

XXXI. The State Judiciary A Function of state courts B. State judicial organization

C. Court officials D. Georgia's system of courts

xxxn. Functions and Services of State Governments. Generally and in Georgia

A. Public Safety: Protection of life and ;property

F. Education

B. Public assistance

G. Promotion and regulation of business

C. Public health

H. Promotion and regulation of agriculture

D. Social welfare

I. Protection and regulation of labor

E. Public roads and highways

J. Other functions and services

XXxm. Local Government and Administration

153

A. T.he importance of local government in a democra cy B. City government generall)' and in Georgia C. County government generally and in Georgia D. Other units of local government generally and in Georgia E. The functions and services of local governments generally and in Georgia
UNITX
THE GOVERNMENTS OF SOME FOREIGN POWERS
XXXIV. The Government of Great Britain XXXV. The Government of France XXXVI. The Government of Germany
xxxvn. The Government of U. S. S. R. xxxvm. The Government of India
XXXIX. The Government of Japan XL. The Governments of Mexico and Brazil

SUGGESTED READING LIST

UNIT I

BBuretzw, sOttetr~,RO. fWMaallnacaen,dGPoovleitrincms, e(nNtewin

Modern Society, York: Rinehart &

(Boston: Houghton-Mifflin Company, 1960).

Co.,

1958).

Crick, Bernhard, The American Science of Politics, (University of California Press, 1959).

DeGrazia, A., The Elements of Political Science, (New York: Alfred Knopf, 1952(.

Dillon, Conley H. et. a1. Introduction to Political Science, (New York: Van Nostrand, 1958).

Hermens, Ferdinand A., Intnoduction to Modern Politics, (Notre Dame Press, 1959).

Lipson, Leslie, The Great Issues of Politics: An Introducti on of Political Science, Englewood Cliffs, N. J. Prentice

Hall, Inc., 1960).

Peel, et. aI., Introduction to Politics, (New York, 1941).

Ranney, Austin, The Governing of Men, (New York: Henry Holt, 1958).

Waldo, Dwight, Political Science in the United States of A merica, (Paris: UNESCO, 1956).

Young, Roland, Approaches to the Study of Politics, (Northwestern University Press, 1958).

Van Dyke, Vernon, Political Science: A Philosophical Analysis, (Stanford, Calif., Stanford University Press, 1960).

UNIT II

Barbu, Zevedi, Democracy and Dictatorship, (New York: Grove Press, 1956). Becker, Carl, Modern Democracy, (New Haven: Yale Uni versity Press, 1941). Colegrove, Kenneth, Democracy versus Communism, (New York: Van Nostrand). Corry, J. A., Elements of Democratic Government, (New York: Oxford University Press, 1958). Dumbault, Edward, The Declaration of Independence an d what it means today. (Norman, Okla., University of Okla
homa Press, 1950). Ebenstein, William, Today's Isms, (Englewood Cliffs, N. J.: Prentice-Hall Inc., 1958). Hallowell, John H., The Moral fioundation of Democracy, (University of Chicago Press, 1954). Mayo, Henry D., An Introduction to Democratic Theory, (New York: Oxford University Press, 1960). Poston, R., Democracy is You, (New York: Harper & Brothers, 1953). Simon, Yves R., The Philosophy of Democratic Government, (University of Chicago Press, 1951).

UNIT III
Farrand, Max, The Framing of the Constitution of the United States, (New Haven, Conn.: Yale University Press, 1940).

154

Farrand, Max, The Records of the Federal Convention of 1 787, (New Haven, Conn.: Yale University Press, 3 vols, 1911).
Tansill, Charles C., Documents Illustrative of the FOl"llNltion of the Union of the American States. (69th COngress, 1st Session, 1927).
Van Doren, Carl, The Greet Reb.ersel: The Story of the' Making and Ratifying of the Constitution of the United States, (New York: Viking Press, 1948).
Warren, Charles, The Making of the Constitution, (Boston: Little, Brown & Co., 1923). Umbreit, Kenneth B., Founding Fathers: Men Who Shaped Our Tradition, (New York: Harper & Brothers, 1941). Padover, SaUl K., The Living U. S. Constitution, (New York: Frederick A. Praeger, 1953).

UNIT IV

Pritchett, C. Herman, The American Constitution, (McGra w-Hill, 1959).

Kelly, Alfred H. et. a!., The American Constitution, Origin and Development, (Norton, 1955).

Orfield, Lester B., Amending the Federal Constitution, (C hicago: Callaghan, 1942).

Tarisill, Charles C., Proposed 'Amendments to the Consti tutionlntrduced I,n Congress, December 4, 1899--July 2"

1926, (69th Congress, 1st Session, 1926).

'

Myers, Denys P., The Process of Constitutional Amendment, (76th Congress, 3rd Session, 1941).

Corwin, Edward S.,The Constitution and What It Means Today, (Princeton University Press, ,1959).

Horwill, Herbert W., Usages of the American ConstitUtion, (New York: Oxford University Press, 1925).

McBain, Howard L., The Living Constitution: A Consideration of the Realities and Legends of our Fundamental Law,

(New York: MacMillan Press, 1934).

Munro, William B., The Makers of the Unwritten Constitution, (New York: MacMillan Co., 1920).

Corwin, Edward S., Court over Constitution, (princeton University Press, 1934).

Anerso~; William B., The Nation and the States, Rivals 0 r Partners? (Minnesota, 1!J55).

White, Leonard D., The States and the Nation, (Baton Ro uge: Louisiana State University Press, 1953).

U. S. House of Representatives, Committee on Government Operations, Intergovernmental Relations in the U.S.'

A selected Bibliography, (84th Congress, 2nd Session, 1956).

Rutland, Robert Allen, The Birth of the Bill of Rights 1776-1791, (Chapel Hill, N. C.: University of North Caro-

lina Press, 1955).

Fellman, David, The Defendant's Rights, (New York: Rinehart, 1958).

Griswold, Erwin N., The Fifth Amendment Today, (Cambridge, Mass.: Harvard University Press, 1955).

Cushman, Robert E., Leading Constitutional Decisions, (APpleton-Century-Crofts, 1958).

Konvitz, Milton R., Bill of Rights Reader, (Cornell Universi ty Press, 1954).

Smith, T. V., The Bill of Rights and Our Individual Liberties, (League of Women Voters, 1954).

Spicer, George W., The Supreme Court and Fundamental Freedoms, (Appleton-Century-Crofts, 1959).

ro. U. S. President's Commission on Immigration and Natura lization, Whon We Shall Welcome,

S. Government

Printing Office, 1953).

Divine, Robert A., American Invnigration Policy, (Yale University Press, 1957).

Sellin, Henry, Practice and Procedure under the Immigra tion and Nationality Act (McCarran-Walter Act), (New

York: Oceana Publications and New York University Press, 1954).

Gettys, Cora Luella, The Law of Citizenship in the United States, (Chicago: Univesity of Chicago Press, 1934).

Cahill, Fred. V., Judicial Legislation, (New York, Ronald Press, 1952).

UNIT V

Key, V. 0., Jr., Politics, Parties and Pressure Groups, (New York: Crowell, 4th ed. 1958).

Leiserson, Avery, Political Parties: An Introduction to the Study of Political Science, (New York: Knopf, 1958).

McDonald, Neil A., The Study of Political Parties, Doubleday, 1955).
Ranney, Austin et. a!., Democracy and the American Party System, (Harcourt, Brace & c,:, 19lY.l\.

Harsh, Joseph C., The Role of Political Parties U. S. A., (League of Women Voters, 1955).

Goodman, William, The Two-Party System in the United States, (Van Nostrand, 1956).

Bone, Hugh A., American Ptolitics and the Party System, (McGraw-Hill Co., 1955).

LUbell, Samuel, The Future of American Politics, (New York: Harper & Brothers, 1952'

"oos, Malcolm, Politics, Presidents and Coattails, (The Johns Hopkins Press, 1953).

Brogan, D. W., Politics in America, (Harper and Brothers, 1955).

.

Carney, Francis M. et. at, Politics 1960, (San Francisco: Wadsworth, 1960).

Lippman, Walter, Public Opinion, (New York: MacMillan Co,. 1943).

Lasswell, Harold D.; Democracy tflrough Public Opinion, (Menasha, Wise.: Banta, 1941).

Alright, Spencer D., The American Ballot, (Washington, D. C.: Public Affairs Press, 1940).

155

UNIT VI
Galloway', George B., The Legislative Process in Congress, (New. York: Crowell, 1953). Riddick, Floyd M., The United States Congress: Organization and Procedure, (Manassas, Va., National Capitol Pub-
lishers, 1949). Griffith, Ernest S., Congress: Its Contemporary RIoI., (New York: New York University Press, 2nd ed., 1956). Young, Roland, The American C~.,gress, (New York: Harper & Brothers, 1957). White, WilliamS., Citadel: The Story of the U. S. Senate, (New York: Harper & Brothers, 1957). Bail~, Stephen K, et. al, Congress at Work, (New York: Holt Publishers, 1952). Acheson, Dean, A Citizen Looks at Congress, (New York: Harper & Brothers, 1957). Corwin, Edward S., The President: OHice and Powers, (New York University, 4th ed., 1958). Hyman, Sidney, The American Preslclent, (New York: Harper & Brothers, 1954). David, Paul T., et. aI., Preslclential Nominating Politics, (The Johns Hopkins Press, 1954). Wilmerding, Lucius, Jr., The Electoral College, (New Brunswick, N. Y., Rutgers University Press, 1958). U. S. senate, The ElectOral College, (78th Congress, 2nd session, 1947). U. S. senate, Preslclential Succession, (BOth Congress, 1st Session, 1947). American Assembly, The Feeleral GOvernment Service: Its Character, Prestige, and Problems, (New York: ColUm-
bia University Press, 1954). Peltason, Jack W., Federal CoUrts in the Political 'Process, <Doubleday, 1955). Jackson, Justice Robert H., The Supreme Court In the American System of Government, (Harvard University Press,
1955). Hart; Henry M., et. al:, The Federal Courts and the Federal System, (Foundation Press, 1953).
UNIT VII
Anshen, Melvin et. aI., Private Enterpr.ise and Public Polley, (New York: Twentieth Century Fund, 1955). Benedict, Murray R., Farm hlicies of the United States, 1790-1950, (New York: Twentieth Century Fund, 1953). Dimock, Marshall, Business and Government, (New York: Holt, Rinehart & Winston, 1961). Groves, Harold M., Financing Government, (New York: Holt, 1954). Keller, James, Government is your Business, (New York: DoubledaY,1951). Koontz, Harold et. aI., Public Control of Economic Enterprise, (New York: McGraw Hill, 1956). Levin, Harvey J., Business Organization and Public Policy, (1958) PeHason, Jack et. aI., Functions and Policies of American Government, (Englewood Cliffs, N. J.: Prentice-Hill, Inc.,
1958). U. S. House of Representatives, Select Committee on Small Business, Congress and the Monopoly Problem; 56 Years
of Anti-Trust Development, 1900-1956, (84th Congress, 2nd Session, 1956).
UNIT VIII
Laswell, Harold D., The World Revolution of Our Time, (Stanford University Press, 1952). Linton, Ralph, ed., Most of the World, (Columbia Universi ty Press, 1949). Morgenthau, Hans J., Scientific Man vs Power Politics, (University of Chicago Press, 1946). Northrop, F.S.C., The Taming of the Nations, (New York: Macmillan Co., 1952). Raward, W. E., The Quest of Peace, (Harvard University Press, 1940). Wright, Quincy, ed., The World Community, (University of Chicago Press, 1948). American Assembly, The Representation of the United States Abroad, (New York: Columbis University Press,
1956) Atwater, Elton et. aI., World AHairs, Problems and Prospects, (New York: Appleton-Gentury-Grofts, 1958). Beloff, Max, Foreign Policy and the Democratic Process, (Baltimore: The John Hopkins Press, 1955). Boyd, Andrew, An Atlas of World AHairs, (New York: Praeger, 1959). Chamberlain, Lawrence H. et. al., American Foreign Polley, (New York: Rinehart, 1948). Claude, Inis L., Swords Into Plowshares, (Random House, 1959). Haas, Ernest B. et. aI., Dynamics of International Relation s, (MacGraw-Hill Book Co., 1957). Halle, Louise J., Civilization and Foreign Policy, (Harper & Brothers, 1955). Kennan, George F., Realities in American Foreign Policy, (Princeton University Press, 1954). Kissinger, Henry A., Nuclear Weapons and Foreign Policy, (New York: Harper & Brothers, 1957). Council on Foreign Relations, The United States in World Aftairs, (New York: Harper & Brothers, annually). McCamy, James L., The Administration of American Foreign Aftairs, (New York: Knopf, 1950). Markel, Lester, et. aI., Public Opinion and Foreign Policy, (New York: Harper & Brothers, 1949). Palmer, Norman D., eLa1., International Relations, (Hough-ton-Mifflin Co., 1957). Stuart, Graham, American Diplomatic and Consular Practice, New York: Macmillan, 3rd ed., 1952). U. S. Department of State, Bulletin of the Department of State (weekly).
156

---_._--------

Vandenboch, Amry, et. aI., The United Nations: Backgnound, Organization, Functions and Activities, (New York: McGraw-Hill, 1952).
U. S. Department of State, Papers Relating to the Foreign Relations of the United States. Wriston, Henry M., Diplomacy in a Democracy, (New York: Harper, 1957).

UNIT IX

Council of State Governments, The Book of the States, (Chicago: The Council biennial).

Anderson, William, et. a!., Government in the Fifty States, (New York: Holt Rinehart & Winston, 1960).

Sikes, Pressly S., et. al., State Government, (New York: Harper, 1954).

National Municipal LeagUe, Model State Constitution, (1948).

American Assembly, The Forty-Eight States, (New York: Columbia University Press, 1955).

Howard, Vaughan L., et.a1., State Government in the South: Functions and Problems, (The Souther Assembly in co-

operation with the American Assembly, 1956).

Macdonald, Austin F., American State Government and Administration, (New York: Crowell, 6th ed., 1960).

Edwards, Richard A., et. al., The Index Digest of State Co nstitutions; (New York: Oceana Publications, 1959).

Graves, W. Brooke, ed., Major Problems in State Constitutional Revision, (Chicago: Public Administration Service,

1960).

.

Council of State Governments, CDurts of Last Resort in the Forty-Eight States, (Chicago: The Council, 1950).

Council of State Governments, American Legislatures: Structure and Procedures, (Chicago: The Council, 1955).

Carlyle, Adam, One House or Two - Nebraska's Unicameral Legislature, (Washington, D. C., Public Mfairs Press,

1957).

American Political Science Association, Committee on State Legislatures, American State Legislatures, (New York:

Crowell, 1954).

