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A brief guide to teaching social studies in the secondary schools

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Title:
A brief guide to teaching social studies in the secondary schools
Series Title:
Its Bulletin
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Florida -- State Dept. of Education
Place of Publication:
Tallahassee
Publisher:
[s.n.]
Publication Date:
Language:
English
Physical Description:
v, 50 p. : illus. ; 23 cm.

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Subjects / Keywords:
Social sciences -- Study and teaching ( lcsh )

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General Note:
Cover title.
Funding:
Bulletin (Florida. State Dept. of Education) ;

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University of Florida
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All applicable rights reserved by the source institution and holding location.
Resource Identifier:
09320699 ( OCLC )
e 47000031 ( LCCN )

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BULLETIN No. 48 1946
STATE DEPARTMENT OF EDUCATION
COLIN ENGLISH, Superintendent TALLAHASSEE, FLORIDA














UNIVERSITY
OF FLORIDA
LIBRARIES















A BRIEF GUIDE
TO

Teachi1 Social Stdied.
IN THE


SECONDARY


SCHOOLS















CONTENTS

Foreword ......... --------------------------- ------------- iv

Part One

Making General Instructional Plans ..-----. ------------ --.. 1
Trends in Secondary Education .-------------------------------.. 1
Using the School to Develop Democratic Living .. ...-----------. 2
Relating the School to Community Resources and Needs -....- 3
Providing a Wide Range of Opportunities--- ....--- ..-- ------- 4
Broadening the Program to Meet Needs of Youth Groups .--- 6
Focusing Efforts of All Teachers Upon Common Goals ---- 7
The Place of Social Studies in the Total
Secondary School Program ...--- --- -- ---- -----..------8... 8
Objectives of Social Studies in Secondary Schools ---..-------. 9
Requirements in Social Studies for High School
Graduation .......--- .....------------------------------------ 9

Part Two

Making Detailed Instructional Plans .. -------------------------------. 12
Resources and Materials -----..----------------- --------.------.12
Textbooks ----..-.... ----- _--- ----- ----- ---- ---- 12
Classroom Libraries ..... ...-------------..------.--.----12
Audio-Visual Aids ----- ---.... ------- -------- --------- 13
Community Resources --.. ....--------------- .---..-- 14
General Procedures and Techniques .......------.. ---------- 15
Using Appropriate Techniques .....--_------------ -- -- 16
Using Visual Aids -----.. .---.. ----------..---..-.- 19
Using the Blackboard .---------.----------..- ------- -. -- 19
Using the Bulletin Board .......-------.----------- ----- 19
Using Maps ___... ...------------- -----.------.---- --19
Using Globes ..... ....--------- ------ -- ----------.. ----21
Using Graphic Aids and Handwork ----- --------. .---- 22

ii











Using Photographs, Flat Pictures, Posters,
Postcards, and Cartoons ..... .........----------- -- .23
Using Projection Apparatus ----- ..... ....----------- 24
Using Radio and Phonograph .------- ..---------------- 25
Utilizing and Contributing to Community Resources ---------: 26
Planning Large Units of Work .-. ....----------------. 29

Part Three
Making Grade Plans-Grade Seven to Twelve -------------30
Grade Seven .__.. ........------------------------..30
Problems For Emphasis ..--_......--------. ---- --------- 31
Textbooks ......------------ ------------ ----- ---32
References .--......-----------_. ---------------- -.--34
Grade Eight ...........--------------------------- 34
Problems For Emphasis .......--------- ----.------..---- 35
Textbooks ....... .... ------------------- --------35
References .----......-..-----. .---------- 35
Grade Nine ..... ..-.-----------------------------. 36
Problems For Emphasis _--------.------------------- --- 37
Textbooks and Other Considerations ------- ----------- 38
Grade Ten .----.....-.......---------_ --- ---------------- 39
Suggested Plans For World History Course ---------------- -- 40
Textbooks ------------------------ -- ------------ 43
Grade Eleven .....-----------.. -------------- ------ 44
Suggested Plans ...--.----------------------------- 45
Textbooks ... ... ----------------------------- 47
.Grade Twelve --... ..------- ------------- ----------------- 48
Major Problems .... ------....-----. ---------..---..-----------. 49
Textbooks .. ....-------------------------------------50













FOREWORD


At the request of many teachers, principals, supervisors, and
county superintendents, A Brief Guide to Teaching Social Studies
in Secondary Schools, Bulletin 48, has been prepared. Companion
volumes dealing with the teaching of English and mathematics in
the secondary school are being issued simultaneously. In the near
future, a bulletin on the teaching of science in the secondary school
will be prepared.
The four fields of English, mathematics, science, and social
studies represent a large portion of the secondary curriculum,
particularly of that part dealing with general education. The
degree to which these basic fields meet the needs of society and of
the individual will determine, in a large measure, whether or not
as a nation we shall meet our world responsibilities of the future.
The material in this bulletin varies somewhat from that in
Bulletin 28, A Teacher's Guide in the Social Studies for the Secon-
dary Schools of Florida, in that it is more concise. State adopted
textbooks, including the 1946 adoption, are included. Techniques
and procedures have been added as a result of war-time experi-
ences wherein America has become truly a part of "one world".
New plans for teaching world history have been suggested. How-
ever, the general scope and sequence have remained largely un-
changed. The teacher who wishes to improve her teaching in the
social studies should study both guides as well as the other ref-
erences suggested in the footnotes.
It should be kept in mind that the purpose of this bulletin is
to give specific help to a large number of teachers who have
entered teaching in Florida high schools during the wartime
emergency. The material as presented is consistent with the pur-
poses of education in Florida and with sound educational prin-
ciples. It is not necessary, however, for one to have had extensive
courses in the teaching of the social studies to use the many prac-
tical suggestions contained herein.










In short, this guide should be helpful at all levels of professional
development. Teachers will find it most helpful to read carefully
the suggestions pertaining to the state adopted texts.
The current secondary series of bulletins, including this one,
were prepared under the general direction of Dr. W. T. Edwards,
Director of the Division of Instruction, State Department of Edu-
cation. Dr. Clara M. Olson of the P. K. Yonge Laboratory School,
University of Florida, served as general consultant and editor of
the series. Miss Anna Appleby, Supervisor of Social Studies in
Pinellas County, prepared the manuscript for publication. Especial
appreciation is accorded these educators as well as other teachers
and leaders who made valuable suggestions from time to time.
In presenting this bulletin, we are not unmindful of the apprecia-
tion due the committee that prepared Bulletin 28 upon the excel-
lence of which much of this material rests.




State Superintendent of Public Instruction
















-I-


ItULWOELD

...
IE ,1. ~ ~ .)


Young people need to become "global minded." These boys and girls
are using a variety of materials in their study of significant world problems.












PART I
MAKING GENERAL INSTRUCTIONAL PLANS


The effectiveness of any one teacher's work in a school depends,
in a large measure, upon the extent to which the program of the
whole school is well planned by the whole faculty. If secondary
teachers are to plan for effective instruction in their subject fields,
they must (1) know something of trends affecting the program of
the secondary school as a whole, (2) understand the desirability
of cooperative planning by the whole faculty, and (3) actually
participate in planning the general program of the whole school.

TRENDS IN SECONDARY EDUCATION
For the past quarter of a century, the percentage of boys and
girls entering the secondary school and continuing through it to
graduation has increased. Unfortunately, all youth entering the
secondary school have not completed, for one reason or another, the
program offered them. The startling fact is that 75 percent of the
youth who enter the secondary school never complete it. For those'
who have completed it, the educational values derived have not
always been satisfactory. These facts have caused educators, busi-
ness men, and other interested and competent adults to appraise
critically the purposes and the program of the school. Youth, too,
have looked critically at the opportunities and the limitations in
the program of education provided by the secondary school.2 The
net result has been the emergence of certain trends, or emphases,
in secondary education. Experiences during the war years and
plans for post-war education tend to confirm the trends. These
trends, both from the point of view of society and of the individual,
place emphasis on:

'Compare Planning for American Youth, an Educational Program for
Youth of Secondary School Age, National Association of Secondary School
Principals, N.E.A., 1944, p. 3.
'See Bulletin No. 2 Ways to Better Instruction in Florida Schools, pp.
29-32 and p. 35 and Bulletin No. 10 A Guide to a Functional Program in the
Secondary School, pp. 50-51 and all of Chapter Three.










2 SOCIAL STUDIES IN SECONDARY SCHOOLS

1. Using the school to develop democratic living. Democracy
in the American heritage is both a personal way of life and a
system of social and political values. It includes those values which
sponsors of democracy from antiquity to modern times have deemed
essential to humane living and to effective self-government.8 Its
dynamic nature may be perceived in the evolving concepts of poli-
tical, economic, and social democracy; its force, in the moral or
ethical values which it creates. In its scheme the personal worth
and the dignity of every individual shape the motivating ideal.
Equally significant is the obligation of every individual to further
the general welfare of the group. This two-fold nature of democ-
racy places directly upon the school the responsibility for develop-
ing democratic living; that is, for clarifying and extending for
every boy and girl the meaning and the values of democracy. It
requires that the curriculum of both the elementary and the secon-
dary school shall be directed toward: (1) the development of an
individual who assumes increasing responsibility for self-direction
and for the development of his potentialities in such a way as to
bring about optimum satisfaction both to himself and to society;
and (2) the development of an individual who assumes increasing
responsibility for clarifying the meaning of democracy and for
solving personal-social problems in the light of this ideal.4
To develop democratic living in a school requires thoughtful
planning and careful guidance by individual teachers and by the
faculty as a whole. It requires a total program in which values
consistent with the democratic ideal are consciously sought both in
and out of the classroom. It requires methods, techniques, and con-
tent through which these values may become an integral part of
the behavior of all youth. Procedures, such as delegating respon-
sibility to committees, making decisions in accordance with the
preference of the majority, permitting the minority to be heard,
encouraging youth to decide what they will study, and attempting
to eliminate social cliques, in themselves, will not produce demo-

'Compare Beard The Unique Function of Education in American De-
mocracy as quoted on p. 21 of Bulletin No. 10.
4Compare discussion, especially footnote, Bulletin No. 2, pp. 97-98. For
stimulating analysis of assets of American democracy and implications for
the school, see Bulletin No. 10, p. 39-42 and p. 23 ff.










MAKING GENERAL INSTRUCTIONAL PLANS


cratic living. However necessary such procedures are in effecting
democratic living, they may fall short of the mark unless they are
so planned and so used as to develop in all the boys and girls social
sensitivity and an ever-widening understanding of and concern for
humane living and efficient self-government. They are ineffective
also if they do not provide actual experience in intelligent social
action. Chaos in or out of the classroom carried on in the name of
individual "freedom and democracy," is as inimical to the develop-
ment of democratic living as mob rule is to the development of
orderly and effective government. Fascistic control by the teacher
with a sugar coating of democracy is equally inimical.
2. Relating the school to community resources and needs. A
school can, and should, raise the level of living in the community
it serves. To do so, school officials, the faculty as a group, and in-
dividual teachers must:

1. Know what the resources of the community are.
2. Appreciate the limitations (needs) and the potenti-
alities of the community.
3. Cooperate with available agencies in overcoming the
limitations and developing the potentialities of the
community.
4. Project the program of the school into the life of the
community, especially in the areas of health, home
living, applied economics, and recreational oppor-
tunities.
5. Devise ways of utilizing the resources of the community
realistically in developing the social intelligence and
the technical competence for which the individual
teacher in her own subject field must take responsi-
bility.
6. Allocate time for and gear direct and incidental in-
struction to improvement of community living.

