title focus on man: a prospectus. social studies for utah · document resume ed 065 383 so 002 540...

DOCUMENT RESUME

ED 065 383 SO 002 540

TITLE Focus on Man: A Prospectus. Social Studies for UtahSchool.

INSTITUTION Utah State Board of Education, Salt Lake City.PUB DATE 71NOTE 390p.

F.DRS PRICE MF-$0.65 HC-$13.16DESCRIPTORS *Affective Behavior; *Behavioral Objectives;

Ccgnitive Development; *Cognitive Objectives;Curriculum Guides; Educational Objectives; ElementaryGrades; Personal Values; Secondary Grades; *SocialStudies; Social Values; Teaching Guides; *Values

IDENTIFIERS National Council for the Social Studies

ABSTRACTThis Prospectus identifies basic societal values,

behaviors, and understandings and develops two major purposes: 1) tobring the social studies programs into focus and guarantee theirrelevancy for each student and, 2) to provide a usable pattern for anorganization by which each teacher can assist students in buildingbetter citizenship. Goals for education are listed; policy oncontroversial issues is stated; and a social studies definitionprecedes the outline of scope and sequence of instructioh outline.Social goals and related focal points are broadly outlined, and then,in a detailed 'preparation for instructior0 section, the abstractsocial goals are changed by a three-step process into a form in whichone aspect of each goal is ready for teacher presentation ir theclassroom. To assist in developing social studies skills,instructional flowcharts and model units are outlined. No oneteaching method or strategy is stressed, the processes of providingexperiences for children and youth rest with the individual teacher.Social goals developed by the National Council for the Social Studiesare utilized in developing the curriculum proposals. (Jre)

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U.S. DEPARTMENT OF HEALTH.EDUCATION& WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

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SOCIAL STUDIESFOR UTAH SCHOOLS

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UTAH STATE BOARD OF EDUCATIONOffice al te State Superintendent el %Mk !retentionLunn Melo. Deputy Superintendent ler IrenntionQuentin E. Utley. Moinistienti Gettetel EAnotienAllan E. Omer, SpeclallO Wei Sftelia MuoatienSalt Lake City. Utah - IflI

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"WERE I TO AWAIT PERFECTION, MY BOOK WOULD

NEVER BE FINISHED."

Tai T'Ung

History of Chinese Writing

1300 A.D.

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STATE BOARD OF EDUCATION

Sheldon S. Allred219 No-rth Carbon AvenuePrice, Utah 84501

Mrs. Esther R. Lancia2150 Sunnyside AvenueSalt Lake City, Utah 84108

Arthur H. LeeBicknell, Utah 84715

A. Reed Morrill (Dr.)895 North 150 EastProvo, Utah 84601

John L. Owen (Dr.)1100 South 2nd WestWellsville, Utah 84339

Karl I. TrumanMinersville, Utah 84752

N. Russell Tanner1744 - 24th StreetOgden, Utah 84401

Lamont F. Toronto2328 Country Club CircleSalt Lake City, Utah 84109

Mrs. Helen B. Ure3105 Imperial StreetSalt Lake City, Utah 84106

Walter D. Talbot (Executive Officer)Superintendent of Public Instruction1400 University Club BuildingSalt Lake City, Utah 84111

LaPreal Wight (Secretary)

STATE TEXTBOOK COMMISSION AND STATE COURSE OF STUDY COMMITTEE

Oral L. Ballam, DeanCollege of EducationUtah State University.Logan, Utah 84321

Mrs. Loretta Cline2260 Belaire DriveSalt Lake City, Utah 84109

McRay Cloward, DeanSchool of Continuing Education

and Public Services

Southern Utah State CollegeCedar City, Utah 84721

C. Bryce Draper, SuperintendentCache School DistrictLogan, Utah 84321

Mrs. E. E. Ericksen252 University StreetSalt Lake City, Utah 84102

T. Lavoy Esplin, SuperintendentWashington School DistrictSt. George, Utah 84770

Jennie W. KearlSpecial Project1400 UniversitySalt Lake City,

Stephen P. Hencley, DeanGraduate School of EducationUniversity of UtahSalt Lake City, Utah 84112

Mr. Harold A. SchlueterP. O. Box 153Heber City, Utah 84032

Mr. Karl ShislerRoosevelt, Utah 84066

Bernell Wrigley, SuperintendentDavis School DistrictFarmington, Utah 84025

Walter D. Talbot (Chairman)Superintendent of Public Instruction1400 University Club BuildingSalt Lake City, Utah 84111

Lerue Winget (Secretary)Deputy SuperintendentOffice.of Instruction Services1400 University Club BuildingSalt Lake City, Utah 84111

(Assistant Secretary)CoordinatorClub BuildingUtah 84111

SOCIAL STUDIES CURRICULUM Cag4ITTEE

College and University.

Dr. E. Malcom AllredProfessor, DepartmentElementary EducationUtah State University

Dr. Davis BittonAsso. Professor of HistoryUniversity of Utah

Dr. Albert FisherChairman, Departmentof GeographyUniversity of Utah

Dr. Eugene R. HolmanDean of StudentsSouthern Utah State College

Dr. Jon K. Davistaisis. Professor ofEducationUniversity of Utah

Dr. Martha MonroeHead, Dept. of EducationWestminster College

Dr. J. Kenneth DaviesProfessor of EconomicsBrigham Young University

Michael CannonSocial Studies SpecialistGranite District

Louis W. JensenPrincipalJackling ElementaryGranite District

Knight B. KerrPrincipalWest High SchoolSalt Lake District

Millward D. RobinsonPrincipalSalinaSevier District

Dennis E. NelsonSuperintendentPark City District

Kay WilliamsAssistant PrincipalDixon Jr. HighProvo District

Secondary Teachers

Larry WilsonSocial Studies TeacherLayton High School

Administrators and Supervisors Davis District

Gerald RaatAss't SuperintendentOgden City School District

Spencer M. BennionSocial Studies SpecialistSalt Lake District

D. Garron BrianWest High SchoolSalt Lake District

John T. BushmanSandridge Jr. HighWeber DistrictRoy, Utah

Norman W. RombergerCedar City Jr. HighIron District

Boone ColegroveTeacher and Super-visorJordan District

Elementary Teachers

Edna RobinsonMontezuma SchoolSan Juan District

Rulon YorgasonLynn EleMentaryOgden District

Delbert FrancomHillfield ElementaryDavis District

Roger OlsenValley view ElementaryAlpine District

Lois W. SwappKanab ElementaryKane District

INTRODUCTION

Every society develops an educational system. No matter howprimitive it may be or how complex, the society must develop a meanswhereby its members are prepared to fill functional roles in thatsociety.

In our democratic society, our educational system exists toperform two principle services for society: first, to perpetuatethe society, and second, to inprove the society. We assume that thebest way that these objectives can be achieved is to develop competent,responsible, and sensitive citizens who strive for selffulfillmentwithin the auspices of total societal wellbeing.

A major role within our educational system for developing thistype of citizen is assigned to social studies education. Socialstudies education focuses on three major responsibilities.

1. Development of behavioral and value patterns consistentwith basic societal goals.

2. Development of knowledgeable persons who have the informationneeded for wise decisions within our society and naturalenvironment.

3. Development of those skills which allow a person to solve awide range of problems ranging from personal to societal inscope.

This Prospectus, A FOCUS ON MAN, identifies basic societal values,behaviors, and understandings and suggests that all the social sciencesbe utilized in reenforcing and developing these.

No area in education is more vital in our time than social studieseducation. No challenge is more pressing in Utah schools than thatof implementing the spirit and practices outlined by this social studiesguide for the State of Utah.

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4_ t. jDr. Lerue WingetDeputy SuperintendentOffice of Instruction Services

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ACKNOWLEDGMENT

The following Prospectus for a Focus on Map. was developed and organizedduring two summer workshops at the State Capitol Building.

Participants in both workshops included teachers, principals, curricu-lum specialists, and district supervisors. The personnel, representinggrades K-12, came from twelve districts within the State of Utah.

During the course of the workshop, a number of consultants and socialscience specialists from within and without the State of Utah made invalu-able contributions in preparing the participants for the task of formulatingthis Prospectus.

Dr. Irving Morrissett, Director of the Social Sciences Consortium atthe University of Colorado, keynoted the workshop and masterfully delineatedthe problems and probabilities in formulating such a Prospectus. His chal-lenges spurred on the participants. His advice to utilize that which isrelevant from social studies projects nationwide greatly assisted in struc-turing the task.

W. William Stevens, Jr., from the Social Science Consortium at theUniversity of Colorado, did an able job in presenting the materials devel-oped by the High School Geography Project.

Specialists from the various social science disciplines aided greatlyin clarifying the participants' thinking as they struggled to develop ameans of integrating basic social studies themes into a meaningful K-12sequence. The specialists' insights into and critical analysis of projectmaterials from across the nation helped in purposefully separating thewheat from the chaff as far as the usability and integrity of the materialswere concerned. The specialists utilized represented vast experience andrecognized competence in their respective fields. They were:

Dr. Douglas D. AlderHistory and Directcr of

Experienced TeacherFellowship Program

Utah State University

Dr. Albert L. FisherGeography

University of Utah

Dr. Gordon N. KellerAnthropologyUtah State University

Dr. Brigham D. MadsenHistoryUniversity of Utah

Dr. Sterling McMurrinPhilosophyUniversity of Utah

Dr. Glen NelsonEconomicsBrigham Young University

Dr. Stephen StanfordSociologyWeber State College

Dr. J.D. WilliamsPolitical ScienceUniversity of Utah

Those specialists in the education field who so ably outlined andevaluated educational criteria for the Prospectus were:

Dr. John Haas (formerly)Professor of Secondary EducationUtah State University

Dr. Eugene HolmanDean of StudentsSouthern Utah State College

J. Clair MorrisSuperintendentIron County School District

Dr. James ShaverDirector of Educational ResearchUtah State University

If there are strengths to be found in this Prospectus, it is due tothe good advice given the workshop participants by the specialists. Ifthere are weaknesses, it is due to the participants' human inability tofully implement the recommendation of each specialist.

A special thanks goes to Mrs. Margaret Starks of the AdministrativeStaff of the State Capitol. Her concern with the physical setting forthe workshop and the physical comfort of those participating did so much

. frto insure the success of their efforts.

A word of appreciation to Afton Forsgren of the State Staff wholaid much of the foundation for the workshop. An added word of apprecia-tion to Morris Rowley and Dr. Quentin Utley of the State Staff who encour-aged the initial inception of this workshop and whose words of advice andsupport eased many an anxious moment.

WORKSHOP PARTICIPANTS - Summer 1968

Elementary Section

Allen E. Bauer Dorothy J. LarisonSocial Studies Specialist Davis

Carol CummingsProvo

Roger OlsenAlpine

Duane Durrant Arletta WilliamsAlpine Davis

Maxine Fugal Rulon YorgasonAlpine Ogden

Louis W. Jensen Margaret H. ZobellGranite Cache

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Secondary Section

Dale R. BlackhamGranite

D. Garron BrianSalt Lake

Roger GreenwoodAlpine

James K. OlsonUintah

John N. PadjenSalt Lake

David J. SperryMurray

Holger B. TychsenTooele

Elva Mary UrieOgden

Terry G. WardGranite

Garth WilkesMorgan

WORKSHIP PARTICIPANTS - Summer 1969

Malcom AllredUtah State University

Michael CannonGranite

Bob W. ColvinWeber

Antonio GonzalesGranite

Larry H. HarrisonTooele

Nellie T. HigbeeMurray

Roger L. OlsenAlpine

Perry C. ShawSalt Lake

Lois W. SwappKane

Kay M. WilliamsProvo

Rulon YorgasonOgden

FOREWORD

The goal of this PROSPECTUS is to give breadth and depth, meaningand purpose, direction and evaluation to social studies progrums. Itmust open new vistas, challenge ideas, suggest patterns of organization,and inspire students and teachers. A PROSPECTUS allows a better focuson meaningful problems and processes of society while ever enlarging thehorizons of each teacher and his students.

This PROSPECTUS has two major purposes: (1) to bring the socialstudies programs into focus and guarantee their relevancy for each stu-dent; and (2) to provide a usable pattern for an organization by whicheach teacher can assist students in building better citizenship.

The curriculum proposals of this PROSPECTUS are based upon theintegrated approach. The beginning place for the integration is thepresent time as it applies to the individual, his society, and his world.Social goals developed by the National Council for the Social Studies arethe means utilized for achieving the first purpose. These social goalsare presented on the buff-colored pages of this publication.

'Broad social goals, or even a synthesis of these, cannot be taughtdirectly, but should be learned through a process of building insightsgradually. The processes of providing experiences for children andyouth rest with the individual teacher, assisted and supported by theschool, the district, and the State Department of Education. No oneteaching method or strategy is stressed in this organization. Induction,inference, intuition, deduction, and exposition each have value when usedin light of particular teadhing-learning needs and objectives.

This PROSPECTUS is organized to facilitate continual updating. Theloose-leaf binding permits single pages or whole sections to be added orto be removed as teachers plan or as the State Department of Educationdevelops new materials, themes, or projects. Color coding has beenutilized as well as tab indexing to facilitate teacher use.

Revision of the PROSPECTUS is scheduled on a five-year cycle. Stateworkshop groups will meet each summer to evaluate and revise the varioussections as recommendations are made by individuals and by professionalgroups at the local level. New sections, or revised parts of thePROSPECTUS, are to be used as the focus for district-sponsored workshopswhere they will be tested and further evaluated.

TABLE OF CONTENTS

SUBJECTCOLORORIENTATION PAGE

Title Page WhiteState Board of Education ii

State Textbook Commission andCourse of Study Committee ii

Social Studies Curriculum Committee iii

Introduction iv

AcknowledgmentForeward to the Prospectus viiiTable of Contents ix

Goals for Education Green 1

Social Studies Defined Yellow 13Policy on Controversial Issues 15

Scope and Sequence Gold 17

Social Goals and Related Focal Points Buff 29Preparation for Instruction Orange 57

Primary Grades K-3Social Processes at Work in theLife of a Child 60Social Processes of the Family andSchool within the Larger Environment 75Selected Social Functions of Living inthe Neighborhood with Appropriate Ex-pansion to the Region, Nation, and theWorld 89The Community Processes with OutwardManifestations 101

Intermediate Grades 4-6Natural and Societal Inter-Relationshipswithin our Home State 113

The American Civilization and itsPlace in the Modern World 127Man in His World Environment 143

Seventh Grade

My Place in My Changing World 153Eighth and Ninth Grades

The Individual and His National andWorld Culture 163

Tenth and Eleventh GradesInstitutions, Problems, and Issues withan Individual, State, and National Focus 175

The Development of Social StudiesSkills Red 191

Instructional Flowchart, Chficksheetand Model Units Blue 209

Professional Shelf Pink 275Bibliography 275

Basic Goals in Social Studiesfrom the NCSS Beige 287

goals for Educatiori

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GENERAL GOALS FOR EDUCATION*

No individual will achieve the full measure of his capability nor willhe fill a meaningful role as a member of society unless the societal forceswhich shape him are working for common purposes. Whenever any of theseforces, such as the home, the school, or the government, work for divergentgoals, it decreases the effectiveness and completeness of the developmentof the individual. The school, therefore, recognizes and accepts its rolein this multiple responsibility for the development of the student.

Realistic goals must be established to give direction to the schools'educational endeavors. The responsibility for the attainment of these goalsshould be put into proper perspective.

OBJECTIVES FOR EDUCATION

I. The inouirinx mind exemplified by a continuing desire forknowledge, a continuing interest in current problems, andthe habit of weighing alternatives and creatively applyingthem to the solution of these problems.

2. A knowledge of fundamental concepts about the world environ-ment and man's relationship to it.

3. Proficiency in the use of modes of communication.

4. A dedication to the task of improving America, striving forsolutions to its continuing domestic and world problems, andupgrading the lives of all people.

5. Maintenance of health, achievement of a high level of personalfitness, and the acquisition of wholesome leisure skills.

6. An emotionally stable person.

7. A moral standard of behavior.

8. A knowledge of the interrelationships of nature and thecultural arts and the ability to utilize all of the sensesto make aesthetic judgments about the total environment andto enrich his own life.

9. Information and guidance for wise occupational choice.

* Note: Taken from Desianina Education for the Future - Eight-State Project.

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OBJECTIVES OF EDUCATION

The task of public education is to provide an environment conduciveto changed behavior on the part of each learner and to motivate him toachieve the following objectives:

1. The inouirina miadexemplified hx. a continuing desire for knowl-edge, a continuing interest in current problems, and the.habitof weighing alternativea and creatively applying them to thesolution of these problems.

RATIONALE: The developuent of rational powers is regarded asessential to the preparation of citizens who will make contribu-tions to the solution of mounting scientific and humanisticproblems. Educational experiences should provide opportunityto acquire and utilize the skills and competencies of inquiry.

An individual who achieves this objective is one who:

a. Identifies and defines problems relevant to him and tosociety.

b. Observes accurately.

c. Seeks and gathers relevant data from many sources and throughmany experiences--intellectual, physical, social, emotional,and sensory.

d. Formulates and tests hypotheses, develops tentative conclusions,or suggests alternative solutions, and projects possible con-sequences of such alternatives.

e. Continually experiments and objectively evaluates results.

f. Changes his attitude and behavior in light of new informationand understandings and has the courage to defend his point ofview.

g. Discriminates between fact and opinion, reason and emotion.

h. Tolerates tentativeness of situations and solutions.

i. Is open-minded--open to new and varied experiences, interestedin opinions of others, and is willing to modify his own behavior.

j. Evaluates issues, information, and authority and challengesthose about which he has concerns with the view to improvement.

k. Contributes pertinent ideas freely.

1. Strives to discover and develop his own potentialities.

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m. Recognizes the nature of his own inadequacies and striveseither to overcome them or to live with them.

n. Searches for and respects truth wherever it is found.

2. A knowledge of fundamental concepts about the world environment

Anil niallenshie Is/ j.

RATIONALE: One task of education is to orient the individual tothe natural environment in which he must live and work and findhis enjoyments and satisfactions. An understanding of basic con-cepts about the physical and biological world is essential to theaccomplishment of this task.

a. Identifies and analyzes interdependencies and interrelation-ships that exist between man and his natural environment.

h. Manages natural resources wisely, drawing prudently upon themfor his present needs while simultaneously insuring perpetua-tion of those which are renewable.

c. Recognizes that all matter exists in time and space and issubject in some degree to changes with time. Proposesreasons why such changes occur at various rates and invarious patterns.

d. Synthesizes data from a wide variety of investigations todemonstrate that matter is composed of units called funda-mental particles, and under certain conditions these particlescan be .transformed into energy and vice versa.

e. Discusses critically the statistical basis for describing thebehavior of matter in the universe.

f. Generalizes from many experiences that the universe is con-stantly changing and evolving toward a state of dynamicequilibrium.

g. Recognizes that matter exists in the 'form of units which canbe classified into heirarchies of organizational levels, e.g.,cells, tissues, organs, systems, etc.

h. Demonstrates through discussion and experimentation that unitsof matter interact and that the bases of all ordinary inter-actions are electro-magnetic, gravitational, and nuclear forces

i. Analyzes and illustrates the effects of technological develop-ments on man, societies, and the world.

j. Develops and describes mechanical, linguistic, and/or mathematicalmodels used to represent various 'sets of relationships indescribing natural phenomena.