Council of State Governments, Trial Courts of General Ju risdiction in the Forty-Eight States, (Chicago: The Counell,

1951)

Ransone, Coleman B., The Office of Governor in the United States, (University of Alabama Press, 1956).

Babcock, Robert S., State and Local Government and Poli tics, (Random House, 1957)_

Adrain, Charles R., Governing Urban America, (McGraw-Hill, 1955).

Morlan, Robert L., Capitol, Courthouse and City Hall: Read ings in American State and Local Government, (Houghton

Mifflin Co., 1954)_

Phillips, Jewell C., State and Local Government in America, (American Book, 1954)

Zeller, Belle, ed., American State Legislatures, Report of the Committee on American State Legislatures, (Crowell,

1954).

Pate, James E., Local Government and Administration, (American Book; 1954).

National Municipal League, Model County Charter, (1956).

Lyon, Leverett S., et. al., Modernizing a City Government, (Chicago, 1955).

Kneier, Charles M., et a!., Readings in Municipal Govern ment and Administration, (Rinehart, 1953).

Kneier, Charles., City Government in the United States, (Harper, 1957).

National Municipal League, Forms of Municipal Governm ent - How have they worked? (1958).

National Municipal League, Facts about the Council-Mana ger Plan, (1959).

Birkhead, Guthrie S., The Metropolitan Problem, (National Municipal League, 1953).

Baker, Gordon E., .Rural Versus Urban Political Power, (Doubleday, 1955).

Baker, Benjamin, Urban Government, Van Nostrand, 1957)_

National Municipal League, Story of the Council-Manager Plan, (1959)

Snider, Clide F., Local Government in Rural America, (AppletonCentury-Crofts, 1957).

UNIT X
Beer, Samuel H. et. al., Patterns of Government: The Ma jor Political Systems of Europe, (New York: 1958). Carter, Gwendolen M. et. al., Major Foreign Powers, (Harcourt, Brace, 1957). Finer, Herman, The Governments of Great European Powers, (New York: Holt, 1955). Finer, Herman, The Theory and Practice of Modern Government, (New York, 1959). Spiro, Herbert J., Government by CO.nstitution: The Political Systems of Democracy, (New York: Random House,
1959). Neumann, Robert G., European and Comparative Govern ment, (New York: McGraw-Hill). Pierson, W. W. et.al., The Governments of Latin America, (New York: McGraw-Hill, 1957).

GENERAL REFERENCES

oited States Code oited States Go.vernment Ox:ganization Manual
tistical Abstract of the United States, 1959

Congressional Directory Book of States U. S. Congress, Congressional Record

157

JOURNALS, MAGAZINES, AND NEWSPAPERS
American Political Science Review Foreign Affairs Political Science Quarterly State Government American Heritage Annals of the American Academy of Political and Social Sciences Headline Series Congressional Digest Congressional Digest National Civic Review State Government News Congressional Quarterly Journal of Politics Foreign Policy Reports State Department Foreign Policy Briefs Congressional Quarterly
GENERAL TEXTS
Bailey, Stephen K. et. a!., Government in America, (New York: Holt, 1957) Burns, James., et. a!., Government by the People, (Englewood Cliffs, N. J.: Prentice-Hall, Inc., 1957). Carr, Robert K., et. a!., American Democracy in Theory and Practice, (New York: Rinehart, 1959). DeGrazia, Alfred, The American Way of Government, (Wiley, 1957). Eliot, Thomas H. et. a!., American Government: Reading s and Problems for Analysis, (Dodd, Mead. 1959). Ewing, C.A.M., American National Government, (Ameri can Book, 1958). Ferguson, John H., et. a!., The American System of Gove rnment, (McGraw-Hill, 1959). Hinderaker, Ivan, et. a!., American Government Annual, 1959-1960, (Holt, 1959) MacD~nald, H. Malcom, et. a!., Outside Readings in Ame rican Government, (Crowell, 1957). Riker,_William H., Democracy in the United States, (Macmillan, 1953). Roche, John-P., et. a!., The Dynamics of Democratic Government, (McGraw-Hill, 1954). Swarthout, John M., et. a!., Principles and Problems of State and Local Government, (Oxford, 1958). Saye, Pound and Allums, Principles of American Govern ment, (Englewood Cliffs, N. J.: Prentice-Hall Inc., 1959). Saye, Albert B., Georgia Government and History, (Row, Peterson & Co., 1957). Pound and Askew, The Government of Georgia, (Harlow, 1960). McClenaghan, William A., Magruder's American Govern ment, (Allyn and Bacon). Hall, J. Oliver, et. a1., American Democracy, (American Book Co.). Rienow, Robert, American Government in Today's World, (D. C. Heath Co.,). Young, William H. et. al., Essentials of American Govern ment, (Appleton-Century-Crofts, Inc.).
"To educate a child perfectly requires profounder thought; greater wisdom than to govern a state."
- W. E. Channing
158

Suggested Topical Guide for the Twelfth Year International Relations

ONE SEMESTER-ELECTIVE

I. Elements in the Study of World Affairs: The Tools. A. Concerns of the Student. 1. Basis for Concern. 2. Responsibility in a Democracy.

3. Policy Control in a Democracy. 4. The Composition of "World Affairs".

B. The State and the State System. 1. Growth of State Concept. a. City-state to Universalism. 2. The Nation-State. a. What it is--prerequisites for. b. Idea of Sovereignty.

b. Universalism to Westphalia.
c. Dynastic to popular control. d. The force of Nationalism.

C. Rules in the State System: International Law. 1. Reason for its being.
2. Hugo Grotius--the "father" of international law-his contribution. 3. International Law as defined by its Sources. 4. Binding quality. 5. The Evolution of International Law.
a. Basic assumptions in the 19th Century. b. Changes in the 20th Century-new legal standards of the State System.

D. Contacts in the State System-Diplomacy.

1. Place of Diplomacy in the State System.

a. Origins.

b. The Diplomat.

2. Diplomatic Privileges and Immunities.

a. Development.

b. Examples.

3. Functions of Diplomats.

4. Persons charged with Diplomatic Functions.

5. The "old" and "new" Diplomacy-changing characteristics.

n. Factors of Power in World Affairs.

A. Political Geography.

1. Geographic base of political power.

2. Relative importance of Geography as a Power Factor.

3. Geographic misconceptions.

4. Location, Size, and Shape of the State.

5. Commentary on the Geographic Advantages and Disadvantages of Selected States from the point of

view of World Affairs.

6. Geographic Theories.

a. Mahan.

c. Spykman.

b. Mackinder.

B. People. 1. Importance of Population as a Factor of Power. 2. General Population Trends. a. World Population growth Potential. b. Reasons for new Population Pressure. c. Population growtth and Economic and Social change. 3. Population stages. 4. Population and food, health, and literacy. 5. Population situation in Selected Countries. 6. General Population Trends and their results.

C. Resources. 1. Relation of Resources to Power. a. Needs. b. Use. c. Availability and Foreign Policy. 2. Consideration for the United States, the Soviet Union, and Selected other countries.

159

3. A breakdown of resources. a. Land. b. Use.

c. Availability and Foreign Policy. c. Minerals (except fuels)

D. (The above three factors are basic. H time allows, others could be added, for example:

1. Military strength.

2. Government and Ideology.

E. Survey of the World Power Structure.

TIME PERIOD TWO: TEN WEEKS
m Foreign Policy Studies.

A. The Development of United States Foreign Policy as a Major Factor in World Affairs. 1. Colonial and Revolutionary Period. a. Great Power Colonial Rivalry. b. Diplomacy of the Revolution. 2. Diplomatic Independence and Neutrality. 3. The Monroe Doctrine and Manifest Destiny to 1860. 4. Diplomacy of the Civil War. 5. The Monroe Doctrine Revitalized. 6. American Imperialism. 7. The Policy of the Open Door. 8. Neutrality again. 9. Participation in World War I.
10. The return to Isolation-the negative policies.
11. The Challenge accepted-World War n.
12. The assumption of International Responsibility.

B. The Development of Soviet Foreign Policy as a Major Factor in World Affairs.

1. Inherited policies of Czarist Russia.

6. The Soviet Union in World War n.

2. The Period of Isolation.

7. Postwar Years.

3. Rapprochment with the West.

a. Fallacy of Great Power Unity.

4. Co-operation with the West.

b. International Communism.

5. The Soviet-German Truce.

C. H time allows, the Foreign policies of other Selected Countries, chosen on the basis of current interest might be included.

Time Period Three: Sixteen Weeks.
IV. Some Persistent Problems of World Affairs. A. Nationalism. 1. Historical forms of Community Organizations. 2. Origin of the National form. 3. Influence beyond Europe. 4. Chronological Periods and Types of Nationalist Development in the State System. a. First Period: Dynastic Nationalism; popular nationalism. b. Second Period. i. Special characteristics. ii. The Climate of Self-determination (evolution of privilege to right). 5. Composition and. Problems of the Contemporary Nationalist Complex.
B. War in tile State System. 1. Place of War in the State System. a. War and the Accomodation of Conflicting National Interests. b. War and Sovereignty. c. The "legal" status of War. 2. War in its' historical settng. 3. War vs. Peace in relation to National Interests-the Security Objective. 4. War Today. a. Total War and Limited War. b. International War and Collective Security War.
C. The Maintenance of Peace and Security.

160

1. To the League of Nations.

a. Fundamental Principle of Collective Security

b. Basic Assumptions of a Collective Security System.

c. Growth of the Collective Security Idea in the State System.

i. Community Concept.

iii. Westpbilia.

ii. Change from Universalism.

iv. Concert Idea.

2. Collective Security in the League of Nations.

a. The "heart" of the Covenant-Article 10.

b. The "teeth" of the Covenant--Sanctions.

c. The League and the challenge: Japan, Italy, Germany.

d. The Failure of Collective Security in the League System.

3. Collective Security in the United Nations.

a. Comparing the Charter and the Covenant.

b. The "heart" of the Charter-Article 25.

c. The Security Council and the Enforcement of Peace.

d.Peace and Security and Regional Organizations.

e. New Stature for the Assembly.

i. Power.

ii. Membership.

f. The United ations Collective Security System iR Operation.

g. The Non-Political Work of the United Nations.

"Democracy is our form of government, our way of life. We want to live it proufly, teach

it well, communicate it clearly."

John Heefner

161

ECONOMICS
General Purpose
Economics is the social science that analyzes the data, issues, and public policies connected with the production, distribution and consumption of wealth and income. It is the study that begins with the fact of scarcity and unlimited wants and proceeds through production" interdependence, exchange, markets, price, costs, and public policy. Emphasized are economic stability and growth, the allocation of resources to their most important uses, the distribution of income, and, in our economy, a wide range of economic freedom for workers to choose their jobs, consumers to choose goods, and invest'OIs and entrepreneurs to own property and choose their investments.
All ,problems that may properly be termed "economic" must be considered within the framework of this study whether they originate in capitalist, socialist, fascist or communist countries. The study of. economics is thus important to the individual and society for both the knowledge gained and the thinking process lacquired. Valid information about our economy and the ability to use it effectively are indispensable to effective citizenship on many of the most pressing public issues of the day.
Consideration of specialized areas in economics must be firmly rooted in this process of reasoning. Important areas in economics include the fields. of money and banking,business cycles, public finance, industrial organization and public policies tow,ard' 'business, labor-management relations, accounting, finance, statistics, consumer economicS, international trade and finance, economic growth' and development, and comparative economic systems.
The economic problem is an inevitable feature of human life. Since the resources of the world are scarce and do not satisfy all wants, the study of economics, both theoretical and applied, becomes a necessary inclusion in the basic education of all people. The individual makes economic decisions throughout his life, and through voting and other types of community participation, helps to decide problems involving the economic welfare of all people.
Basic Principles Economic Ends and Means
1. Economic welfare of the citizen is a major goal in modern societies. Economic welf.are is not only one of the important qualities of a good society but also economic progress makes the other qualities of that society easier to attain, that the creative arts--such, as painting, music, and literature-are more apt to flourish in a highly productive economy than in a poverty-stricken one.
2. Productive resources are scarce and human wants unlimited. Inasmuch as man cannot satisfy all of his desires for goods and services, he has to make choices.
The Gross National Product - A Measurement of Economic Achievement
1. The size of the Gross National Product depends upon many conditions. Included are (a) the extent and Iichness of natural resources; (b) the number, quality, and motivation of ,the working population; (c) the amount and nature of the ca,pital goods cr'eated through savings and investment. (d) the effectiveness of investors and entrepreneurs in organizing productive activi,ties; (e) the existence of a large freetrade area; (f) the presence of economic and political institutitons which are conducive to, and encour age, creative and productive efforts on the part of all human beings.
2. The size of both the Gross National Product and population largely determines the aver'age standard of living.
3. The full use of productive facilities directly influence economic welfare. Fluctuations tend to be more severe in industrially advanced nations than in primitive ones.
4. Government can contribute to the maintenance of high-level production and employment, rapid ec0nomic, growth and progress, and a stable price level by proper use of governmental authority through appropriate monetary, fiscal, and department-management policies.
5. High per capita income is due to high productivity of labor.
The Composition of Income The Allocation of Resources
1. The economic system soould determine how much of each commodi,ty and service to produce and how each unit of each resource is to be allocated to ~ts most important use.
2. In a competitive, private-enterprise system, prices indicate the relative value of goods and services. Prices, on the one hand, reflect the willingness of buyers to buy and sellers to sell. .
3. A market system works best when the maximum degree of feasible competition prevails, and when buyers and sellers are well informed. It follows that the free enterprise system is supported and strengthened by government action designed to keep markets free and buyers and sellers informed. At the very minimum, government must maintain Older and justice, protect property, enforce contracts.
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and provide a monetary system in ordtr for free enterprise to flourish. 4. In some fields of economic activities, because of special economic conditions, government regulates the
price charged and the quality of service rendered by a private producer or undertakes public ownership and operation. 5. A free society provides opportunity and incentive for the individual to hazard what he owns in an effort to make a profit.

The Distribution of Income 1. In a competitive market, each productive agent tends to receive as income a sum equal to the value of his productive contribution to society. Inequality in the distribution of income thus arises from unequal payments for human services as well as the unequal ownership of property. At the same time, the opportunity for a larger income provides the incentive to develop one's abilities to the' utmost, to save and acquire property, and to use resources most efficiently and productively. 2. Imperfections in competition create important public problems' l
ECONOMICS - NINTH GRADE FOR TERMINAL STUDENTS (ONLY)

To meet the needs of these special students it is believed that through a study of specific enterprises a better understanding of economics can result than if this subject were presented in abstract terms on the traditional approach. It is the role of the te-acher to relate the specific case studies of local business to the general principles of the functioning of our economic system.