The current emphasis on resources in the education of all chil-
dren and youth has set groups of-educators and other civic-minded
adults to exploring ways of carrying out the foregoing sugges-










4 SOCIAL STUDIES IN SECONDARY SCHOOLS

tions.6 The whole problem of resources-human, natural, and
cultural-is worthy of intensive study by small and large groups
of teachers. It is well for teachers to ponder the fact that the youth
of the local community, the state, the region, and the nation are
our most precious resource.

3. Providing a wide range of opportunities. The school is, and
should be regarded as, a state investment in democratic citizenship,
health, personal living, and vocational competence. Every com-
munity, therefore, should provide a well-balanced educational pro-
gram consisting of a wide range of opportunities based upon the
abilities and interests of all of its youth. A school that provides a
wide range of opportunities does the following things:

1. Safeguards the health of each pupil. In doing this it
provides opportunity for healthful living in the school
each day; provides for adequate health examinations
followed by immunization and correction of discovered
defects; maintains a nutritious lunch program and
makes best educational use of the lunchroom; provides
clinical facilities; bolsters health practices with adequate
health instruction; relates instructional practices to
health; insures mental and emotional, as well as physi-
cal, health of all pupils; initiates drives to rid
community of sources of disease and infection; and
cooperates with community agencies in improving and
maintaining the health of the community.6

5Resources education is receiving considerable attention in Florida as a
result of the impetus coming from the emphasis on resources in the Southern
Region. Compare point of view expressed in Building a Better Southern
Region Through Education, Southern States Work-Conference on Adminis-
trative Problems, Tallahassee, Florida, pp. 1 and 2.
Bibliographies on Florida resources and on how to study resources may
be secured from the Curriculum Laboratories of the University of Florida
and the Florida State College for Women.
Workshops in Florida resources have been held at the Florida State
College for Women. County workshops on local and county resources have
been held. Examples of these are the Madison County Workshop, reported
in the Journal of the Florida Education Association, April, 1945, and the
Pinellas County Workshop, whose published report Pinellas Resources,
1945, may be secured from the Pinellas County Board of Public Instruction,
Clearwater, Florida.
'See also Bulletin No.. 4, State Department of Education, Tallahassee,
Florida.









MAKING GENERAL INSTRUCTIONAL PLANS


2. Provides an adequate and appropriate program of
physical fitness and recreational opportunities and ex-
periences. The latter include an appreciation of and
experience in a variety of wholesome leisure activities.
3. Enables youth to progress noticeably in the direction
of becoming self-sustaining. Growth toward this goal
is dependent upon: an understanding of factors affect-
ing economic status; adequate vocational guidance;
acquisition of specific skills and understandings re-
lated to work; assistance to youth in finding employ-
ment after they leave school and in securing retraining
when necessary; and actual work experiences while in
school.
4. Provides instruction in home and family relationships
which will enable youth to make an intelligent choice
of a marriage partner and to understand the basic prin-
ciples for establishing and maintaining a home. This
includes such areas as: the function of marriage and
the mutual obligations of each marriage partner; per-
sonal hygiene; feeding and care of infants; care of
children; budgeting on limited incomes; furnishing
homes on limited income; handling of family finance,
including insurance, savings, and loans; and the prob-
lem of further intellectual and social growth of each
marriage partner.
5. Develops skills, attitudes, and understandings necessary
to democratic citizenship. This includes: understanding
the historical background of our institutions; under-
standing the rights and duties of the citizen of a
democratic society; increasing participation in the life
of the school and the community. Activities which
facilitate growth as an intelligent citizen include:
group discussion; committees; forums; round table dis-
cussion; debates; community surveys; tournaments;
community development programs; student govern-
ent; trips to study government, a region, or the various
phases of community and regional life; and experiences
with varying cultural groups.










SOCIAL STUDIES IN SECONDARY SCHOOLS


6. Develops youth as individuals. This includes develop-
ment of special interests and talents and help for youth
in such understanding of themselves as unique individ-
uals and as cooperating members of society as will lead
to the most satisfying self-integration.
Since youth differ in sex and race, in home background, in emo-
tional and physical health, in intelligence and aptitudes, in hobbies,
and in job interests, the school will have to develop a strong basic
program of general education, a vital and varied program of
specialized interests, and a cooperative program with many in-
dividuals and agencies in the community, county, state, and region,
if it meets the obligations set forth above.7 Ways to achieve these
desirable ends are worthy of the serious study of small and large
groups, especially in rural areas or in small communities where
opportunities are limited. The foregoing program will, of necessity,
be developed gradually if it is to have deep roots. Faculties should
plan how best to begin and what steps to take progressively in
order to build soundly and wisely. To give up and say "it is beyond
our school" is to become defeatists. If necessary, faculties should
explore the possibilities of cooperating with other administrative
units in order to make the needed opportunities available to all
youth.
4. Broadening the program to meet needs of youth groups.
In every school there are groups of youth with varying interests
and abilities. For example, in a large rural consolidated school
there will be those who upon graduation expect to remain in the
local community and find their life work there, to go to the city
mainly to seek employment in commerce or in industry, to go to
college for additional general education, to go to trade school or
business college, or to go to the college or university for professional
education. The same groups will be found in a city school. It is
improbable, however, that any appreciable number will be planning
to go to rural districts immediately upon graduation.

'Compare similar statements in Planning for American Youth, National
Association of Secondary School Principals, N.E.A. and Education for all
American Youth, Educational Policies Commission, N.E.A., 1944. Compare
also the four areas-work, citizenship, personal problems, and leadership-
pp. 53-55 in Bulletin No. 10, State Department of Education, Tallahassee,
Florida.










MAKING GENERAL INSTRUCTIONAL PLANS 7

From the point of view of society there will be need to see: (1)
that all youth receive sufficient general education to make them
socially competent both as individuals and as citizens of a de-
mocracy; (2) that a sufficient number be educated to perform the
work and the services needed by a complex, industrial, democratic
nation; and (3) that the supply of scientists, frontier thinkers,
mathematicians, statesmen, and creators in the field of the fine and
the applied arts be kept adequate for the maintenance and con-
tinuous growth of a great nation. The school must broaden its pro-
gram to provide the necessary educational opportunities for all of
the foregoing groups of youth. To do so may entail making ad-
ministrative changes in the school units of a local, county, or
regional system. It is a problem for all faculties to study, however.
5. Focusing effort of all teachers upon common goals. In order
to realize the goals set forth or implied in the foregoing discussion,
it is necessary that community of effort be emphasized in the nurs-
ery school, the elementary school, the secondary school, the junior
college, and the trade school. Community of effort is also neces-
sary among subject-field specialists. No longer can any one division
of the school or any one teacher accept responsibility for unrelated
or isolated areas of the youth's education. The truth of the matter
is that unrelatedness and isolation are a psychological impossibility
in the learning process. If the school or the teacher does not make
the adjustment, the youth will-in some way. The trouble with un-
planned education is that the adjustment may not be desirable.

Among the common responsibilities of all teachers are the de-
velopment of:
1. Skills and abilities in reading.8
2. Skills and abilities in oral and written expression.
3. Skills and abilities in utilizing and interpreting all
types of graphic and other visual aids.
4. Critical thinking.
5. Desirable work habits.

'For a detailed and helpful discussion, see A Guide to Teaching in the
Intermediate Grades, Bulletin No. 47, State Department of Education, 1944,
pp. 20-36.










8 SOCIAL STUDIES IN SECONDARY SCHOOLS

6. Democratic living.
7. Intellectual curiosity.
8. Enjoyment of living.
9. Pride in clean and attractive surroundings.
10. Health.
11. Understanding of social relationships.
12. Wise use of all types of resources.
13. School-community relationships.
14. Standards and tastes in recreational activities.
15. Spiritual values.
16. Determination on part of all pupils to make the most
of their lives.
The quality of living that characterizes the school is the respon-
sibility of all the teachers. If it is conducive to the development of
democratic living, all the teachers are to be praised; if it falls short
of this mark, all the teachers share the blame for the failure. The
same is true of the contribution the school makes to the general
education of all of its pupils and to the quality of living in the
community.

THE PLACE or SOCIL STUDIES IN THE TOTAL
SECONDARY SCHOOL PROGRAM
The primary function of social studies in the secondary school
program is to clarify for all pupils the meaning of democracy to the
end that they may develop into socially intelligent and competent
citizens. This means that the experiences in social studies classes
must be directed toward developing social sensitivity and concern
that the problems of living together in a democracy shall be solved
in the light of democratic values. To achieve this end requires that
content and experience in social studies classes shall include the
historical evolution of political, social, and economic democracy,
together with an analysis of forces operating today to aid, to neu-
tralize, or to prevent further development. It requires also that
emphasis be placed upon: (1) the meaning of the democratic ideal,
(2) the history of our institutions, (3) resources, and (4) actual
participation in democratic living.










MAKING GENERAL INSTRUCTIONAL PLANS


1. Objectives of the social studies in secondary schools. The
field of the social studies has great possibilities for developing youth
in such a way that they will know, understand, feel, and appreciate
democratic ways of living. Of all the subjects in the curriculum,
social studies must be concerned primarily with this purpose.
In developing citizens who will carry on democratic processes
that have proved beneficial to the common welfare of our people in
the past and who will be ever alert to making further desirable
changes on a democratic basis, the teacher of the social studies will
try to do the following things: (1) to develop youth who are socially
sensitive, (2) to develop youth who will strive for increasing control
over the democratic skills and techniques necessary for participa-
tion in our democratic culture, (3) to develop youth who will strive
for increasing control over the processes of reflective thinking and
the scientific method, (4) to develop youth who will strive for in-
creasing understanding and control over self and over the relations
of self to other people, (5) to develop youth who will strive to pro-
duce and enjoy the processes and products of creative effort, and
(6) to develop youth who will strive to perform some useful work
and to see the relationship of this Wvork to democratic living.

During the wartime years we have seen an increased emphasis
upon the mechanical and technical side of life. Science and mathe-
matics have been restored to their former "place in the sun" in the
high school program of studies. While we do need emphasis upon
these subjects, we are now being told by men in high places that
there is a lag between man's social intelligence and his scientific
achievement. It seems necessary, therefore, to emphasize social
studies in the postwar curriculum if we are to develop the under-
standings necessary to living in "one-world."

2. Requirements in social studies for high school graduation.
In April, 1942, an important bulletin was issued by the State Depart-
ment of Education entitled Programs of Study in Florida Secondary
Schools. This bulletin and another bulletin entitled Awarding High
School Credits and Diplomas (issued January, 1944) contain all of
the regulations of the State Board of Education relative to required
units for high school graduation. Three units of social studies are
required, one unit of which must be American History and Govern-










10 SOCIAL STUDIES IN SECONDARY SCHOOLS

ment. A later modification permits the substitution of two years of
a foreign language for one of the three required units in social studies;
provided, however, such may not be substituted for the one unit in
American History and Government.