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k. Respects the phenomenon of life; critically selects anddefines experimentation in which this phenomenon is involved.

1. Recognizes that observations of his environment are based onsamples of matter that are accessible to public investigationin contrast to purely private inspection.

m. Explores his natural environment for new interest, continuallyevaluating such experiences for career and recreationalopportunities.

3. Proficiency in the use of modes of communication.

RATIONALE: The complex world of today demands that each indi-vidual develop those basic communication skills which will makehim an effective contributor to himself and to his society.

An individual who is achieving this objective is one who:

a. Understands ideas expressed through the use of verbal ornonverbal symbols which have unique meanings for particulargroups with common backgrounds of experiences, e.g., national,racial, ethical, socio-economic, etc.

b. Makes effective use of verbal and nonverbal clues of feelingsand values.

c. Uses language for such purposes as recalling, clarifying, andshaping experience; making connections, speculating,theorizing, celebrating events, etc.

d. Reads, writes, speaks, listens, thinks--as a means of communi-cating his own ideas and of receiving the ideas of others.

e. Uses language appropriate to the situation (regional and socialdialects).

f. Encourages and participates in interpersonal communication.

g. Accurately presents and interprets social and scientific datapresented via maps, graphs, charts, tables, etc.

h. Translates mathematical verbal material into symbolic state-ments and vice versa.

i. Has knowledge of the ways in which the arts communicate theinterrelationships, skills, and attitudes of man today andthroughout history.

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4. A dedication to the task of improaing. America, striving forsolutions to its continuing domestic and world problems, andupgrading the lives of all people.

RATIONALE: Our nation is founded on those beliefs which recog-nize the dignity and worth of the individual as the paramountresponsibility of our society and the family as the basic socialunit of that society. Change has brought continuing challengesto these basic beliefs. Since our society and governmentalorganization function only as well as the citizenry are capableof making competent decisions for meeting these new challenges,it is imperative that each citizen develop these capabilitiesand utilize them to the fullest extent.


a. Identifies, evaluates, and consistently applies to his lifethose values upon which our society is based.

b. Realizes the importance of the home in our society andestablishes long-range goals to use as guides in personaland family living.

c. Knows, understands, and appreciates the importance andresponsibilities of marriage, of the home, and parenthood.

d. Functions well in the reciprocity of family relationships.

e. Utilizes the services of those social agencies that functioncooperatively with the family unit.

f. Accepts others and assumes the responsibility of interactingharmoniously with them based upon the recognition of thecultural, philosophical, socio-economic, and politicalsimilarities and differences within our own and among worldsocieties.

g. Participates actively in the resolution of social, political,and economic problems in a manner consistent with establishedor emerging value systems in our society.

h. Gives active support to the development and implementationof local, state, national, and international programs whichprovide greater opportunity for people politically, econom-ically, socially, and culturally.

i. Knows and reacts appropriately to goals, functions, andsocietal implications carried out by social, political, andeconomic agencies.

j. Develops informed opinions about issues in terms of purposes

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and consequences and weighs such decisions against the publicwelfare rather than against the'benefits derived for special-ized or narrow interest groups.

k. Recognizes and evaluates the increasingly complex and changingrole of government and its effect on the individual, thefamily, the community, the state, the nation, and the world.

1. Recognizes the commonality of man's aspirations and supportsactivities fulfilling those aspirations to a level commen-surate with our economic capability, our ideological values,and our social and political processes.

m. Contributes to the development of an environment which makesit possible for others to become recognized and involved.

5. Maintenance of health, achievement of a high level of personalfitness, and the acquisition of wholesome leisure skills.

RATIONALE: The individual who is achieving this goal is one who:

a. Protects his home, his community,and his nation through

practice and support of acceptable sanitary proceduresregarding waste disposal, air pollution, water pollution,food handling, etc.

b. Takes appropriate preventative measures against the commondiseases of man and also lives in such a way as to preventthe degenerative disease more prevalent in adult life.

c. Practices desirable personal care and grooming and adjustswholesomely to changes in styles and fashions, weather,seasons, etc.

d. Knows and practices principles of good nutrition as theyaffect individuals of all ages.

e. Participates in adequate daily activity and rest for main-tenance of optimum health.

f. Maintains desirable body weight recognizing the roles thatnutrition and exercise play in weight control.

Knows and understands both the benefits and hazards of drugs--stimulants, depressants, hallucinogens--on the individual,the family, and society in general and limits the use ofdrugs to those prescribed or to those needed for minor con-ditions and illnesses.

g

h. Refrains from smoking as a result of an understanding of themany health liabilities (emphysema, lung cancer, heartdisease, etc.) which result from tobacco use.

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i. Resists and refrains from participation in, or the promotionof, health fads and "backyard" and "front porch" diagnosis of,and prescription for ills.

j. Consults with and seeks the service of a physician, dentist,the occulist, or other specialists when necessary.

k. Practices safety in the home, at school, at work, in theoutdoors, and on the streets and highways.

1. Drives courteously, skillfully, and defensively.

m. Possesses the understanding, the capability, and the willing-ness to handle emergency and disaster situations which mayinvolve him.

n. Has developed a desirable level of neuro-muscular coordinationcommensurate with the learning of a variety of skills usablethroughout life.

o. Participates in wholesome leisure pursuits.

p. Recognizes and understands the maturation process in bothboys and girls.

q. Makes wholesome and socially acceptable adjustments to boy-girlxelationships including respect for the opposite sex, dating,courtship, and his future role as a partner in marriage andas a parent.

r. Is involved in the exciting world of wholesome competitionwhere cooperation, fair play, adherance to rules, and elementsof winning and losing are experienced.

s. Displays an acceptable level of personal physical fitness.

6. An emotionally stable person.

RATIONALE: The alarming incidence of emotional instability coupledwith the mounting pressures to which groups in our society arebeing subjected, point to the need for educational programs whichcontribute positively to the mental health of all students. Eachindividual must be helped to develop those capabilities which assisthim in recognizing emotional problems and in dealing with themeffectively.


a. Has a feeling of personal worth and a positive self-image.

b. Has accurate insights as to his own capabilities and limita-tions and makes wise adjustments in terms of these realities.

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c. Has insights into life's realities and makes adjustments interms of correcting those which he can change and acceptingthose which he is powerless to alter.

d. Has an emotional life daminated by positive, healthfulemotions such as love, hope, enthusiasm, joy, excitement,contentment, etc.

e. Knows the roles of emotions in his own life and in his inter-actions with others and is skillful in adjusting to theseroles in a positive way.

f. Finds emotional release and rejuvenation by participating inservice, recreational, and aesthetic activities.

g. Gains emotional satisfaction from his vocational endeavors.

h. Considers his own future and the future of society in anoptimistic way.

i. Recognizes the physical, emotional, intellectual, and socialvariations in individuals.

j. Is willing to risk failure in his endeavors and accepts theconsequences of incorrect decisions.

k. Exemplifies those capabilities which bring personal securityand acceptance in appropriate social groups.

1. Recognizes and understands the characteristics of mental ill-ness and knows how and where to seek adequate guidance andcounseling.

m. Demonstrates a sympathetic understanding of mental illnessesby assisting the mentally ill to make a satisfactory adjust-ment within society.

7. A moral standard of behavior.

RATIONALE: To be ethical is to live by moral standards whichtake into consideration the welfare of self and others. Theintelligent acceptance and application of a code of ethicalbehavior based on accepted values by members of a society isessential to its welfare. Since moral behavior is shaped inparticular by an understanding of the effects of human behaviorupon the lives of others, formal education has a major responsi-bility for promoting the moral development of students.


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a. Has analyzed himself in relation to such important questionsas "Who am I?" "Where am I going?" "What should I become?"

"What is the good life?"

b. Lives consistently by his established code of ethics, drawingupon it when faced with decisions Which have implications for

his own welfare and that of others.

c. Searches for and respects truth wherever found.

d. Demonstrates respect for people with different cultural and

religious backgrounds.

e. Respects differing opinions.

f. Has faced the questions surrounding life and death, and adjustshis behavior in relation to these realities.

g. Demonstrates reverence for life and respects the dignity andworth of the human personality.

8. A knowledge of the interrelationships of nature and the culturalarts and the ability to utilize all of the senses to make aestheticjudgments, about the total environment and to enrich his own life.

RATIONALE: Through activity in the arts an individual may achieveharmony with the world and within himself. Education in the arts

is aimed at the development of conscience. By cultivating hisinner world, man may become equipped to humanize the world outsidehimself.

An individual who achieves this objective is one who:

a. Uses the arts as a means of self-discovery, self-identity,self-expression, and self-discipline in making a wholesomecontribution to society.

b. Recognizes that all art skills can be learned and developsskills in at least one of the art forms.

c. Gains aesthetic satisfaction from nature and sees the relation-ship between nature and artistic expressions.

d. Gains aesthetic satisfaction and personal enrichment fromvarious forms of cultural or artistic expression.

e. Utilizes all of his senses as a means of perceiving the aes7thetic qualities of his environment.

f. Identifies areas of interest in some of the cultural arts anddevelops skills for creative self-expression.

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g. Discusses and demonstrates his knowledge about artisticforms such as arti music, literature, architecture, drama,dance, and so on.

h. Devotes time and resources to the satisfaction of hisaesthetic needs and his leisure pursuits.

i. Uses the arts as a means of understanding the cultures andpeople of the past and present.

41, J. Helps to make his total environment more aesthetic.

9. Information and guidance for wise occupational choice.

The forces of change are altering long-held American attitudestoward the utilization and conservation of the country's humanresources. We are beginning to understand the direct connectionbetween the education of every citizen and our strength as indi-viduals and as a society.

RATIONALE: Effective occupational and career choice must lie inthe values and goals of the individual. A basic element in thisprocess is the linking of present actions to future goals. Edu-

cation more and more becomes the bridge between the student andhis future life work which, in turn, gives direction to his edu-cation. As an individual moves toward the world of work and hiscareer choice, he will be an individual who:

a. Takes the initiative for decision making.

b. Demonstrates self-understanding in relation to interests,abilities, values, and goals.

c. Demonstrates skills and attitudes relating to personalappearance, social relationships, self-confidence, etc.

d. Sets personal goals, makes wise decisions, and plans for thefuture.

e. Carries out unpleasant tasks if they are necessary to theachievement of his goal.

f. Identifies the job requirements of broad occwational areas.

g. Has developed the general capabilities essential for meetingjob requirements.

h. Works harmoniously in a group.

i. Exhibits an appreciation of the dignity and importance ofconstructive work.

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22

i Understands that pay should be commensurate with quality andamount of service performed.

k. Pursues goals with persistence and deteraination.

1. Is responsible, dependable, and has a wholesome attitudetoward employment and service.

m. Is developing personal and family programs leading to economicindependence and security.

TEACHER NOTES

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SOCIAL STUDIES DEFINED

Social studies is the name given to a field of study, just as mathem-matics, language arts, and science are the names given to other fields ofstudy. The field which we call "social studies" is concerned with humanlife--past, present, and future; it deals with the basic needs of people,citizenship, educatio4, institutions developed by man, and man's relation-ships to his natural environment. It attempts to explain human interactionsand the various forces affecting it whether these be natural or man-made.

Social studies is based upon principles developed and refined bygenerations of mankind. Foremost among these principles are: (1) an

affirmative recognition of the dignity and worth of each person, (2) theacceptance of responsibility for one's own welfare and the well-being ofhis fellowmen, and (3) implementation through democratic processes.Anthropology, economics, geography, history, philosophy, politicalscience, psychology, and sociology as well as other behavioral sciencesshould be utilized by social studies educators in helping the individualachieve to his optimum level of success and perception.

A RATIONALE FOR CHANGE IN THE SOCIAL STUDIES

Will Rogers is reported to have said, "Things ain't what they usedto be and probably never was." One might add, "That's right. And thingsain't what they're going to.be, either."

The distinguishing characteristic of the latter half of this centuryis the increasing rapidity with which change is occurring in all phasesof human activity. Scientific discoveries have given birth to technolog-ical advancements in activities of peace and war, on the domestic sceneas well as in foreign lands. These technological achievements have chal-lenged old social patterns, threatened traditional social values, initiatednew social relationships, and established different patterns of socialthinking and acting by the individual and by his social organizations.Change has also come to the social studies.

The teacher who interprets learning simply as the acquisition offacts and does not seek to foster the development of critical and ana-lytical thinking by his pupils has, as the proverbial ostrich, put hishead in the sand.

That school which is committed to value indoctrination rather thanvalue inquiry and clarification is setting the stage for value rejectionby its pupils.

The teacher who underrates the ability of children and youth to learnis downgrading the potential of the next generation and is content withmediocrity.

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, 26

. 41.

That school which attempts to shelter children and youth from theso-called harsh realities of life rather than to orient them to thechallenges of living is denying them the opportunities of their birthright.

The teacher who limits his pupils to the study of a single discipline(or even two or three) rather than opening the whole vista to them is dis-honest to the trust placed in him by the people.

That program which forces pupils into the same content and the samekinds of experiences year after year rather than broadening the horizon ofknowledge and deepening the well of understanding places "blinders" uponthe aspirations of its pupils.

The teacher who demands conformity rather than fostering creativity,kills the genius of the individual.

The acquisition of facts as an end within itself, value indoctrina-tion, erroneous evaluation of pupil ability, false sheltering, restrictedscope, circumscribed experiences, and conformity are the characteristicsof the poor teacher, the inadequate school, and the useless program.These must be changed--it is simply a matter of individual and nationalsurvival.

To the question: "What education is of greatest worth," the socialstudies teacher answers:

* That education which clarifies values and builds allegiances..

* That education which fosters reflective thinking, inquiry,problem-solving, and questing.

* That education which guides an individual to the discovery ofhimself.

* That education which enables man to serve his fellowmen.

POLICY ON CONTROVERSIAL ISSUES

Parents, adWinistrators, and teachers should be aware of the factthat it may be treasonable to advocate some things but may be DISASTROUSto our nation if we Ail to teach about them and thus alert our youth totheir dangers.

Social Studies by its very nature contains many areas involvingdifferences oj" opinion. The voicing and resolution of such differencesare essential Anctions of our democratic society. Avoidance of suchareas and issues would weaken the preparation our youth receive fortheir participation as competent citizens.

Every pupil should have the right, under competent guidance andinstruction and in an atmosphere five ftom bias or prejudice, to studyany question, issue, or problem which is relevant in hie life, is vitalto the continuation of our society, and is appropriate to his maturitylevel.

AdMinistratore, teachers, parents, and students should realize thatit is the right of all persons to express an opinion on issues but shouldinsist that such opinions be identified as such and subject to challenge.It should be recognized that in his vital role a teacher need not beneutral but must be Air. Teachers should be aware of their role asguides, not indoctrinators, and should help their students gain clearperspectives of controversial issues through the processes ofsoundthinking applied to the researching and processing of valid informationwhich leads to wise decisions relative to such issues.

Only the guaranteeing of each individual's freedom to make person2ldecisions can protect the rights of pupils, teachere, and the patrons ofour schools. The failure to guarantee such freedom will undermine thecompetence of our citizenry in carrying out the essential task ofdecision making in our society. SUch failures provide rich seedbeds forthe insidious doctrines of totalitarian movements. Our democracy canonly be made strong as we are made aware of our strengths and ourweaknesses.

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SCOPE and SEQUENCE

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

Expctnding Horizons in the Elementary School

The child's introduction to formal educational patterns marksa transitional point in his life. Activities provided in his schoolexperience will offer opportunities for individual growth in relatingto and successfully interacting with all aspects of his natural and man- *

made environments. Basic to these experiences should be those whichenlarge the child's capabilities of self-decision, interaction, and self- *direction. Educational planning zoill focus on the development of those *

skills, values, and insights which allow meaningful participation inal/ social processes.

Planning vehicles will be organized so as to begin with thefceniliar, here and now, and widen horizons until he can embrace the far *

away, present and past. It is expected that diversity and individuality *

be recognized, understood, and respected. Tensions created by social.,economic, or ethnic differences should be studied objectively and com-passion for all mankind encouraged. All disciplines of the socialsciences will be drawn upon to help the child better define his worldand its relationship to him. A major emphasis will be on the development *in the learner of an increasing awareness of the conmonality of humanneeds and aspirations.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

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31

SCOPE and SEQUENCE

* * * * * * * * * *

* PRIMARY GRADES *

K-3* * * * * * * * * *

For the primary grade child, the school becomes a social labor-atory. Within this laboratory, he will develop'social awareness andsocial skills through actual practice and experience. Experiencesmust maintain a close-to-life integrity. The more alternative waysthat can be provided for a child to gain life success capabilities,the more successful the program will became. In light of the wide rangeof individual differences exemplified in children at these ages, thepseudo-concern of teachers relative to duplication of experiences be-comes meaningless. It is the school's role to use the individual as thebasis for planning, not a rigid structed sequence.

* * * * * * * * * * * * * * * * * * * * * * * * * *

* SOCIAL PEDCESSES AT WORK IN THE LIFE OF A CHILD ** * * * * * * * * * * * * * * * * * * * * * * * * *

The learning of social processes becomes the basis for the totalsocial studies program. Each activity is essentially a social experience.It is a time for speaking and listening, visiting and valuing, partic-ipating and reacting, observing and doing, usually with others, sometimesalone.

Through the social processes, a child begins to sense how othersfeel about him, whether or not his ideas count., whether his peers con-sider him an accepted group member, and whether what he does makes adifference. From these impressions, comes his opinion of his self-worthand from this self-image his tendency to become a success or failureoriented individual.

* * * * * * * * * * * * *

* SOCIAL PROCESSES OF THELARGER

* * * * * * * * * * * * *

* * * * * * * * * * * * * * * *

FAMILY AND SCHOOL WITHIN THE *

ENVIRONMENT* * * * * * * * * * * * * * * *

The family and school are natural psychological and experientialspringboards for widening social perspectives for children. Each is amini-culture. Each requires the acquisition and practice of socialskills in order for the individual to find success and fulfillment.The child's individual background is the basis upon which he builds hisnew perceptions. His learning experiences must seize upon his naturalinquisitiveness, his awakening utilization of his senses, and hisdesire to find success. Much of his questing and searching must bedone outside his classroom setting in the school and neighborhood environ-ment. His heightened perceptions must include an increased perceptionof the roles of individuals as they function in their social setting.