It is desirable that studies be developed illustrating at least three types of business organizations; the first might concern the development and operations of a large producer of goods; the second might illustrate the growth and services of a distributor or middleman type of firm, and the third might describe a small retail establishment. Under such a program students can study a cross section of our economic life in its local and national context.
Under such a program the students should underst and the funtioning of our free economic system as it applies to such questions as these:

1. What are the basic elements in an economic system? How are these elements interrelated in our free economic system? How does this interrelationship influence our standard of living?
2. How ,are our business enterprises organized? How are our goods exchanged? How does the price system operate? How are goods produced? What are the economic attractions of Georgia? What are the problems of the business man in Georgia and in the United States?
3. What is the role of money in our free economic system? How is our national income distributed? 4. What is the relation of government to our ecommics system? How are our resources protected and
conserved? 5. How does one earn a living? How is economic security attained? How does one buy wisely? 6. How does our free economic system diffep from the economic system of other countries? What are its
advantages over other systems?

The study of our free enterprise system presents a challenge to teachers. Not only must the student acquire specific knowledge; he must develop an appreciation for our way of life whic includes such broad concepts as free enterprise, economic security, conservation of resources, and business ethics. It is one thing to study the organization of a firm in a textbook; it is quite another to have students interview a manager of a Georgia firm and tell of their experiences before the class. In creating a case study, students will develop organizational ability and learn how to cooperate in a group. Many will have the opportunity to contact men in industry for the first time and learn first hand the businessman's needs and problems.

The teacher should make certain, regardless of the use of the case study or other method, that the student has an understanding of the operation of our economic system' l

Business Enterprise Case Study Guide I. History ,of the Enterprise Founder and early history Corporate development and structure Sources of capital Common and preferred stock Retained earnings Long and short term credit Working capital

II. The Market Products manufactured or services rendered Sales organization Advertising and promotion Market research

Adapted from Report of the State Committee on Social Studies, California State Department of Education. Portland Oregon has successfully developed the case study approach In the study of economics and more detailed information can be secured from: Curriculum Bulletin SS52U; Curriculum Director, Portland Schools, Portland, Oregon.

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ill. Procurement

VI. Health and Welfare Services

Raw materials

Safety and first aid

Component parts

Health services

Fuel and energy requirements

Rest periods

Plant and equipment

Lunchroom

IV. Organizational requirements

Recreation

Product research

Plant protection

Industrial engineering

Community services

Plant layout

Methods improvement

Management training

Role of the foreman in management

Management salaries

Bonus, pensions, retirement

V. Employee Relations

Number of employees

Skills required of different types of work

Distribution by sex and race

Apprentice and trainee program

Wage Scale

Incentive system or piece work

Bonus or profit sharing policy

Other benefits

Vacation, holiday sick leave, etc.

Employee suggestion plans

Seniority policy, and other bases for promotion

Hours worked per week

Overtime policy

Weeks worked pel' year (seasonal employment)

Absenteeism and its causes

Labor turnover

Grievances - channels through which they are

made known and methods of handling

Union relations

Of all the students in high school these educationally handicapped children who will terminate their formal education at sixteen need specific help in question 5 of the outline:
Quote: 5. How does one earn a living? How is economic security attained? How does one buy wisely?
Even though the child will have more of a personal interest in economics through the case study approach, it is doubtful that he will secure adequate information to meet his personal economic security needs. To give him further help, team teaching might be explored, looking toward the business training instructor as well as the instructor in home economics. Certainly care should be exerted in this instance, not to duplicate instruction which this type of student might receive in othel' classes.

There are several books on the new state-adopted lists which can be used for the study of citizenship and economics. The Audio-Visual catalog lists excellent films which will help the student understand the basic concepts of American business.
After you have had the opportunity to observe and study the learning pattern of these students you will become aware that their ''book learning" will be limited, but their appreciation for what you can do for them will be unlimited.

This suggested Program for the Ninth Grade is a form of pioneer teaching; it presents a challenge but it is work that is most rewarding

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OUTL' NE OF TWELFTH GRADE COURSE IN ECONOMICS
1. *HOW ECONOMIC ACTIVITIES ARE ORGANIZED IN THE UNITED STATES
A. The basic economy problem of all nations B. Why an economic system is necessary C. What an economic system is D. Jobs performed by an economic system E. Why nations develop different methods of economic organization F. Distinction between social economic problems and problems of personal adjustment to the existing social
and economic frame-work G. Kinds of answers that can be expected from a study of economics and the limitations of economic ana-
lYsis
n. *HOW ECONOMIC ACTIVITIES ARE ORGANIZED IN THE UNITED STATES
A. The institutional arrangements for organizing economic activities in the United States B. Prices and markets as a method of organizing economic activity . C. Nature and direction of commodity and money flows D. Kinds of economic decisions made by consumers, businessmen, and owners of economic resources F. How a system of price and markets performs the basic jobs of determining what goods and services to
produce, how the nation's resources will be combined and used, and how output will be distributed among the members of society
G. How imperfectness of competition affects the operation of economy H. The sources of capital and the relation of capital to growth to the economy I. AChievements and unresolved problems and challenges to the American economy
m.* MEASURING THE PERFORMANCE OF THE ECONOMY
A. The importance of measurement B. The output of the American economy-gross national product C. Use of concepts developd in "B" as yardsticks for measuring the performance of the American economy D. Price changes in the measurement of gross national product in dollars of constant purchasing power
IV.* PROSPERITY AND DEPRESSION
A. Employment Act of 1946 and the emerging social goals of economic growth and stability B. Basic forces underlying ups and downs of th~ economy C. How growth in the labor force and increase in productivity are related to ups and downs in the economy D. Meaning of full employment economy E. Government policies to achieve economic growth and stability
V. HOW INCOME IS DISTRffiUTED
A. How people get income B. Why all individuals do not receive the same income C. How income is distributed-a look at the facts D. How changes in the distribution of income may affect the way our resources are used and the level of
and employment E. Ethical aspects of income distribution F. Personal Finance and Social Security G.. Labor and Industrial Relations
VI. * GOVERNMENT AND THE ECONOMIC SYSTEM
A. The public sector of the economy B. Growth of government activities - federal, state and local C. Factors associated with the growth of government D. POints of contact between government and the private economy E. Economic significance of government policies and activities
VII. *NATURE AND ANALYSIS OF POLICY STATEMENTS OF ECONOMIC IMPORTANCE
A. Making decisions on economic issues B. What a policy statement is C. The major parts of a policy statement D. How to analyze policy statements E. Examination of representative policy statements by organized groups on selected economic issues, i. e.,
The F.arm Problem, Foreign Trade and Aid, Inflation
vm. THE FARM PROBLEM
A. Basic information about American Agriculture
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B. .Application of the theory of free-market to the problem C. Factors contributing to expansion of farm output D. Significance of increasing productivity on American farms E. Farm legislation . F. Alternative proposals of organized groups for dealing with agricultural surplusse~xamine represent
ative policy statements
IX. INTERNATIONAL ECONOMIC PROBLEM S
A. The importance of interDo3tionai trade to the American economy B. Bases for trade among nations C. Specialization and division of labor D. Organizing the world's resources for mutual benefit E. Barriers to world trade F. Prohlems of maintaining international economic balance G. Problems of economic growth and development in underdeveloped areas
X.* COMPARATIVE METHODS OF ECONOMIC ORGANIZATION
A. Institutional arrangements for organizing activity in selected economic systems B.. How the basic jobs of an economic system are performed in selected economic systems C. .Problems of evaluating economic systems1
*The amount of time allotted to the formal study of economics will largely determine the emphasis placed on separate units. The units "starred" indicate they are essential to the foundation of basic economic knowledge. The units on the f.arm problem and international economic problems are somewhat illustrative of economic situations of our country. An analytical study of either or both of these units will provide the student with an oppor tunity to apply the knowledge he has acquired to form practical conclusions. Another factor in determining the time allotted for each unit will be the interest of the class, the teacher and the community.
. ECONOMICS BIBLIOGRAPHY - FOR THE TEACHER
Adams, Walter and Gray, Horace M., Monopoly in America, The Macmillan Company, 1955. Blodgett, Comparative Economic Systems, Harper Boulding, Kenneth, Principles of Economic Policy, Prentice-Hall, Inc., 1958. Chandler, Lester, Inflation in the United States, Harper and Brothers, 1951. Dunlop, John T. and Healy, James J., Collective Bargaining (Revised Edition), Richard D. Irwin, Inc., 1953. Federal Reserve Sy.stem, Purpose and Functions, Board of Governors of the Federal Reserve System, 1957. Gayer, Arthur' B., Basic Economics, Prentice-Hall, Inc., 1951. Gregory, Charles 0., Labor and the Law (Second Edition), W. W. Norton and Company, Inc., 1958. Grossman, Morton C., and others, Readings in Current Economics, Richard D. Irwin, Inc., 1958. Groves, Harold M., Financing Government (Fifth Edition), Henry Holt and Company, 1958. Hansen, Alvin H. and Clemence, Richard V.,Readings in Business Cycles and National Income, W. W. Norton and
Company, Inc., 1953. Hanson, Arthur H. and Cohen, Jerome B., Personal Finance, Richard D. Irwin, Inc., 1955. Harriss, C. Lowell,Selected Readings in Economics, Prentice-Hall, Inc. 1958. Henry VIII Revisited, Federal Reserve Bank of Philadelphia, 1960. Keeping Your Money HeaJthy, Federal Reserve Bank of New York, 1960. Money, Master of Servant? Federal Reserve Bank of New York, 1955. Morgan, Theodore, Income and -Employment, Prentice-Hall, Inc., 1952. Rapoport, Anatol,Operational Philosophy, Harper and Brothers, 1952. Readings on Money, Feder'al Reserve Bank of Richmond,1957. Reply of the Chairman of the Board of Governors of the Federal Reserve System to Questions Submitted by the
Subcommittee on Economic Stabilization of the Joint Committee of the Economic Report, December 7, 1954.. Section "The Monetary System of the United States"Tight Money Comes to Maple Springs, Federal Reserve Bank of Philadelphia. Warner, Aaron W. and Fuchs, Victor R., Concepts and Cases in Economic Analysis, Harcourt, Brace and Company, 1958
BIBLIOGRAPHY FOR STUDENTS - Economics
The following .are paperbacks, 50c or 10% discount of 10 or more, available fom Council for Advancement of Secondary Education, 120116th St. N. W., Washington 6, D. C.
AMERICAN CAPITALISM: AN INTRODUCTION FOR YOUNG CITIZENS. 1958.
1. The Councilor. Special Issue on Economic Education. March 1960. pp. 59-.65.
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CAPITALISM AND OTHER ECONOMIC SYSTEMS. 1959 MONEY AND BANKING IN THE AMERICAN ECONOMY, 1960 BUSINESS ENTERPRISE IN THE AMERICAN ECONOMY. 1961 Committee fop Economic Development, 444 Madison Avenue, New York 22, N. Y. Publishes pamphlets and reports on national and international economic policy Economic Indicators, Prepared for the Joint Economic Committee by the Council of Economic Advisors, U. S. Government Printing Office, Washington, D. C. (Monthly Pliblication) Economic Report of the President. United States Government Printing Office, Washington, D. C. The Federal Reserve System, Purposes and Functions. Board of Governors, Federal Reserve System, Washington 25, D. C. (There are numerous publications andfilms available free of charge from the Federal Reserve Bank in our district. Atlanta 3, Ga. They will send you a bibliography) IllSTORICAL STATISTICS OF THE UNITED STATES, 1789-1945. Washington, D, C.: U. S. Bureau of the Cen-
sus, 1958. YOU AND THE INVESTMENT WORLD, New York Stock Exchange, 11 Wall St, New York, 5, N\ Y.
A series of 10 folders for student use discussing all phases of the investment phase of American economic market.
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SOCIOLOGY
Sociology is scientific -study of the social relations men develQp in tiheir interaction with one anOOber. Sociolog,ists analyze the basic structures and functions of societies, and of associations and groups within societies, to discover how they became organized, to identify the conditions under which tJhey beoome disorg~ndzed, and to predict the conditions for reorganization.
AN EXPLANATION OF THE METHODOLOGY OF THE DISCIPLINE
A. This Course must be presented as a scientific (systematic) subject, and the teacher is obligated to communicate to the student the fact that sociological knowledge is not simply "common" or folk knowledge, but is accumulated by the same processes as knowledge in physics, biology, and the other sciences - the scientific method.
B. sOciologists are commited to objective observation and reporting; therefore, they and the people who teach their materials must remain -objective and neutral msofaras possible. The interests of the person are best served when be can come to view social matters with some detachment and -with dis ciplined methods, rather than with biased and prejudiced eyes, and with untutored and undisciplined methods.
to C. The watchword of the scientific sociologist is, "I wish to discover what is!" The watchword of the 'teacher must be, "I wish describe what is!"
D. As a research field, sociology involves the continuous collection of information about society and human relationships, and the ongoing development of theory based upon these. Sociologically relevant data come from many sources: formal studies by trained sociologists, the reports of official and semi-official public agencies and priva,te organizations, from newspapers, and the like. It is the business of the professional sociologist to test and sort these data, to draw inferences from them, and to state general conclusions concerning conditions and processes in society.
E. As a field of work, sociology is a growing one. There are about 7,000 persons in the national pro fessional-the American Sociological Society-and many more who do not belong. Most sociologists (about two thirds) are associated with colleges and universities; the others are in government,' industry, private agencies and organizations, or are self-employed. There is currently a demand for additional trained sociologists, with expanding employment opportunities.
F. For additional comments and explanations of sociology and its methodology, see VH, above; for references.
SEVENTH GRADE: Social Institutions
GENERAL PURPOSE
It is recognized that, at present, elementary school pupils are at no point given a systematic mtroduction to the study of society; this course should remedy thait situation. It is intended that the pupil shall be provided with the means for beginning to understand his social environment and to understand the social experiences he has had and will continue to have throughout his life.
This course treats the basic social institutions - family, religion, education, government, and economic procedures. It provides understanding of the established procedures and groups in the major areas of life, the home, church, school, and the political and economic realms.
It should help young people come to realize that they live in a cultural (manmade) environment, and that most of their behavior, beliefs, and feelings are patterned by interaction with other people within established social arrangements. It should help them to see something of the structure of society and to understand the processes by which social structure is maintained and changed.
The general result should be that the student will become aware of the growing body of systematic knowledge about society, therefore making available to him someth ing other than folk knowledge, with all of its faults and short-comings, with which to live in our rapidly changing world. The course should begin to give him the language and concepts with which to interpret and organize information from other fields. It will show him that certain procedures arise to meet the needs of people in all societies; that these procedures become established and organized into institutions which are maintained by members of society to carry out important functions in men's lives; and that the form of these institutions differ from place to place and from ,time to time, but that all societies have institutions and that the functions which they perform are similar in all societies. The student will then be able to understand better why people are alike in so many ways, and why people are different in some ways; he will begin to detect the bases of order in society, as well as the relationship of the individual to his groups and to society and the influences of groups and society upon the individual's personality.
Above all, the course should begin to arouse within the individual student an unders'tanding and appreciation for systematic methods of observing and studying social structure and processes.
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TOPICAL OUTLINE OF CONTENT
NOTE: This is intended to be an understanding course (not a problems course) and is t() be devoted to Ithe proposition that young people can best make their life choices and decisions if they are in possession of good information and good methods and approaches for obtaining information. Therefore, this course presents on an elementary level, the basic information on social structure and processes, and does not concentrate upon application; illustrations from the child's own surroundings are to be used only as illustration, not as proof of principle. Nor will it be necessary to dwell upon evaluations and the relative merit of cultures, peoples, and the like.
This outline is not based upon any existing textual materials which have already been adapted for the sevent8 grade level. Instead, the outline is for 1Jhe <teachers' use in developing materials for the course. It is written, therefore, in "teaeher's language", not in student language.
The course should follow (basically) this sequence of major (roman numeral) topics. However, within each major topic. there is perhaps no single best sequence, and the teacher is perfectly free to rearrange materials, to add other sub-topics, or otherwise amend the present outline if he feels he has good reason to do so.
There are probably very few persons currently equipped to teach this course, and this statement w()uld include social science majors. However, most teachers who are familiar with students of this age and who have a reasonable grounding in social science will find it much easier than might be expected to work through a few chapters in the appropriate sources (listed at the end of this outline) and acquaint himself with the background materials as they exist in the field.
I. What are Social Institutions, and Why Study about Them?
A. Definitions and designations of social institutions. "Established social procedures and groups". Relatively rigid patterns of human behavior and interaction. Aspects of social behavior and arrangements which perform the essential functions of society.
The "basic social institutions are in tile areas so (1) the family, (2) religIon and ethics, (3) government and p()lities, (4) education,and (5) economic realms. B. What it means to know something about the society in which one lives and to know something about other societies. C. Where and how do we get good information about social institutions? Systematic and reliable social knowledge can come only from systematic social research. Using standardized researoh techniques and possessing a body of established theory. Sociology and anthr~ology are the fields now producing ,the best information about institutions. They use materials from other fields - political science, economics, etc. But these materials are then organized and interpreted within sociological and ant'hropological frame of ,theory. D. What it means to know nothing about social institutions except folk lore. Folk knowledge is unreliable, unqualified, over-generalized. In short, it is not sufficient f()r life in the modern scientific world.
II. The Background of Social Institutions : How do Institutions arise?
A. People and ,their needs. Humans have certain needs which must be met if they are t() live. Humans are helpless and must have help to survive. Humans come to use things about them for survival; they must have ways with which to use their environments and to control it for ,their own welfare.
B. Social interaction and contact. All people live in groups. Groups form and people work together to meet their needs. People work out and standardize ways of living and working together. They standardize their groups.
C. Social control: a key factor in social life. When people live and work together they need to regulate their own and others behavior. Interaction brings forth, therefore, systems of social control which become standardized within the groups.
D. Social organization. All more or less permanent human group ings develop networks or "webs" of standardized procedures and groupings, together with systems of values and common understandings. This network is called social organization.
E. Culture (NOTE: This term is to be retained and taught to the pupils in its technical sense: the organized body of ways of behaving, believing, and feeling of a group; the way of life of a group; the body of learned, shared, socially transmitted behavior of a society; etc. Culture, in this technical sense, is a non-evaluative term, it is present in every society, and it is a group attribute, not an attribute of the individual. The concept is explained in any CUl"l'ent sociology text.)
The natural world and the social world
A. The natural world.
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,The world of things, places, forces. The set of physical objects and arrangements which exist outside the person. B. The social world The world of people, relationships, interac tions, and man-made things, objects, tools, weapons, toys, etc. and the world of ideas, beliefs, understandings, values, laws, morals, customs, and the like, also man-made, carried in men's minds and beha vior,and taught ,to new members of society. C. How man comes to terms with the natural world: the growth of culture This is to be rela'tively brief; much more important is the faot that for any given individual a culture exists when he enters his society, and will exist relatively unchanged until sometime after ,his departure! The "origins and growth of culture" can be quite fascinating for children, but is really not central to this course.) D. How people leaTn to work and live with others: the social world. (Note: The first three chapters in Wicks, Man in Society, (see bibliography), provide an excellent base for these topics.)