The reader is referred directly to the two bulletins just mentioned
for complete details. The general over-view statements contained in
Part III of this bulletin, which deals with the teaching of social studies
at the several grade levels (7-12), have made use of the general frame-
work suggested. It was not possible at the time of developing the
Programs of Study in Florida Secondary Schools to get common
agreement throughout the state as to a requirement for any other
particular unit than the one in American History and Government.
Local school systems are encouraged, however, to consider seriously
the advisability of setting up a two-year block in grades 7-8 and
another two-year block in grades 10-11 which would present at the
junior high school and senior high school levels, respectively, those
aspects of community, state, national, and international resources
and culture which are deemed essential to successful living in a truly
"global world."9
The ninth and twelfth grade work in social studies might then be
regarded as alternate electives. Should there be any danger of the
individual pupil's dropping out of school before reaching the twelfth
grade when he would take the course "Problems of American Demo-
cracy," he would be encouraged at the ninth grade level to register
for the work. The course in "Problems of American Democracy" at
the twelfth grade level is recommended as being preferable to special
half unit courses in economics, sociology, psychology, and govern-
ment. These latter courses may sometimes be justifiable in large
high schools where the interests and background of pupils would
enable them to profit thereby. It is most important to plan a
unified and continuous program in the field of the social studies,
regardless of the particular pattern used.
The 1946 adoption of a world history text that gives an adequate
treatment of the background of contemporary world problems to-

'See elaboration of this point in the bulletin Programs of Study in Florida
Secondary Schools, pp. 24-25 and pp. 37-38. Compare also suggestions con-
tained in Part III of this bulletin regarding grades 7-8 and grades 10-11.










MAKING GENERAL INSTRUCTIONAL PLANS 11

gether with a text in world geography that gives an adequate treat-
ment of geographical concepts needed by all makes it possible now
for all teachers to develop a course in world history that will enable
youth to gain insight into life today. Those responsible for guiding
youth in the selection of their courses should note this opportunity.












PART II
MAKING DETAILED INSTRUCTIONAL PLANS


In this section a discussion of resources and materials and of
techniques and procedures is presented.

RESOURCES AND MATERIALS
Every teacher of the social studies has an almost inexhaustible
supply of materials and resources at hand if only she will recognize
them or look for them. Among these resources are textbooks, class
libraries, audio-visual aids, and first-hand community resources.
1. Textbooks. An important aid to learning, textbooks give
the teacher and the pupil a certain sense of security, but they should
not be used to the exclusion of other means of teaching. The teacher
and the pupils exploring a good textbook together may find in it
many fine qualities which will help them to learn. The adopted
textbooks have been selected with care and provide many excellent
opportunities for all pupils to learn.
Early in the year, the teacher should check each pupil's ability
to read the textbook with understanding. One way to do this is to
prepare a number of questions the answers to which require careful
use of all parts of the book: index, table of contents, title page,
bibliographies, appendix, lists of maps and illustrations, and pre-
face. The teacher may select a paragraph or picture at random,
give a few minutes of study, then make a quick test of the pupil's
comprehension. The result will determine, in part, whether the
pupil needs help in reading the text.'
2. Classroom libraries. The number and types of books neces-
sary for a classroom library will vary with teaching procedures,
pupil needs and interests, and topics discussed. Books checked
from the school library for a specific time can be used profitably in
the classroom in exploring a particular topic. However, several
different textbooks, certain selected references, current newspapers,

'Good suggestions for getting acquainted with a textbook can be found
in Bulletin No. 10. pp. 307-308.










MAKING DETAILED INSTRUCTIONAL PLANS 13

two or three periodicals, and other carefully chosen materials should
be regarded as essential for a good classroom library.2
The lack of available funds for purchasing materials to build up
a classroom library and the lack of a school library need not pre-
vent good teaching in the social studies. Many kinds of worthwhile
teaching materials may be secured free, at a very nominal cost, or
on loan, from the curriculum laboratories of the University of
Florida at Gainesville and the Florida State College for Women at
Tallahassee and from large commercial firms. In most cases only
one sample, pamphlet, chart, map, or exhibit will be sent to the prin-
cipal of the school. The teacher, when asking for such material,
should give the name of the school and the principal. Sometimes
enough copies for the entire class may be secured.8 The various de-
partments of both the state and national governments have a great
deal of significant information, much of which can be secured by
teachers.4 Some material is available in the local community. The
boys and girls can be helpful in collecting material for the class-
room and in arranging it as a real social studies laboratory.
The teacher needs to have a well planned system of sorting and
filing materials. If facilities for displaying and filing materials are
not available, cabinets made of orange crates or apple boxes attrac-
tively arranged can be used to provide ample space. Any well
equipped social studies classroom should have a variety of materials.
Dictionaries, atlases, encyclopedias, periodicals, and newspapers5
are essential.

3. Audio-visual aids. An extensive use of audio-visual aids is
one of the best ways to enlarge the pupil's concepts, to stimulate


'See recommended titles in State Adopted Library Books for Florida
Schools, Bulletin No. 27, and other materials published by the State Depart-
ment.
'An Educator's Index of Free Materials may be secured from P. K. Yonge
Laboratory, Gainesville, Florida, for postage only.
'Write to Superintendent of Documents, Washington, D. C. for a free
list of materials published by the national government; also write to the
various state services such as Florida Department of Agriculture, Forestry,
and Shellfish, Tallahassee, Florida.
'One classroom paper, such as The Junior Review or The American
Observer, for each five or six pupils at least; a large daily newspaper; a
local paper.









14 SOCIAL STUDIES IN SECONDARY SCHOOLS

discussion, and to supplement reading materials. It is generally
agreed that one has a better conception of things he sees and hears
than he can get from the printed page alone. Therefore, it is essen-
tial to good social studies teaching to have access to audio-visual
materials. Commonly used types of audio-visual aids include charts,
graphs, maps, globes, phonographs, prints, postcards, dramatics,
motion pictures, phonographic records, radio, projected slides,
stereoscopes, trips.8
Every teacher of social studies should have a globe, even if she
must use the kind sold at the dime stores.7 Having a good up-to-date
globe of a fairly large size is worth working for as a class project,
if it can be secured in no other way. Various types of maps and
charts are likewise indispensable. Many of these can be collected
by the pupils. Just an array or display of such materials is not
sufficient; a classroom can soon become cluttered if the teacher
does not sort and use to good advantage what has been brought in.
It has already been pointed out that much good material can be
secured merely by asking for it.

4. Community resources. In keeping with present day trends,
the social studies teacher is meeting a real challenge if she uses the
community as a source for enriching experiences. Community re-
sources used as a supplement to the textbook give an opportunity to
exchange artificial situations for real life experiences. Wise utili-
zation of natural resources should be emphasized throughout the
secondary school in order to continue the development of the favor-
able attitude toward the use and conservation of resources which
has been started in the elementary school. The school should func-
tion as an agent to assist the community in such services as collect-
ing and interpreting data and in making surveys. Any teacher who
fails to use the community as a laboratory is missing an opportunity
not only to make a real contribution to educational experiences
of the boys and girls but to serve society as well. Care should be
taken to prevent the exploitation of youth in drives that have little

eFor a fuller list see Bulletin No. 28, A Teacher's Guide in the Social
Studies, State Department of Education, Tallahassee, Florida, pp. 53-54.
'It is true that these cheap globes have little value except to keep the
relative location of large areas globally before the pupils. Every effort
should be made to secure a large globe.










MAKING DETAILED INSTRUCTIONAL PLANS 15

value for their growth and take too much of their time from more
significant activities.

As has been pointed out in Part I, there is today an unusually
strong emphasis on using regional, state, and local resources in all
educational programs; as a result, various regional, state, and local
agencies are making available to the schools abundant materials on
resources. These agencies and their materials should not escape the
attention of the social studies teacher. In fact, she should secure
available reports and materials and study them.

The following is a suggested list of community resources. It is
not all-inclusive but may be used as a starting point by any teacher
interested in studying the community:

Natural Resources: Geographical location; climate; topog-
raphy; soil; water; plant and animal life; minerals.
The People and How They Live; Population patterns; hous-
ing; health and sanitation; safety; recreation.
Major Activities of the People: Industry; employment; pro-
fessions; civic, social, and religious organizations.
Government: Machinery of government; functions of local,
state, and national government; laws and regulations.
Land and Its Uses: Farming; truck gardening; dairying;
reforestation; parks.
History and Legends: Early settlement; pioneer people;
historical sources such as mounds, excavations, tomb-
stones, records, and local literature.


GENERAL PROCEDURES AND TECHNIQUES

The success of the social studies program depends, in part, upon
the selection of techniques and procedures which are appropriate to
securing the results desired. How to develop certain skills, abilities,
and attitudes; how to use audio-visual aids and community re-
sources; how to plan various types of experiences and work-units
are all important in effective teaching of the social studies.










16 SOCIAL STUDIES IN SECONDARY SCHOOLS

1. Using appropriate techniques in teaching social studies. The
English teacher has a special responsibility for developing language
skills, broad reading, spelling, composition, and other experiences
definitely related to literature and general reading. However,
teachers in all subject fields should assume responsibility for fur-
thering growth in the language arts. They should insist on correct
usage, stimulate broad reading, and develop mastery of the language
concepts peculiar to their fields. The social studies teacher, par-
ticularly, should teach the spelling and meaning of words essential
to an understanding of social studies content. For example at the
ninth grade level, a pupil may be expected to add to his vocabulary
such words as social, economic, urban, rural, specialization, institu-
tion, and many other words common to the field of civics. In the
social studies class, pupils should likewise have meaningful experi-
ences in reading and interpreting graphs.
Oral and written reports can be functional both to the pupil and
to the class if they are pertinent to the topic, well planned, and based
on authentic sources. Panel and round table discussions and debates
perform a similar function, but probably their greatest value is ex-
perience in group planning, group thinking, and critical analysis.
The teacher, then, at every grade level, should strive to provide mean-
ingful learning exercises which will stimulate the pupils to think,
even though there may be great individual differences in their ability
to solve problems.8
Broad reading is necessary in social studies. It should include
not only fiction and non-fiction books but extensive reading in news-
papers and periodicals. Book lists should be made cooperatively with
teachers in other areas. If a book is worth reading, it should serve
as one means of integrating experiences. Various types of book re-
ports can be made functional in developing and extending concepts.
Some teachers have found that book report cards kept by each pupil
in the classroom files are very useful. These cards can be drawn upon
for reports on special topics or for recommendations by classmates
of books enjoyable and useful for content.

'For a discussion of written and oral reports, see Bulletin No. 28, pp.
44-47. Of especial value is the statement of standards or criteria for written
reports. The contrast between methods in junior high school and senior
high school is worth noting.










MAKING DETAILED INSTRUCTIONAL PLANS 17

Social studies teachers have not fully succeeded in helping to
develop informed citizens if boys and girls have not learned to read
the newspaper and have not acquired an interest in and concern for
what is happening about them. Current events have a place in every
social studies class, but they can be functional only when used to
show the pupil relationships to the world in which he is living. They
are meaningless when used simply as "reports". The following inci-
dent illustrates the extremes to which unplanned current events re-
ports can go.