* * * * * * * * * * *

* SOCIAL FUNCTIONS OFAND COMMUNITY

* * * * * * * * * * *

* **************LIVING IN THE NEIGHBORHOODWITH OUTWARD EXPANSION* * * * * * * * * * * * * * *

Social studies experiences will include a study of many functionsor facets of living as they are demonstrated in the immediate localityand community setting. Children should have frequent opportunities toassociate with these functions and those individuals who provide servicesor functions in society. As each function is studied, comparisonsshould be made with earlier times and contrasting societies within thestate, nation, and world. Life activities at this level move the child'sperception from the actual experience level to the study of life modelsbeyond normal life experiences.

* * * * * * * * * * * *

* INTERMEDIATE GRADES *4-6

* * * * * * * * * * * *

As children progress through the intermediate grade years theirincr ising proficiency in researching and analytical skills coupledwith greater social perception and world awareness will naturally lenditself to the more abstract investigation of the earth and its humancultures. However, as with the primary grades, the basic goal of socialstudies activities at this level is still the enhancing of each child'sability to relate to life and find continuing success within his socialsetting.

* * * * * * * * * * * * * * * * * * * * * * *

* NATURAL AND SOCIETAL INTER-RELATIONSHIPS *

WITHIN OUR HOME STATE* * * * * * * * * * * * * * * * * * * * * * *

Children at this level will continue to expand their socialperceptions through activities implied in the fifteen social goals.Here they will gain a more systematic and accurate perspective of thenatural world through the study of the geographical attributes of thearea and of the social interactions of man with nature. Comparisonwill be made with other areas of the nation and the world. Change andadjustment in man and nature are key aspects to be developed. Contin-ually opportunities are provided for the student to gain new insightsinto his expanding roles within an enlarged environment.

* * * * * * * * * * * * * * * * * * * * * * * *

* AMERICAN CIVILIZATION AND ITS PLACE IN THE *

MODERN WORLD* * * * * * * * * * * * * * * * * * * * * * * *

As the child gains perceptions of the American culture, itsdevelopment and current aspects, emphasis will be on the understandingsand attitudes which form the basis of our nation's democratic values.Children should examine their basic value structure as it relates tosuccess in life and individual self-fulfillment. Evaluative studiesof contributions made by diverse ethnic groups within our society andof contributive leaders within those groups will allow identificationwith positive life models. Social capabilities in leadership, follower-ship, and self-actualizing roles will be identified and practiced.

* * * * * * * * * * * * * * * * *

* MAN IN HIS WORLD ENVIRONMENTS ** * * * * * * * * * * * * * * * *

Cultural studies at this level will not be iliclusive but ratherrepresentative. Their aim is to treat dimensions of the world's naturaland social environments. A limited number of area studies, each focusedon a national group that is significant in the modern world includingmany non-western cultures, will be explored. Students should have theopportunity to compare in an evaluative way model political and economicsystems. Learniug activities should provide continuing opportunity forstudents to practice social roles preparatory to adolescence. Stressshould be placed on the commonality of human needs and aspirations inall world settings.

JUNIOR HIGH SEQUENCE

7-9

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

The Individual Gains New Perspectives

* The junior high student is vypically entering a new social and *

* educational environment. This environment poses new challenges and *

* provides new opportunities for the student. It also requires new and *

* enlarged social and intellectual skills. Learning experiences for *

* students must be provided which will allow each student to cope suc- *

* cessAlly with the challenges and to utilize advantageously the oppor- *

* tunities while gaining increased intellectual and social capabilities. *

* *

* Me development of a positive self-image in every student should *

* be a priority fbr teacher planning during the years. This will require *

* the planned development in each student of those evaluative and manipu- *

* lative skills which contribute to life success. *

* 9 *

* Me junior high years are pivotal and crucial in the student's *

* school experience. During these years students are characterized by *

* a quest for self-understanding and fulfillment, the need fbr acceptance, ** a natural inquisitiveness, compulsive enthusiasm, a rapidly expanding *

* awareness of personal capabilities, and a strong urge to become more *

* involved in the world about him. Me social studies curriculum is *

* pZanned to take advantage of these factors. *

* *

* Since this period damands increased utilization of skills intro- *

* duced in the elementary years and the acquiring of skills needed fbr *

* a meaningful high school experience, a great deal of'emphasis is placed *

* on the attaining of lasting inquiry and criticoi thinking skills. Stu- *

* dents are to develop the ability to ask searching questions and to *

* employ the skills necessary to discriminate between truth and false- *

* hood. *

* *

* Me social studies sequence for junior high will allow the oppor- *

* tunity for self-fulfillment as well as gaining new capabilities for *

* and commitment to fulfilling a contributive role within society in an *

* ever new world. *

* ** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

* * * * * * * * * * * * * * * * * * * * *

* THE INDIVIDUAL AND HIS CHANGING WORLD ** * * * * * * * * * * * * * * * * * * * *

A one-year program in which the student studies the interrelated-ness of the individual with his family, peers, societal institutions,and his cultural heritage will allow each student to gain the positiveself-identification, intellectual capabilities, and life aspirationsso necessary to successful living. The gaining of greater competencyin the manipulation of knowledge, the resolution of social conflicts,and realistic decision making will inhance each student's opportunityfor continuing success in life.

Learning activities for this year will provide several essentialexperiences for students which are planned to assist each individualin making vital decisions affecting his life style either positivelyor negatively. Human factors related to the drug abuse problem andthe resultant societal problems which develop as an outgrowth of drugabuse will be one of the learning experiences during this year. Theidentification and investigation of basic societal institutions andprocesses as exemplified in the local community and area will pro-vide opportunities for enlarging the classroom to include the societalenvironment of the student. Special emphasis will be given to theinvestigation of vocational models and their requisite skills. Asympathetic awareness of problems faced by minorities in their questfor commonly held human aspirations will be fostered.

All of the disciplines of the social studies will be drawn uponin developing the areas selected for study, e.g., anthropology, eco-nomics, geography, political science, psychology, and sociology.Appropriate use of current issues will be made in the development oflessons and units of study. Major emphasis will be on the developmentin the learner of an increasing awareness of the commonality of humanneeds and aspirations.

* * * * * * * * * * * * * * * * * * * * * * * * * * *

* THE INDIVIDUAL IN HIS NATIONAL AND WORLD CULTURES ** * * * * * * * * * * * * * * * * * * * * * * * * * *

A two-year program is provided in the junior high program in whichthe student continues the development of his inquiry and evaluativethinking skills. The learning activities by which this development isbrought about are focused on helping the student gain new perspectivesof the American culture and his relationship to it and in relating hisculture to other cultures of the world.

Vital facets of this progran will provide the student with theopportunity to become better oriented to the state of Utah in itshistorical and twentieth-century perspectives. Social, political, andeconomic factors relating to Utah will be the focus of several student-learning.experiences.

The development of the fifteen basic social goals as American tenetsand their exemplification in our Utah culture and their comparison withthe values and goals of other cultures could be utilized to produce thestudent perspectives, skills, and insights desired.

All of the disciplines of the social studies, anthropology, eco-nomics, geography, political science, psychology, and sociology shouldbe drawn upon in providing learning alternatives for the student in hisquest to achieve each behavioral capability. Appropriate use of currentin-life issues must be provided where possible in activities. Majoremphasis should be on the development in the learner of an increasingawareness of the commonality of human needs and aspirations.

Possible learning vehicles might include topics such as:

America's Beginnings From An Old World BackgroundAmericans As A Nation of ImmigrantsThe Origin of Our Political SystemOur Changing Economic SystemThe Transition From Rural to an Urban SocietyUtah in Its Historical SettingAmerican Cultural ContributionsTechnological ChangeThe Quest for EqualityLeaders and Challenges that Changed AmericaOur Nation in Its Natural SettingUtah in the Twentieth CenturyOur Inheritance From Ancient CulturesExemplary Cultures of the World TodayThe Growth of World InterdependenceGreat Ideas That Have Changed the WorldLeaders, Past and Present, That Have Changed the WorldThe World in Its Natural Setting

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SENIOR HIGH SOCIAL STUDIES

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

Problems, Iesueo, and Institutions in an EXpanding Focusin High School

* The high school has the responsibility in social studies educa- *

* tion for providing opportunities for the student to apply his in- *

* creased competencies in inquiry to societal problems, issues, and ** institutions. He will begin by focusing on those problems closest ** to him and continually expand his focus until he seeks meaningful ** understanding oytd answers for problems universal in scope. Key to ** these experiences will be relevancy to life. Current events could ** well be the course of study fbr large periods of time. Students ** must see rational means for facing value conflicts at all societal ** levels and recognize the continual presence of ambiguity and unresolv- ** able conflict in human problems and issues. When the student completes ** his high school experience he should be equipped with the evaluative ** techniques essential for his needs as an informed, functioning, con- ** tributive member of'society. His social education will then become ** a life-long, on-going process. ** ** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

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* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

* INSTITUTIONS, PROBLEMS, AND ISSUES WITH AN INDIVIDUAL, STATE, *AND NATIONAL FOCUS

* * * * * * * * * * * * * * * * * *'* * * * * * * * * * * * * * *

It is unrealistic to suppose that anyone grows in a social vacuum.The student in high school Must consider himself as an individual. Hemust look to his basic values, his aspirations, and to means of achiev-ing his drive for self-realization. Once he has achieved a positiveself-image, he can evaluate in a meaningful way the society in which hefunctions. A major focus of this year of study will be the identifica-tion of areas of conflict within the nation and man's needs for andattempts at solution. Many commercially prepared materials which focuson public issues in the classroom will form an integral part of thisyear's course of study. Current affairs will be a continual area offocus. Every effort must be expended to involve the student in issuesand problems that will be his to resolve as he leaves the dependenceof the family and school and assumes the independence of adult life.Some time should be spent in meeting student needs in the field ofconsumer education by offering meaningful training in how one success-fully interacts with our economic system. Suggested areas for investi-gation might be:

The Individual in His Changing Family RoleThe Changing Role of the Family in Our SocietyThe Changing Role of the Individual in Our SocietyProblems and Societal Issues or Our CommunityProblems and Societal Issues of Our StateProblems and Societal Issues of Our NationThe Individual and Human Institutions

All of the disciplines of the social studies will be drawn uponin developing the areas selected for study, e.g., anthropology, eco-nomics, geography, political science, psychology, and sociology.Appropriate use of current issues will be made in the development oflessons and units of study. Major emphasis will be on the developmentin the learner of an increasing awareness of the commonality of humanneeds and aspirations.

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$

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

* INSTITUTIONS, PROBLEMS, AND ISSUES IN A NATIONAL AND WORLD FOCUS ** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

This course as the culminating experience in the enlargement ofthe student's social studies perspective has the responsibility ofbringing his focus upon the nation in its world setting and the ramifi-cations of one world. This course might well have a two-semester focus.The first semester could deal with our nation in-its world setting withunits focused on domestic problems, social, political, and economicinstitutions, and unresolved issues in our world relationships.

The second semester might have units focused on our world issuesand problems. This would be an interdisciplinary study of ouch prob-

-

lems and issues as democracy versus communism and other authoritariansystems, competing economic systems, the role of government, economicinterrelatedness in the world; social problems, as population explosion,illiteracy; and international cooperation and conflict.

All of the disciplines of the social studies will be drawn uponin developing the areas selected for study, e.g., anthropology, eco-nomics, geography, political science, psychology, and sociology.Appropriate use of current issues will be made in the development oflessons and units of study. Major emphasis will be on the develop-

. ment in the learner of an increasing awareness of the commonality ofhuman needs and aspirations.

* * * * * * * * * * * * * * * *

* FOCUS ON AREAS OF INTEREST ** * * * * * * * * * * * * * * *

A number of advanced elective courses, most of them one semester,should be available for senior high school students. Such coursesshould offer the student alternatives as to areas of study which hecan select with his personal interest ehe only criteria for selection.These courses will allow him to demonstrate his increased abilitiesand sophistication in social studies.

The decision as to the specific courses to be offered shouldtake into account the specific and special preparation of teachersand other resources that are available in the situation, such asspecialists within the community.

Such courses might include:

Urban GeographyHistory of MinoritiesSocial PsychologyEconomicsSociologyPsychologyWorld History/Ancient HeritageWorld History/Modern EraWorld History/Non-WesternAmerican GovernmentComparative GovernMent and Economic SystemsAnthropology,

PhilosophyAdvanced Placement American HistoryAdvanced Placement European HistoryGreat PersonalitiesQuest in Social Studies

All of the disciplines of the social studies will be drawn uponin developing the areas selected for study, e.g., anthropology, eco-nomics, geography, political science, psychology, and sociology.Appropriate use of current issues will be made in the development oflessons and units of study. Major emphasis will be.on the developmentin the learner of an increasing awareness of the commonality of humanneeds and aspirations.;

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42

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SOCIAL GOALS AND THEIR RELATED FOCAL POINTS*

The following Goals and Focal Points are taken from the socialgoals and generalizations given in more elaboration in the last sectionof the guide (beige section) pages 287 - 370. It was felt that thesecondensed versions were more usable for classroom.application than, thelonger statements. These Goals and Focal Points are.the basis for themodels developed in the guide leading to the classroom instruction level.

For greater definition of each Focal Point, please turn to thecorresponding goals found in the last section.

For the step by step transformation of these Focal Points intoclassroom practice, turn to the next orange section.

I Recognition of the Dignity and Worth of the IndividualII The Use of Intelligence to Improve Human LivingIII Recognition and Understanding of World InterdependenceIV The Understanding of the Major World Cultures and Culture AreasV The Intelligent Uses of the Natural Ehvironment

VI The Vitalization of Our Democracy Through an Intelligent Useof Our Public Educational Facilities

VII The Intelligent Acceptance, by Individuals and Groups, ofResponsibility for Achieving Democratic Social Action

VIII Increasing the Effectiveness of the Family as a Basic SocialInstitution

IX The Effective Development of Moral and Ethical ValuesX The Intelligent and Responsible Sharing of Power in Order to

Attain JusticeXT The Intelligent Utilization of Scarce Resources to Attain the

Widest General Well-Beingxrr Achievement of Exemplary Horizons of Loyalty

XIII Cooperation in the Interest of Peace and WelfareXIV Achieving a Balance Between SociaZ Stability and Social ChangeXV Widening and Deepening the Ability to Live Mbre Richly

* Adaptation from National Council for Social Studies Publication:Social Studies in Transition: Guidelines for Change.

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MAJOR SOCIAL COALS AND RELATED FOCAL POINTSIN THE SOCIAL STUDIES

SOCIAL GOAL IRecognition of the Dignity and Worth of the Individual

POLITICAL:

1. Human life is sacred.

2. Individuals surrendered personal rights in order to create a

government.

3. Government is a means by which rights are protected and not anend in itself.

4. The individual has no rights under some political systems.

5. The individual's reason for being is to improve and glorify thestate in totalitarian systems.

6. The philosophic principles which recognize human dignity andworth have been translated into public law and civic policy.

7. Institutions exist for mankind; government rests upon the con-sent of the governed.

8. Men possess rights naturally.

9. Maintenance of individual rights and the implementation of theprinciples of equality are responsibilities of every Americancitizen and public official.

10. The concept of universal rights and freedoms for the humanfamily has long been accepted as an ideal.

HISTORICAL:

11. Recognition of the dignity and worth of the individual is apart of our heritage.

12. Individuals were respected on the basis of their dignity andworth.

13. The triumph of the middle class was secured by the establish-ment of Bills of Rights.

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14. The concept of the dignity and worth of the individual, andof basic rights that he may claim, has been developed andsupported by actions of individuals and groups.

Socially conscious citizens have taken an active share inbroadening and deepening the recognition in American societyof the dignity and worth of the individual.

15. Various factors in the development of the United States haveoperated to strengthen our recognition of the dignity andworth of the individual.

16. The record of Americans in recognizing the dignity and worthof the individual has its negative as well as its positiveaspects.

17. Peonage and other forms of partial slavery still exist.

18. While freedam and security are concepts which in theirtheoretical absolutes are mutually exclusive, each societydecides how mmmh of each it will enjoy at any given time.

ECONOMIC:

19. Emphasis on the individual is a vital factor in the systemof private enterprise.

20. American business has become more impersonal.

21. The American economy is essentially based on the idea ofdecentralized economic decision making by individuals.

A decentralized economic system seems most compatible withindividual freedom.

22. The concept of the dignity and worth of the individual hasresulted in fair employment practice laws.

Discriminatory practices remain a major block to. the fullapplication of the principles involved in recognition of thedignity and worth of each person.

SOCI"-CULTDRAL:

23. Laws, folkways, and mores for civic and social control arebased on assumptions of man's worth and dignity.

24. Public programs reflect public concern for the happiness andwell-being of every person.

25. All persons are entitled to consideration.

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26. Each individual should have the right and the obligation tofind his place.

27. Social classes have always existed in e7ery society.

In American society, class organization should be fluid.

28. Social mobility is encouraged by our system of public educationand by the democratization of culture through the mass media.

29. Sweeping generalizations and prejudgments are too often appliedto all members of a class or group.

30. People should be evaluated as individuals not sterotyped becauseof group membership.

31. Ability or power does not give any individual the right toexploit his fellowmen.

SOCIAL GOAL IIThe Use ofIntenigence to Improve Human Living

POLITICAL:

1. Western institutions are based upon the individual who will usehis intelligence to further his own and the social.good.

Totalitarianism rests upon a mass mind that is docile and ischarged with no responsibility for independent thought.

2. The individual in a democracy must make intelligent socialdecisions and acc:Ipt the responsibility for decision making andfor the consequences of Chose decisions.

3. The citizen should learn to evaluate critically that which ispresented through the mass media.

4. Social action in a democracy requires a combination of indi-vidual and group activities.

5. Pressure groups have a function to perform in a democraticsociety.

6. To function properly, democracy and democratic political institu-tions require the trained intelligence of many specialists.

HISTORICAL:

7. Han's intelligence has enabled him to understand naturalphenomena and forces.

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7

8. A cultural heritage is a reservoir of data and suggestshypotheses that are useful in solving current problems.

9. Men utilized accumulated knowledge to advance the frontiersof learning.

10. Through exchange of ideas and knowledge, men of different con-temporaneous cultures have been able to enrich their own society'sheritage.

11. The scholars of classical antiquity made many improvements inhuman living.

12. The sciences, which are the basis of today's living, beganwith inductive reasoning.,

13. Man's life has been made richer and more comfortable throughthe application of intelligence.

14. Superstition hinfters progress, but the diffusion of knowledgecan drive out superstition.

15. Research and experimentation have expanded the knowledgeavailable to man.

16. The systematic procedure for dealing with social problems islabeled as scientific thinking.

17. The free world must prize the free mind.

Intellectual liberty is the ultimate meaning of freedom.

18. The improvement of human living involves social problems orcontroversies.

19. The free competition of the market place for ideas and valuesis based upon the parallel of the free and competitive marketfor goods and services.

20. "Pure research" has pushed back the bounds of ignorance and"applied science" has applied these findings for the improve-ment of human living.