IV. Culture (See, for example, Wicks, Chapter 3.) A. The meaning and content of culture B. How culture grows and changes D. The impol"taRce of culture in social organiza tion, in the lives of people, in personality.

V. Social organization and institutions (See Jones, p. 192 H.) A. The more important aspects of institutions (See any good sociology text for a treatment of what constitutes the institution.) B. What institutions' do in society They stabilize social interaction; they carry out ;the basic functions of society; they provide for :the basic needs of pe~le; etc. C. Institutional interrelations Institutions unsually support each other, their functions supplement the functions of others; they "make each other work", and they provide the total framework of society.

VI. The major social institutiDns his'is the major portion of the course; what has gone before is only an extended introduction and background. Here the, teacher draws from the general treatments of institutions to set the' stage for detailed' treatmertts of itheseveral basic institutions: family, religion, education, and the governmental and economic institutions. These materials (general introductions and specific treatments) appear in blocks in many books; see, for example: Jones, Part II, "Social Organization and Processes;" Wicks, Part Two, "Social Organization"; Mercer, Chapters 8 through 12; etc.

VII. Other Established Procedures and Gnoups in Societies which Are "Near" Institutions (See the discus-

sion' of these in Hertzler, under the headi"9' "t~ascent Institutional Systems")

,

A. Recreational institutions

B., ~~lth institutions

C. Social work and welfare institutions

VIII.

How Institutions Change (See, for exampla, Jones) A. Rate of change; forces which change them B. Consequences of change; consequences of failure to change C. Disorganization and reorganization

SUGGESTIONS FOR FURTHER STUDENT READ ING
A. Books, articles which treat families, economic systems, etc., cross-culturally B. Stories about life in different societies; which show similarities as well as differences C. Newspaper items which show the "established" nature of procedures and groups in the basic .areas of
social life, etc.

CRITERIA FOR SELECTION OF TEACHING MATERIALS
A. Only sociological, anthropological, and social psychological materials should be used for the basic materials in this course; others may be used as supplementary materials. (That is to say: this is a sociological course and should, therefore, be based solidly upon sociological materials.)
B. Avoid materials which promote special programs, views, or interests. They are, by their very na ture, lacking in scimtific objectivity.
C. Avoid basic materials not based on scientific and systematic procedures. D. When popular materials (newspaper items, magazine articles, etc.) are used they should be presented
as illustrations and examples ()f principles not as proof. (personal observations and experiences of the teacher also fall into this category, and' are to be used freely as illustrations and examples, but never used as proof or refutation of principle.) E. Let the current basic (introductory college) sociology texts be the guide in the selection of materials. Footnotes and endof-chapter reading suggestions are the best guides which exist in the field at tbis time. In fact, these texts (most of which are listed in the bibliography at the end of this outline)

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constitute the best possible basis for this course.

SKILLS

A. A per,son teaching this course should be able to "translate" college language into junior high language.

This is essential, because the basic materials simply do not exist at the level of this course, but

must be adapted by the individual teacher more or less on his own.

B. He must be able to approach, view, and discuss social matters rationally and .objectively, and to lead

young people in doing likewise, even though this may involve changing or submerging some cherished

personal views or values.

'

C. He must be able to deal with generalizations and to understand scientific procedures, and to appreci-

ate the methods and results of science and scientific endeavor.

D. He must be able, in many instances, to go beyond his own formal training and learn by himself from

suggested .sources.

.

.

.

READING LIST FOR TEACHERS
A. On Methods and Approaches in Sociology The best sources of information and explanation here are the college introductory text books. In each current text there are chapters treating the methods of sociology, the field of sociology, the scope and purpose of sociology, the relationship of sociology to the other social sciences and to science in general, and to the humanities, and the like. These chapters are usually the earlier ones in the texts, and cine need not be a sociologist fully to understand and appreciate their contents. Especially helpful would be the following: 1. Chinoy, Eli, Sociology, New York: Random House, 1961. 2. Jones, Marshall E., Basic Sociological Principles, Boston: Ginn and Company, 1949. 3. Mercer, Blaine Eo, The Study of Society, New York: Harcourt, Brace and Company, 1958. 4. Young, Kimball, and Raymond W. Mack, Sociology and Social Life, New York: American Book Company
ll. On Institutions and Other Specified Topics, Concepts, and Sub-Topics in the Course Outline: 1. This course has been built most specifically upon the following four books, and it would be most advantageous if the teacher could have these at hand during 'the preparation and teaching of the course: (a) Hertzler, J. O. Social Institutions, second edition, Lincoln, Nebraska: University of Nebraska Press, 1961. (b) Jones, Marshall Eo, Basic Sociologi cal Principles, Boston: Ginn and Company, 1949. (c) Mercer, Blaine E., The Study of Society, New York: Harcourt, Brace and Company, 1958.
(d) Wicks, Rollo Eo, Man and Modern Society, New York: McGraw-Hill Boole Company, Inc.,
1958. 2. Other current sociology texts containing relevant materials (those which 'have been starred bave
excellent sections on social institutions:) (a) Broom, Leonard, and Philip Selznick,Sociology, second edition, Evanston, illinois: Row Peter-
son and Company, 1958. (b) *Davis, Kingsley, Human Society, New York: The Macmillan Company, 1949. (c) *Green, Arnold W.,Sociology: An Analysis of Lif. in Modern society, second edition, New
York: McGraw-Hill Book Company Inc., 1956. (d) *Landis, Paul H., Introductory Sociology, New York: The Ro~ld Press Company, 1958., (e) *Lundberg, George A., Clarence C. Schrag, and Otto N. Larsen,Sociology, revised edition, New
York, Harper and Brothers, 1958. (f) *MacIver, Robert M., and Charles H. Page, Society: An Introductory Analysis, New York:
Rinehart and Company, 1949. (g) *Merrill, Francis E., Society and Culture, Second edition, Englewood Cliffs, ~ewJerseY:Pren
,tice Hall, Inc., 1961. (h) *Ogburn, William F., and Meyer F. Nimkoff, Sociology, third edition, Boston: Houghton Mif-
flin Company, 1958.

SUGGESTIONS FOR TEACHER EDUCATION PROGRAMS

Ao The teacher should have the necessary qualification and background training for teaching at this

level, of course.

ll. In addition, the teacher should have taken.

(a) the basic (introductory) courses in sociology, anthropology, political science, and economics

(b) additional courses in sociology and/or anthropology

.

(c) a major (or concentration) in either sociology or social science

171

GRADES ELEV'EN OR TWELVE, Full Year, Elective Sociology

EXPLANATION OF PURPOSE OF THE COURSE

Those coming into the upper grades of high schools at this time are finding themselves in a cOID&>lex and changing world. They live in an era of world-wide inter-dependence and in an age of easy and quick communication. They should be provided, therefore, an expanding 0 pportunity to study about the peoples and societies of the world, and about society and social processes in general.

'I\his course for upper-level high school students should provide not only for the transmission of a body of accurate, organized information about life in our country and other parts of the world, but should also acquaint
the student with the basic methods and approaches of sociology so that he will be aware of the fact that reliable and dependable sources of social data are in existence; he should also be assisted in develo.ping a degree of personal objectivity about social matters so as better to see the world about him.

This is, then, not basically a course in "what ought to be", but a course in "what is" in the student's ex-
perience world. It concentrates upon those aspects of a broad field which are probably most closely related to

his current and future needs as a citizen and as a person; materials have been selected so that the student can

experience the breadth of the field, can become aware of the basic structure -and function of society, can

identify the conditions under w'hich society may become disorganized, and can predict the conditions for re-

organization.

'

TOPICAL OUTLINE OF CONTENT
This outline is organized into three parts; Part I is intended as' an introduction and orienta,tion to the course and the -field of sociology, and is to be relatively brief. Nonetheless, it must include certain points and specifications,
Part II is the body of the course. It includes here a set of sub-topics which should be trea'ted, but not necessarily in this order. Depending upon which te~tbook is used, the instructor might wish to rearrange the sub-topics, add to this set, or otherwise adapt this outline. However, it should be repeated, at least these topics should be treated, since they com,prise the central themes within modem sociology.
Part ill is a summary and should be given as a conclusion to the course regardless of text or method employed. It should include at least the points listed here for emphasis, since -they will have more meaning, it is assumed, in the light of a year's work than in the beginning.

PART 1 - Introduction The meaning of sociology. Method and scope of sociology. Purposes of sociology. Brief history of the field. Sociology as a science,and the meaning of science (science as a method, and as a body of knowledge). Sociology and the other social sciences. Special con tribution of sociology to ntodem life. Some things sociology is not; some things it cannot do; some things it does not attempt to do. Differences between sociology and psychology. (NOTE: Any good modem introductory-college-sociology textbook will provide adequate materials on the items included in this Part. These materials usually appear in the early chapters of college texts, and are presented in language fully understandable by college freshmen. Therefore no teacher need feel hesitant about searching out these materials, even though he has not had a sociology course as such recently.)
PART II-Topla In SoclolOlY
A. Group IJfe Human life is group life; group life is the "natural state" of man; man has never existed normally apart from others; only group life and interaction in on-going groups can produce and maintain personality as we un derstand it. Groups are of different sorts: primary groups, secondary groups; temporary and permanent groups; voluntary and non-voluntary, etc. Society, as well as the individual, is maintained through the functioning of' grolq)S, and it is through group activity that the basic functions of society are carried out. Society is a complex organization of its sub-groups, fitted together into a working whole.
B. Culture Culture is one of the most important concepts in modem social science: it is the body of established, learned, shared ways of behaving, believing, and feeling of a society; culture is ''the way of life" of a people; culture provides the members of a society with the basic techniques for living and meeting their needs; culture patterns the individual's behavior, beliefs, and feelings; culture provides continuity and predictability of group behavior.

172

Culture changes, under certain conditions, by invention from within and from borrowing from other cultures. Cultures are different from each other in certain ways, but they are like each other in many. It is of greater significance to the understanding of people to consider the similarities. among cultures than to emphasize their differences. (All cultures contain patterned, established ways of meeting peoples' needs, of providing for the basic social functions, etc.)
C. Personality Every normal member o~ a society 'has a personali ty; personality is a person's organized set of ways of behaving, ways of believing, and ways of feeling, and is acquired as a member of society. Personalities within a society are similar in many ways while ea ch is unique in some ways. Only the human animal can develop personality; he has unique (in the animal world) learning capacity, emotional capacities; only the ,human is dependent upon culture; only the human is capable of the development, maintenance, and transmission of culture.