In one large consolidated school, it was the custom of the ninth
grade social studies classes to devote the period each Friday to current
events. On a cold Friday, following one of the most severe freezes
of years, a freeze which had lasted for several days and had killed
the truck of all the farmers, the identical report of the freeze was
read, stumblingly and uninterestingly, by two-thirds of the class,
without comment or question. The report was a clipping from a local
newspaper which was one day old and had been read by most of the
Sboys and girls before they came to school. To make the procedure
more ridiculous, each family represented in the class had lost heavily
because of the freeze.

The foregoing procedure illustrates poor use of current events.
Certainly the catastrophe called for discussion, at least. Under the
guidance of an alert teacher it might have led to meaningful experi-
ence related to any or all of the following problems: adequate in-
surance, readjustment of family income, and replanting of crops.

Every pupil should have access to a good current school paper and
to daily newspapers. This may be provided through club subscrip-
tions for the classroom or for individuals. The maximum use of these
papers calls for planning. The papers should be used weekly and as
soon as possible after they arrive. The timeliness is appealing. The
teacher should see the paper first and immediately plan the wisest
use of it. There are various ways this can be done. Some among them
are:
1. Devote most of the class period to reading during which
the teacher might write a few questions or suggestions on
the board.

A check-up might be given in the last few minutes.









SOCIAL STUDIES IN SECONDARY SCHOOLS


2. Give twenty minutes for the pupils to read selected parts;
use the last part of the period for class discussion on the
reading.
3. Use special articles related to a topic that is being studied.
There are special editions of papers which should be
saved for use when the topic they cover fits into the
program.
4. Use the paper to give experiences in techniques of demo-
cratic discussion. A classroom paper will furnish a
wealth of information about current events which may
be used to raise any number of questions and to serve
as the basis of discussion.
5. The school paper provides material for discussion of
controversial issues. Panel discussions, class forums, and
debates can be planned around the material in the week-
ly paper.
6. Facts found in the weekly paper can furnish the content
for stimulating quizzes.
7. Use the material to make comparisons with radio com-
mentaries, with news reels, and with articles in the bet-
ter magazines.
There are times when the teacher will wish to forego the use of
the papers in class. Pupils should be encouraged to take the papers
home with them. In some schools, parents become so interested that
they ask for the papers. The teacher should keep a complete file of
the papers. Special issues are valuable enough to file all of them.
Outlining is a skill that seems to be especially useful in the social
studies area. Some material is more meaningful if topically sum-
marized and properly classified. Care should be taken to have the
outline follow a logical plan. Distinction between the main heading
and sub-headings should be consistent and practical. The outline
should not become an end in itself.
The skills and techniques discussed above are procedures which
should be used in every social studies class. Others include making
and interpreting maps, charts and graphs; collecting data; and
developing techniques for the interview and for making community










MAKING DETAILED INSTRUCTIONAL PLANS 19

surveys. Some recent studies have been published on the develop-
ment of social studies skills.9 A teacher will find such material a
valuable addition to her library.
2. Using visual aids in teaching social studies. Current interest
in films may obscure the variety of visual aids every class can obtain
easily. The following are needed.
Using the blackboard. From the standpoint of constant usefulness,
the blackboard, when of good grade, is one of the best visual aids.
It is useful for diagrams, sketches, drawing, decorative work; as a
screen for still projections-map outlines, pictures, fade-outs; for
outlines; for summaries; for directions; and for individual or group
work; and as a substitute for a bulletin board. The effectiveness with
which the blackboard is used depends very much upon the good judg-
ment of the teacher in adapting its use to class needs and upon the
techniques employed. Blackboard lighting is a very important fac-
tor. Much of the effectiveness of the work depends upon the ease
with which work on the blackboard may be followed.10 In replacing
old boards, teachers should see that the best modern material is
used to protect the vision of the pupils.
Using the bulletin board. The class bulletin board should be at-
tractively arranged, conspicuously displayed, and like the blackboard
should be in constant use. It can be used for displaying illustrative
material on a given topic; for a display of work done by individual
pupils; for making assignments and announcements; and for stimu-
lating an interest in new topics.
Using maps. The map is fundamental to all geographical work.
The teacher's major concern should be with the development of cer-
tain map concepts, not with map drafting. Good desk outline maps
can be secured at a very nominal sum. One outline may be cut on a
stencil and may serve the pupils time and time again.
Boys and girls should acquire increased ability in reading and in-
terpreting maps as they progress through their school life. They
should have an understanding of the graphic scale and a sense of

'Forrest E. Long and Helen Halter, Social Studies Skills, (New York:
Inor, 1942), pp. 117, $1.50.
"See Bulletin No. 28, p. 58.










20 SOCIAL STUDIES IN SECONDARY SCHOOLS

direction-the new direction concept that places west or east by sea
is north by air. They should understand the conventional sym-
bols of the map. They should understand the symbolism of such
practical elements as land, water, elevation, roads, bridges, human
and natural resources. They should likewise understand the symbol-
ism of such hypothetical elements as poles, equators, circles, paral-
lels, and meridians. The relationship between latitude and climate
and the relationship between longitude and time are two of the
more difficult ideas to be gained from proper interpretation of
maps."
Scale, or the ratio which indicates the size of the map compared
with what it represents, makes a logical approach to map study. The
teacher may start with something the pupils can see-the classroom
or a plat of school ground. The distance should be measured and the
scale decided upon. For example, if the schoolroom is twenty feet
wide and thirty feet long, one inch on the map may represent five
feet of the room.
Development of an understanding of the network, or system of
lines on which a map is laid out, will necessitate careful study by both
teacher and pupil. Geographers call the network of lines used in map
making a projection. Each pupil should become familiar with four
types of projections:
1. The Mercator projection has very great distortion at the far
north and far south. For instance, Greenland is greatly out
of proportion. It is easy to show the whole globe on one map
with this projection. It is easy to tell direction on it; so it will
probably always be used for navigation. The shapes are correct;
it is the size which is distorted. The same scale of miles can-
not be used all over the map. If a scale is given, it is usually
good only at, or near, the equator.
2. The Mollveide projection, an equal-area map is oval in shape.
The areas are shown in the right proportions but are out of
shape. There is no scale given, because the same scale cannot
be used all over the map.
3. The Goode equal-area map is also oval in shape, but it is broken
up or interrupted. If one flattened an orange skin and left the
holes, he would get the same result. This projection keeps the

"Teachers of social studies at every grade level will find the 1946 state
adopted text World Geography by J. H. Bradley helpful in bringing
them up to the minute in geography.











MAKING DETAILED INSTRUCTIONAL PLANS 21

shapes of countries better than the Mollveide does. It has the
same basic qualities.
4. The North Polar map. The North Pole is the center. This map
tries to flatten out the earth just like all maps. Countries
farthest from the North Pole are most out of shape. There is
no scale. One finds distances by using degrees of latitude.
Parallels are shown as circles with the North Pole in the center.
It is easy to follow the great circle paths on this map. It is
a good map for showing air routes.

The classroom should have wall maps of each of these projections.
The pupils should have at least one outline map of each. There should
be constant use of the skills acquired in the study of maps and ample
time and practice for the mastery of each new concept.12

Using globes. It will help the pupil to read and interpret maps if
he has first studied a globe. It is our best symbol of the earth. Since
it is like the earth, only smaller, it may be used in estimating areas,
shapes, directions, and distances accurately. It can be used to show
clearly the movements of the earth; to demonstrate changes in time;
to teach the meaning of the sunrise, long and short days, changes of
season, and other phenomena incident to the movement of the earth.

The globe is the best aid in teaching the meaning of latitude and
longitude. Pupils need to develop an increasing understanding of
these concepts. The seventh grade social studies teacher may find she
needs to spend some time in explaining the origin of the system of
latitude and longitude. She may need to emphasize the following
information and experience:
In order to find places on the globe and on the earth and In order
to tell people where they are, men have devised a system of lines.
The earth has two natural starting points. These are the North and

"Inexpensive material every teacher should add to her own teaching
equipment includes such material as the following:
1. Map Reading, a series of lessons for use in the junior high school,
by Elaine Forsyth. (Published by McKnight and McKnight, Bloom-
ington, Illinois)
2. Learning to Read Maps, Teacher's Guide to Teaching Map Symbols.
(Chicago: A. J. Nystrom and Co., 1940)
3. Likaglobe. (Published by Irving Fisher, 405 Temple Street, New
Haven 11, Connecticut)
4. "Global War Makes Global Cartography," reprint from Life, August
3, 1942.
5. U. S. Geological Survey Maps, Superintendent of Documents, Wash-
ington, D. C.










22 SOCIAL STUDIES IN SECONDARY SCHOOLS

South Poles. An imaginary line, the equator, was drawn halfway
between the poles running all around the earth. This line gives a
good starting point for locating places north and south.
The next dividing line was much harder to establish. The Green-
wich Observatory in England had such a good method for keeping
time by the stars that people in the Western World began giving
locations as east or west of Greenwich. So that point was used for
establishment of the prime meridian.
To be more exact, more lines should be drawn and places should
be pointed out and located. For example, a place might be about one-
fourth of the way to the North Pole and one-sixth of the way around
the earth west of Greenwich. There should be drill of this type until
the class understands that it is possible to locate places by this method.
However, the scientists have found a better and easier way. A little
knowledge of geometry is necessary to understand the scientists' way.
They divided the circle into 360*. Any line which runs around the
earth is a circle. These degrees should be pointed out on the globe,
and the class should be required to locate places by giving their degrees
north or south of the equator and east or west of Greenwich.

Many factors make the globe indispensable to a social studies class.
Since we are living in the air age and the significance of distance has
been greatly reduced by modern planes, the use of the globe has been
accentuated in acquiring an understanding of world events. During
the hurricane season in Florida, boys and girls may be given practice
in using the globe to follow the path of the storm as charted in the
local newspaper. That experience alone would throw much light on
global weather.

Using graphic aids and handwork. A well drawn time line, graph,
diagram, or chart has helped many a pupil to gain insight into a
social or economic problem. The pupil will, at first, get most out of
such aids if he sees them made or helps to make them. This is an
opportunity for the pupils who have talent in drawing to make a
contribution to the class.