21. The mass media of communication have imperfections.

22. The study of the human mind becomes science's greatest frontier.

SOCIAL GOAL IIIRecognition and Understanding of World Interdependence

GEOGRAPHIC AND ECONCHIC:

1. Modern technology is essential for understanding the degreeand importance of world interdependence.

2. The modern idea that wealth is measured by usable commoditieshas required a new emphasis on the importance of the efficientexchange of goods and services.

3. No nation is economically self-sufficient.

4. Through areal (regional) specialization men can improve theirefficiency which may lead to a higher standard of living.

5. International trade today affects man's life in every part ofthe earth.

6. Area specialization requires a frequent reexamination.

7. We still live in a global economy of scarcity.

POLITICAL:

8. The role of the United States in world affairs today is basedon a recognition of the interdependence of the people of theworld.

9. The failure of isolatiovism as a policy has led to increasedpolicies based on interdependence in today's complex world.

10. International political organization is still based on theexistence of independent and sovereign nation-states.

11. Interdependence implies a necessity for cooperation by thevarious national states in the interests of all.

12. Rapid communication and transportation have vastly increasedspeed of international contact.

13. The task of the diplomat has been further complicated by thegrowing influence of public opinion on international politics.

14. The United Nations serves as a meeting place for internationalcontact as well as a forum for the expression of world publicopinion.

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HISTORICAL:

15. As social and economic groups grew in size and specialization,a division of labor and sharing of responsibility for the publicwork done by all for all developed.

16. The period of the great discoveries and explorations laid thebasis for the idea of world interdependence.

17. Most people in industrialized areas of the earth are directlyaffected by national and world events.

18. Some economic enterprises now operate on a world-wide basis.

19. Increased world interdependence led to the development oflarger national states and colonial empires.

20. America was discovered during an era of global exploration.

21. The economic development of the Americas from the start wastied to that of Europe.

22. The economic development of the United States has been affectedby developments in Europe from the early national period.

23. Improved mass transportation increased international competi-tiveness in agricultural products.

24. The people of the United States brought the English language,their religions, and social and cultural conventions from Europe.

25. European immigrants used the United States as an economic escapevalve and greatly aided an American economy in need of labor.

26. Until about 1870, the United States was an immature debtorcountry, with more imports than exports. After 1914, theUnited States became an immature creditor nation, with moreexports than imports.

27. The history of the United States shows an interesting patternin international awareness.

SOCIO-CULTURAL:

28. Modern transportation and communication have made it possiblefor all peoples on the planet to be neighbors.

29. While there are many important differences among the peoplesof the world, dhere are also important similarities.

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30. When modern transportation and communication reach a formerlyisolated people, their way of living changes rapidly.

31. Interdependence of peoples causes them to share disadvantagesas well as advantages.

32. Since cultures consist of learned ways of doing things, theycan be modified by research and education.

33. Technical assistance to underdeveloped areas is not enough.

34. One of the major threats to peaceful interdependence isidealogical universalism, the idea that the beliefs of onegroup ought to be fastened upon the whole world.

35. Sectionalism applied to idealogies has been a cause fordivisiveness.

36. One of the major temptations which today's United States mustresist is that of urging other peoples to do things our way andto accept all of our values.

SOCIAL GOAL IV--The Understanding of the Mdjor World adturesand Culture Areas

HISTORICAL:

1. European empire building destroyed the independence of peopleswho had a long history of cultural attainment.

2. The slave trade destroyed indigenous cultures in Africa.

3. The cold war struggle between East and West has influencednewly developed nations.

4. Great cultures developed distinctive elements to meet challenges.

POLITICAL:

5. Assembly of the United Nations has been a frequently used arenafor the competition of the USA ,and the USSR.

6. In the theory of international relations, each nation is sover-eign and the equal of every other nation.

7. The neutral bloc has exercised a "balance of power" influence inthe United Nations and in world affairs.

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ECONOMIC:

8. Technological developments in communications have accentuatedthe distinctions between the haves and the have-nots nationallyand internationally.

9. The advanced nations have undertaken to help the less wealthynations raise their standards of living in order to derivereciprocal benefits.

10. "Tourism" is an increasingly important contribution to thenational economics of many nations.

SOCIO-CULTURAL:

11. The American Point Four Program has aimed at improving standardsof living in underindustrialized countries.

12. The Pesce Corps has aimed to let other peoples learn aboutAmericans and American ways.

13. Tourism is becoming a two-way street.

14. Americans have been too apt to regard other nationalities withan air of superiority which is really based on provincialignorance.

15. Cultural diversity is satisfying to the people of a culture andmay be stimulating for their world neighbors.

16. Social evolution among the world's peoples has moved in differentdirections and at varying rates.

17. As new nations have attained independence, each tends to stressthe distinctiveness of its culture.

18. A systematic pattern for the study of a culture or cultural areaassists the learner.

SOCIAL GOAL V--The Intelligent Uses of the Natural Ehvironment

GEOGRAPHIC:

1. Various sciences assist modern man in learning about and dealingwith his natural environment.

2. Ability to interpret the various types of maps as well as aknowledge of the uses to which each may be ptit effectively, isnecessary for understanding man's natural environment.

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3. About three-tenths of the earth's surface ..... land about seven-

tenths is water.

4. Land is used for many and varied purposes.

5. As man has explored and settled the land surface of the earth,he has used it sometimes wisely and sometimes very unwisely.

6. Without water, man could not live on the earth.

7. Men have discovered many things about better use of the earth'swater.

8. Climate affects where and how people live.

9. Natural forces are constantly changing the face of the earth.

10. As men learn more about the forces of nature, theyprotect themselves against such natural dangers asfloods.

11. Man's knowledge of the universe has been increaseduse of recent technological advances.

ECONOMIC:

are able toatoms and

through the

12. (Spatial) factors are among the basic factors which determinewhere many industries are located.

13. Improvements in the technology of transportation have lessenedman's dependence on the immediate region in which he lives.

14. The cost of natural resources tends to increase as diminishingsupplies entail greater economic efforts to secure them andencourage the development of substitutes.

15. Industrialization, increasing population, and mounting worlddesire for higher standards of living have accelerated theurgency of wise use and management of our natural resourcesand protection of our natural environment.

16. International programs dealing with natural factors in theproduction of food point out the commonality of man's problems.

POLITICAL:

17. Man's intensified use of natural resources and increased exploi-tation of them has been accompanied by changes in social,economic, and political institutions.

18. Failure to use natural forces intelligently has had negativeconsequences throughout history and is especially evident today.

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19. Natural factors have been important in the rise and fall ofempires.

20. People demand from the government some measure of protectionand help when the forces of nature bring disaster to man.

HISTORICAL:

21. Primitive man increased his power over nature by inventing.

22. The invention of irrigation was the basis for development ofsome early civilizations.

23. Great civilizations developed in regions which were geographic-ally favored.

24. During tlae great period of exploration and discovery men learnedabout the total surface of the planet.

25. Early astronomers laid the foundation for man's current views ofhis universe.

26. The industrial revolution encouraged efforts at empire building.

27. The geography of an area has helped to mold a people's orienta-tion to empire.

28. Knowledge has been gained about the races of mankind and theirproblems Of adjusting to many natural differences.

29. Natural resources heavily influenced the development of eachregion.

30. The pattern of settlement of lands illustrates the effects ofnatural forces on man's life.

31. Man's adaptation to life on a relatively unsettled continentwas not easy.

32. Transition from an agricultural to an industrial economy broughtchanges in the environment and in resource use.

33. The conservation movement was a reaction against the wastefulexploitation of natural resources.

The wise use of natural resources is still one of our mainareas of public concern.

34. The growth of science has increased man's knowledge of naturalforces and natural phenomena.

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SOCIAL GOAL vr --The Vitalization of Our Democracy Throughan Intelligent Use of Our Public Educational Facilities

HISTORICAL:

1. Education is a process by which the young are inducted into thesociety.

2. Training the young in moral and spiritual values has historicallybeen a function of organized religion.

3. Throughout history the wealthy have often provided for their owneducational programs.

4. Church-sponsored and operated schools constitute a major part ofthe educational systems of many countries.

5. The religious motive dominated education in the colonial period.

6. The American tradition of public responsibility began in thecolonial era.

7. The need for an educated citizenry was recognized by leaders ofthe early national period.

8. Religious divisions among the American people combined with theconstitutional provision for separation of church and state tobring the establishment of tax-supported public schools on asecular basis.

9. Recognition in the United States of the importance of schoolingfor occupational success brought the rise of the private academyand of the tax-supported public high school.

10. The development of elementary education for the masses in theUnited States was paralleled in most Western European countries.

1 . The twentieth-century has seen a trend toward informality andgreater variety in the classroom.

12. The steady trend toward a higher level of formal schooling,higher level of literacy, and the increased popularization ofknowledge has affected higher education as well as that at theelementary and secondary levels.

13. The modern schools are expected to train in basic abilitiesrequired by specific occupations in a general understanding ofthe functioning of the economy.

14. Teaching the skills and habits of efficient consumership hasbeen recognized as a responsibility of the.public schooXs.

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15. The economic well-being of our society depends on the competenceof its people.

16. Adult education has been a recent development in public education.

17. If human intelligence is to be applied to the solution of complexeconomic problems, we need to emphasize economic education andeconomic understanding.

18. The increased use of automation and economic changes make itnecessary for workers to be adaptable and capable of retraining.

19. A contemporary problem is the adequate and equitable financingof public education.

20. The financing of higher education is usually different from thefinancing of lower educational levels.

21. One of the major purposes of education is to furnish trainingin citizenship.

22. Modern schools help young people develop civic competence byproviding opportunities for them to engage in civic activitiesin the school and local community.

23. Study about important controversial, social, economic, andpolitical issues is recognized as an important aspect of civiceducation today.

24. Study of current affairs is generally accepted as a basic partof civic education.

25. Controlling public education is primarily a function of each state.

26. Each school district can and does determine to a great extent thenature, quality, and direction of its educational system.

27. The federal government has limited direct yesponsibility forsupervision or control of the public schools.

28. It is imperative that the schools be adequately financed if theyare to perform effectively in meeting the challenges of a changingworld.

SOCIO-CULTURAL:

29. The responsibility of ehe public schools for social and culturaldevelopment of the individual has been increasingly recognized.

30. Educational achievement has high status in American Society.

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co,

31. There is a growing consensus that the schools should assume aprimary responsibility for basic functions of education whichwere once almost entirely performed by family and church.

32. One of the challenges for modern schools is to regain a person-alization of school experiences without losing the advantagesof the larger unit.

33. Segregation and its related problems have been long-standingconcerns in the American educational system.

34. Poor schools in any region concern all of the nation.

35. The migration of people has presented increased problems tometropolitan areas.

SOCIAL GOAL VIIThe Intelligent Acceptance, by Individuals and Groups,of Responsibility for Achieving Democratic Social Action

HISTORICAL:

1. One of the oldest attributes of man as a social animal is theconcern of the group for the safety and welfare of the individual.

2. Frontier life in America saw social status depend upon individualability and skills.

3. The frontier society developed many contradictory qualitieswhich have persisted in American life.

4. Many individuals believed that private action through humanitarianorganizations was the best channel for remedying social ills.

5. Government has become the institution upon which modern societyhas come to depend most heavily for achieving group action.

6. The government's role as an agency for social action to relieveeconomic distress has changed and is still evolving.

SOCIO-CULTURAL:

7. Interdependence that exists in the modern world increases theurgent need for individuals and groups to assume responsibilityfor the general welfare as well as for their own immediate good.

8. Man's concern for mankind has became institutionalized.

9. The person with a social conscience must spend time and study indeciding how his contributions can most wisely be used.

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5 7

10. Modern conditions place new premiums on social action throughgroups.

11. Americans pride themselves upon their generosity and willing-ness to respond to appeals for aid.

POLITICAL:

12. Rights and privileges carry with them responsibilities if theyare to be maintained.

13. It is essential to the maintenance of a democratic society thatthe individual citizen as well as the public official recognizethe importance of acting in the public interest as opposed tothe immediate selfish interest.

14. Representative democracy is particularly important infia largeand complex nation, where few social decisions can be made bya direct popular vote on a controversial proposition.

ECONOMIC:

15. As communication and transportation have drawn the world closetogether, the contrasts in standards of living have becomeclearer for all to see.

16. Taxation can be viewed as a means of buying cooperatively thingstoo expensive for the individual to provide for himself.

17. Increasingly intense exploitation of natural resources hasdeveloped along with industrialization.

18. The modern American corporation often operates upon so big ascale that its organization is bureaucratized.

19. The modern American corporation often becomes a major force inthe economic, political, and socio-cultural life of the geo-graphic area.

20. Business and Labor organizations have contributed to the generalwelfare of the nation.

SOCIAL GOAL VIIIIncreasing the Effectiveness of the Familyas a Basic Social Institution

HISTORICAL:

1. Intelligent and thoughtful preparation for marriage througheducation becomes extremely important.

2. In nearly all societies and times, sons have been more desiredthan daughters.

As women gain more nearly equal status with males in economic,political, and social aspects of culture, the difference inattitude toward sons and daughters levels off.

3; .The increased divorce rate reflects the greater economic inde-'; pendence of women, the increasing secularization of marriage,and changes in the family as an institution.

4. Transition in the United States from a handicraft,to an industrialized, urban society has reduced orcertain functions the family was formerly expectedand consequently has brought changes in the familyinstitution.

SOCIO-CULTURAL:

rural economyeliminatedto fulfillas an

5. Increasing urbanization continues to weaken family solidarity.Deliberate efforts to find common activities and interests arenecessary to maintain a sense of unity and responsibility with-in the family group.

6. Development of a satisfactory pattern of family organization ismade still more difficult by the heterogeneity of our population.Adaptability of individual family members--in personality, inadjustment to changing socio-economic conditions, and in develop-ment of new skills as needed--seems to be the key to a stableand satisfactory family life.

7. Women play an increasingly important role in the control andfunctioning of the modern American family.

8. Many variations exist from one segment of the population toanother.

9. The recognized problems of child-rearing have increased withexpansion of research about personality and child developmentand the popularization of new psychological theories in thesefields.

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10. The family as an institution in the United States has to adjustitself to care for the aged.

ECONOMIC:

11. The modern family is basically the unit which purchases consumergoods in our economy.

12. Technological developments have increased the range of work forwhich women are employed.

13. In pre-industrial cultures, children were inducted into thefamily's means of gaining a livelihood as soon as they werephysically capable.

With a population that is increasingly urban and skill oriented,the economic value of children and the aged has diminished.

14. The importance accorded the family in America is underlined bythe privileged treatment given families over individuals.

POLITICAL:

15. One of the basic factors in our political-party system is ageneral political stability.

16. The woman suffrage fight became an important part of the pro-gressive reforms.

17. Women have been elected or appointed to nearly every politicaloffice.

- 18. The question of when young people should vote has been incontroversy.

SOCIAL GOAL IX--lhe Effective Development of Moral and Ethical VaZues

HISTORICAL:

1. Man's effort has been to define ideas of what is right and wrong,good and evil, ethical and unethical.

2. The great religions of the world uphold many of the same basicmoral values.

3. As groups of men have developed great cultures, they have movedfrom simple animism to complex philosophical systems.

4. American's basic spiritual values have their origins in Judaic-Christian religious thought.

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5. The social ethics which serve as ideals for today's Americaderive to a considerable extent from autecedents in Greeceand Rome.

6. The Jews of the dispersal and the members of the early Christiancongregations in Hellenistic7Roman cities have furnished uslessons in devotion to principle.

7. The medieval Catholic church perpetuated the moral and spiritualvalues of the Judaic-Christian ethic.

8. The Judaic-Christian ethic was carried to modern times by varioussecular and intellectual scholars.

9. A discernible trend in the historical development of the ethicaland spiritual values has been an increased emphasis on the goalof man's humanity toward his fellowman.

10. The ethics of modern individualism have strong roots in Westernculture as it has been developed in Europe since the Middle Ages.

11. Growing urbanization requires other social controls from thoseoperating in the smaller, unified communities of yesterday. Menhave lost an important integrating dimension of social living.

12. Societal changes have resulted in changes in the structure andfunctions of the family.

13. Churches have been affected by industrialization and urbanization.The effectiveness of the church as a transmitter of moral andethical values to the general population has lessened.

14. The home, the church, and the school have been society's depen-dence in transmitting moral and spiritual values to each succeedinggeneration.

15. Democracy places the responsibility of ethical and moral decisionsultimately upon the individual.

Totalitarianism attempts to impose an ethical uniformity.

16. The teaching of moral and spiritual values in the public schoolsof the United States must proceed on a secular basis.

17. Many other agencies aid in inducting the young into our culture.

POLITICAL:

18. Moral values frequently conflict with the dictates of immediatenational security.

19. Our society is open to criticism on moral grounds.

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20. Since the American political system insists upon a separationof church and state, our political and social morals have asecular basis.

21. The level of ethics in political life depends on the standardsvoters will accept and enforce at the polls.

ECONOMIC:

22. Ethics of the market place have gained increasing public aware-ness and reaction in the 20th Century.

23. Urban impersonality plus the "soulless" nature of the corporationstructure have offered modern business many opportunities tolower economics ethics.

Economic advantage may cause a conflict in ethical practice.

SOCIAL GOAL X--The Intelligent and Responsible Sharing of Powerin Order to Attain Justice

HISTORICAL-POLITICAL:

1. Wherever people live together in groups, communities, or nations,some rules or laws are needed to insure a peaceful life for all.

2. Justice now is concerned not only with the protection of society,but with the reeducation of the offender.

3. American concepts of justice and the rule of law am based almostentirely upon Raman and English antecedents.

4. Equality before the law was a judicial concept before equalityof social classes became a serious aspiration.

5. From very ancient times men have sought more efficient imperialmachinery by which to rule conquered peoples.

6. The problem of transmitting and effectively expressing power outto the frontiers and boundaries of the nation-state has runthrough much of history.

As the technology of transportation has improved, power has movedto central from local hands.

7. The central fact of life about government is that it must havethe power to coerce.

8. The forms or structure which government has taken are variedwith differing degrees of sharing power.

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9. Social order requres that laws must be made, interpreted, andenforced.

10. The ultimate base of equality before the law in the Americansystem is found in our judicial system.

11. The American judiciary has successfully supported its right ofjudicial review.

12. Rule by the majority and the rights of minorities go hand-in-hand.

13. It is the responsibility of each person to know what the lawsare and to obey them.

SOCIO-CULTURAL:

14. Individuals find their best opportunities to influence socialpolicy through cooperative effort with other like-mindedindividuals.

15. Equality before the law opens the door for social mobility.

16. Current scene in America demonstrates a rapidly growing middleclass and diminishing upper and lower classes. Earlier socialmobility has been replaced by a more complicated pattern.

17. Modern technology may make possible the revival of pure democracyeven in the large nation-states.

ECONOMIC:

18. Power--the ability to coerce--is often represented by or expressedby wealth in a private enterprise economy.

19. The economic exploitation of a region by various interests isone of the important bases for a struggle for political power.