(NOTE: To the above topics the instructor may wish to add some materials on such topics as \the "biological foundations of social and personal development", "historical development of culture", "culture stages", etc., but he should not let these topics, however intriguing, divert the course from its chief purpose: a general treatment of basic social structure and function. In the same sense, the instructor may, throughout the course, draw examples and illustrations from :his own experiences and observations, and from the immediate surroundings, but again these should not take the place of the basic treatment and presentation of sociological materials.)

D. Numbers of people: Population and the Study of Population

Some figures on world, national, and local populations. How do we know about population? Birth rates,

death rates; comparisons of different parts of the world on these changes. "The population explosion" and

the current controversy over population control. Prospects of population growth and change in the future.

The significance of population for life in the world. (The instructor should guard against alarming the

student with some pseudo-scientific materials now available on these subjects. Just describe; intelligent

citizens can make their own decisions if the information be adequate and their interpretation objective!)

E. The Organization of Society

Structure: groups and groupings; institutions; etc.

Operation (function): interaction; social processes; etc:

,/

F. The Major Social Institutions (The instructor may wish to organize a block of available materials on each of the so-called basic institutions: (1) marriage and the family, (2) education and the school in society, (3) religion and the church in society, (4) the economic institutions, and (5) poli tical and governmental institutions. This section should be kept down to an appropriate size since it could easily "eat up" most of the course time. Balance can be maintained by concentrating upon these in only their "institutional" aspects.)

t NOTE: In school systems where the Home Economics Dept. offers to seniors Family Living. special attention should be given to guard against undue duplication. (Suggest "team teaching" as a possibility.)

G. Locality groupings, and their Place in Society Community, neighborhood, metropolitan region, etc.

H. Social Changes and Trends
Major social trends in the world: urbanization, industrializa,tion, rlSlng levels of education, flsmg levels of living growing government, rise of labor organiza tion, changing racial patterns, changing employment patterns, etc. (An adequate treatment must be given the theories of social change, and the bases for such treatment can be obtained from either the introductory college textbooks or from specialized texts in social change.)
J. Social Problems and Disorganization Major social problema (Again, basic materials are available in the introductory college texts, together with the theoretical background necessary to explain these matters. Perhaps more important, however, are -the secial problems texts, themselves, of which there are many new and good ones. The instructor must be careful here, also, to see that this section does not grow out of proportion to the rest of the topics-: Some of the items typically included in this section seem to intrigue young people, and it might be easy to dwell upon them too long.)
it. Social Reorganization Social controls, social adjustments, social processes leading to the solution of social problems and to the aYoidance others. This will involve a treatment of the development of social policy, the role of the citizen is social funcfuming, and the like.
(NOTE: Each of the topics can be treated in world perspective, using comparative' procedures to introduce information about the United States and Georgia. Examples and illustrative materials must come from all available

173

sources, but they must not obscure the fact that this general course is a treatment of universal sociological phenomena: social structure and functions.)
Part III - Summary and Conclusions
Sociology is the scientific (systematic, objective) study of society and social processes. It describes ''what is" rather than "What ought to be". Sociology treats phenomena which appear in all times and all societies, and which repeat themselves often times. Sociology is different from other social sciences. Sociology shares in common with other social sciences and with all sciences a dependence upon the scientific method for the derivation of new knowledge. Sociologists seek to discover the "necessary and sufficient conditions under which a given phenomena behaves in a given way" - Under what conditions will a boy become delinquent? Under what conditions will e person grow up happy and productive? Under what conditions ...?

SUGGESTIONS FOR FURTHER STUDENT READING
\
Cole, William E.,and Charles S. Montgomery, High School Sociology: A Study in Social and Human Relations. Boston: Allyn and Bacon, Inc., 1959. This is a general text including all of tile sub-topics included in the above outline, and some additional ones. It is written in ~ppropriate languages, and is beautifully prepared. Study questions, suggested readings, and other study guides are provided. Hertzler, J. 0." SocietY in ActioI'!. New York: The Dryden Press, 1954. A text in basic social processes containing excellent analyses of the materials of sociology and social anthropology. This would help the student gain insights not readily available through other means. Landis, Paul H., Social Living, revised edition. Boston:Ginn and Company, 1953 A widely used high school text in sociology. It uses the "problem approach" and contains much valuable information on this topic. Also featured are treatments of "democratic goals" and the role of responsible citizens in 'social life. Information.aI and recreational (related) readings are listed at ends of all chapters. Green, Arnold W., Sociology: An Analysis of Life in Modern Society, third edition. New York: McGraw-Hill Book Company, 1956. This is an introductory sociology text designed primarily for' use in freshman college courses; it will give the interested student a good idea of the next step in the study of sociology. Especially interesting to the sincere student would be Green's presentation of sociology's methods, scope, and approaches presented early in the book.

CRITERIA FOR SELECTION OF TEACHING MATERIALS
A. Only sociological, anthropological, and psychological materials should be used as basic materials in this course; others may be used as supplementary materials. (That is to say: 'this is a sociological course and should, therefore, be used solidly upon sociological materials.)
B. Avoid materials which promote special programs, views, or interests. They are, by their very nature, lacking scientific objectivity. Sociology (scientific, systematic) doesn't promote; it describes.
C. Avoid materials not based on scientific and systematic procedures. D. When popular materials (newspaper items, magazine articles, etc.) are used they Should be presented as il-
lustrations and examples, perhaps, but not as proof. (personal observations and experiences of teacher and pu,pils also fall into this category, and are to be use d freely as illustrations and examples, but never as proof or refutation of principles.) E. Let the current basic (introductory college) sociology tens be the guide in the selection of materials. Foot notes and end-of-chapter reading suggestions are the best guides which exist in the field at this time. In fact, these texts (most of which are listed in the bibliography at the end of this outline) \oonstitute the best possible bases for this course, even though most of the materials will need to be reduced, "translated" into high school framework.

SKILLS

A. A person teaching this course should be able to "translate" college source book ianguage into high school

terminology, since very few sources now exist which were written specifically at this level.

B. The teacher must be able to approach, view, and discuss social matters rationally and objectively, and to lead

young people in doing likewise, even though this may involve changing or submerging some cherished per-

sonal views or values.

.

C. He must be able to deal with generalizations and to understand scientific procedures, and to appreciate the

methods and results of science and scientific endeavor.

D. He must be able, in many instances, to go beyond his own formal training and learn by himself from new

sources.

174

READING LIST. FOR TEACHERS

A. Methods and Approaches in Sociology

.

The best sources of information and explanation are the college text books. In each current te~t there are

chapters treating the subect included in this outline; also, here are to be found clear -and complete expositions of

sociological methods, purposes, and approaches, as well a~ statements concerning the nature of sociology as

a profession. Especially helpful for these purposes might be items 2b, 2e, 2h, and 21, in the list below.

2. General introductory college texts

(a) Broom, Leonard, and .Phili,pSelznick, Sociology, .second edition. Evanston TIlinois: Row, Peterson

1958. (b) Chinoy, Eli,SocioIOgy. New York: Random House, 1961. (c) Davis, Kingsley, Human Society; New York: T.he Macmillan Company, 1949. (e) Green, ArnoldW., Sociology: An Analysis.of Life in Modern Society, second edition. New York: Mc-

Graw-Hill Book Company, Inc., 1956. (e) . Jones, Marshall E., Basic Sociological Principles. Boston: Ginn and Company, 1949.

(f) Landis Paul H., Introductory Sociology. New York: The Ronald Press Company, 1958. (g) MacIver, Robert M., and Charles H. Page, Society: An Introductory Analysis. New York: Rinehart
and Company, 1949. (h) . Mercer, Blaine E., The Study of SoCiety. New York: Harcourt, Brace and Company, 1958. (i) Luftdberg,George A., Clarence C. Schrag, and Otto N. Larsen, Sociology, revised edition. New York:
Harper and Brothers, 1958.

(j) Merrill, Frands E., Society and Culture, second edition. Englewood Cliffs, New Jersey: Prentice-Hall,
Joe. 1961.
(k) Ogburn, William F., and Meyer F. Nimkoff, Sociology, third edition. Boston: Houghton-Mifflin Com-
pany,1958.
(1) Young, Kimball, and Raymond W. Mack, Sociology and Social Life. New York: American Book Company, 1959. .

3. General Statements on the State of Modern Sociology

(a) E. Merle Adams, Jr., "New Viewpoints in Social Sciences", Twenty eighth Yearbook of the National

Council for the Social Studies, Chapter VI, "New Viewpoints in Sociology", 1958. 4. Other general Works. of Value .

(a) Williams, Robin M.; Jr., American Society: A Sociological Interpretation, second edition. New York: Alfred A. Knopf.
(b) Weinberg, Meyer, and Oscar E. Shabat, Society and Man. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

AN EXPLANATION OF THE METHODOLOGY OF THE DISCIPLINE

No attempt will be made here to explain or specify the methodology of sociology, since each teacher will, of

necessity, be forced to work through these materials in the basic sources. A briefer statement here might

serve only to mislead the instructor. However, a few comments may be in order:

A. This course must be. presented as a systematic (scientific) subject. The instructor is obligated to com-

municate the fact to the student that sociological knowledge is not simply "common" knowledge, but is

accumulated by the same process as knowledge in physics, biology, and the other sciences.

physics, biology, and the other sciences.

B. Sociologists are committed to objective observation and reporting. Therefore, it is the duty of the S()cio-

gist and those who teacbhis materials to remain as objective as possible. ;rIte students will be best served

when they are taught to view social matters with some detachment and with disciplined eyes, rather than

with biased and prejudiced eyes. .

.

SUGGESTIONS FOR TEACHER EDUCATION PROGRAMS
A. The teacher should have the necessary qualifications and background for teaching at this level, of course. B. In addition, the teacher of this course should have taken
1. the basic (introductory) courses in sociology, political science, economics and, if possible, anthropology. -2. additional (advanced, upper-level) courses in sociology and/or anthr~logy. 3. a major (or college concentration in sociology, anthropology or social science.)
H the teacher has not met these requirements, then he would take upon himself a great responsibility in try ing adequately to prepare on his own. Perhaps in most cases it would be literally impossible to teach the course without having had any formal courses in sociology, regardless of the independent study one might perform.

175

ANTHROPOLOGY

Purposes and Contributions of Anthropology

Anthropology is the comparative study of man, and is concerned with his characteristics as a biological form; as well as with his various modes of organizing group life and of coping with his natural environment via cultural means. Thus, anthropology is a natural science with a special relationship to both the biological and social sciences. Along with physical anthropologists, other specialists within the field include anthropological linguists who study the multitude of the languages (written and unwritten) which are spoken over the earth; archaeologists who seek to piece together the story of prehistoric man by unearthing and studying the remains of his activities; and cultural anthropologists who investigate the cultures and modes of organization of extant societies. The cultural anthropologist compares diverse societies, and through analysis tries to reconstruct as much as possible the history of preliterate peoples and also he tries to formulate some generalizations about the universal characteristics of human behavior. Although cultural anthropology may be identified primarily with the study of prelitemte societies, many anthropologists today devote all or part of their research to the study of communities representing major civilizations. Anthropology has perhaps made its greatest contributions to social science by developing the concept of culture as its central theme, a concept which has proved illuminating to all the disciplines concerned with the study of human group life Research methods in anthropology are notable for their emphasis on long-term intimate observations and participation in the day-to-day activities of the society under study by the field worker.

The person who has gained an understanding of the range of human variation, both physical and cultural, and can also understand and accept the anthropological viewpoints concerning the naturalness of these differences, Will in turn better understand his own behavior. This is not the case with those who have not had some background in anthropology. As one studies a varietyof ethnic groups, he will begin to note that an .humans, in an times, and in an places, sought to satisfy the same basic needs. The way the needs were satisfied depended upon the values and technological attainments of each cultural group and the resources available within their habitat.

The study of anthropology also helps one understand the phenomenon of culture change. Such knowledge allows a person to more effectively adapt to change, or if necessar'Y, control change or introduce innovation.

BASIC PRINCIPLES RELATING TO ANTHROPOLOGY

1. Although man is a member of the animal kingdom, he differs profoundly from all other creatures by virtue of his endowment of culture. Culture is a product of man's' exclusive capacity to comprehend and communicate symbolically (e.g., via language) which allows him to pass knowledge from generoationJo generation. Culture is socially learned and consists Of the knowledge, beliefs; and values which hUDWUl groups have invented to establish rules of group life and methods of adjusting to and exploiting the natural environment. The variety of cultures to whose rules different human societies adhere, afford man more diverse ways of llvingthan any othell animal enjoys. Every society at a specific time and place has culture, which is to some degree different from that of any other society, past or present. Culture can be altered rapidly to cope with new conditions and a society can, and often does borrow ideas from an alien culture.
2. No generation in modem society has invented more than a small fraction of its present cultural heritage each owes tremendous debts to cultural inventors of other generations in their times and places.
3. The culture under which a person is reared exerts a powerful influence on him throughout his life. a. Since the culture of an individual's own society becomes instilled in his innermost personality, he feels, thinks, and acts according to its impeIlatives not only in order to be accepted by his fellows but to be able to maintain a good opinion of himself..The norms of individual behavior are defined by that indio viduals culture.

b. Language is an essential, effective, and exclusively human tool for the development and transmission of

culture and indeed, cannot be separated from culture. Art, music, and other symbolic and aesthetic ex-

pressions are also effective. means of transmitting culture.

.c. Culture is constantly undergoing change. Norms of culture are derived historically, thus are dynamic and

therefore may be subjected to planned change.

d. All cultures provide for the essential needs of human group life but differ, often markedly, not only in

the means by which they do this, but also in the. individual feelings, modes of thought, and codeS of

action prescribed by the cultures in comparable situations. People generally prefer the' culture of their

own society but should recognize that had they grown up under a different culture they would probably

prefer that one.

e. Anthropologists have been unable to discover scientifically objective grounds for evaluationg cultures as

absolutely inferior or superior to one another.

.

f. A major problem in the modern world is to discover ways in which social groups and national groups

with divergent cultures can co-operate for the welfare of mankind and yet maintain as much respect for

another's cultural patterns as possible.

176

4. Human beings, regardless of their racial or ethnic backgrounds, are nearly all capable of participating in and making contributions to their own society.
BIBLOGRAPHY
Kluckhohn, Clyde. Mirror For Man. Fawcett World Library (Paper book), Greenwich, Connectcut. Forde, C. Daryl!. Habitat, Economy, and Society. Methuen, 1934. Hoebel, E. Adamson. Man in the Primitive World. McGraw Hill, 1958. Hoebel, Jennings, & Smith. Readings in Anthropology. McGraw Hill, 1955. Beals, R. and Hoijer, Harry. An Introduction to Anthopology. The MacMillan Co., 1959. Serivce, Elman A Profile of Primitive Culture. Harper, 1958. Keesing, Felix. Cultural Anthropology. Rinehart, 1958. Case Studies in Cultural Anthropology. Holt Dryden Pres.>, 1960
including: (a) . John Beattie. Bunyoro, An African Kingdom. (b) E. Adamson, Hoebel. The Cheyenne Indians of the Great Plains. (c) H. G. Barnett. Being a Palaun. (d) C. W. M. Hart and Arnold R. Pilling. The Tiwi ef North Australia. (e) Oscar Lewis. Tepoztlan Village in Mexico.
The Ways of Mankind, 2 volumes, 13 recorded programs each, National Association of Educational Broadcasters.
Much help and information on the Southern Indian may be obtained from: State Historical Commission. 116 Mitchell Street, S.W., Atlanta, Georgia.
The Study Guide Committee regrets to state that they were unable to secure a unit outline on the Southern Indians. We trust that teachers will be able to use the suggestions from Anthropology to enrich their present work.