After the pupils have acquired an understanding of the techniques
of making and interpreting some of these graphical aids, they should
be able to interpret those found in books and pamphlets. Some of the
best examples of charts, pictographs, and tables are found in the
social studies textbooks. Other sources of graphic material are the










MAKING DETAILED INSTRUCTIONAL PLANS 23

current school papers, Life magazine, Building America, Public Af-
fairs Pamphlets, and Headline Books.13
Other types of handwork in the social studies class may have
value. The production of a wax candle by the dipping process, or a
carved soap model, may create interest and lead to further study and
exploration. Care should be taken to produce an authentic piece.
Such work can be used for exhibition purposes, but the real value is
the experience the boys and girls have in relating their models to life
today. Such activities should not occupy too much time and should
not in the case of any one pupil constitute his only learning activity.
Using photographs, flat pictures, posters, postcards, and cartoons.
These types of visual aids are inexpensive and easily accessible to any
social studies classroom. The cartoon helps in developing attitudes and
interest by stressing humor, satire, the grotesque, or the incongruous.
The best cartoon is one which tells its own story. Cartoons presenting
political attitudes may be helpful in stimulating discussion. The
Saturday Evening Post, newspapers, and other periodicals have some
very timely cartoons. There may be need for considerable instruction
in interpretation of many cartoons. They should be selected to meet
the educational maturity of all pupils. Cartoons often enable the
teacher to do some good incidental teaching especially when boys and
girls are encouraged to share interesting cartoons with each other and
with her. This need not take class time.
A collection of pictorial materials of all types suited to developing
particular topics can be made a vital part of the teacher's equipment.
The pupils can be helpful in making these collections. In order to
preserve usable pictorial materials and to insure availability at the
time needed, a filing system is necessary. Keeping the file is a
continuous process; materials need to be added or discarded to keep
a file up-to-date. The following questions will suggest criteria on
the basis of which these aids may be judged.
1. Is it purposeful? Specifically how will it aid the class
in understanding or in appreciating desired points?

"Building America, each issue devoted to a specific current problem,
(New York: American Corporation, single copy 30c). Public Affairs
Pamphlets, (New York: Public Affairs Committee, Inc., 30 Rockefeller Plaza,
price 10c each.) Headline Books, (New York: Foreign Policy Association,
8 W. 40th Street).










SOCIAL STUDIES IN SECONDARY SCHOOLS


2. Is it accurate 1
3. Is it easily understood ?
4. Is it stimulative
5. Is it suggestive of reality?
6. Is it appropriate to the age and grade level of the pupils ?
7. Is it artistic in elements, composition, line, color, and
finish ?
8. Is it a good print; clear and distinct; free from blemishes
or soiling?
9. Is it of practical size; large enough to show details and
small enough to be easily handled and used ?14

Using projection apparatus. Because a projected picture is really
essentially only a flat picture reproduced on the screen, the sugges-
tions given concerning flat pictures are also applicable to projected
pictures. If the school owns an opaque projector, it can be used on
many occasions. In one high school in Florida, two boys became in-
terested in using the projector to illustrate lessons in world history.
They drew line pictures, collected postcards, and hunted appropriate
illustrations from National Geographic and other magazines and
books. They used these to illustrate floor talks prepared cooperatively
with other members of the class.

The movies appeal strongly to young people. Schools that have
the equipment should make wide use of films. The film can be used
to introduce a unit of work, to illustrate some aspect of the unit, or
to review or conclude the unit. Care should be taken to see that the
film is significant.

A program to include films must be well planned. The test of
good picture use is not the number of pictures shown, but the effec-
tiveness with which they are shown or the extent to which they help
the pupils to see and to understand. The pictures should be scheduled
far enough in advance to make plans for using them to advantage.
One school, after all teachers concerned have planned cooperatively,
has the calendar made out, and the pictures ordered and scheduled for
specified dates by the time school opens in September. Many dates

"See Bulletin No. 28, A Teacher's Guide in the Social Studies, p. 64.










MAKING DETAILED INSTRUCTIONAL PLANS 25

are left open. The program is flexible enough for adjustments to
be made and other films ordered. With such a program the work
can be so planned that the film will be the basis for a discussion or
activity which will represent ideas and attitudes obtained from the
content and the action as it appeared on the screen.15 If schools are
planning to improve their equipment for showing films, they should
consider putting in daylight screens.

Using the radio and phonograph. As with visual aids, so a better
conception may be gained through listening. The radio and phono-
graph can add variety and vitality to the social studies program. The
radio may be effective by the use of in-school or out-of-school broad-
casts. The schedule cannot be timed to fit all good radio programs,
but an occasional interruption to listen in on a national hook-up might
be a stimulating experience to the whole school. Pupils like the radio.
Merely listening is not enough; plans should be made so that the
listening experiences can be effective. Suggestions should be made as
to what to listen for and how to listen. Radio programs may form the
basis for class reports and discussions. Programs, such as the Town
Hall, are excellent sources of material for panel discussions and
debates.

Many radio programs are now available in the form of transcrip-
tions. These can be used definitely to supplement the work on a spe-
cific topic. They present carefully prepared information and mature
points of view which would stimulate the pupil's thinking.16

The phonograph record, if properly used, should have some value
to the social studies teacher. The music of other lands, national hymns,
folk songs and dances, and dramatization of incidents from history
should all add color and interest to the class program. That such
programs might not be mistaken for entertainment instead of effec-

"For criteria for the selection of a film and further discussion on use
of projection apparatus see Bulletin No. 28, pp. 64-66. There are numerous
sources of films. The General Extension Division of the University of
Florida at Gainesville is a very helpful source.
"The chief sources of information about current radio programs are
the monthly guides mailed free upon request by the National Broadcasting
System, the Columbia Broadcasting System, and the Mutual System; the
weekly magazine Movie and Radio Guide, on sale for 15c at most newsstands;
and the radio columns of daily newspapers.










20 SOCIAL STUDIES IN SECONDARY SCHOOLS

tive work, the teacher should do thoughtful planning and make care-
ful assignments before the records are played.
3. Utilizing and contributing to community resources. There
are many ways of developing with a group of boys and girls a satis-
factory study of the aspects of community life." No one approach
is "best." In planning to study the community with a group of
pupils, the teacher will find it helpful to consider the following
points:
1. If the school is to utilize and contribute to the resources
of the community, the teacher and the pupils should first
discover what the resources and the potentialities of the
community are. The meanings implicit in the term com-
munity must be understood. A sensitivity to the com-
munity and to the communities within the larger
community must be developed. What forces, agencies,
and activities characterize the community? In what ways
do they conflict? In what ways are they in harmony?
How are they related to us? How are we related to them
and what is our responsibility ?
2. It is helpful to cooperate with the elementary school
teachers in planning to develop a deepening and broad-
ening concept of the community; of ways of using re-
sources wisely; and of the responsibility for making a
contribution to community life. Provision should be
made through consciously directed effort throughout the
school to secure cumulative development.s8
3. It will be helpful in planning with pupils to set up spe-
cific areas for study. Although the selection of areas will
depend, in part, upon group interest, ability to explore,
the opportunity for exploration, and the nature of the
locality, a good list might include: geographical setting;
historical and legendary information; the people and

"Compare Bulletin No. 10, State Department of Education, Tallahassee,
Florida, pp. 152-155, 316-317, and 340-352; and Utilization of Community
Resources in the Social Studies, Ruth West, Editor, National Council of
Social Studies, Ninth Yearbook (Cambridge, Mass., 1938).
"Compare points of view and suggestions in Bulletins 28, 30, 47, State
Department of Education, Tallahassee, Florida.









MAKING DETAILED INSTRUCTIONAL PLANS 27

how they live; natural resources; institutional and cul-
tural resources; land use; industry and commerce; and
community problems.
4. Whatever study of the .community is made, the teacher
should plan carefully and study the community. In
selecting problems for study, she should consider the
following:
(1) Does the problem deal with material and experi-
ences within the range of pupil interest and ability 1
(2) Does the subject or problem under consideration
have a discoverable body of fact upon which the
pupils will be able to formulate sound
generalizations ?
(3) Would the study be of some value to the com-
munity, if shared with it ?
(4) Would the community welcome such a study?
5. After the problem has been identified for study, the next
question is how to attack it. A discussion of the problem
with the pupils should bring out their interests and prej-
udices and give them a chance to analyze the reasons for
their attitudes. They should then be directed to some
good reading material. It is not wise to let the pupils
rush into activities, as they will want to do. Exploring
community resources means much more than conducting
a series of casual or superficial surveys. One should
know the "who, what, when, why, and where" of
resources.
A plan of the purpose, methods of study, and form
for reporting findings should be set up. The pupils
should consider such questions as: Who is equipped to
answer our questions? What do we want to find out?
What methods for collecting materials will be most help-
ful? What materials lie at hand? How can we best
share information? How shall we write up our findings?
In what form shall we record them?
6. Several activities and procedures which might be used
to make community surveys and collect data include the









28 SOCIAL STUDIES IN SECONDARY SCHOOLS

interview, the field trip, visits, and questionnaires. These
activities might be carried on by the individual pupil,
by a committee, or by the entire class. Much material
and sources of material should have been located
through the reading and preliminary study of the prob-
lem. The most interested pupils will have made up their
minds about what they would like to do. They should
be used as leaders in organizing the class for the activ-
ities. It would seem advisable to use various types of
activities and procedures to make the survey effective
and to give opportunities for a variety of experiences
for the pupils.
Conducting the survey is only a small part of the
teaching and learning experiences of the community
study. The ways in which such questions as How can we
best share our information? and How can we report and
write up our findings? are answered will be the real test
of whether the experiences have been of value to the
class and to the community. Among the forms for
presenting the data collected are graphs, tables, charts,
panel discussions, plays, displays, scrapbooks, and oral
and written reports.
7. The following suggestions should be helpful in select-
ing and planning for the following techniques:
(1) Interviews: Always make an appointment at a
time and place convenient for the one being inter-
viewed; have specific questions in mind so as not
to waste time; take pencil and notebook; be
courteous; thank the person interviewed for his
time and information.
(2) Field trips: Plan carefully with all persons af-
fected; arrange for time in schedule most accept-
able to all concerned; plan what to see; see that
all involved understand purpose of trip; use data
found on trip; evaluate trip.
(3) Maps and charts: Secure cooperation of math-
ematics teachers in making percentage, circle,










MAKING DETAILED INSTRUCTIONAL PLANS


horizontal bar, vertical bar, and simple line
graphs. Use pupils skillful in drawing to make
pictographs.19 Outlines of carefully drawn govern-
ment maps may be used for decorative maps.20
Care should be taken to see that the lettering is
clear, the pictures properly placed, and the legend
complete. This type of map is a good way to dis-
play data obtained from the pupils survey.
8. All of the outcomes to be worked for in a community
study may not be immediately evident. The pupils,
however, should show an increasing interest in the com-
munity and a concern for the quality of civic, social,
and economic development in the community.

4. Planning large units of work. In order to get the most from
their social studies classes, pupils need more help in the organiza-
tion of materials and activities in relation to problem solving than
mere page-by-page assignments in the textbook give. Organizing
materials, activities, and instruction around problems meaningful
to the pupils is one way to improve upon page-by-page assignments.
Much help is available to teachers who wish to understand how to
plan units of work in the social studies.21 Moreover, many excel-
lent source units are made available from time to time by such
professional organizations as the National Council of Teachers of
Social Studies. Teachers should be on the alert for these teaching
aids.




"Teachers may secure symbol sheets on such subjects as agricultural
products, industrial machines and products, occupations, houses, boats, rail-
roads, and planes, and distinguished .individuals from Pictorial Statistics,
Inc., 142 Lexington Avenue, New York, N. Y. An inexpensive seven page
booklet written for school purposes entitled Instructions for Chartmakers
may be purchased from the same company.
2"Topographic maps and navigation charts drawn to a large scale are
available for most communities. Write to Dr. Herman Gunter, State Geol-
ogist, Tallahassee, Florida, and to U. S. Coast and Geodetic Survey, Depart-
ment of Commerce, Washington, D. C. If they have a graphic index of
charts on your county, it will be furnished free.
"Compare especially Bulletin No. 2, Chapter Nine and Bulletin No. 10,
pp. 339-340.