20. The basic direction which government will take in economicaffairs is determined by the interest-groups dominant in thefederal government.

21. The possible existence and perpetuation of the "industrial-military complex" has been a rising concern in United Stateseconomic affairs in recent years.

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SOCIAL GOAL XI--Yhe Intelligent Utilization of Scarce Resourcesto Attain the Widest General Well-Being

HISTORICAL:

1. In different times and places, people have prized differentresources.

2. The industrial revolution has been one of the most importantfactors in modern history.

3. The position of the American farmer has fluctuated with thegrowing industrialization of the economy.

4. The period of Civil War reconstruction saw political powerswing to the business and industrial interests. One resultwas the entry of the federal government into economic regulation.

5. In much of the world, food resources affect the size of thepopulation.

6. Economic value of resources is based on scarcity, utility, anddesirability.

7. There is need for careful use of the scarce resources.

8. The central economic problem is hoW do we, and how should we, usethe scarce resources upon which the level and quality of ourmaterial life depend.

9. The American economic system is based upon a stimulation ofdesires and on a satisfaction of needs.

10. The way the consumer chooses to spend his dollars will ultimatelydetermine what and how much is produced.

11. In a capitalist,private enterprise econamy, the major purpose isto facilitate the exchange of goods and services at a profit.

12. As modern corporations have grown to mammoth size, there hasbeen a great increase, and dispersion, in the number of theirstockholders.

13. Long-range planning for the entire economy in order to assurethat adequate resources are equitably distributed has become acentral goal in America today.

14. Monetary and fiscal policies along with built-in stabilizerscompose mujor governmental machinery to achieve economicstability and growth.

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fi

15. Governments--federal, state, and local--have a significantimpact on the total quantity of goods and services produced inthe United States.

16. The best utilization of scarce resources encourages world trade.

SOCIO-CULTURAL:

17. Managers, that is the top and junior executives of corporations,are discernible today as a new, emergent social class.

18. The wage earner is not lower class today.

19. The application of mechanical power to production and theincreasing development of automatic machinery have been asocial problem. Automation poses problems which are botheconomic and educational.

20. There is a danger that in emphasizing things economic, too muchstress may be placed on materialistic and mechanistic values.

SOCIAL GOAL XII--Achievment of Exemplary Horizons of Loyalty

HISTORICAL:

1. Loyalty to the state was recognized by the ancient Greeks.

2. Even though citizenship in the Roman Empire had a broad baseinsurrection was still common.

3. A sense of membership in a nation became the basis for themodern world.

4. Loyalty to the local state.proved a factor in deciding theaction of many men.

5. One of the important accomplishments of the 14th Amendment wasthat it made national citizenship primary and state citizenshipincidental.

SOCIO-CULTURAL:

6. Civic loyalty rests upon a fundamental sense of belonging.

Loyalty must be voluntary and reciprocal.

7. One of the objectives of society is to develop in each person itsane and reasoned patriotism.

8. Loyalties may be multiple.

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65

9. Ideally, loyalty must be rendered to something larger than one'sself, untainted by private purposes or selfish ends.

10. One of the unresolved questions in modern society is the extentof cultural uniformity which must be required and the amount ofcultural pluralism which may be permitted.

POLITICAL:

11. Nationalism seems to be the strongest force operating amongnations.

12. Nationalism is inconsistent with many of the economic andtechnological facts of life.

13. Democracy is proud of the social rights which its citizens enjoy.

'Each important right carries with it the implicit responsibilityto exercise it intelligently.

14. Intelligent loyalty in America requires that the citizen put thegeneral welfare above his own whenever a choice between them isnecessary.

15. The greatest dangers of democracy come from internal bigotry,apathy, and prejudice.

ECONOMIC:

16. Economic citizenship uses the same basic values as in socialand political democracy, applying them to material matters.

SOCIAL GOAL XIIICooperation in the Interest of Peace and Welfare

HISTORICAL:

1. "Pax Romana" has come to mean the peace of the conqueror imposedon captive people.

2. In one important sense, the modern world emerged from the ThirtyYears' War and the Peace of Westphalia.

3. After the Congress of Vienna, the great powers of Europe soughtto discover the common grounds of their self-interests and tofurther them by cooperation.

4. The first foreign policy for the new United States requireddiplomatic agility to thread a way through twenty years ofEuropean wars and to make firm the nation's independence.

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S6

5. Existing international agencies, and our cooperation with them,

have grown out of past experience.

6. The League of Nations tas the major agency working toward asystem of world order between World Wars I and U.

POLITICAL:

7. The United States has a major responsibility for the successor failure of any general international agency.

8. International agencies are an important but limited part of thetotal pattern of relations among nations.

9. The United Nations' system is the most comprehensive effort todate at cooperation among nations through an internationalagency.

10. The United Nations' most publicized activities have been littlemore than an arena for power politics and the verbal combat of

hostile nations.

11. In international relations and specifically in the United Nations,all nations are in theory sovereign and equal.

12. The success of an international agency depends eventually uponthe support of its member nations and the extent to which theydelegate to it the powers needed for achieving its purposes.

13. Practical citizenship requires the acceptance of compromise andcooperative efforts to make it work.

14. Today's American should know about, critically evaluate, andsupport promising efforts to prevent war; but should standready to defend his country against tyranny and aggression.

15. The techniques of diplomacy have become outmoded by the technologyof communications and by the Cold War.

16. The Federal Government plays a vital role in protecting thepublic in conflicts between business and labor.

ECONOMIC:

17. The structure of modern business tends to influence the valuesof individuals.

18. International trade allocates resources across national boundarylines.

19. Differences in the supply of the factors of production among nationsas well as in demand patterns are reflected in different costs ofproduction, different incomes, etc.

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20. World trade helps the United States toemployment and income.

21. The United States offers technical aidcountries.

22. Interdependence among the peoples of the world has grown.

23. Individuals can affect and are directly affected by the work ofinternational agencies.

24. Today not even the wealthiest and most powerful nations cancompletely resolve their economic problems by themselves.

maintain high levels of

to under-industrialized

SOCIAL GOAL XIV- -Achieving a Balance Between Social Stabilityand Social Change

HISTORICAL:

1. The life span of a civilization is a matter of dispute betweenphilosophers of history.

2. The greatest Tlanges had antecedents.

3. No society has ever been completely static.

4. The rate of social change in the Western World has been greatlyaccelerated since the Industrial Revolution.

5. Basic institutions change slowly in relation to superficialaspects of society.

6. The security of one era becomes the restriction of a later time.

7. Every generation had its threats to individuals and to society.

8. Democratic social change has brought within reach of the ordinarypeople many advantages formerly reserved for the select few.

9. There is need for a balance between change and stability.

SOCIO-CULTURAL:

10. An institution is a bridge which society creates to cross froma problem to a solution.

11. Cultural lag takes more extreme forms and has much graver conse-quences in an interdependent industrialized society than in thesimpler social organization usually found in an agriculturaleconomy.

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12. The uneveness of progress has created cultural lag in many partsof our social system.

13. One of the important needs or drives of the individual is forsecur4y.

14. The modern newspaper stresses the variant and the odd while toooften ignoring or minimizing the stable.

15. One area in which change is most demonstrable is the positionof women in society.

16. Modern technological changes have caused and will continue tocause changes in the social-cultural aspects of our society.

POLITICAL:

17. A society is based on the interaction of stability and change.

18. The American Constitution illustrates the forces of change andstability in our political structure.

19. Our laws ultimately established both the stability and changeour society requires.

20. Political action generally involves a compromise between liberaland conservative forces.

21. Many reforms are needed in our political institutions to meetthe changed conditions of 20th Century industrialized society.

ECONOMIC:

22. Economic fluctuations have been a frequent phenomenon in theAmerican economy.

23. Today's Americans desire to achieve economic growth, econamicstability, economic efficiency, economic security, and economicjustice, all within the framework of maximum freedom.

24. Today our lives are greatly affected by inventions which flowfrom our industrial laboratories.

25. The economic challenges posed by wars have triggered greatchanges in the American economy.

SOCIAL GOAL XVWidening and Deepening the Ability to Live Afore Richly

HISTORICAL:

1. In every great civilization men turned to aesthetic expressionin various media.

2. Important standards of aesthetics, beauty, and intellectualachievement are part of our heritage from Greece and Rome.

3. The Renaissance began as a revival of classical art andliterature but its central contribution was that it conceivedthe free mind of man.

4. In the modern Western world broader and broader sections of thepopulation have shared in aesthetic expression either as con-sumers or producers.

5. Great discoveries are most frequently the culmination of longresearch, investigation, and experimentation.

6. Scholarly disciplines have developed their own unique methodsand characteristics.

7. Psychology emphasizes the development of man's personality andcreative activities.

8. An important and often overlooked aspect of discriminatorytreatment of minorities is the injurious effect of such treat-ment on personality, on self-respect, and on the ability todevelop satisfying human relations.

9. In our free society work is considered a social good and an endrather than a means.

10. Men may live more richly through developing their capacities forwarm, satisfying human relationships as well as through art, music,and other forms of aesthetic expression.

11. Americans show many evidences of desiring to find self-understanding.

12. The "wise use of leisure time" has thus become a problem directlyfacing society and the schools.

13. As our population has grown and become more urban, there has beenan increase in the more passive uses of leisure.

14. The mass media have both helped and hindered the development ofmore refined aesthetic tastes in our society.

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15. Increasing the ability of a whole society to live more richlyfaces difficulties.

16. Never has the opportunity to develop one's interests, levelsof appreciation, and creativity been so widely and easilyavailable.

ECONOMIC:

17. Our economy has grown as it has taken the discoveries of purescience and applied them to the enrichment of material aspectsof living.

18. Modern business has adopted techniques which appeal to theaesthetic tastes of the consumer.

19. Consumer desires have been an important factor in expanding theeconomy.

20. The government has provided services which would be uneconomicalto provide privately.

POLITICAL:

21. Government may be employed to strengthen the desirable culturalaspects of the society.

22. Respect for the individual and his beliefs must also operate ininternational affairs.

23. The fulfillment of civic obligations develops inner satisfactions.

24. A society based on a respect for the individual and embodyingsafeguards of individual rights is more likely to survive thanis a crassly materialistic society.

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Preparatio4 forqnstructim

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PREPARATION FOR INSTRUCTION

In this section the abstract social goals are changed by athree-step process into a form in which one aspect of each goal isready for teacher presentation in the classroom.

These steps are:

Step One A focal point from a social goal is selectedfor development in the classroom.

Step Two Guiding questions are asked about the selectedfocal point. These questions attempt to developa complete perspective on each focal point inkeeping with the scope and sequence for thatlevel. Questions show variation from level tolevel as student maturation and capabilityvary.

Step Three Examples of a typical behavioral objective suchas a teacher might write which identifies thecapabilities to be exemplified by students aregiven.

The Next The teacher should plan specific classroomStep activities which will allow the student to gain

those capabilities necessary for the fulfillmentof each behavioral objective. NO SINGLE TEXTBOOKCAN PROVIDE THESE NEEDED EXPERIENCES ON ANY GRADELEVEL!

In the PROSPECTUS only a cross-section of focal points has beencarried through the three-step process. These are to serve as examplesonly. Districts, schools, and individual teachers must make the decisionas to which social goal and which focal point under those social goalswill be developed on each level. In non-graded schools a continuum ofpupil progress through the social goals could be easily developed.

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EXPLANATION OF CROSS-SECTION CHART

In order to illustrate how the same focal point could be developedon many grade levels, a cross-section of focal points is selected asrepresentative examples for teachers.

The same focal point is developed for grades K-11. This is doneby varying the guiding questions, increasing the expection of thebehavioral objectives, and framing both the questions and objectivesfrom a differing perspective.

To guarantee that the focal points will represent the diversifiedareas of economics, sociology, geography, history, and political sciencethe cross-section is based on the use of the focal point whose numbercorresponds to the social goal number. For example, focal point onefrom social goal one, focal point two from social goal two, and continuingthrough focal point fifteen from social goal fifteen.

The same fifteen focal points are illustrated for everY grade level.Teachers can follow the expansion of a focal point from grade level tograde level, reflecting the increased maturation and capabilities ofstudents as they progress through school.

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CROSSSECTION SHOWING THE FOCAL POINTSDEVELOPED AS MODELS ON EACH LEVEL

SOCIAL GOALS

I II III IV V VI VII VIII IX X XI XII XIII XIV XV

1

2

3

4

5

6

7

8

10

11

12

13

14

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tat rf;

4.)

15

PRIMARY GRADES K-3

SOCIAL PROCESSES AT WORK IN THE LIFE OF A CHILD

SOCIAL GOAL IRECOGNITION OF THE DIGNITY AND WORTH OF THE INDIVIDUAL

Focal Point 1--Human LiP is Sacred

Examples ofGuiding Questions

Examples ofBehavioral Objectives

1. What is a human being?2. Why are all people important?3. How can we show respect for

other human beings?4. What rights do all people

have?5. How can we help other people

be happy?6. To whom am I important?7. What is meant by the word

u sacred"?

8. How are all living thingsalike?

9. What happens when I thinkonly of myself?

10. What happens when a person'srights are denied?

11. How can I be a responsibleperson?

RATIONALE: This nation was foundedupon certain basic principles, oneof which is the recognition of thedignity and worth of each personsimply because he is a human being.Thus, human life is sacred and mustbe protected. The kindergartenpupil should be able to:

1. Tell at least five ways inwhich other people help him.

2. Show his consideration by theway he cares for plants andanimals in the classroom andat home.

3. Plan rules for individual andgroup conduct with his teacherand other classmates.

4. Make up a story or tell anactual incident in which aperson showed kindness toanother person.

5. Share toys, equipment, andteacher attention willingly.

6. Tell how each member of hisown family helps others.

7. Show by his actions that heobeys rules of safety for hisown and others' protection.

8. Take his turn with other pupils.9. Participate politely with others

in group discussions and activ-ities.

10. Listen to what others say.11. Help classmates, teacher, and

others when requested to do so.12. Obey rules of the school.13. Respect others and their ideas

by not making derogatory remarksor actions.

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SOCIAL GOAL II--THE USE OF INTELLIGENCE TO IMPROVE HUMAN LIVING

Focal Point 2--The Individual in a Democracy Must Relyon His Own Intelligence



1. Why is each person important?2. Why is a group of people

important?3. How do people who live together

solve their common problems?4. Why is a decision made by a

group generally better thanthe decision made by one personof that group?

5. Who is responsible for thedecisions made in a group?

6. How can each individual bestcontribute to the welfare ofhis group?

7. Why must each individual thinkthrough his own problems?

8. What does each person need toknow about how groups function?

9. How can the individual (orgroup) get the information itneeds in order to make wisedecisions?

10. How should we show our agree-ment or disagreement?

RATIONALE: The individual in ademocracy must rely upon his ownintelligence and the intelligenceof others as he helps make socialdecisions. The responsibility ofdecision making cannot be entrustedto those who do not have the abilityand the skill to use inquiry, reflec-tive, and thinking skills easily andefficiently. As the kindergartenpupil seeks answers to these andother questions, he should be ableto:

1. Recognize that his actionshave consequences.

2. Make simple comparisons byusing the five senses.

3. Help other members of thegroup participate in thedecision-making processes.

4. Challenge ideas which do notmake sense to him.

5. Collect necessary data fromseveral sources such as:

talking with adultsobservinglisteninginterpreting pictures

6. Decide which kinds of problemscan best be solved by indi-viduals and which kinds shouldbe solved by group action.

7. Abide by the decision of thegroup.

8. Respect people and their opin-ions when those opinions maydiffer from his.

9. Predict outcomes for his andgroup actions.

10. Show satisfaction from thedecisions he has made.

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SOCIAL GOAL IIIRECOGNITION AND UNDERSTANDING OF WORLDINTERDEPENDENCE

Focal Point 3--No Nation is Economically Self-Sufficient


1. How do people in our schoolhelp each other? In our homes:

2. Who provides schools, books,and other materials needed bykindergarten pupils?

3. How can we get something thatwe do not have and cannot make?

4. What basic needs does a personhave?

5. How are the things we needprovided for us?

6. Where do the goods we use comefrom?

7. How do people and other placeshelp us?

8. How can individuals share withothers?

RATIONALE: Because no nation iseconomically self-sufficient andnatural resources are limited inquantity and in distribution,pupils should understand that itis through the social process ofeconomics that nations and indi-viduals share in the utilizationof limited resources and goods.As the kindergarten pupil seeksanswers to these and other ques-tions, he should be able to:

1. Share with others.2. Tell how goods and services

are furnished by adults andparents for his benefit.

3. Identify several things whichhe uses which came from otherplaces.

4. Discuss with others ways inwhich he helps others.

5. Tell how his parents obtainthe things his family needs.

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SOCIAL GOAL IVTHE UNDERSTANDING OF THE MAJOR WORLD CULTURESAND CULTURE AREAS

Focal Point 4--Each of the Great Cultures Developed Its DistinctiveElements to Met Challenges Posed to It During Its History


Examples ofBehavioral Obiectives

1. What is meant by the word"culture?"

2. What are some of the folkwaysin our culture which have comefrom other cultures?

3. How do kindergarten pupilslearn to live and worktogether in school?

4. How do members of a familylearn to live and worktogether to help each other?

5. What things does your familylike or do (values) that afriend's family may not do?

6. What culture(s) did membersof your family come frombefore they were citizensof the United States?

7. What things (cultural) do youlike about your family? Aboutyour friends?

8. What kind of person do youwant to become?

9. What contributions have beenmade to our culture by othercultures (modern should bestressed, but ancient shouldalso be considered)?

RATIONALE: Because man has theability to think, his actions atdifferent times and in differentplaces may be different eventhough the problem or issue maybe the same. There arc generally,several possible solutions, someof which are utilized by variousgroups as each develops andevolves its own culture. As thekindergarten pupil seeks answersto these and other questions, heshould be able to:

1. Identify a few ways in whichhe is different from others--his family is different.

2. Show respect for sacred daysor special occasions observedby various groups within hisimmediate environment.

3. Tell a story of an ancestor ofa friend who has come from adifferent culture.

4. Collect articles used by child-ren or in homes of other cul-tures.

5. Dramatize with others, a storyfrom the folk-literature ofanother culture, which has beenread to them.

SOCIAL GOAL V--THE INTELLIGENT USES OF TYE NATURAL ENVIRONMENT

FocaZ Point 5 --As Man Has Explored and Settled the Land Surfdce of theEarth He Ras Used It Sometimes Wisely and Sometimes Unwisely

Examples of Examples ofBehavioral ObiectivesGuiding Questions

1. How do we use the land aroundour homes and school?

2. What are some ways in whichother people use land?

3. Who should decide how land isto be used?

4. Why is some land not used asmuch as other land?

5. How has man "ruined" some land?How has he wasted it?

6. How is land conserved or usedwisely?

7. What care should man take inhis use of the land?

8. Where can we find "new" land?9. How will we try to protect the

"land surface" of the moon?