"Anthropology holds up a great mirror to man and lets him look at himself in his infinite

7Jariety.

- Clyde Kluckhohn

177

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4

THE GARRARD PRESS

Social Studies. (Contract from July, 1, 1962 to June 3D, 1967)

Carl Carmer: Henry Hudson: Captain of Icebound Seas
Sam and Beryl Epstein: George Washington Carver: Negro Scientist
Charles P. Graves: Benjamin Franklin: Man of Ideas
Katharine E. Wilkie: Daniel Boone: Taming the Wilds
James C. Beach: Theodore Roosevelt: Man of Action
Mary Catherine Rose: Clara Barton: Soldier of Mercy .
Anne Colver: Abraham Lincoln: For the People
Claire Huche! Bishop: Lafayette: French-American Hero

_

1960

2-5

1960 2-5

_

1960

2-?

_

1960

2-5

1960 2-5

._

1960

2-5

1960 2-5

1960 2-5

1.50 1.50 1.50 1.50 1.50 1.50
1.80 1.98 2.49 3.33 3.48 3.48 3.48
2.76 2.82
1.69 1.69 1.69 1.69 1.69 1.69 1.69 1.69

1.50 1.50 1.50 1.50 1.50 1.50
1.77 1.93 2.42 3.22 3.37 3.37 3.38
2.69 2.75
1.69 1.69 1.69 1.69 1.69 1.69 1.69 1.69

180

Title

Copyright Date

Net WhsJ. Net. WhsJ.

Price

Exchange

Grade

Price

GINN AND COMPANY

Social Studies. (Contract from July 1, 1962 to June 30, 1967)

Tiegs-Adams, et al:

Tiegs-Adams Social Studies Series Stories about Linda and Lee, Revised Stories About Sally, Revised
Your Town and Mine, Revised

Your People and Mine, Revised Your Country and Mine, Revised
Understanding Latin America

Your World and Mine, Revised

_

Your Country and the World

_

Your Country's Story

Your Life as a Citizen, Revised

----------------

1960

1

_

1960

2

_

1960

3

_

1960

4

_

1960

5

_

1960

6

1960

6

1961

7-9

_

_

1961

7-9

_

1961

7-9

Glendinning, et al:

Lands and People of the World Series

At Home in Our Land

.

At Home Around the World

The United State and Canada

Latin America, Africa, and Australia

Eurasia

_

_ _ _

Mason-Cartwright

Ginn Elementary History Series

Trail Blazers of American History

_

Muzzey: Our Country's History, New Edition

..

_

Black:

Our W'orld History

..

.

_

Bradley:

World Geography, Revised

_

Bruntz:

Understanding Our Government - - - - - - - - - -----------

Goodman-Moore: Today's Economics

_ ----------------------------

1961

3

1961

4

1961

5

1961

6

1961

7

1961

4

1961 H.S.

1960 H.S.

1960 H.S.

1961 H.S.

1960 H.S.

GREGG PUBLISHING DIVISION, McGRAW-HILL

Social Studies. (Contract from July 1, 1962 to June 30, 1967)

Wilhelms and Heimerl: Consumer Economics, Principles and Problems,
Second Edi.tion

. .. _

1959 H.S.

HARCOURT, BRACE AND WORLD, INC.

Social Studies. (Contract from July 1, 1962 to June 30, 1967)

Lane, Goldman, Hunt:

The World's History: Third Edition

_

Engle: Psychology: Its Principles and Application, Third Edition .

1959 H.S.

_

1957

H.S.

Todd, Curti: Rise of the American Nation

_

1961

H.S

Lindholm, Driscoll:

Ollr American Economy

.

_

1959

H.S.

1.89 2.01 2.55 3.15 3.54 3.66 3.57 3.69 3.75 3.90
2.40 3.12 3.57 3.72 3.90
2.40 4.26 4.35 4.26 4.08 3.57
3.60
3.90 3.66
4.20
3.33

1.84 1.96 2.48 3.07 3.45 3.56 3.147 3.59 3.65
3.80
2.34 3.04 3.47 3.62 3.80
2.34 4.15 4.23 4.15 3.97 3.47
3.50
3.74 3.51
4.03
3.20

181

Author Title

Copy right Date

Net Whsl. Net Whsl.

Price

Exchange

Grade

Price

Mazour, Peoples:

Men and Nations: A World History

1961

HARLOW PUBLISHING CORP.

Social Studies. (Contract from July 1, 1962 to June 30, 1967)

James C. Bonner

The Georgia Story _

1958

Edward S. Sell: Georgraphy of Georgia, Third Edition

_

1961

Pound and Askew:

The Government {)f Georgia

1959

D. C. HEATH AND CO. Social Studies. (Contract from July 1, 1962 to June 30, 1967)

History on the March Series Emerson, Chase, Nevins: Pioneer Children of America

Lansing, Chase, Nevinl

Makers of the Americas __.

_

Hartman, Saunders, Nevins: Builders of the Old World

---------------_._------

Hartman, Ball, Nevins: America, Land of Freed<lm ---------------------------

Rienow:

American Government in Today's World

_

Gavian, Hamm:

United States History (with 1961 supplement)

_

Roehm, Buske, Webster, Wesley: The Record of Mankind ---------------------

1959 1959 1959 1961 1959 1960 1961

H.S.
8 7-8 H.S.
34
5-6
6-7
11-12 10-12 9-12

HOLT, RINEHART AND WINSTON, INC.

4.50
2.94 2.40 2.52
2.37 2.85 2.85 4.02 4.05 4.32 4.32

4.32
2.84 2.32 2.44
2.21 2.66 2.66 3.75 3.78 4.03 4.03

Social Studies. (Contract from July 1, 1962 to June 30; 1967)

Smith, et al:

II

Our Neighbors Geographies

Our Neighbors at Home

_

Neighbors Around the World

_

Neighbors in the Americas, Rev.

II

Neighbors in the United States and Canada, Rev. Neighbors in Canada and Latin America

Neighbors Across the Seas, Rev.

_

I
II

Our United States in a World of Neighbors

_

Israel, et al:

World Geography T<lday

.

Phillips: World Geography for High Schools

Moon, Cline: Story of Our Land and People

Harlow and Noyes:

1960

3

2.67

1959

_

1957

4 5

2.82 3.60

_

1957

5

_

1956

6

3.27 3.45

1959

6

3.69

1958

7

3.87

_

1960

9,10,11 4.26

1960 H.S.

4.11

1961 7-8

3.99

2.60 2.74 3.50 3.18 3.36 3.59 3.77
4.15
4.00
3.88

182

'Author Title

Copyright Date

Net Whsl. Net Whsl.

Price

Exc~nge

Grade

Price

Rogers, Adams and Brown:

Story of America _

Story of Nations

_

1961 11,12

4.20

4.09

1960 9,10,11 4.29

4.18

HOUGHTON MIFFLIN COMPANY

Social Studies. (Contract from July 1, 1962 to June 30, 1967)

Brown- Guadagnolo:

America is my Country

1961

Wilder-Ludlum-Brown: This is America's Story Canfield-Wilder: The Making of Modem America

1960

_

1960

Boak-Slosson-Anderson-BarUett:

The HistQry of Our World

_ ._----------,----- 1961

IROQUOIS PUBLISHING COMPANY, INC.

Social Sudies. (Contract from July 1, 1961 to June 30, 1967)

Thurston, Hankins, Haaby:

Homelands of the World

Homelands of the Americas

_

Our Country and Canada

Homelands Beyond the Seas

_

Thurston, Hankins, Southworth:

Our Homeland and the World

_

Southworth and Wouthworth:

The Story of Our America

LAIDLAW BROTHERS, INC.

1960 1960 1961 1960
1960
1960

Social Studies. (Contract from July, 1962 rto June 30, 1967)

Flick, Smith:

Government in the United States

Eibling, King, Harlow: Great Names in Our Country's Story Our Country's Story

_

_

_

Our Beginnings in the Old World Our United States

_ __. _

Teacher's Edition available at same price as pupils edition.

Habberton, Roth: Man's Achievements Through the Ages _

Augspurger, McLemore: Our Nation's Story

J. B. LIPPINCOTT COMPANY

Social Studies. (Contraot from July 1, 1962 to June 30, 1967) Dimond, Pflieger: Our American Government

1956 1961 1961 1961 1961
1958 1960
1960

LYONS AND CARNAHAN
Social Studies. (Contract from July 1, 1962 to June 30, 1967)
Clark, et at:
America's Frontier America's Old World Frontiers

1958 1958

5-7 7-8 ES. H.S.
4 5-6 5 7-8 7-8 7-8
10-11 4 5 6
7-8
10-11 10-11
H.S.
5 6

2.8:5
3.99 4.35 4.47
2.97 3.72 3.72 3.72 3.93 3.45.
3.72 2.16 2.49 2.64 3.90
4.11 4.05
3.90
3.00 3.00

2.81 3.94 4.29 4.41
2.89 3.62 3.62 3.62 3.83 3.36
3.65 2.12 2.44 2.59 3.82
4.03 3.97
3.80
2.90 2.90

183

Author Title

Copyright Date

Net Whsl. Net Whsl.

Price

Exchange

Grade

Price

THE MACMILLIAN COMPANY

Social Studies. (Contract from July I, 1962 to June 30, 1967)

Clark, Edmonson, Dondineau:

Civics for Americans

.

_

1959

Teacher's Annotated Edition furnished at -Net Wholesale Price of title.

Brown, Peltier: Government in Our Republic

_

1960

Teacher's Annotated Edition furnished at Net Wholesale Price of title.

Cutright, Charters, Durand:

MacMillan Social Studies Series:

Living Together Today and Yesterday

1958

Living Together Around the World

1958

Living Together in the Americas

1958

Living Together in the Old World Living Together As World Neighbors Living Together in the United States Living Together As American Neighbors

1958 1958 1958 1958

Teacher's Annotated Edition furnished at Net Wholesale Price of above titles.

Packard, Overton, Wood: Geography of the World

"

1959

J.ames, Davis: The Wide World: A Geography

_

1959

Teacher's Annotated Edition furnished at Net Wholesale Price of title.

McGuire:

They Made America Great

1961

The Story of American Freedom

_

.__

1961

Backgrounds of American Freedom -_____

1961

Teacher's Annotated Edition furnished at Net Wholesale Price of above titles.

McGuire-Portwood:

Our Free Nation

_

1959

Zebel-8chwartz:

Past to Present: A World History

_

Teacher's Annotated Edition furnished at Net Wholesale Price of title.

1960

Bragdon-McCutchen:

History of a Free People (with transvision)

_

1961

Teacher's Annotated Edition furnished at Net Wholesale Price of title.

9
H.S.
3 4 5 7-a 5-6-7 ,5-6-7 6
H.S. H.S.
4 5 6
7-a
10
H.S.

McGRAW HILL BOOK COMPANY, INC.

Social Studies. (Contract from July I, 1962 to June 30, 1967)

Greenleaf:

Occupations and Careers

_

Sorenson and MaIm: Psychology for Living, 2nd Edition

Smith:

Economics for Our Times 3rd Ed.

_

Finch, Trewartha and Shearer: The Earth and Its Resources, 3rd Edition

1955 1957 10-12 1959 11-12 1959 11-12

3.60
3.90
2.49 2.85 3.60 3.72 3.60 3.42 3.63
4.11 4.20
2.13 2.70 2.70
3.84 4.29
4.32
4.65 4.41 4.02 4.65

3.36
3.80
2.42 2.77 3.50 3.62 3.50 3.33 3.53
4.00 4.00
2.07 2.63 2.63
3.74 4.18
4.20
4.29 3.91 4.53

184

Aut'hor Title

Copyright Date

Net Whsl. Net Whsl.

Price

Exchange

Grade

Price

MELMONT PUBLISHERS, INC.

Social Studies. (Contract from July 1, 1962 to June 30, 1967)

(See author with title) Apaches, Marion Israel Cherokees, Marion Israel Dakotas, Marion Israel A Day in Orabi, Harry C. James Iroquois, Irene Estep
Tohi A Chumash Indian Boy, Elsa Falk

_

1959

3

1.88

1.88

_

1960

3

1.88

1.88

_

1959

3

1.88

US

_

1959

3

1.88

1.88

_

1961

3

1.88

1.88

_

1959

3

1.88

1.83

Navaho Land, Solveig Paulson Russell

_

1961

3

1.88

1.88

Jack's Dental Checkup, Ruth Jubelier

Miss Sue, the Nurse, Frances B. Thompson

Mexico's Children, Richard M. Marx

Our Flag, Elinor Rees

.

_

1959

2

1.88

1.88

_

1961

2

1.88

1.88

_

1959

4

1.88

1.88

._

1960

2

1.88

1.88

News and How it Travels, Wilma Willis Simpson

_

1960

3

1.88

1.88

Ready to Wear Clothes, Terry Shannon

_

1961

3

1.88

1.88

NOBLE AND NOBLE PUBLISHERS, INC

Social Studies. (Con{ract from July 1, 1962 to June 30, 1967)

Whalen:

Complete United States History

__

161

8

3.84

3.76

Reynolds:

Short Stories of Famous Men in History

__

1953

4-6

2.21

2.20

'Wanamaker:

Short Stories of Famous Women

__

1958

4-6

2.24

2.20

Whalen and Baldwin: Our Ameriea

__

1958

5

2.24

2.20

PRENTICE-HALL, INC.

Social Studies. (Contract from July 1, 1962 to June 30, 1967)

Liebman and Young:

The Growth of Ameriea

_

Platt and Drummond:

Our World Through the Ages

__

Steen:

The Un itcd States: A History

__

Landis and Landis:

Personal Adjustment, Marriage and Family Living

__

G. P. PUTNAM'S SONS

Social Studies. (Contract from July 1, 1962 to June 30, 1967)

(Author with title)

Picture Book of Fisheries, Brooks

__

Let's Go to a Post Office, Buchheimer

.