PART III
MAKING GRADE PLANS-GRADES SEVEN
TO TWELVE


After the teacher has studied the social studies program in re-
lation to the total program of the school and after she has ex-
plored the possibilities in using various procedures and techniques,
she is ready to make plans for the specific grade or grades she will
teach. In the following brief discussions she will find the general
purpose of the social studies in each grade, suggested problems for
desirable that each teacher study the suggestions for each grade
emphasis, and a list of the state adopted textbooks.1 It is highly
so that she may have a better grasp of the scope of the whole
program.

GRADE SEVEN
The social studies course in the seventh grade is part of a two-
year block of work. The purpose of the "block" is to develop during
grades 7-8 an understanding of how different ways of living in
the Western Hemisphere evolved through the struggles of pioneers
and their successors to utilize, exploit, and control the resources
of the Hemisphere. The two-year block is designed to develop a
background for understanding why various economic, social, and
political problems have emerged in the development of the two
continents. In the seventh grade the content is mainly geographical
and relates especially to factors affecting ways of living in both
continents. In the eighth grade the content is mainly historical,
emphasizing how ways of living have developed in the United States.
These emphases do not mean that geography is taught as mere
geography, history as mere history, but rather that the two are
interrelated as adequate descriptions of emerging patterns of living
are sought.

'All textbooks that are starred will be dropped from list of textbooks
in current adoption, July 1, 1946. Starred books will, of course, be continued
in use, but no longer will be subject to purchase by the state.








aaKING (GIHDE PLAS'I -GRADES SEVE Ir TWELVE 31

The social studies course for the seventh grade has two major
purposes. The first is the development of an understanding of how
such geographical factors as soil, climate, other natural resources,
topography, and location affect, and are affected by, the ways men
live and work in the Western Hemisphere. The second is guidance
in class room experiences which will aid in the social development
of the boys and girls as active participants in community, state,
and regional life.

Problems for emphasis. The work for the year should center
around the major problem: How have the people of the Western
Hemisphere adapted themselves to and controlled the natural re-
sources of the continents and thereby developed different ways of
living?

Suggested sub-divisions for special exploration include:
1. Why and how did the early settlers come to the Atlantic
Coast of North America?
2. What environmental factors faced the early settlers in
our nearby community (the Atlantic Coast), and how
did they solve them?
3. How have the people of the North American region
(United States and Canada) adapted themselves to and
controlled their geographic environment?
4. How does regional production of goods develop inter-
dependence and make cooperation between regions
necessary
5. How do environmental factors affect ways of living in
Latin America today?
6. Why should we appreciate our Latin American neigh
bors? (Designed to develop an understanding of and a
friendly attitude toward our Latin American neighbors.)

At the beginning of the school year, pupils should devote the
first week or two to exploring the educational opportunities offered
them in the secondary school and to planning how they themselves
can get the most from the year's work. Throughout the year personal









32 SOCIAL STUDIES IN SECONDARY SCHOOLS

guidance and social growth should be regarded as a function of the
social studies.
In keeping with present day trends there should be some place in
the seventh grade for a study of the natural resources of the com-
munity and of Florida as part of the Southeast. It seems logical to
place it early in the year, but local and classroom situations should
be the determining factor. A statement of the problem together with
a suggested outline for its development follows:
How have the people of our community today adapted themselves
to and controlled the natural resources of our community
(Florida) ?
References: Our World Today-Stull and Hatch, pp. 515-694;
Appendix pp. 1-50.
*The United States at Work-Martin and Cooper,
pp. 1-44; pp. 254-355.
A. Environmental factors: soil; forests; climate (such con-
cepts as seasons, winds, latitudes and longitudes, ocean
currents, other bodies of water, migration of heat and
temperature belts); minerals; plants and animals.
B. Differences in early days and today caused by waste and
insufficient knowledge: need for conservation in each
factor listed; work being done in conservation; need for
more work in conservation; personal and community
responsibility in regard to conservation.
C. Adaptation to and control of natural resources in our
community: earning a living (farming in Florida, lum-
bering in Florida, turpentining in Florida, cattle raising,
fishing, manufacturing, trading, taking care of tourists);
protecting life and property; making homes; providing
educational opportunities; providing recreational facil-
ities; and providing for the aesthetic and religious im-
pulses of the people.

Textbooks. The following textbooks have been adopted for the
social studies in grades 7-8.









MAKING GRADE PLANS-GRADES SEVEN TO TWELVE 33

Our World Today, Stull and Hatch
(Allyn and Bacon)
*Background of Modern Nations, McClure and others
(Laidlaw Brothers)
*The United States at Work, Martin and Cooper
(D. C. Heath and Company)
The Building of Our Nation, Barker and others
(Row, Peterson and Company)

In working out the two-year block in grades 7-8, the state is
furnishing the four textbooks listed above. The text in United States
history, The Building of Our Nation, published by Row, Peterson
and Company, can be used in grade seven or in grade eight or in
both. In order to bring out the geographical setting and regional
conditions which were factors in the growth and development of
the United States, schools should make use of The United States at
Work, D. C. Heath and Company, which is now available for limited
purchase, one book to each five pupils. In classes in which United
States history constitutes part of the basic work in the seventh or
eighth grade, this volume by Martin and Cooper would prove valuable
as a supplementary book.

Still continued in adoption is the Stull and Hatch geography
entitled Our World Today, which is used by most of the schools at
the seventh grade level. If a "two-year block" were developed in
grades 7-8, this text should be made available both years, although
not necessarily one copy per student.

In no case should the teacher feel compelled "to cover" all of
the material in Stull and Hatch either in the seventh alone or in
both grades. The part dealing with the British Empire or parts which
repeat details of the "Old World" (which has just been covered by
the pupils in the sixth grade) should be omitted unless there is a
definite purpose for inclusion. Teachers who have only Our World
Today for use in the seventh grade should unify the work with that
of the sixth grade and begin with the United States, not with the
Old World Nations, or with the British Empire.









34 SOCIAL STUDIES IN SECONDARY SCHOOLS

To give the historical development arising out of world geography
and world history, the textbook, Background of Modern Nations
(Laidlaw Brothers), was added to the list. This is available also
upon a limited requisition plan, one copy to each five pupils, as long
as it lasts. Schools having copies of this text will also find it useful
in supplementing the texts listed for the sixth grade social studies
classes. These four books can be ordered and utilized in any way
which the local faculty deems advisable, provided they observe the
general principles for requisitioning which were suggested above.
References. A list of excellent reference material may be found
on pp. 91-92, Bulletin No. 28, A Teacher's Guide in the Social Studies
and among the titles in the State Library Bulletin No. 27. Each class
should have access to a good current news review designed especially
for school children. The ratio of pupils to one copy should not be
over five or six. It is highly desirable that each pupil have a copy of
his own. Perhaps one of the best news reviews for the seventh grade
is The Junior Review, published by Civic Education Service, 744
Jackson Place, Washington, D. C.

(GRADE EIGHT
The eighth grade course in social studies is planned as the second
part of a two-year block and is presented as a continuation of the
development of American ways of living. The emphasis in the seventh
grade is on geographical content and in the eighth grade on historical
content. The courses for these grades deal with human beings in
their relation to one another and to their physical environment.
Two major objectives should direct the organization of instruction
for the eighth grade: first, an understanding of the development of
ways of living in the United States; and second, the social develop-
ment of the pupils. The approach to the attainment of the first ob-
jective is through the chronological treatment of the history of the
United States. It should give a comprehensive story of the develop-
ment of our culture and should make clear how our people have come
to live and believe as they do. The approach to the second major ob-
jective is through the daily living that goes on in the classroom. The
quality of this living is affected by the teacher's awareness of and
concern for the needs of the pupils of the class.










MAKING GRADE PLANS-GRADES SEVEN TO TWELVE 35

Problems for emphasis. The work for the year should center
around the major problem: How have ways of living in the United
States developed? Suggested sub-divisions to be considered in develop-
ing the problem include:
1. What do we as a group want and need to learn about
ways of living in the United States and how can we plan
together to do this?
2. How was the United States established?
3. How was our democratic nation developed
4. How has the frontier advanced and affected ways of
living in the United States?
5. How was the destruction of the Nation by different
political, economic, and social developments prevented?
6. How did national reconstruction lead to greater use of
natural resources, new machines, and new business?
7. How has the United States become a world power and
assumed new responsibilities?
Textbooks. The textbooks for the eighth grade are the same as
those for the seventh grade, since the work is planned as a two-year
block.2 The text for especial emphasis is The Building of Our
Nation by Barker, Commager, and Webb.
In schools where the seventh grade teacher has followed the sug-
gested plan of Bulletin No. 28 for problems of emphasis, the eighth
grade text has been used as one of the reference books. Some eighth
grade teachers have feared that the pupils would feel there was too
much repetition; but experience has shown that if the seventh and
eighth grade teachers plan cooperatively and select materials care-
fully, the same books can be used effectively for both grades.
References. A list of excellent reference material may be found
on pp. 91-92, Bulletin 28, A Teacher's Guide in the Social Studies,
and among the titles in the State Library Bulletin No. 27, Each class
should have access to a good current news review designed especially
for school children. The ratio of pupils to one copy should not be

2 See Seventh Grade, p. 30 of this bulletin.








30 SOCIAL STUDIES IN SECONDARY SCHOOLS

over five or six. It is highly desirable that each pupil have a copy
of his own. Perhaps'one of the best news reviews for the eighth grade
is The Junior Review, published by Civic Education Service, 744
Jackson Place, Washington, D. C.3

GRADE NINE
As life becomes more complex, it is imperative that the social
studies course be more carefully planned to give a clearer interpreta-
tion of the problems which daily present themselves to the individual.
The great need for intelligent citizenship demands that the social
framework within which these problems exist must be as thoroughly
understood by the citizens as possible. Therefore, on the ninth grade
level it becomes the duty of the social studies classes to broaden and
deepen the interests, viewpoints, and understandings of the students
so that the succeeding social studies program, built upon this founda-
tion, has a better opportunity to help the individual toward a greater
comprehension of the world in which he lives.
If the junior high school social studies course is considered alone
as a fairly distinct section of the educational experience of boys and
girls, the ninth grade course may be termed a capstone to the three
years of work. The seventh and eighth grade course, planned as a
two-year block, deals primarily with the geography and history of
our country. At this particular level, the main objective is to lay a
foundation for understanding the reasons why definite problems have
emerged in the course of the development of the Western Hemisphere.
The emphasis is on an understanding of such important factors as
climate, soil, mineral resources, and topography as these are related
to social development, communication, and trade. Building upon the
geographic concepts developed in the seventh grade, the eighth grade
course is a continuation of the study of the development of our
nation.
In the ninth grade social studies the emphasis is upon the analysis
of our own community life from the point of view of an individual
who is a participating member of the group, enjoying the common

'For other references and a detailed outline based largely on The Build-
ing of our Nation, see Bulletin No. 28, pp. 105-116.