RATIONALE: Man's exploration andsettlement of the land surface ofthe earth has resulted in exploi-tation of the natural environmentand the wasting of natural re-sources. Because there is rela-tively little "new" lair! nowavailable, man must find new waysto make the available land moreproductive. As the kindergartenpupil seeks answers to these andother questions, he should be ableto:

I. Describe orally ways the landaround his home is used,

2. Explain why some land is use-ful to man and other land isnot.

3. Give examples from his ownenvironment which show wiseuse and other examples whichshow unwise use of the land.

4. Propose a way in which thesurface of the moon may beII protected".

5. Explain why some private landis taken for public use.

6. Tell a story of how land wasfirst used in his community.

7. Tell how land utilization inhis immediate area has changedsince his parents or grand-parents arrived.

8. Suggest ways in which unusedland in his area may be usedwisely.

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SOCIAL GOAL VI--THE VITALIZATION OF OUR DEMOCRACY THROUGH ANINTELLIGENT USE OF OUR PUBLIC EDUCATIONAL FACILITIES

Focal Point 6--The Responsibility of the Community for Educationof the Young Was Recognized in Laws Passed During the

First Decade of Settlement

Examples of Examples ofGuiding Questions Behavioral Obiectives

1. Why do boys and girls in ourcommunity go to school?

2. What kinds of things do peoplelearn to do in our society?

3. Why don't all children go toschool?

4. Who provides schools for chil-dren in the United States?

5. What kind of school did yourparents attend? Your grand-parents?

6. Why did the first people whocame from Europe want theirchildren to go to school?

7. What did their children learnin school?

8. If you and your parents movedto the moon to live, do youbelieve they should provideschools for you? Why?

RATIONALE: Democracy is foundedupon the intelligent participationof the citizens in the processesof government for the benefit ofeach and the benefit of all. Thenecessity of participation hasbeen recognized since colonialdays and schools have been pro-vided to instruct children inbasic principles and processes.As the kindergarten pupil seeksanswers to these and other ques-tions, he should be able to:

1. Tell several ways in whichthe school helps him.

2. Show he has respect for schoolproperty by the way he caresfor it.

3. Ask his parents questions abouttheir school experiences and sharesome of these that interested him.

4. Demonstrate some interest innews items reporting on eventsaffecting him and his school.

5. Identify five individuals andthe services they provide atschool.

6. Help make some of the rules andregulations under which he livesat school.

7. Tell ways in which older, moreexperienced, people can helpyounger people, and how he can behelpful to others.

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SOCIAL GOAL VIITHE INTELLIGENT ACCEPTANCE, BY INDIVIDUALS AND GROUPS,OF RESPONSIBILITY FOR ACHIEVING DEYOCRATIC SOCIAL ACTION

Focal Point 7Interdependence in the Modern World Increases the UrgentNeed for Individuals and Groups to Assume Responsibility for the

General Wekrare as Well es for Their Own Immediate Good

Examples of Examples ofGuiding Questions Behavioral Objectives

1. What are some ways in which we.can care for our own needsand safety?

2. Who helps us do things we can-not do for ourselves?

3. How can we help other peopleyounger than we are? Our ownage? Parents and friends?

4. How do groups of people helpeach other?

5. How or in what ways are weresponsible for other people?

6. How do we work together inthe kindergarten?

7. How does our community govern-ment help people?

8. What do churches and serviceorganizations do to help people?

9. Why should we help people inother nations?

RATIONALE: The welfare of eachperson is dependent upon the gen-eral welfare of all people. Bothindividuals and groups have respon-sibilities for their own welfareand for contributing to the wel-fare of others through democraticprocesses. As the kindergartenpupil seeks answers to these andother questions, he should be ableto:

1. Show at least five ways hecan care for himself.

2. Explain why he may need helpfrom others at times.

3. Plan ways in which he can helpothers at home and at school.

4, Talk with his parenta about14.8 9wn responsibilities in thecommunity.

5. Participate in group projectsat school which are designed toassist others on a national orinternational base, (Red Cross,community drives) which are approv-ed by the school.

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SOCIAL GOAL VIIIINCREASING THE EFFECTIVENESS OF THE FAMILY AS ABASIC SOCIAL INSTITUTION

Focal Point 8Variations Etist from One Segmentof the Population to Another



1. In what ways are people dif-ferent?

2. Why are people different?3. How are people alike?4. How is your family like the

family of your friend?5. Why are families different

from each other?6. What common characteristics do

families in your neighborhoodhave?

7. What are some different charac-teristics of families in otherneighborhoods?

8. How does your family solve itsproblems (food, shelter, cloth-ing, recreation, etc.)?

9. Why is it alright to be dif-ferent?

10. What does your family do tohelp other people or families?

RATIONALE: The strength of ademocracy lies in the individualcitizen and his ability to workfor the common good. Variationsamong people and groups do existand should exist. The variationsare the "growing edges" of theculture. As the kindergartenpupil seeks answers to these andother questions, he should be ableto:

1. Discuss with classmates andteacher ways in which hisfamily or he may differ fromother families and individuals.

2. Become increasingly more ableto accept differences amongindividuals and groups.

3. Tell classmates about how hisfamily helps and is helped byothers.

4. Become increasingly more ableto use his own individuality.in solving problems.

5. Plan with others a family orclass activity such as arecreational outing.

6. Participate in role playing aseries of family situationswhich show differences andlikenesses.

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SOCIAL GOAL IX--THE EFFECTIVE DEVELOPMENT OF MOWL AND ETHICAL VALUES

Focal Point 9--A Discernible Trend in the Historical Development ofEthical and Spiritual Values Has Been an Increased EMphasis

on the GoaZ of Mhn's Humanity Toward Ris Fellowmen


1. How does an idea becomeaccepted by members of a group?

2. What makes an idea have valueto individuals or to a group?

3. How do your ethical and moralvalues help you decide whatyou should do?

4. How does your family help youlearn values?

5. Where did your family get itsmoral values?

6. How do you believe each of usshould treat other people?

7. How can he show "humaneness"?toward other people?

8. Why should people be treatedwith "humaneness"?

RATIONALE: Ethical, spiritual,and moral values are defined,refined, accepted, and used as aresult of evolutionary and revo-lutionary actions among people.For all of his generations, manhas moved toward a value systemwhich recognizes the dignity ofthe individual and the uniquenessof his humanity. As the kinder-garten pupil seeks answers tothese and other questions, heshould be able to:

1 Increasingly show that heaccepts and respects others.

2. Express his opinion aboutmisconduct which he ob-serves.

3. Discuss the "rightness" andn wrongness" of pupil actionsin his classroom.

4. Tell how a polite officer canassist him.

5. Dramatize a situation which'demonstrates his understandingof how his actions were rightor wrong.

6. Tell a story which shows aperson's humanity towardanother person.

7. Identify situations demon-strating humanity (from teachertold stories, from news, orfrom his own observations).

SOCIAL GOAL X--TRE INTELLIGENTIN ORDER TO

FocaZ Point 10--Yhe Ultimatein the American System is


AND RESPONSIBLE SHARING OF POWERATTAIN JUSTICE

Base of Equaity Before the LawPound in Our Judicial System


I. How do values help us decidewhat is right or wrong?

2. How do your parents teach youright or wrong?

3. What is justice? Do you believeall people should receivejustice?

4. What does a judge do when hehears a case?

5. How does a lawyer help usdecide what is right?

6. Which group is responsible formaking the laws (ordinances)in your city or community?

7. Which group is responsible forenforcing the laws in your city?

8. How do laws make us "equal"?9. Why should we obey the laws?

RATIONALE: Moral values are em-bodied in legal enactments. The

application of the awards forobeying the law or the punishmentfor disregarding the law must bethe same for all people. Justiceand man's humanity to man demanda sharing of power. As thekindergarten pupil seeks answersto these and other questions; heshould be able to:

1. Explain how people and groupsshare power.

2. Explain how parents use power.3. Share responsibility and

leadership roles with hisclassmates.

4. Identify ways by whichparents, teachers, and civichelpers (police, judge, fire-man, etc.) control others.

5. Accept decisions with whichhe disagrees.

6. Discuss with teacher and class-mates the necessity for lawsand agencies to enforce thelaws.

7. Tell several reasons why hethinks people obey or disobeyrules at school.

8. Become increasingly capable ofhelping make rules.

9. Show increased ability to followrules.

GOGIAL GOAL XI--IVE INTELLIGENT UTILIZATION OF SCARCE RESOURCESTO ATTAIN THE WIDEST GENERAL WELL-BEING

Focal Point 11--In a Capitalistic, Free Enterprise Economy,the Major PUrpose is to Facilitate the Exchange

of Goode and Services

Examples ofOuidinl uestions

Examples ofBehavioral Ob ectives

1. How do we get things such asfood, clothing, or toys whichwe need?

2. What kinds of work can you doto earn money?

3. How do you spend your money?4. What kinds of things does your

family buy with its money?5. Why do some things cost more

than other things?6. If many people wanted the same

thing and there was only asmall amount of it, it wouldcost a lot of money. Can youtell why?

7. Do you believe people shouldshare goods? Explain.

8. Why is our economic systemcalled a "free enterpriseeconomy"?

9. What things should you thinkabout to help you spend yourmoney wisely?

RATIONALE: Utilization of goodsand services depends upon theiravailability and the ability ofthe people to use them. Peoplemust be educated before they canoptimally use various goods orservices. As the kindergartenpupil seeks answers to these and

other questions, he should be ableto:

1. Make a simple budget beforehe spends his money (real orplay).

2. Compare price and quality ofvarious items before purchasing.

3. Visit a store and explain tothe class why he believes aparticular item is "a goodbuy".

4. Act as a seller and also as apurchaser in a play store.

5. Explain, in general terms, howdifferent people contribute tothe production of goods he uses.

6. Tell how goods produced inother parts of the nation getto him.

7. Explain why services of pro-fessional people generallycost more than the services ofother people.

8. Discuss with classmates andteacher how many people canenjoy scarce resources such asland and water (natural re-sources, environment).

9. Take turns in using scarcegoods in the classroom.

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SOCIAL GOAL XIIACNIEVEMENT OF EXEMMARY HORIZONS OF LOYALTY

Focal Point 12- -Nationalism is Inconsistent With Many ofthe Economic and Technological Facts of Life

Examples of Examples ofBehavioral OblectivesGuidingLQuestions

1. How do airplanes help us toknow other people in the worldbetter?

2. How do other lands help us?3. How do we help other lands?4. How do other lands cause

problems for our country?5.* How do we show our love for

our country?6. What does our country do for us?

RATIONALE: Since children at anearly age begin to identify symbolsof our nation and recognize thatthere are people in other lands, achild should be able to:

1. Tell and show pictures of airtravel and how it helps usknow about other peoples inthe world.

2. Nake a display of goods we usefrom other countries ind tellhow we use them.

3. Show pictures and goods whichwe sent to other countries andtell how this provides jobsfor our citizens.

4. Show and describe varioussymbols of our country. (flag,etc.)

5. Recognize the National Anthemand recite the Pledge of Alle-giance.

SOCIAL GOAL XIIICOOPERATION IN THE INTEREST OF PEACE AND WELFARE

Focal Point 13Practical Citizenship Requires the Acceptance ofCompromise and Cooperative Efforts to ftke It Work

Examples of Examples ofBehavioral ObjectivesGuiding_ Questions

1. Why can't we always have ourown way?

2. How should we show our disagree-ment?

3. How should we show our approval?4. How do other people help us do

things we can't do by ourselves?5. How can we keep good feelings

in working together?

RATIONALE: Since students willfind success in their social rolesonly as they learn how to cooperatewith others, a child should be ableto:

1. Take turns in various groupactivities.

2. Show his disapproval in a way

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acceptable to the group or the

teacher.4. Work harmoniously with others

on group projects.5. Assume and carry out respon-

sibilities assigned him by thegroup in specialized tasks.

SOCIAL GOAL XIV--ACHIEVING A BALANCE BETWEEN SOCIAL STABILITYAND SOCIAL CHANGE

Focal Point 14--The Modern Newspaper Stresses the Variant and theOdd While Too Often Ignoring or Minimizing the Stable

Examples ofGuidinl luestions


1. What is news?2. How do we learn about news?3. What kinds of news are told

about in a newspaper?4. Is all the news published in

the paper? Explain.5. Who decides which news will

be published?6. How do newspapers help us

understand what is happening?7. How do newspapers help to

change the actions of personsor groups?

8. How do newspapers help peopleto know the moral values?

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RATIONALE: By definition andpractice, news is anything suffi-ciently different from the ordi-nary to be of interest to people.Two roles of the newspaper arereporting and initiating change.As the kindergarten pupil seeksanswers to these and other ques-tions, he should be able to:

1. Identify at least three sec-tions of the newspaper.

2. Look at pictures and illus-trations in the newspaper anddescribe what they tell.

3. Relate a news item to hisclassmates accurately.

4. Become increasingly more awareof what is appropriate news todiscms with classmates, withfamily, and in other socialsituations.

5. Contribute to the class newschart.

6. Report news from other sourcesof news such as radio andtelevision.

7. Give two reasons why all newsreports can be inaccurate.

SOCIAL GOAL XV--WIDENING AND DEEPENING THE ABILITY TO LIVE MORE RICHLY

Focal Point 15--IncreaBing the Ability of the Whole Societyto Live More Richly Faces Difficulties


1. How can we help others enjoythe things we like?

2. What can we do to learn moreabout the values and contri-butions of other people andgroups?

3. What kinds of activities arefun for you? Explain.

4. Why don't all people like todo the same things?

5. What kinds of play activitiesare appropriate for kinder-garten boys and girls?

6. Why should we try to learn toenjoy new kinds of foods,games, books, or televisionprograms?

RATIONALE: Culture is the productof the total population. It is

created by all the people and, insome respects, reflects the valuesof each person. All do not haveto participate in the same thing,but each must respect the rightof others to their pursuit ofhappiness. As the kindergartenpupil seeks answers to these andother questions, he should be ableto:

1. Tell about the kinds of thingshe likes to do.

2. Share with others voluntarily.3. Demonstrate a new kind of game

he has learned.4. Listen to classmates' experi-

ences.5. Participate in creative acts.6. Show respect for preferences

of others.

TEACHER NOTES

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PRIMARY GRADES K-3

SOCIAL PROCESSES OF THE FAMILY AND SCHOOL WITHIN THE LARGER ENVIRONMENT


FocaZ Point 1Human Life is Sacred

Examples ofGuidingguestions


1. Why is your family importantto you?

2. Why should there be mutualrespect within the home?

3. Why should each person assumesome responsibility in thehome?

4. Do you think that others feelas strongly about their familyas you do? Why?

5. Who are the people at schoolthat help you?

6. What do these people do foryou?

7. Why should we respect theworth and dignity of all ourclassmates, teachers, andother people we meet?

8. What rights and responsibil-ities do you have within theschool?

RATIONALE: Because human life issacred and the people in the fam-ily and at school are within therealm of experience of a six-year-old, he should be able to:

1. Tell some of the things hecould do to help his family.

2. Participate in making a class bookdepicting various families of class-members and describe the differences.

3, Express sensitivity to the needs ofother members of his family throughrole playing and in class activities.

4. Show respect for othersthrough role playing.

5. List some tasks that any childmight perform to assist hisfamily.

6. Participate in role playing afamily situation where tasksare assigned to the variousmembers.

7. Name or list the people atschool who serve him, e.g.,teacher, principal, custodian,cooks, nurse, counselor, etc.

8. Explain the duties these peo-ple perform to make schoolmore pleasant for him.

9. Abide by the rules and regula-tions of the school.

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a 01.04p

SOCIAL GOAL IITHE USE OF INTELLIGENCE TO IMPROVE HOMAN LIVING

Focal Point 2The Individual in a Democracy Must Relyon His Own Intelligence

Examples of

Guiding Questions

1. What is meant by being intel-ligent?

2. What opportunities do you havefor improving your intelli-gence?

3. Why is it important to makewise decisions?

4. How do children in other cul-tures improve their intelli-gence?


RATIONALE: First-grade studentsshould begin to use their intel-ligence in decision making and eachshould be able to:

1. Tell some of the values ofbeing able to attend school,to meet people, and to learnto read as a means of increas-ing his intelligence.

2. List reasons why it is impor-tant to be on time, to do one'sown work, and to be dependable.

3. Explain his responsibility asa citizen within the classroomand school, e.g., taking turns,sharing, contributing, etc.

4. Tell why opportunities foreducation in other countriesmay be different from his butmeet the educational needs ofthat country.

5. Increasingly show greater abilityto solve personal problems insocial interaction.

6. More capably contribute to thesolutions of great problems.

SOCIAL GOAL IIIRECOGNITION AND UNDERSTANDING OF WORLD INTERDEPENDENCE

Foetal Point 3NO Nation is Economically Selp.Sufficient

Examples ofGuidinz_guestions


1. What needs do the variousmembers of your family havethat are different from yours?

2. What is the economic sourceof income for your family?

3. What is the economic sourceof supply for your school?

4. Why do we need to recognizeChat our economic actionsaffect people around us andalso people of other countries?

RATIONALE: Because an economicawareness is necessary in oursociety, a first grader shouldbegin to be conscious of thisand should be able to:

1. List some needs of the variousfamily members and tell whythey need them.

2. Tell where his father and/ormother work and what they doto help the family.

3. Tell why he must be respon-sible for using money wisely.

4. Explain in a general way whattax means, where it comes from,and how it is used for publicgood.

5. Make a plan as to how the classcan use the school and com-munity resources wisely andconservatively.

6. Think through and verbalizeresults of situations where hiseconomic behavior and actionsaffect others.

SOCIAL GOAL IIIUNDERSTANDING THE MAJOR WORLD CULTURESAND CULTURAL AREAS

Pocal Point 4--Each of the Great CUlturee Developed Its DistinctiveElements to Meet Challengeo Posed to It DUring Ite History

Examples ofCuidingAuestions


1. How do families in othercountries compare with ourfamilies?

2. Do we have families fromother countries in ourcommunity?

3. How can we learn about thecustoms of other countries?

4. How is our school organized?5. In general, how is our

country organized? e.g.,President, Congress, states,counties, cities?

RATIONALE: Because a concept ofworld cultures can be initiatedvery early in the experience ofa child, many children who haveobserved different kinds of organi-zations should be able to:

1. Select pictures from thelibrary or some other sourceshowing families from othercultures.

2. Find out if there are peoplefrom other countries livingin the neighborhood or schoolarea.

3. Prepare, as a class, a list of .information you would like toknow about the customs of othercountries and determine thefollow-up most suited to thisparticular class.

4. Explain that all cities, states,and counties have some kind oforganiXition in order to function.That some of these serve thepeople very well and others notso well..