__

Let's Go to an Oil Refinery, Butler

_

Our Neighbors in Africa, Caldwell

_

Our Neigh bors in J apa n, Caldwell

__

Our Neighbors in Korea, Caldwell

__

Let's Go to the United Nations Headquarters, Cochrane

_

Cliff Dwellers of Walnut Canyon, Fenton

__

Let's Go to the Capitol, Rosenfield

.... __

Let's Go to the Supreme Court

..

__

Let's Go to the U. S. Mint

__

Let's Go to the Police Station, Sootin

__

Let's Go to a City Hall, Wolfe

__

1959

7-8

1959

H.S.

1959 Sr.H.S.

1960

H.S.

1961

4-6

1957

1-3

1961

3-5

1961

2-3

1960

2-3

1961

2-3

1958

2-4

1960

3-6

1959

3-5

1960

3-5

1960

3-5

1957

2-3

1959

3-5

3.63
4.20
3.69
3.27
2.49 1.62 1.62 1.91 1.91 1.91 1.62 2.33 1.62 1.62 1.62 1.62 1.62

3.53
4.eg
3.59
3.18
2.46 1.60 1.60 1.88 1.88 1.88 1.60 2.30 1.60 1.60 1.60 1.60 1.60

185

Author Title

Copyright Date

Net Whsl. Net Whsl.

Price

Exchange

Grade

Price

RAND MCNALLY AND COMPANY

Social Studies. (Contract from July 1, 1962 to June 30, 1967) Heckman: The Economics of American Living

1959

H.S.

Borchert-McGuigan: Around the Home Many Lands
Geography of the New World
Geography of the United States and Canada Geography of the Old World

Geography of Europe and Its Borderlands

Jones-Nystrom-Hal'ter:

Within Our Borders Within the Americas Beyond the Borders Beyond the Oceans

:__________________________________________________________________________________

1961

3

1961

4

1961

5

1961

5

1961

6-7

1961

6

1961

5

1961

5

1961

6

1961

6-7

Cordier-Roberts: History of Early Peoples History of Young America History of World Peoples History of Our United States
Jones-Murphy: Geography and World- Affairs
Graff-Krout: The Adventure of the American People
Ewing: Our Widening World --________________________________________________________ Angle-Palmer: The American Reader ----------__________________________________________________

1961

4

1961

5

1961

6

1961

7-8

1961 H.S.

1960

H.S.

1960

H.S.

1958

H.S.

ROW PETERSON AND COMPANY

Social Studies. (Contract from July 1, 1962 -to June 30, 1967) Posey: Civics for Young Americans Consititution of the United States, Simplified and
E x p Ia in e d
Arnold, Banks, Smith: Building Our Life Together, 7th Ed.
Posey, Heugli: Government for Americans, National Ed.
Saye: Georgia Government and History
Barker, Cavanah, Webb: Our New Land Guidebook free, 1 for each 25 texts purchased.

_

1960 7-8

_

1960 H.S.

_

1960 9-10

_

1959 11-12

_

1957 9-12

_

1955

4

Barker, Alsager, We!>b: The Story of Our Country
Grimm, Hughes: The Old World
Ver Steeg: The American People~ Their History

_

1954

5

_

1955

6

_

1961

H.S,

1.80
2.70 2.79 3.72 3.60 3.72 3.60
3.60 3.90 3.60 3.90
2.55 2.70 2.88 3.90
3.60
4.17
4.17 4.50
2.70 .60
3.27
3.90
2_94
2.10
2.25
2.55
4.47

1.75
2.63 2.72 3.62 3.50 3.62 3.50
3.50 3.80 3.50 3.80
2.48 2.63 2.80 3.80
3.50
4.06
4.06 4.50
2.63 .60
3.18
3.80
2.86
2.04
2.19
2.48
4.35

186

Aut'hor Title

Copyright Date

Net Whsl. Net Whsl.

Price

Exchange

Grade

Price

Reese, Durell: Basic Social Studies Discussion Pictures Teacher's Ed~tion, free to users. Basic Social Studies 2
Teacher's Edition free, 1 for each 25 texts purchased.

-------------------- --------------------

Partch, Durell: Basic Social Studies 3
Teacher's Edition free, 1 for each 25 texts purchased.

---------------------

Rice, Harger: Effects of Alcoholic Drinks

1958

1

1958

2

1958

3

1961

H.S.

21.00 1.74 2.04 2.10

21.00 1.69 1.99 2.04

CHARLES SCRIBNER'S SONS

Social Studies. (Contract from July 1, 1962 to June 30, 1967)

Paquin-Irish: The People Govern with 1961 supplement

_

1958 11-12

3.86

Painter-Bixler: Citizensh ipin Acti0 n

_

1961

3.54

Moore, et al: Building a Free Nation

_

1955

7-8

3.66

Holt: Economics and You Economics and You

_

1956 10-12

3.09

_

1961 10-12

3.36

3.76
3.446 3.562 3.008 3.27

SCOTT, FORESMAN AND COMPANY

Social Studies. (Contract from July 1, 1962 to June 30, 1967)

Paul R. Hanna, et al: _ At Home At Sch0 0 I In the Neighborhood In City, Town and Country In All 0 ur States

_.. __

--

_.

_

__

_

Krug, QuiUen:

Living in Our America, Rev.

_

Li vlng in Our Communities

_

Wallbank, Fletcher:

Ma n's Story, 3rd Edition

_

Li ving World Hi\Story

_

Haefner, Bruce, Carr: Our Living Government

Paul R. Hanna, et al:

Tomand Susan

__

Peter's Family

_

He11 0 David

__ __

_

_

Someday Soon

__

New Centerville

_

1956 1956 1958 1959 1961

Primer 1 2 3 4

1956

7-8

1954

8-~

1961

H.S.

1958

H.S.

1960

H.S.

1951 1949 1949 1948 1948

Primer 1 2
2-3 3

THE L. W. SINGER COMPANY, INC.

Social Studies. (Contract from July 1, 1962 to June 30 1967)

Hunnicutt, et al: [ P Iay __.
[ Live With Others

_

1957

_

1957

187

Primer 1

1.11 1.17 1.89 2.34 2.64
3.63 3.48
4.05 4.05
3.90
1.14 1.20 1.35 1.50 1.65
1.32 1.71

1.08 i.l4 1.84 2.28 2.57
3.54 3.39
3.95 3.95
3.80
1.11 1.17 1.32 1.46 1.61
1.29 1.67

Author

Title

I Have Friend3 .

.__.

. . ._. .__. __. . . _

I Kn ow People ---------------.---.-------------.---..---.-.--.. _._.__.

.__

Copyright Date
1957 1957

Net Whsl. Net Whsl.

Price

Exchange

Grade

Price

2

1.83

1.79

3

1.92

1.87

SILVER BURDETT COMPANY

Social Studies. (Contrc-t from July 1, 1962 to June 30, 1967)

Barrows, Parker ,and Sorensen:

Geography for Today's World

Our Big World ._. .

..

. _.._.__.

._.

.. _

1961

4

The American Continents __.

.

. __. _ . _ _ .

. . ._...._..__.

1961

5

The United States and Canada

..__. .

.

.

1961

5

Old W0 rId Lands

.

.... ..

.__.. ..._. .. . . .

1961

6

A World View

.

.__. . . .

1961

79

Teacher's Editions furnished -at same price as pupil's editions.

Cooper, Sorensen and Todd:

Ways of Our Land ._.

.. .__.

. . .__.

._. .__. .

1961

3

Learning to Look at Our World __..__..

. .._. .

1961

4

The Changing ew World, North and South America .__..

.

1961

5

The Changing New World, United States and Canada __.__..

_

1961

5

The Changing Old World

._.... .__..__... ._.._ ...

.

..

1961

6

Teacher's Editions furnished at same price as pupil's editions.

Todd and Cooper:

Man's Ways and Times

New Ways in the New World

.. .__.. . ._._. . . .__. . _

1960

5

W0 rid Ways .._.. ._. . ._.__..

..

.

1960

6

Magoffin and DuncaIf:

Ancient and Medieval History __. . ._. .__. .

.

.

1959 H.S.

Becker, Painter and Hann:

The Past that Lives Today __. Jackson, Scarry and Becker:

.__.._.

.

.

1961

H.S.

The World Children Live In

Pets Around the World _.

..

..__. . . .__.

_

1957

1

Fun Arou nd the World __. .__.

.._. .

.__. . _

1957

1

Homes Around the World

. . .__. . . ._.. .

_

1957

1

Schools Around the World

.

._._. . . . .

.

1957

2

Work Around the World . .

..

.

_

1957

3

THE STECK COMPANY
Social Studies. (Contract from July 1, 1962 to June 30, 1967) Steen, Holland and Malone: Government By the Peo.ple Georgia Edition (Teaching aids are included in textbook)

1961

79

Maynard and Aultman:

Our Georgia .

.

.

.

_

1957

3-4

SUddeth, Osterhout and Hutcheson:

Empire Builders of Georgia

.. .

.__

1957

79

Bettersworth, Patrick and Steen:

Your Old World Past -------------.------.------ ..--------

. ..

. .___

1961

6

Teacher's Manual for each of above three titles free with orders in class quantity.

D. VAN NOSTRAND COMPANY, INC.

Social Studies. (Contract from July 1, 1962 to June 30, 1967) Robert White:
American Government: Democracy at Work __. . . .___________________

1961

H.S.

2.88 3.66 3.63 3.69 3.93
2.37 2.94 3.66 3.60 3.66
3.18 3.21 4.17 4.41
1.41 1.56 1.74 1.80 1.92
2.76
1.50
2.88
2.88
4.20

2.80 3.56 3.53 3.59 3.83
2.31 2.86 3.56 3.50 3.56
3.10 3.12 4.06 4.29
1.40 1.55 1.73 1.79 1.91
2.71
1.47
2.65
2.83
4.09

188

Author Title

Copy right Date

WEBSTER PUBLISHING COMPANY

Social Studies. (Contract from July 1, 1962 to June 30, 1967) Boller and Tilford: This is Our Nation

_

1961

Net Whsl. Net Whsl.

Price

Exchange

Grade

Price

9-12

4.47

4.25

*BIBLIOGRAPHY FOR CURRICULUM DEVELOPMENT AND TEACHING TECHNIQUES
OF THE SOCIAL SCIENCE
CURRICULUM
1. American Association of Colleges for Teacher Education, Committee on International Relations. Programs and Projects for International Understanding. Oneonta, N. Y.: the Association, a department of the National Education Association, 1956. 160 p. Presents various approaches to international education and contains an annotated list of resources agencies for the study of world affairs.
2. Association for Supervision and Curriculum Development. What Shall the High Schools Teach? 1956 Yearbook. Washington, D. C.: the Association, a department of the National Education Association, 1956. 230 p. A survey of what is being taught and what should be taught in American schools. In social studies, practice varies from subject-matter mastery to activities-experiences approaches.
3. Burns, Richard F., and Frazier, Alexander. "Community Studies in the Elementary School." Social Education 22: 119-21; March 1958. Deals with the extent to which social studies courses consider the community life in general and the local community in particular. A review and analysis of the bulletins of 21 large cities.
4. Citizenship Education Project. Improving Citizenship Education. New York: Teachers College, Columbia University, 1952. 44 p. An outline of methods for getting into real community activities. Reports on the practical programs and experiences of teachers.
5. Daugherty, Marion. Economics in the School Curriculum: A Primer !of Basic Understandings. Evanston, Ill.: Illinois Council on Economic Education, 1957. 33 p. Selects and organizes under various topical or problem units economic content which contains basic economic understandings and concepts.
6. Derrickson, Julia. "Creative Art and Social Studies." SchOlDI Arts 57: 33-34; March 1958. Discusses the correlation and co-ordination of art wilth the sixth-grade social studies program. Ideas stem
from the knowledge and impression understood by the child.
7. Graham, Grace, and DePuy, Blanche. "Preparing for International understanding through the knowledge of at least one culture different from that of the student. Deals with the school's responsibility to educate for international understanding through the knowledge of at least one culture different from that of the student.
8. Hoselitz, Berthold F. A Reader's Guide to the Social Sciences. Glencoe, Ill.: Free Press, 1959. 256 p. Deals with the literature of the social sciences. Includes chapters on the development of history, geo-
graphy, political science, and economics over the last 200 years. Contains a brief description of developments in each field and the outstanding literature that has contributed to its development. An excellent background and source book for teachers.
9. Moore, Clark D. "Science and the Social Studies." Social Education 20: 125-27; March 1956. Considers problems in the integration of science and social studies. Conservation of human and natu-
ral resources is used as one basis for integration.
10. National Council for the Social Studies. Approaches to an Underst'anding of World Affairs. Twenty-Fifth Yearbook. (Edited by Franklin Patterson.) Washington, D. C.: the Council, a department of the National Education Association, 1960. 292 p. An outstanding appraisal of citizenship educa tion for the future. Considers the future role of the schools as setting the guidelines for effective democratic citizenship with respect to the political realities of the next two decades and the youth of today. The challenge to the social studies is considered in terms of citizenship education for world affairs, responsible individualism, economic effectiveness, and inter-group relations.
12. National Council for the Social Studies. Education for Democratic Citizenship. TwentY-Second Yearbook. (Edited by Ryland W. Crary.) Washington, D. C.: the Council, a department of the National Education Association, 1951. 161 p. Considers twentiethcentury democratic dtizen/Ship education in school programs and challenging frontiers.
13. National Council for the Social Studies. Geographic Approaches to Social Education. Nineteenth Yearbook. (Edited by Clyde Kohn.) Washington, D. C.: the Council, a department of the National Education Association, 1948. 299 p.
190

Deals with an understanding of geographic approaches to social education. States the general and specific aims and purposes of geographic understandings, and the methods and tools available for their implementation.

14. National Council for the Social Studies. A Guide to Content in the Social Studies. Re.port of the NCSS Committees on Concepts and Values. Washington, D. C.: the Council, a department of the National Education

Association, 1949. 275 p. . An excellent and comprehensive definition of the social science curriculum from kindergarten through

- the fourteenth grade.

15. National Council for the Social Studies. Improving the Teaching of World History. Twentieth Yearbook.

(Edited by Edith West.) Washington, D. C.: the Council, a department of the National Education Associa

tion, 1949. 275 p. An excellent single reference for teachers of world history. Presents many excellent approaches and
practical programs. Considers the interpretations of selected phases of history and other social sciences.

16. National Council for the Social Studies. New Viewpoints in Geography. Twenty-Ninth Yearbook. (Edited by Preston E. James.) Washington, D. C.: the Council, a department of the National Education Asociation, 1959. 260 p. Geography can provide a unified structure for social science. The conce.pts and methods of the subject

are necessary in citizenship education, but have been generally neglected. Presents geography as seen by the

professional geographer, and new view points that are reflected in the teaching of geography on all school

levels. An excellent guide. -

-

17. National Council for the Social Studies. New Viewpoints in the Social Sciences. Twenty-Eighth Yearbook. (Edited by Roy A. Price.) Washington, D. C.: the council, a department of the National Education Association, 1958. 251 p. An outstanding presentation of new viewpoints in the several social science disciplines -as a frame of reference for looking at each field. A view of the future of social studies.