MAKING GRADE PLAN--GRADES SEVEN TO TWELVE 37

privileges and accepting individual responsibilities. The course
strikes a distinctly personal note in the stress placed upon the pupil's
analysis of his opportunities for work and service and his own present
or expected qualifications and preparation for a successful career.
Problems for emphasis. The major problem for emphasis is:
How may youth become oriented to the economic, political, and social
order, with special emphasis on political, social, and economic
democracy?

Suggested sub-problems include:

1. How can we get the most out of our work together in
high school?
2. What are some of the major problems of community life 1
Why is efficient citizenship necessary for their solution,
and what part may we have in attacking these problems?
3. How can a citizen prepare himself to accept and fulfill
efficiently his civic responsibility ? What does he need to
know about local, state, and national government
4. What vocational information is necessary for a junior
high school student to begin the serious consideration of
a choice of a vocation 14

The second suggested sub-division is based on Unit II of Building
Our Life Together. Classroom experience of ninth grade social studies
teachers has indicated that this topic or sub-problem is, in many cases,
too familiar to be interesting and challenging. To obviate this dif-
ficulty the teacher should assign a rapid reading of Unit II and give
a little time for pupils to review the content material they have
studied in the elementary school. They should then go immediately
into Unit III and launch out upon a program of problem study. Ninth

*It is understood that in most cases ninth grade students are not ready
to choose a definite vocation, but they are interested in types of work and
can easily be led to appreciate the labor and contributions of all groups.
Most of the boys and girls may make the decision as to whether they will
plan their high school course with the idea of going to college or of entering
some vocation immediately from high school. The state adopted textbook,
Chapman's Occupational Guidance, gives an excellent suggested outline for
the study of a vocation, p. 41. This outline may be adapted to meet the
needs and interests of the group.










38 SOCIAL STUDIES IN SECONDARY SCHOOLS

grade pupils are usually mature enough to develop "beginning con-
cepts" of our complex economic life. They should study such prob-
lems as business involving small scale and large scale production;
value of services rendered by employee and employer; things that
have been done by laborers and employers to help establish a better
feeling between the two groups; how each individual pupil is af-
fected directly by the economic pattern (job opportunities and con-
ditions of labor) existing in the community, state, region, nation, or
world; and our present economic order. The following analysis sug-
gests topics and concepts to be developed:

Production and consumption in the community: kinds of
production in the community; producer cooperatives in
the community; consumer cooperatives in the communi-
ty; average incomes and expenditures in the community;
government aids to producers and consumers; govern-
ment control and direction of production and consump-
tion; price control; local banking facilities; problems of
employers and employees; problems of specific vocational
groups (farmers, dairymen, lumbermen, businessmen,
workers in transportation and communication, etc., in
the specific community).5

Textbooks and other considerations. While ninth-year social
studies is not definitely fixed as one of the three units in social
studies which must be earned sometime during grades 9-12, it is
strongly recommended that pupils be guided into taking the ninth-
year work in this field. Unfortunately, some pupils will leave school
at the end of the ninth grade, and unless they take social studies at
this level, they will probably have omitted from their experiences
certain important understandings and information necessary to com-
petent citizenship.

The main thread of the course is outlined in the text, Bulding Our
Life Together, by Arnold and Banks (Row, Peterson, and Company).
If local authorities deem it wise, a total of sixty copies of the books
listed for the ninth grade social studies may be made available for


'For the complete outline see Bulletin No. 28, pp. 122-134.









MAKING GRADE I'LANS-GRADES SEVEN TO TWELVE 39

each thirty pupils. This means that it is possible to requisition one
copy per pupil of Building Our Life Together and, in addition, fif-
teen copies of the Government of Florida by Gray and Tryon (John
C. Winston Company), and fifteen copies of Occupational Guidance
by Chapman (Turner E. Smith Company).
On the other hand, should one-half year be devoted to developing
an understanding of how governmental functions affect the lives of
individuals and of families and the other half year be devoted to
guidance, the requisition might read as follows: Building Our Life
Together, 30 copies; The Government of Florida, 10 copies; Occupa-
tional Guidance, 30 copies. Further economies may be brought about
in large schools by using the books interchangeably by semesters,
having one section of a grade studying governmental functioning
the first semester, guidance the second, and then reversing this
procedure for another section at the same grade level.
Weekly News Review, published by Civic Education Service, 744
Jackson Place, Washington, D. C., is a good classroom paper for this
level. There should be one paper at least for every five or six pupils.

GRADE TEN

The social studies in the tenth grade is a part of a two-year block.
The basic purpose of the block is "to assist the pupil in clarifying
the democratic faiths and in seeing the relationship of these faiths
to the varying social conflicts and problems of our times." In the
tenth grade social living in its world relationship is studied. Through
a background of world history, the pupil gains perspective and is
enabled better to understand and to evaluate conflicts in ways of
living today. The emphasis is largely historical, although such geo-
graphical concepts and facts as are necessary are used. In the eleventh
grade ways of living in the Western Hemisphere are considered with
the emphasis again largely historical. Thus through his experiences
in the eighth grade with the history of the United States studied
chronologically, in the tenth grade with world history, and in the
eleventh grade with the history of the development of the Western
Hemisphere, the pupil acquires the historical background and per-
spective necessary to an effective study of living in our democracy,
which is the culminating course of the senior high school.









40 SOCIAL STUDIES IN SECONDARY SCHOOLS

At the tenth grade level, the pupil should begin to develop a world-
miidedness; to see events in the long view of history; to develop
perspective; to become sensitive to the problems of society as well as
to have an interest in working toward the solution of these problems;
to gain some insight into the changing nature of the social order;
and to appreciate the significance in the scientific approach.6 Since
this is likely to be the only course in the history of the world outside
of the United States offered in elementary or secondary schools, it
has been proposed that it should be required of all high school pupils.

Suggested plans for world history course. Just how to organize
the course in world history so that tenth grade pupils will profit most
from it is a difficult problem. The background and interests of the
pupils should have much to do with the plan the teacher finally decides
to follow. To assist teachers, the following plans are suggested. Teach-
ers are urged to use the plan or the combination of plans best suited
to their situation.

Plan I. In this plan the class follows the organization of the
1946 state adopted text, World History by Smith, Muzzey, and Lloyd.
The teacher makes good use of the section "To the Pupils" at the
end of each chapter. She uses the "Time Lines" that precedes each
Part to assist the pupils to develop time concepts. She does not fail
to exploit the possibilities in the excellent illustrations. She supple-
ments the required textbook readings and study with special readings
from the suggested references. She plans to complete the period of
the French Revolution and the Napoleonic Wars by the end of the
first semester so that a full semester can be devoted to the background
of contemporary history. Throughout the year she ties in events today
with their historical antecedents or corollaries.

Throughout the course she is aware of the relationship between
world history and world geography. She is careful to assist pupils to
acquire or to clarify the geographical concepts necessary to an under-
standing of world history.

She evaluates the progress of the class in terms of their increasing


'Compare Bulletin No. 28, Chapter Nine.










MAKING GRADE PLANS-GRADES SEVEN TO TWELVE 41

understanding of the background of contemporary problems. She
asks herself such questions as the following:
1. Are my pupils reading more widely and more intel-
ligently in newspapers, magazines, and current non-fic-
tion books of merit ?
2. Do they bring into their discussion of current events and
problems observations and references that indicate their
developing understanding of the interrelationships of
of world history ?
3. Is discussion-intelligent discussion-of contemporary
history a part of their informal conversations?
4. Do they refer increasingly to actual historical events?
5. Can they use new maps intelligently?
Plan I. In this plan the teacher uses systematically throughout
the year both World History by Smith, Muzzey, and Lloyd and World
Geography by P. H. Bradley. As soon as the pupils have grasped-in
part at least-the scope, the meaning, and the challenge of world
history, they study Unit I, "Geography in the Modern World," in
order to acquire skill in relating and using geographical concepts and
data. From that point, teacher and class proceed very much as in
Plan I except that geography is systematically related to world
history throughout the year.
Plan III. In this plan the organization is basically chronological
down to 1700 or 1800. This is deemed necessary because of the fun-
damental historical concept of development and also because of the
relative immaturity of the pupils. Attention is given to the develop-
ment of modern nations. Throughout the course developments in the
East as well as in the West are studied. Emphasis is given to con-
temporary development. The three outstanding characteristics of the
plan are the attention to the Far East, the emphasis on the story of
civilization rather than on the story of national states, and the inclu-
sion of the non-political aspects of modern history. A brief outline of
the plan follows:7

'History in the High School and Social Studies in the Elementary School,
(Volume 41 of the Annual Proceedings of the Middle States Council for the
Social Studies, Philadelphia, 1944) pp. 21-22 and 32.









42 SOCIAL STUDIES IN SECONDARY SCHOOLS

1. The beginning and spread of Western and Oriental civil-
izations. (about 12 weeks)
The story of fire, tools, domestication of plants and
animals, writing, government, science, art, religion,
literature, changing ways of making a living, changing
social classes, and their relationships, and diffusion of
civilization by trade, migration, and conquest to about
1700 A. D.
2. The establishment of modern nations. (about 4 weeks)
Political development in England and France from
Feudalism to strong monarchies to democracy (to estab-
lish a basic chronology for modern times together with
an overview). Incidental attention to other modern states.
3. Modern world civilization (20 weeks or more)
The story of modern science
Changing economic life-the story of commerce, business,
industry, and agriculture; rising standards of living.
The growth of democracy: the rise of the common man;
humanitarianism, social reform, and programs for social
security; organized labor; the changing role of the state:
religion and the status of the church; public education
and the wider diffusion of knowledge.
Nationalism: some explanation of changing national
boundaries and of national loyalties
Imperialism: the spread of European ways and control
Militarism: the story of modern warfare
Interdependence, international cooperation, and interna-
tional organization
Modern civilization as reflected in the arts: in painting,
drawing, and cartoons; in architecture; in music; in
literature.

Plan IV. This plan shows how themes may suggest units of work.
The following themes are suggested. For a full development of each
unit see pages 165-175 in Bulletin No. 28, A Teacher's Guide to the
Social Studies.










MAKIIN GRADE PLANS-GRADES SEVEN TO TWELVm 43

Unit I. Introduction to the Study of World Civilization
(5 to 6 weeks)
Unit II. Organization and Development of Government
(4 to 5 weeks)
Unit III. The development of Nationalism
(5 to 6 weeks)
Unit IV. The Development of Economic Institutions
(4 to 5 weeks)

Unit V. Social Institutions and Customs
(4 to 5 weeks)
Unit VI. Man's Cultural Progress
(3 to 4 weeks)

Textbooks. The adopted textbooks include World History by
Smith, Muzzey, and Lloyd (Ginn and Company) and World Geog-
raphy by Bradley (Ginn and Company). Teachers should requistion
World Geography in the ratio of about one to five. In large schools
a separate course in world geography may be developed as an elective.
References include:

*Perkins, Man's Advancing Civilization (former adopted text),
(Rand McNally and Company)
Barnard and Roorbach, Epochs of World Progress (former
adopted text,) (Henry Holt and Co., New York, 1938)
Capen, L. I., Across the Ages, (American Book Co., Atlanta,
1940) $2.20.
Hechel and Sigman, On the Road to Civilization, (John C.
Winston Co., Atlanta, 1936) $2.40.
Hughes, R. 0., The Making of Today's World, (Allyn and
Bacon, Atlanta, 1938) $2.00
Rogers, Adams, Brown, Story of Nations, (Henry Holt and
Co., New York, 1940) $2.21
The class should have a good news review such as Weekly News
Review or The American Observer, published by Civic Education









44 SOCIAL STUDIES IN SECONDARY SCHOOLS

Service, 744 Jackson Place, Washington, D. C. There should be one
classroom paper for each five or six pupils at least.