5. Tell'why the school is organizedthe way it is with everyone doinghis job in order for it to operatesmoothly.

6. Explain that a democracy whereall of the people can help tomake the decisions is best forus.

7. Identify people who have lived inother cultures and invite them toshare their insights with theclass.

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SOCIAL GOAL IIINTELLIGENT USE OF THE NATVRAL ENVIRONMENT

Focal Point 6--As Man Has Explored and Sett Zed the Land Surface of theEarth lie Has Used It Sometimes Wisely and Sometimes Unwisely



1. What is meant by earth'ssurface?

2. Why is it important to thefamily and the school thatwe use the earth's surfacewisely?

3. How does climate affect theway we live and what ourneeds will be?

4. How do families in other cul-tures adapt to their climate?

RATIONALE: Because the naturalenvironment is so important toall of us, a six-year-old shouldbe able to:

1. Locate his country on theglobe.

2. Tell which is land and whichis water.

3. Locate mountains, streams,farming lands, and forests.

4. Tell some of the things hepersonally enjoys when theearth's surface is usedwisely.

5. Tell how the use of the earth'ssurface may affect the foodsupply, water supply, andwhether we have clean air tobreathe.

6. Tell what climate means anddescribe his own climate.

7. List the needs of people inhis own climate that may bedifferent in another climate.

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Examples of Examples ofGuiding Questions Behavioral Oblectives

1. Why did the first settlers ofour country believe thatschools were important?

2. Who may attend the publicschools?

3. Why is the school importantto each citizen?

4. How does our work in firstgrade help to prepare us forthe rest of our education?

5. How do the things we learnat school help us to livemore harmoniously?

6. In what ways can educationmake our lives happier?

RATIONALE: The value of educationto our entire national well-beingis so fundamental that a child

should be able to:

1. Explain how the public schoolshelp to keep our country strong.

2. Tell how all ages, kindergartenthrough high school graduation,may attend school.

3. Explain hOw educated peopleusually make wiser decisionsand are more interested in allof the people.

4. Make a list of school experi-ences that help children learn.

5. Tell the skills he has learnedat school that he has been ableto use at home and in the com-munity.

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SOCIAL GOAL vilTHE INTELLIGENT ACCEPTANCE, BY INDIVITULS AND GROUPS,OF RESPONSIBILITY FOR ACHIEVING DEMOCRATIC SOCIAL ACTION


General Welfare as WeZZ as for Their Own Immediate Good



1. Why should we listen to whatothers say?

2. What should we do when wedisagree with other people?

3. Under what circumstanceswould it be appropriate tointerrupt a group of people?

RATIONALE: Because young childrenhave a role to play in assumingsome responsibility for theirbehavior, they should be able to:

1. Listen to an idea being pre-sented without interruption.

2. Practice courtesy in makinga necessary interruption.

3. Tell the difference betweenan emergency and somethingthat can wait.

4. Assume a contributive role inall group work.


Focal Point 8Variations Exist from One Segmentof the Population to Another


Examples ofBehavioral'Oblectives

1. Why is it better to live in afamily than by yourself?

2. What can you do as a familythat you cannot do by your-self?

3. How is family life in othercountries like your familylife?

4. For what purposes do familiesgather together?

5. When are there times whenfamilies can't be together?

RATIONALE: Because first gradersare in the process of adjustingfrom home to school, it is impor-tant for each to be able to:

1. Explain the advantages andresponsibilities of being afamily member.

2. Tell what his family might dotogether to have fun.

3. Dramatize, with a group, a fam-ily planning an activity.

4. Select pictures and tell howfamily life in other countriesmight be different from his own.The same as his own.

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SOCIAL GOAL IX--TRE EFFECTIVE DEPELOPMENT OF MORAL AND ETHICAL VALUES


on the Goal of Man's Humanity Toward His Fellowmen


1. Why are our actions importantto other members of our family?

2. How do family members.help usto know what behavior isacceptable?

3. In what ways do our actionsdetermine who our friends willbe and how many friends wewill have?

RATIONALE: In beginning to formu-late some values of his own anddevelop a concern for others, afirst-grade child should be able to:

1. Make a list (the class together,with the teacher recording) ofthings to do to help make fam-ily members happy.

2. Tell some good suggestions hehas received from family mem-bers.

3. Dramatize ways of winningfriends and how .to be a goodfriend.

4. List some good behavioralpractices he has learned.

5. Tell of some courteous behav-ior he has observed in others.

6. Make a booklet with illustra-tions of kindness toward others.

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SOCIAL GOAL X--THE INTELLIGENT AND RESPONSIBLE SHARING OF POWERIN ORDER TO ATTAIN JUSTICE

Focal Point 10--The Ultimate Base of Equality Before the Lawin the American System is Found in OUr Judicial System



1. Why do families have rules?2. Why do schools have rules?3. What is the best way to

enforce a rule?4. What responsibility do you

have to obey the rules ofyour home, the school, andthe community?

RATIONALE: In the process oflearning one's responsibility andabiding by the laws or rules thatgovern us, a child should be ableto:

1. Explain some of the rules inhis family and tell how theyhelp to make the family livebetter.

2. Find out what the school rulesare and how they apply to him.

3. Prepare, with the group, alist of class rules.

4. Participate in a discussion ofhow rules are enforced at home,school, and in the community.

5. Participate in a discussion ofschool rules and why such rulesare needed.

6. Tell the meaning of fair play,punishment, and reward.

7. Decide why some people in theschool help people obey the rules.

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SOCIAL GOAL XI--THE INTELLIGENT UTILIZATION OF SCARCE RESOURCESTO ATTAIN THE WIDEST GENERAL WELL-BEING

Focal Point 11--In a Capitalistic, Free Enterprise Economy,the Major Purpose is to Facilitate the Exchange

of Goode and Services


1. What is a resource?2. What would happen if we didn't

take care of our home andfurnishings?

3. What would happen if we didn'ttake care of our school mater-ials?

4. What is the proper way to getthe things you really want?

5. Why do people usually choosethings that are important tothem?

6. Why do our wants and choiceschange?

7. What does mature mean?8. What happens when we can't

have what we want?

RATIONALE: To begin to develop anappropriate concept of the greatAmerican system of exchange ofgoods and services, he should beable to:

1. Tell some of the resourcesthat help to make life better,e.g., water, soil, plants,gasoline, etc.

2. Share ideas of ways schoolmaterials could be used moreeffectively and wisely.

3. Plan and practice a projectto illustrate thrift, e.g.,saving for Red Cross, WeeklyReader, or a gift for someone.

4. Plan his own schedule for aday's work as a practice inmaking choices. Follow-upwith an evaluation.

5. Participate in a classroom modelshowing how an economic systemworks.

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SOCIAL GOAL XII--ACHIEVEMMT OF EXEMPLARY HORIZONS OF LOYALTY

Focal Point 12--Nationalism is Inconsistent With Many ofthe Economic and Technological Facts of Life


Examples ofBehavioral ObJectives

1. What does it mean to be loyalto your friends? Your family?Your community?

2. What are some ways you couldshow your loyalty?

3. What kind of citizen wouldyou need to be in order to beloyal to your country?

RATIONALE: A fundamental char-acteristic of a good citizen isloyalty. Even small childrenshould begin to understand thisconcept and.be able to:

1. Tell what loyalty means inmany situations, e.g., athome, at school, in thecommunity, and demonstratethat he knows by his actions.

2. Participate with a group inplanning ways that childrenmight show loyalty.

3. Explain some of the charac-teristics of a good citizenwho demonstrates loyalty.

4. Plan with a small committee,and present a dramatizationshowing loyalty.

SOCIAL GOAL XIII--COOPERATION IN THE INTEREST OF PEACE AND WELFARE

Focal Point 13- -Practical Citizenship Requires the Acceptance ofCompromise and Cooperative Efforts to Make It Work

Examples ofGuiding Ouestions


1. What does it mean to cooperate?To compromise?

2. Who should make the decisionsin a family?

3. How can a decision be made ifhalf of the class want onething and the other half wantsomething different?

4. Why should we take turns totalk? To play? etc.

5. How do we know if someone iscooperating?

RATIONALE: For harmonious experi-ences at school and as a fundamentalbasis for living in society, a childshould be able to:

1. Participate in voting experi-ence to help make a decision.

2. Agree without-,irgilient when it

is his or some other person'sturn.

3. Work harmoniously with a groupin solving a classroom problem.

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SOCIAL GOAL XIVACHIEVING A BALANCE BETWEEN SOCIAL STABILITYAND SOCIAL CHANGE



1. Is everything Chat you hear ontelevision or read in the news-paper really true? Why?

2. What kind of news do you thinkwould be good for a newspaper?

3. What parts of the newspaper doyou like to see?

4. Why do we have a bulletin boardfor class news?

RATIONALE: In our society it isfundamental that people be awareof the influence of news mediaand learn to evaluate it in it'strue perspective. A young childshould be able to:

1. Recognize some advertising assuch and not become too easilyinfluenced by the "hard sell"tactics of some advertisers.

2. Otganize a day's plan for him-self and follow through withhis commitment.

3. Adapt to routine classroomorganization but not becometoo disturbed with some flexi-bility.

4. Identify a new story in thenewspaper or on television.

5. Illustrate some erroneous aspectsof ads shown on children's T.V.programs and in newspapers orchildren's magazines.

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SOCIAL GOAL XVWIDENING AND DEEPENING THE ABILITY TO LIVE MORE RICHLY

Focal Point 15Increasing the Ability of the Whole Societyto Live More Richly Faces Difficulties

Examples ofGuiding_Questions


1. What are some things a familymight do to have fun together?

2. What do families in othercultures do to enrich theirlives?

3. What do you do at schoolwhen you can choose a free-time activity?

4. What hobbies do you have thatyou enjoy?

RATIONALE: Because the wise useof time can make such a differencein life's satisfaction, each childshould be able to:

1. List ways American childrenhave fun with their fam4y.e. g . , travel , picnics , family

parties, dinners, cook-outs,movies.

2. Make a picture collection ofa family having .fun.

3. Make a decision in how he willuse his own free time.

4. Help to prepareof hobbies thatold might do.

5. Select from the

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list one thatappeals to him and pursue it.e.g., rock collecting, picturecollecting, keeping a travellog, diary, or game collection.

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TEACHER NOTES

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f PRIMARY GRADES K-3

SELECTED SOCIAL FUNCTIONS OF LIVING IN THE NEIGHBORHOOD WITH APPROPRIATEEXPANSION TO THE REGION, NATION, AND THE WORLD

SOCIAL GOAL I--RECOGNITION OF THE DIGNITY AND WORTH OF THE INDIVIDUAL

Focal Point 1--Human Life is Sacred

Examples ofGui4ing_Questions


1. What things do I find in myneighborhood that protect orassis me?

2. How do people in other landsprovide services that assistor protect the individual?

3. How can I best assist thepeople that protect or assistme to protect or assist others?

4. How free are we?5. How can we lose our freedom?6. How can we lose our freedom

without breaking a law?

RATIONALE: Because there are manypeople and organizations in yourlocality that offer services tohelp and protect you, the secondgrade child should be able to:

1. Draw a neighborhood map on apaper which has the blocksmarked out. Label the streetsfor five blocks in all directionsfrom his home. Locate on it hishome and the location of anybusinesses, organizations, orinstitutions that assist orprotect him. Draw on the mapthe safest route from his hometo that place.

2. Tell his teacher or other stu-dents about five individualsor institutions that protect orassist him and how they do it.

3. Describe orally how children ofat least two other countries ofthe world are protected or helpedby people or institutions intheir lives. Locate these coun-tries on a world map.

4. Show through role playing whathe can do to help others whohave the responsibility to pro-tect or assist him.

5. Cite one incident where hisfreedom is restricted by groupmembership.

SOCIAL GOAL II--TNE USE OF INTELLIGENCE TO IMPROVE HUMAN LIVING

Focal Pant 2--The Individual in a Democracy Must Relyon Nis Own Intelligence



1. What kinds of decisions mustwe make?

2. How do we make wise decisions?3. How do our decisions affect

others?4. What if our decisions are

wrong?

RATIONALE: Since we have to makedecisions every day, it is impor-tant that we make wise decisionsbecause unwise decisions may bringtrouble or harm to us or othersaround us. The second grade childshould be able to:

1. Give orally at least five dif-ferent decisions that he or thegroup have had to make duringa day.

2. Tell why they made each of theabove mentioned decisionsgiving the essential informa-tion evaluated before thedecision was made.

3. For each of the five decisionsselected in No. 1, tell orallyand give specific examples ofhow each decision affected himand the group.

4. Tell orally and give a specificexample of what the effectswere on him or the group of anunwise or incorrect decision.

5. Show when faced with a situationrequiring his decision, that hehas a rational way of doing so.

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. Examples ofBehavioral Objectives

1. Where do the things we usecome from?

2. How do other nations providegoods for us?

3. How do we provide goods forother nations?

4. Why do we use goods fromother nations?

5. Why do other nations usegoods from our nation?

RATIONALE: Since our life isgreatly enriched by the goods andservices of other nations, weshould know why we need and usesuch services and how they enrichour lives. Each student should beable to:

1. Name either orally or in writingten items found in his home orneighborhood that come from out-side of the United States.

2. Locate on a map of the world atleast ten nations from variouslocations and tell at least oneproduct that they contributefor the use of Americans.

3. Find pictures in magazines ordraw at least five productsproduced in the United Statesand tell how they are used byother countries.

4. List at least three items thatthe United States does not haveor that is in short supply hereand tell orally how and fromwhom we obtain them and what weuse them for.

5. Use a world map to show the originof items listed above.

SOCIAL GOAL IIITHE UNDERSTANDING OF THE MAJOR WORLD CULTURESAND CULTURE AREAS

Focal Point 4--Each of the Great Cultures Developed Its DistinctiveElements to Meet Challenges Posed to It During Its History



1. Why do we build homes like wedo?

2. Why do other people in othercountries build differenttypes of homes?

3. Why is our clothing similarto some and different fromother countries?

4. Why is our food similar anddissimilar to that of othercountries?

RATIONALE: Most of the things wehave in our lives came from otherpeople or from other times. Wehave selected those that contrib-ute to us to use. We should beaware of where many of our ideas,customs, and beliefs came from.Each student should be able to:

1. Tell orally to the teacher orother students how people infour different lands buildtheir homes and what they arelike.

2. Cut pictures out of magazinesto show at least four differ-ent homes built in differentparts of the United States andtell what the advantages are ofeach.

3. Tell about or show pictures anddescribe the dress of peoplefrom four different countriesand explain why this dress wassuited to that area.

4. Name ten foods found in hishome that had their origin inother countries and tell whichcountry originated each.

5. Help construct a model of homesand costumes of a selected culture.

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SOCIAL GOAL 1,--THE INTELLIGENT USES OF THE NATURAL ENVrRONMENT

Focal Point 5--As Man Has Explored and Settled the Land Surface of the

Earth He Has Used It Sometimes Wisely and Sometimes Unwisely



1. Why was our city settled here?2. How has the land changed since

man settled here?3. How has man improved his

natural environment?4. How has man damaged his

natural environment?5. In what ways have we used the

land in our neighborhoodwisely? Unwisely?

RATIONALE: Since only portions ofour earth are favorable for man,we must learn how to preserve thatwhich is good and improve that whichis poor. Each student should beable to:

1. Tell orally or in writingseveral reasons why our citywas settled here.

2. Illustrate the land'in our areaas it was when man came andthen illustrate how he hasaffected or changed it.

3. Tell and give examples of waysin which man has improved con-ditions in.our area.

4. Tell at least two ways in whichman made poor decisions in hisuse of the land in our area andwhat the results are. Suggestwhat he should have done ineach case instead.

5. Point out orally or by actualvisitation at least five attrac-tive areas and five unattractiveareas of our neighborhood andexplain what makes them attrac-tive or how their unattractive-ness could be remedied.

6. By himself or with others, developa plan for improving his home yard,church yard, or school yard andcarry out the plan.

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First Dgcade of Settlement


Examples ofBehavioral Oblectives

1. Why do we provide schools forchildren?

2. How do people of othercountries educate theirchildren?

3. How does government affectour schools?

4. How do schools help ourneighborhood?

RATIONALE: Since schools play animportant part in all our lives,we should know several importantthings about them. Each studentshould be able to:

1. Tell orally why schools areprovided for children in ourcountry. Give reasons for aperson's going to school.

2. Locate two other countrieson a map and tell how theirchildren are educated.

3. Tell the ways in which ourneighborhood uses our school.

SOCIAL GOAL VII--THE INTELLIGENT ACCEPTANCE, BY INDIVIDUALS AND GROUPS,OF RESPONSIBILITY FOR ACHIEVING DEMOCRATIC SOCIAL ACTION


General Welfare as Well as for Their Own Inmediate Good



1. What groups or organizationsin our neighborhood try to behelpful to the neighborhoodand the people?

2. How can we assist theseorganizations in achievingtheir goals?

3. What do these organizationsdo and how do they do it?

RATIONALE: Because our lives areaffected by many groups and organi-zations, we should be aware of theirgoals and methods for achieving thesegoals and how they affect us and

other people. Each child should be

able to:

1. List orally or in writing atleast two examples of each ofthe following: a local serviceorganization, a local recreationorganization, a local religious

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organization, a local govern-ment organization.

2. Identify orally the objectivesof each of the named organiza-tions in No. 1 and how theystrive to meet these objectives.

3. Tell or show how he has usedone or more of our local organi-zations.

SOCIAL GOAL VI:IIINCREASING THE EFFECTIVENESS OF TRE FAMILY AS ABASIC SOCIAL INSTITUTION

Focal Point 8--Variations Exist from One Segmentof the Population to Another



1. What differences do we see inreligions in our area? .

2. What differences do we see invocational activities?

3. How do different familiesresemble one another inreligion, vocational activ-ities, child rearing practices,composition, and racially?

RATIONALE: It is important thatwe recognize similarities anddifferences between ourselves andothers so that we might betterunderstand other people. Eachstudent should be able to:

1. Locate on a map of our areaseveral of the churches andtell something about thedenomination of each.

2. Tell orally one or more dif-ferent vocations in our areaand the basic job role foreach.

3. Tell orally how variouspeople with diverse cultural,backgrounds add interest orcontribute to our area.

4. Describe several problems thatdo or could exist in our neigh-borhood and give reasons whythe problem was created andsuggest a possible solutionfor that problem.

5. Catagorize from the local area,traces found of things originatingfrom various ethnic groups.

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SOCIAL GOAL IXTUE EFFECTIVE DEVELOPMENT OF MORAL AND ETHICAL VALUES

Focal Point 9--A Discernible Trend in the Historical Development ofEthical and Spiritual Values Has Been an Increased Emphasis




1. What evidence do you see aroundyou that shows that people liketo help other people?

2. What evidence do you see thatpeople mistreat other people?

3. How does society treat thosepeople that mistreat others?

4. What protection do you havefrom the mistreatment of others?

RATIONALE: Since life is filledwith people who have differentmotives and values, we see examplesof man's love for man around us aswell as cases of man's ill treat-ment of others. Each studentshould be able to:

1. Tell about two or more exam-ples as taken from actualcases on radio, television,newspapers, magazines, or hisown experience of good deedsdone by one person for another.