18. National Council for the Social Studies. The Study ar.d Teaching of American History. Seventeenth Yearbook. (Edited by Richard E. Thursfield.) Washington, D. C.: The Council, a department of the National Education Association, 1946. 442. p. Consic;lers the function of American history in one world, and never interpretations and emphases. Discusses the place of American history among the other social studies, through the grade levels, and methods, materials, and resources for effective instruction.

19. National Council for the Social Studies. The Teaching of Contemporary Affairs. Twenty-first Yearbook. (Edit ed by John C. Payne.) Washington, D. C.: the Council, a department of the National Education Association, 1950. 233 p. Contains excellent suggestions for the teaching of contemporoary affairs with emphasis on critical thinking.

20. Spindler, George D. "Anthropology in the Social Studies Curriculum." NEA Journal 47: 62627; December 1958. Anthropology is studied mainly in colleges, but can make an important contribution to the social studies curriculum in elementary and secondary schools. It affords pupils an opportunity to study the range of human motivation and acts as a synthesizing subject.

21. Tooze, Ruth, and Krone, B. P. Literature and Music as Resources for Social Studies. Englewood Cliffs, N. J.: Prentice-Hall, 1955. 457 ,po Contains ideas for motivating and enriching the social studies through the interests an abilities of students in music and literature.

22. Tufts Civic Education Center. The Living Democrary _Series. Medford, Mass.: the Center. (Available from the National Council for the Social Studies, a department of the National Education Association.) No. 1. The Isms-And You. (Grades 10-12) Communism and fascism contrasted to democracy. No.2. They Made a NaHon. (Grades 912) The Founding Fathers portrayed. No.3. It has Been Done. (Grades 1012) Case Studies of political reform.
NO.9. Capitalism-Way of Freedom. (Grades 10-12) How the business system works; it success and
problems. No .11. Liberty and the Law. (Grades 9-10) Juvenile delinquency. No. 12. Get into the Game. (Grade 911) Politics is more than voting. No. 13. Men to Remember. (Grades 7-9) Americans not widely known. No. 14. The "X" Goes Here. (Grades 10-12) How can the voter decide who the good candidate is? No. 15. What About War? (Grades 10-12) How we might attempt to achieve peace.

23. U. S. Department of Health, Education, and Welfare. Office of Education. Teaching About the United Na tions in the United States. 1956-59 Report. Bulletin 1012) How tile business system works; its success and ments, Government Printing Office, 1960. 96 p.

191

Deals with teacher education, and programs an d patterns in teaching about the United Nations. Covers the elementary and secondary schools and higher education. Presents materials for elementary and secon

dary schools and outof-school educational activities. 24. National Council of Social Studies. Interpreting and Teaching American History. Thirty-First Yearbook. (Edi-
ted by William H. Cartwright and Richard L. Watson, Jr.) 1961. 420 p. 25. Aldrich, Julian C. How to Construct and Use a Resource Unit. New York: Joint Council on Economic Edu

cation, 1951. 44 p. A practical guide that gives examples of the stating of objectives, activities, materials and evaluation

,procedures. 26. Association for Supervision and Curriculum Develop mant. Preparation of Core Teachers for Secondary
Schools. Washington, D. C.: the Association, a department of the National Education Asociation, 1955. 96 p. Deals with the types of teachers needed for programs in general education.
27. Association of Teachers of Social Studies in the City of New York. Handbook for Social Studies Teaching. New York.: Republic Book C., 1951. 240 p. Presents aims and objectives of social studies and unit plans. Considers daily lesson planning, the slow and the superior student, and the use of motivations and audiovisual aids.
28. Curtin, James. "The Problem of Objectives in the Social Studies." School and Society 86: 11-12; January 4,
1958. Social studies objectives are too numerous and vague. They result in hindering rather than facilitating
instruction. Each area of curriculum must contribute to certain basic goals. 29. Giles, H. H. TeacherPupii Planning. New York: Harper and Brothers, 1941. 395 p.
An excellent source on teacherpupil ,planning, with specific and practical illustrations. 30. Gross, Richard E., and McDonald, Frederick J. "Classroom Methods: The ProblemSolving Approach." Phi
Delta Kappa 39: 259-65; March 1958. Presents a report of studies in problem solving. Analyses the role of this method historically and gives
psychological basis for it. Calls for more carefully planned and integrated research in this important area. 3231. Hamilton, Dorothy W. "The Problems Approach." Social Education 20: 216-18; May 1956.
Deals with the stating of the problem, classroom procedures, and the use of materials. 32. Hill, Wilhelmina. Social Studies in the Elementary School Program. U. S. Department of Health, Education,
and Welfare, Office of Education, Bulletin 1960, No.5. Washington, D C.: Superintendent of Documents,. Government Printing Office, 1960. 110 p.
A summary of current and new practices. It aims to help schools improve their social studies program.

33. Johnson, Earl S. "Field Trips and the Development of Intellectual Skills." Social Education 20: 120-22, 127; March 1956. Considers the distinction between "acquaintance with" and "knowledge about" in social education. Discusses strengthens and weaknesses.

34. McAulay, J. D. "Initiating the Group Method." Social Education 21: 313-15; November 1957 States that one objective of social studies in elementary school is to teach co-operative work. Presents
specific exemple of initiating the group method.

35. Manolakes, George. "Concept Development in Social Studies Textbooks." National Elemen.tary Principal 37;

25-27; May 1958

Based on the existing social studies textbooks for elementary schools and their adequacy for the teaching

of concepts and values. Concludes that concepts are treated incidentally and are not reinforced adequately.

36. National Council for the Social Studies. How To Do n. Washington D C.: the Council, a department of the

National Education Association.

A notebook series covering specific problems of classroom procedure. Each booklet contains suggestions

on methods for the use of local history, bulletin boards, group discussion, oral reports, community resources,

multiple books, etc.

'

37. National Council for the Social Studies. Improving the Social Studies Curriculum. Twenty-Sixth Yearbook. (Edited by Ruth Ellsworth and Ole Sand.) Washington, D. C.: the Council, a department of the National Education Association, 1955. 268 p. Considers the improvement of the social studies curriculum. Views the forces affecting curriculum improvement and those impairing it, areas of change and controversy, the teaching of controversial issues, and the assumptions basic to curriculum improvement. "The frontiers in our present world are largely in the realm of the social sciences."

38. National Council for the Social Studies. The Problem5 Approach and the. Social Studies. Curriculum Series No.9. Revised edition. (Edited by G. L. Fersh, R. E. Gross, and R. H. Muessig.) Washington, D. C.: the Council, a department of the National Education Association, 1960. 115 p. An excellent statement of the philosophy and practices of the problemsolving approach to social studies education. Presents problem solving as a method for developing skills of critical thinking, determining social studies content, and the methodology of the problems approach.

192

0i9. National Council for the Social Studies. Skills In Social Studies. Twenty-Fourth Yearbook. (Edited by Helen M. Carpenter.) Washington, D. C.: the Council, a department of the National Education Association, 1953. 282 p. Deals with skill development in relation to society, the school, and the learner. Emphasizes the development of skills through the whole social studies program.
40. National Council for the Social Studies. The Social Education of the Academically Talented. Curriculum Series No. 10. (Edited by Ruth W. Gavian.) Washington, D. C.: the Council, a department of the National Education Association, 1958. 101 p. Stresses the need for the full utilization of the contributions of those who possess marked intellectUal endowments. Considers a program for identifying the talented, and programs for their social education at each school level.
41. National Council for the Social Studies. The Teach:!r of the Social Studies. Twenty-Third Yearbook. (Edited by Jack Allen.) Washington, D. C.: the Council, a department of the National Education Association, 1952. 248 p. Considers successful teaching in the social studies, preservice education for social studies, and the social studies t&acher at work.
42. National Education Association, Project on the Academically Talented Student and the National Council for the Social Studies. Social Studies for the Academic3liy Talented Student in t,he Secondary School. Washington, D. C.: The 'Association, 1960. 84 p. Considers some of the problems involved with the identification, curriculum, methods, evaluation, and teachers of the academically talented. Presents the development of a pattern of content and suggests methodology for a social studies program.

METHODS AND CURRICULUM FOR VARIOUS GRADE LEVELS

43. New York State Education Department, Bureau of Secondary Curriculum Development. Fift.ySix Practices for the Gifted from Secondary Schools of New York State with Selected Bibliography. Albany: University of the State of New York, 1958. 129 p. Considers the education of gifted youth and provisions for their education in the secondary curriculum. Considers practices in citizenship education. Methods and Curriculum for Various Grade Levels

44. Florida Education Association, Department of Supervision and Curriculum Development. Developing Pro-

grams for Young Adolescents. Washington, D. C.: Association for Supervision and Curriculum Development,

a department of the National Education Association, 1954. 53 p.

.

Presents the problems and needs of adolescents as a guide for the development of educational programs.

45. Michaelis, John U. Social Studies for Children in a Democracy. Second edition. Englewood Cliffs, N. J.: Prentice-Hall, 1956. 523 p. Deals with the improvement of social education for children in grades 1 through 8. Synthesizes principals and procedures related to the planning and development of experiences in the social studies. Stresses social studies as source values and behavior for democratic citizenship.

46. Miel, Alice, and Brogan, Peggy. More Than Social Studies: A View of Social Learning in the Elementary School. Englewood Cliffs, N. J.: Prentice-Hall, 1957. 452 p. Stresses need for a review of the program of social science because of the new age of international problems that necessitates a program of new scope and quality. Stimulates thinking about elementary education and the role of social studies education in developing social learnings.

47. National Council for the Social Studies. Social Studies for the Junior High School: Programs for Grades Seven, Eight, and Nine. Curriculum Series No. 6 Revised edition. (Edited by Julian C. Aldrich.) Washington, D. C.: the Council, a department of the National Education Association, 1957. 102 p. Identifies the major problems and trends in junior high schools, and offers a variety of suggestions and different methods of approach for the social science curriculum. Presents several programs of social science
instruction.

48. National Council for the Social. Studies Social Studies for the Middle Grades. Curriculum Series No.5. Revised edition. (Edited by C. W. Hunnicutt.) Washington, D. C.: the Council, a department of the National Edu-
cation Association, 1960. 122 p. Considers problems in developing social science learning experiences for older children. Emphasizes a
desirable balance between child development and the body of content. Selected programs illustrate the use of pupil needs and interests, use of community resources, and the development of world and groUp minded-
ness.

193

4:9. National Council for the Social Studies. Social Studies in the College Programs for the First Two Years; Curriculum Series No.8. (Edited by William E. Tyrrell.) Washington, D. C.: the Council, a de,partment of the National Education Association, 1953. 124 p.
50. National Council for the Social Sttidies. Social Studies in the Senior High School: Programs for Grades Ten, Eleven, and Twelve. Curriculum Series No.7. (Edited by Eunice Johns.) Washington D.C.: the Council, a department of the National Education Association, 1953. 108 p. Considers the improvement of the social science progr:am in the senior high school. Emphasizes the needs of adolescents and the problems of society as factors which determine curriculum. Stresses need for more effective study of conflicting ideologies, American and world history, and contemporary affairs.
51. . National Council for the Social Studies. Social Education of Young Children: KindergartenPrimary Grades. Curriculum Series No.4. Revised edition. (Edited by Mary Willcockson.} Washington, D. C.: the Council, a department of the National Education Association, 1956. 156 p. Includes bibliographies and lists of audio-visual aids.
52. National Society for the Study of Education. Social Studies in the Elementary School. Fifty-Sixth Yearbook, Part II. Chicago: University of Chicago Press, 1957. 320 p. Defines the role of social science in the over-all program of elementary education, and emphasizes the new knowledge of the needs of children in the light of current curricUlum theory and the psychology of learning.
53. Otto, Henry J. Social Education in Elementary Schools. New York: Rinehart and Co., 1956. 493 p. Provides an overview of current praotices in good schools. Presents specific techniques for the child's
social develo.pment and education in the classroom and school society.
54. Preston, Ralph C. Teaching Social Studies in the Elementary Schools. Revised edition. New York: Rinehart and Co., 1958. 382 p. Considers how the content can be substantial and in keeping with children's needs, capacitites, and interests.

TEXTBOOKS

55. Gross, Richard E., and Zeleny, Leslie D. Educating Citizens for Democracy: Curriculum and Instruction in Secondary Social Studies. New York: Oxford University, 1958. 591 p. An outstanding book for social studies teachers. Deals with the problem of citizenship education through the curriculum of the social studies, examining the development of each subject and offering guides for effective teaching. Considers the problems approach and core cyrriculum as well as the professional skills involved in planning and motivating social studies lessons. Contains an excellent annotated bibliography.

56. Hunt,Maurice P., and Metcalf, Lawrence E. Teaching High School Social Studies: Problems in Reflective Thinking and Social Understanding. New York: Harper and Brothers. 1955. 471 p.

For beginning and experienced social studies teachers in secondary schools. Examines value conflicts in American culture and selects content for consideration on the basis of pl'oblems in economics, race, minority grou,p, relations, social class, and courtship and marriage. Provides for reflective thinking in problem solving.

57. Johnson, Earl S. Theory and Practice of the Social Studies. New York: Macmillan Co., 1956. 476 p.

The. sociological approach is taken in dealing with the organization and teaching of the political, economic, . and cultural problems of our time. Combines substantive knowledge and theory in the social studies with the art of teaching education. Deals with the psychology of teaching and learning and an analysis and appraisal of modern society.

58. Quillen, I. James, and Hanna, Lavone A. Education for Social Competence. New York: Scott, Foresman, and Co., 1949. 572 p. (New revised edition due in 1961.)

An excellent source. Considers the history and role of social science instruction and emphasizes the con-

tent for instruction for social competence. Considers the organization of learning e:kperiences through many

approaches, including the topical and problems approach.

.

59. Tiegs, Ernest W., and Adams, Fay. Teaching the Social Studies: A Guide to Better Citizenship. Boston: Ginn and Co., 1959. 562 p.

States that the content of the social studies is uniquely suited to the development of democratic ideals and practices. Considers the American heritage in a changing world, the child and the learning process, goals, procedures, and practices, the development of concepts and problem'solving skills.

60. Wesley, Edgar B., and Wronski, Stanley P. Teaching Social Studies in High Schools. Fourth edition. Boston: D. C. Heath and Co., 1958. 628 p.

An excellent basic book in the teaching of the social studies. Considers the relationship of the social

studies curriculum to society the learning process, resources and equipment, methods of teaching, application. Contains an excellent annotated bibliography.

"Source: New FRONTIERS IN THE TEACHING OF SOCIAL STUDIES Bulletin prepared by the Association for Supervision and Curriculum Development. A Department of the National Education Association.

194