GRADE ELEVEN
The social studies course in the eleventh grade is the second part
of a two-year block. In the tenth year, social living in its world rela-
tionships has been studied, and in the eleventh year this is continued
with particular emphasis upon the Western Hemisphere. The first
major problem of the social studies course for the eleventh grade is
to help the student deepen and broaden his understanding of Amer-
ican ways of living and to consider means for developing better ways
of living. A clear understanding of democracy and the relationship of
democracy to the solution of the varying political, economic, and
social problems of our times should be a second major problem of
the year's work.

The achievements of our nation and those of our neighbors should
be emphasized. The social studies teacher who has had, through her
study, an opportunity to see the picture of our hemisphere in its
entirety and to realize its progress is in a position to inspire the
student with confidence in the future. In order to develop attitudes
favorable to hemispheric solidarity, it is necessary that the course
be enlarged from one on United States history, such as has been
taught in the past, to one including experiences relating to Canada
and Latin America. Departure from current practices will entail
considerable additional planning on the part of the teacher, but the
results, undoubtedly, will be worth the effort.

The plan is in accordance with the request of the United States
Office of Education, which has published an excellent pamphlet on
the subject.8 Naturally, some of the minute details of United States
history will have to be omitted in order to secure this change in
emphasis, but it is felt that the student will secure a greater ap-
preciation of his country through understanding its relationship to
other nations. A six weeks unit on the other American countries could

'United States Office of Education, Hemisphere Solidarity, Pamphlet
No. 13, Education and National Defense Series (Washington: U. S. Govern-
ment Printing Office, 1941), p. 5.










MAKING GRADE PLANS-GRADES SEVEN TO TWELVE 45

be developed, but an understanding of our neighbors can best be
gained by weaving their story with ours as the course is developed.
Suggested plans. To assist teachers to develop a course in har-
mony with the foregoing emphasis, the following plan is suggested:
Major Problem: How have American ways of living developed?
Sub-division of the problem:
1. How have the population groupings of the Western
Hemisphere developed? (4 to 6 weeks)
2. How have the governments of the Western Hemisphere
developed? (6 to 8 weeks)
3. How has the advancing frontier affected ways of living
in the Americas? (4 to 6 weeks)
4. How have the economic problems of the Americas
evolved ? (4 to 6 weeks)
5. How have the social institutions of the Americas evolved?
(4 to 6 weeks)
6. Why have. certain problems resulted from the interna-
tional relations of the Americas? (4 to 6 weeks)
7. What problems have emerged in the development of the
Americas? (time optional)

Some teachers will not feel equal to launching out upon a hemis-
pheric study. They will wish to limit the study to the history of the
United States, usually referred to as American history.

The content of the American history course needs much considera-
tion. The junior high school should be responsible for the dramatic
story of the discovery and settlement of the North American con-
tinent. The American history class should, of course, go back to
colonial days to find the racial, religious, economic, social, and poli-
tical roots of our national life. The course should begin with the
American Revolution, with probably an introduction covering about
two weeks, which would include the important aspects of the geo-
graphical, institutional, and European background of American
history.









40 SocrAL STUDIES IN SECONDARY SCHOOLS

Prominence should be given to the formative periods of our na-
tion, stressing the origin and content of our great historical docu-
ments, knowing the part individuals had in creating and promoting
them, and the parts these documents have played in our struggle for
the democratic way of life. The teacher should not over-emphasize
either the defeats or the victories of those who have worked to im-
prove the quality of American life.

The study of the Western Hemisphere should give the background
for a fuller understanding of our nation as a world power. Teachers
should organize and teach thoroughly materials dealing with our in-
ternational relationships. Pupils should not leave high school until
they have a clear idea of the struggle of the nation to develop and
promote the ideals of democracy both at home and in our interna-
tional relationships.
The following plan should be helpful to teachers in planning the
course in American history:

1. The development of our system of government: the
growth of the constitution; role of the Supreme Court;
the safeguarding of our civil liberties; political parties;
critical elections: state-federal relations.
2. The growth of democracy: the advancing frontier and
the way it has affected our ways of living; rise of uni-
versal education; changing concepts of democracy; legis-
lation for social reform; regional and national planning.
3. The growth of the American people; composition and
distribution of the population; immigration and its con-
trol; contributions to our cultural patterns; the rise of
American literature, science, music, and fine arts; rise
of cities; improved standards of living.
4. The evolution or economic problems: geographical en-
vironment; economic developments since the Civil War;
rise of corporations; organization of labor: conflicts
between capital and labor; technological advances; gov-
ernment control and regulation; financial crises; bank-
ing and monetary history.










MAKING GRADE 1'LANS-GRADES SIVEN TO TWELVE 47

5. The growth of social institutions: the place of education
and religion in American life; conservation of natural
resources; protecting life and health; social security;
progress in literature, science, and art.
6. International relations and responsibilities of the United
States: American foreign policy since 1789; issue of im-
perialism; relations with Canada and Latin America;
Pacific relations; relations with Europe; cultural con-
tacts with other nations; international trade and invest-
ments; foreign wars; twentieth century movements to
world peace.
Textbooks. The adopted text is Making qf American Civilization,
Beard and Beard and Manual for Making of American Civilization,
Beard and Beard (The MacMillan Company). References for Latin
America and Canada history may be found in Bulletin No. 28, pp.
180-184.
There is good reason for including among the supplementary
textbooks which could be used in developing the two-year unified
course (10th and 11th grades) the following books which have been
adopted primarily for use in connection with the problems of de-
mocracy course at the twelfth grade level and for seventh and eighth
grade work. In addition to supplying each pupil with one copy of the
basal text in American history, school officials might well requisition
some of the following texts at a ratio of one or two books (of each
title) to ten pupils so as to build a room library:
American Democracy and Social Change (Charles Scribner's
Sons)
Society Faces the Future (D. C. Heath and Company)
Economics in Everyday Life (Ginn and Company)
Our World Today (Allyn and Bacon)
American Government (Allyn and Bacon)
World Geography (Ginn and Company)
The American Observer, published by the Civic Education Service,
744 Jackson Place, Washington, D. C. is a very satisfactory news
weekly for use by senior high school pupils. There should be one class-
room paper for each five or six pupils, at least.










48 SOCIAL STUDIES IN SECONDARY SCHOOLS

GRADE TWELVE

The course for the twelfth grade is a capstone to the social studies
program in senior high school. The tenth grade course emphasizes
social living in its world relationships, the eleventh grade course,
social living in its American relationships, and the twelfth grade
course emphasizes problems of living in our democracy. The course
for the twelfth grade gives attention to both personal and social prob-
lems: current world problems as they relate to the United States,
problems of personal adjustment, Florida and regional problems, and
problems due to conflicts in social life and institutions as well as
maladjustments in social life. In general, the course is an orientation
toward social living and adjustment with a definite emphasis toward
future improvement.

The course is planned to attain two major objectives: the first, a
critical appraisal of living in our democracy in order that the pupils
may actively and effectively participate in social life and institu-
tions; and second, orientation and adjustment to the social order.
The approach to the attainment of the first objective is through a
critical study of problems in our democracy. The approach to the
second objective is through democratic living in the classroom and the
teacher's awareness and concern for the personal and social needs of
the pupils.

In planning experiences in this course the teacher and the pupil
should work together, the teacher serving primarily as a guide. Both
decide upon the topic, problem or project, and then develop it in
outline form by a general discussion in which each shares.

Following this and studying individually or in groups, the pupils
work on aspects of the problem in which they are particularly in-
terested. In those cases where certain phases of the problem are not
selected, a group decision is made as to the method to be used in
developing or studying them. At a time selected by the group, the
individual or group presents the work by panel discussions, floor
talks, debates, dramatization, or other activities in keeping with the
purposes of the group. This means that the work, under the guidance
of a mature, well-educated, well-balanced person, is carefully motivat-










MAKING GRADE PLANS-GRADES SEVEN TO TWELVE


ed by arousing the interest and enthusiasm of the pupils and by
securing their cooperation in planning the work. It gives the pupils
many opportunities to make choices, to assume the initiative, to
develop self-reliance, and to make their own plans, all of which are
desirable outcomes of any educational experience. The net result is
that pupils feel a responsibility for their own growth and development.
It seems most unwise to choose too many problems for the year's
work. The choice of a few problems only will permit thorough in-
vestigations, practice in research, and the development of skills and
methods so necessary for living in a democracy.
IMajor Problem: What are the major problems in our democracy
today? How can we participate more actively and effectively toward a
solution of them?
Sub-divisions of the problem include:
1. How does personality affect civic-social adjustments?
.Time depends on the needs of the pupils both in respect
to individual differences and group differences. Sug-
gested time, one day to one week.
2. How can better relationships between the individual and
society be secured? Time depends on individual and
group differences. Suggested time, one day to one week.
3. How are people confronted today with the problem of
wise buying in order to maintain and improve their stand-
ards of living? Time depends on needs of the pupils and
the local situation. If there is a course in consumer edu-
cation offered in the school, the whole problem may be
omitted. If the home economics and science courses in-
clude experiences in consumer education, the problem
may be omitted or time allotment cut accordingly. Time
four weeks, if experiences in this area are not planned
in other courses.
4. How may we work actively and effectively toward a
solution of the problems of the producer
5. How are" the values and influences of family life to be
preserved and kept strong?


49'








SO SOCIAL STUDIES IN SECONDARY SCHOOLS

6. What are the social maladjustments in our democracy
today and how can we plan to readjust them?
7. What are the major trends in government today and what
attitude shall we take concerning them
8. What international conflicts confront the people in our
democracy today and what can be done about them?
9. What social problems face the Southeastern region of
the United States today and how can we work actively
and effectively to solve them ?
A detailed outline of content for the above problems may be found
in Bulletin No. 28.
Textbooks. The adopted text is Society Faces the Future, Gavian
(D. C. Heath and Company). Other adopted texts useful in the course
are: Building Our Life Together, Arnold and Banks (Row, Peterson
and Company); Economics in Everyday Life, Goodman and Moore
(Ginn and Company); American Democracy and Social Change,
Walker and Jamison (Scribner's) ; and World Geography, Bradley
(Ginn and Company).
Other materials should include periodicals, pamphlets, current
magazines, Government bulletins. One good weekly news review
similar to The American Observer, published by Civic Education
Service, 744 Jackson Place, Washington, D. C. should be provided
in a quantity sufficient to give one copy to each four or five pupils.