2. From the above listed sources,tell about at least three casesof a person's mistreatment ofothers and give reasons forsuch acts.

3. Explain, with at least threeactual examples, how societytries to protect its citizensand how it punishes those whodo mistreat others.

4.. po;) one week, survey and tabulategood 'deeds which he has observedin his life.

5. Evaluate and discuss motivesbehind good deeds.

6. From observation, describe thepositive effect a good deed hason the receiver and the doer.

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Focal Point 10--The Ultimate Base of Equality Before the Lawin the American System is Found in Our Judicial System


1. How do we see the laws appliedin our area?

2. How do the laws assist our area?3. What types of courts do we have

for trying people accused ofbreaking the law? How are theysimilar and different?

RATIONALE: Since our courts playan important part in protectingus as individuals, we should beaware of what they are and howthey operate. Each student shouldbe able to:

1. Identify orally at least threeplaces where laws affect ourarea and explain how theyassist and protect us.

2. Identify at least two differentcourts in our area and explainwhat types of cases each handles.

3. Visit a court and interview thecourt officials.

S'a&AL GOAL41-LTHE IHTELLiGENT UTILIZATiON OF.SOARCE RESOURCESTO ATTAIN THE WIDEST GENERAL WELL-BE1NG


of Goods and Services

Exanples of Examples ofGuiding Questions Behavioral Objectives

1. Why do stores offer such avariety of goods?

2. How are stores able toreplace their stocks?

3. What services do variousbusinesses provide for us?

4. How do I influeace the price,quantity, and kind of goodsoffered in stores in my area?

5. How does the work adults doallow them to fill their needs?

RATIONALE: Since we cannot pro-duce for ourselves all the thingswe need and vant, we should under-stand how and why these needs anddesires are met. Each studentshould be able to:

1. Visit three or more differentbusinesses and tell whether theyoffer goods or services or bothand how each fills a need ordesire in society.

2. Show in a classroom model how thegoods that people want determinewhat stores sell and stock.

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3. Explain from own family view-point how the labor of parentsis used to obtain family neces-sities or desired items.

4. Explain with illustrationswhat is meant by a fad--howit develops and how it affectsthe quantity, price, and kindof goods sold by stores.

5. Explain how competition affectsthe price of goods, both thoseclassified as necessities andthose called luxuries.

SOCIAL GOAL XIIACHIEVEMENT OF EXEMPLARY HORIZONS OF LOYALTY

Focal Point 12Nationali8m is Inconsistent With Many ofthe Economic and Technological Facts of Life

L


1. Why should I be loyal to myfamily, friends, school, commun-ity, state, and nation?

2. How do I find out about thingsthat happen throughout theworld which affect me?

3. Why don't some people want totrade with other people?

RATIMIALE: Although we should beloyal to our country, we shouldrealize that we are affected byother parts of the world. Eachstudent should be able to:

1. Give reasons for having loyaltyfor his family, friends, school,community, state, and nation.

2. Explain and give actual casesof how more rapid communicationand transportation keep usinformed about the world.

3. Tell with specific exampleshow people and goods from otherlands add to our lives.

4. Tell why some people object toforeign trade.

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Focal Point 13--Practica Citizenship Requires the Acceptance ofCompromise and Cooperative Efforts to Make It Work

Examples of Examples ofBehavioral ObjectivesGuidim Questions

1. Why do people have differencesof opinion?

2. Are differences of opinion goodor bad? Why?

3. How do we get consensus fromdifferences of opinion?

4. When should we express ouropinion?

5. What should we do if we dis-agree with a group decision?

RATIONALE: Life is full of compro-mise and differences of opinion.Because this is so, we all need togive opinion, accept opinion, andgain consensus when it is desirableto do so. Each student should beable to:

1. Give, from our class experi-ences, one or more cases whereindividuals or groups had dif-ferent opinions and tell howthese differences were over-come.

2. Give reasons why differences ofopinion can be either good orbad.

3. Explain how he would try to getagreement from differing opin-ions in the following cases:a. He disagrees with a friend

over what they will doafter school.

b. His committee disagreesover its display.

c. The boys disagree over anout in a baseball game.

d. He doesn't like the jobhis mother or father gavehim at home.

e. He doesn't agree with whatanother student says aboutthe teacher.

4. Show when conflict arises that hecan compromise and cooperate.

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SOCIAL GOAL XIVACHIEVING A BALANCE BETWEEN SOCIAL STABILITYAND SOCIAL CHANGE


4%

Examples of Examples ofBehavioral ObjectivesGuiding Questions 11

1. Wily do newspapers havg dif-ferent size print?

2. Why do newspapers print sen-sational stories?

3. Should newspapers be forcedto print only certain kindsof stories?

4. How can we check the relia-bility of newspaper stories?

RATIONALE: Since newspapers area very common place to get infor-mation that we need, we need to besure the information we get isaccurate. Each student should beable to:

1. Compare the same story as givenin two newspapers to see howthey are alike or different.

2. Tell why newspapers use head-lines.


Focal Point 15Increa8ing the Ability of the Whole Societyto Live More Richly Faces Difficulties



i. How can cultural areas likeart and music add to ourlives?

2. Why are so many types of artand music available to dhepublic?

3. How do we decide whether acultural object or presentationis good or bad?

RATIONALE: Art, music, and othercultural activities greatly enrichour lives so we should become betteracquainted with what they can con-tribute to our lives. Each studentshould be able to:

1. Show five paintings or picturesand tell sho he likes each ofthem.

2. Name and describe three stylesof art.

3. Explain what reasons he has forjudging art or music as good orbad, enjoyable or unenjoyable.

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PRIMARY GRADES K-3

THE COMMUNITY PROCESSES WITH OUTWARD MANIFESTATIONS

SOCIAL GOAL I--RECOGNITIaN OF THE DIGNITY AND WORTH OP THE INDIVIDUAL


Examples ofGuiding_ Questions


1. Why and how do others showtheir concern for the sacred-ness of my life?

2. How do people protect life incommunities which have differ-ent needs?

3. What might happen if no onerespected anyone else's life,liberty, or property?

4. Which freedoms do people haveto work the hardest to keep?

RATIONALE: Because every life issacred this becomes a concern ofindividuals, communities, andnations thus each child shouldbecome involved in the processeswhich are at work to protect him.Each student should be able to:

1. Tell orally as many things ashe can think of which his citydoes to show its concern forthe protection of life andpromotion of safety of individuals.

2. Find two cities of differentcultures on a world map andexplain what their differentneeds might be to protect theirfreedoms.

3. List the freedoms he has towork the hardest to keep.

4. Show daily conformity with safetyrules of his school, home, andcommunity.


Foca Point 2--The Individual in a Democracy Must Relyon His Own Intelligence

Examples ofGuidin: suestions


1. What background in makingdecisions should a personhave so that he will be will-ing to accept the consequencesof these decisions?

2. What are mass media and how canthey be used by individuals inthe community, the nation, andthe world to build an informedcitizenry?

3. How do people communicate andwhy is it important that theycommunicate with one another?

.RATIONALE: Since a working democ-racy depends on intelligent law-making, judging, and leading, itis imperative that children learnthe best means to use and developtheir own native intelligence.Students should be able to:

1. Restate in his own words themeaning of a paragraph orstatement read to him or givento him to read.

2. List in writing, three resourcesthat people can use to get helpin making decisions in a givenarea.

3. Role play to show a method ofcommunication.

4. List the various media he hasin his home or in the schoolwhich keep him informed aboutthe world.

5. Defend data upon which he hasbased a decision.


Foca Point 3--No Ndtion is Economically Self-Sufficient



1. Why do people live in groupsor communities?

2. Why could trading make peoplefriendsl

3. How are communities interdepen-dent?

RATIONALE: Because no nation iseconomically self-sufficient andthe world is "getting smaller",it is essential for children tounderstand how this affects them.Each student should be able to:

1. Tell what he thinks mighthappen if an individual wereisolated from his group.

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2. Choose a community, state ornation and tell how it dependson other like groups.

3. Referring to a map, tell some-thing of the economic and geo-graphic location a given com-munity might have.

4. List goods and services he usesthat come from other states andnations.

SOCtAL GOAL IV--THE UNDERSTANLTNG OF THE MAJOR WORLD CULTURESAND CULTURE AREAS

Focal Point 4 - -Each of the Great Cultures Developed Its ListinctiveElements to Meet Challenges Posed to It During Its History


1. What cultures are representedin your community?

2. How are these people alike?Different?

RATIONALE: Because our cultureis a result of many cultures, thechild needs to gain a respect forall culture and realize that tobe different is not necessarilybad. Each student should be ableto:

1. Give an oral report tellingwhere parents or other ances-tors lived before they cameto this community--includewhy they came.

2. Choose a geographical areaand illustrate with pictures,drawings, or other visual aidshow their culture and/orresouices have made the livesof others richer.

3. Illustrate or construct models ofrural and urban communities.

SOCIAL GOAL V--1WE INTELLIGENT USES OF THE NATURAL ENVIRONMENT

Pocal Point 5--As Man Has Explored and Settled the Land Surface of theEarth He Has Used It Sometimes Wisely and Sometimes Unwisely


I. Why do the climate and geog-raphy of the land influencewhere and how men live?

2. Have people used our areaunwisely? How? What can bedone or is being done torestore or conserve thisresource?

3. What types of deserts arethere?

4. What types of mountains arethere?

RATIONALE: As civilization hasprogressed and man has exploredthe earth, seas, and skies, itbecomes increasingly important toconserve the natural resources andchildren should recognize theirresponsibility to help do this.Each student should be able to:

1. Describe his own living areaand tell something of the waypeople live there. Contrast itwith a remote area.

2. Tell three things men can do tomake a given area more livable.

3. Choose one conservation area nearhome and explain to the classwhat is being done there and why.

4. Plan and carry out a personal orclass conservation project.





1. What did the founders of your,community do to educate theirchildren?

2. How can your community workwith your school to promotecivic activities and respon-sibilities?

3. How can your schools prepareyou for your future?

4. How are your schools supported?

RATIONALE: Because public educa-tion is a heritage of our children,they should have an understandingof the development of education intheir community and know somethingof how their schools are run andsupported. Each student should beable to:

1. Tell to the class an incidentconcerning the early settlement

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c

5. What do we do to educate ourchildren today?

6. What do people in other coun-tries do to educate theirchildren?

of their community in relationto the education of the children.

2. Because taxes are a subject ofdiscussion in many homes, letthe child express his idea ofwhat ehey are and why we haveChem.

3. Tell about the kinds of schoolswe have in our community.

SOCIAL GOAL VII--THE INTELLIGENT ACCEPTANCE, BY INDIVIDUALS AND GROUPS,OF RESPONSIBILITY FOR ACHIEVING DEMOCRATIC SOCIAL ACTION

Focal Point 7--Interdependence in the Modern World Increases the UrgentNeed for Individuals and Groups to Assume Responsibility for the

General Welfare as Well as for Their Own Immediate Good

Examples of Examples ofBehavioral OblectivesGuiding Questions

1. Does our concern begin or stopwith friends? Why, or why not?

2. Why is it necessary to formvarious groups within thecommunity to help others?

3. What rights and responsibil-ities do we as citizens haveto make improvements in ourcommunity?

RATIONALE: Since there is a needfor individuals and their groupsto assume responsibility for gen-eral welfare, the greater the needbecomes for children to grow upaccepting and understanding thisresponsibility. Each studentshould be able to:

1. List three instances that showconcern for people other thanfriends.

2. Help the class form committeesto solve problems that occurin class or on the schoolgrounds.

3. Interview his parents aboutproblems that they have in thecommunity and tell about themin class.

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SOCIAL GOAL VIII--INCREASING THE EFFECTIVENESS OF THE FAMILY AS ABASIC SOCIAL INSTITUTION

Pocal Point 8Variations Rocist from One Segmentof the Ftptaation to Another



1. Do you have to work away fromhome to help support yourfamily? If not, how do youcontribute to the welfare ofyour family?

2. Do you know of any time orplace when children have hadto work away from home?

3. Why do :-3ome mothers take jobsaway from home?

4. How can a family workingtogether help the community?

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RATIONALE: Since there are varia-tions in family organization andresponsibilities, children shouldunderstand these variations andrespect them--people have a rightto be different. Each studentshould be able to:

1. Participate in a dramatizationby playing a part in a homesituation where both parentswork away from home.

2. List four or more reasons whymothers work away from home.

3. List five ways or more chil-dren can help a family whenmother and father both work.

4. Explain what you think yourresponsibilities in the familywould be if your family changedits way of living; i.e., movedto a larger or smaller commun-ity, both parents started towork, mother left her outsidejob and stayed home, illnessor death of wage earner in thefamily, family occurred.

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/....

SOCIAL GOAL IX--THE EFFECTIVE DEVELOFMENT OF MORAL AND ETHICAL VALUES

Focal Ftint 9--A Discernible Trend in the Historical Development ofEthical and Spiritual Values Has Been an Increased Emphasis


Examples of Examples ofBehavioral ObjectivesGuiding Questions

1. How do people or organizationsinfluence your decisions orbeliefs concerning otherpeople?

2. How can people have differentvalues and yet agree?

RATIONALE: There is a trend indevelopme.,t of ethical and spir-itual values with increased emphasison the worth of the individual andhis responsibility for others.Each student should be able to:

1. Write a list of three or morepeople or groups outside thehome and be prepared to explainhow they can or have influencedhim in making decisions.

2. Demonstrate with other classmembers through role playing howpeople who don't agree can stillwork together with advantagesfor both.

3. List some people or groups he hashelped or would like to help andtell how he did it or would doit.


Focal Ftint 10--The Ultimate Base of Equality Before the Lawin the American System is Found in Our Judicial System

Examples of Examples ofGuiding Questions Behavioral Ob ectives

1. Why do we have laws?2. Who decides our punishment

if we break laws?3. Are laws made for a few or

all of the people?4. Why should justice be concerned

with reeducating the lawbreaker?

RATIONALE: If our judicial systemis to bring justice for all andreward, educate, or punish membersof society for their reactions tothe laws, we must help the coming

generations have an intelligentunderstanding of the need and aapplication of such laws. Eachstudent should be able to:

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1. Name some laws in the commun-ity that affect him.

2. Name some laws that don'taffect him now but might inthe future.

3. Read the newspaper or listento the television or radionewscasts and bring some examplesto show that the judicial systemis concerned with reeducating thelawbreaker.

4. Establish and conform to classrules.


Focal Point 11--In a Capitalistic, Free Enterprise Economy,a Major Purpose is to Facilitate the Exchange



1. What are the natural resourcesof your area?

2. Are your natural resources orservices in demand by otherpeople?

3. How does your community obtainand distribute products neededby its people?

RATIONALE: Since every communitymust have a means for obtainingand making available to its citi-zens the goods and services theyneed and want, eaCh student shouldbe able to:

1. List sane of the naturalresources or services or goodsin his area that are in demandby people from other areas.

2. Find on a map the areas whichbenefit from the naturalresources, products, or servicesfrom his area.

3. List as many goods as he canwhich he uses that are producedin other places and locate thoseplaces on a map.

4. Identify one or more needs ordesires of his family and tellhow they are met by communityservices.

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Focal Point 12Nationalism is Inconsistent With Many ofthe Economic and Technological Facts of Life


I. What is loyalty?2. How can loyalty to one group

be a drawback to national orinternational progress?

3. How does a person develoployalties?

4. What can we give loyalty to?

RATIONALE: Because loyalty to ourfamilies, community, state, and ourcountry is basic to the continuationof our way of life, a student shouldbe able to:

1. List five groups or persons heis loyal to.

2. Explain and/or give exampleswhy sometimes loyalty to onegroup might be detrimental tothe progress of larger, moreencompassing groups.

3. Tell how we use products fromother countries even when ourcountry produces the same

product.4. Show personal loyalty to his family

and friends.5. Resolve loyalty conflicts

satisfactorily.

SOCIAL GOAL XIIICOOPERATION IN THE INTEREST Oi PEACE AND WELFARE

Focal Point 13Practical Citizenship Requires the Acceptance ofCompromise and Cooperative Efforts to Make It Work


1. What happens when there isconflict within a communityor between communities ornations?

2. What are some ways conflictscan be resolved?

3. Why are cooperation andcompromise necessary?

4. Why is a community based oncooperation?

RATIONALE: Because our democracyis based on cooperation of indi-viduals on a family, community,state, regional, and nationallevel, each student should be ableto:

1. Bring newspaper or magazineclippings to show where con-flicts exist. Give ideas ofhow these conflicts could besolved.

2. Participate in role playing todemonstrate how conflicts canbe resolved.

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3. Show with actual examples howhis community has solved pastconflicts or problems whichconfronted it, or is tryingto solve some present problems.

SOCIAL GOAL XIV--ACRIEVING A BALANCE BETWEEN SOCIAL STABILITYAND SOCIAL CBANGE



1. Should you always believewhat is printed in newspapersand magazines?

2. What could you do to find outwhat is real news?

3. Why do newspapers and maga-zines exist?

4. Why are newspapers bothpartial and impartial?

5. Why do some people want bpcensor newspapers?

6. How did we gain Freedom of thePress in the United States ofAmerica? What does it mean?

7. What purpose do your localand state newspapers serve?

8. Why do newspapers spend moretime telling about bad or sadevents than good or happyones?

RATIONALE: Because our societydemands a decision-making public,the newspaper plays a vital rolein supplying needed informationin making decisions. To help himlearn how to make informed deci-sions, a student should be able to:

1. Bring clippings from a news-paper that stressa. odd or variant behaviorb. stable, constructive

behavior2. Compare news reports of a

particular happening fromtwo or more newspapers, tele-vision, radio, or news maga-zines.

3. Compare, if possible, a newsreport and an editorial com-ment on the same news happening.

4. State some factors that influ-ence newspapers both in adver-tising and reporting.

5. Participate in developing a classnewspaper and satisfactorily fillseveral contributive roles on itsstaff.

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SOCIAL GOAL XVWIDENING AND DEEMING THE ABILITY TO LIVE MORE RIMY

Pocat POinb 15Increasing thu Ability of the Whole Societyto Live More Richly Faces Difficulties

Examples ofGuidin: luestions


1. What is leisure time?2. How do people use their leisure

time differently?3. What does your community offer

to help you use your leisuretime profitably to live morerichly?

4. Who should choose what you dowith your leisure time?

RATIONALE: Because of an everincreasing amount of leisure timefor most people, the use theymake of it will greatly influencethe quality of culture in thatsociety. Therefore, it is increas-ingly important for children to setup values for the use of this timeearly in life. Each student shouldbe able to:

1. Explain the criteria to use indeciding which activities wouldcontribute to a more completeand satisfying life.

2. List and orally evaluate fivethings to be done in leisuretime.

3. Discuss how the individual useof leisure time could affectothers.

TEACHER NOTES

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INTERMEDIATE GRADES 4-6

NATURAL AND SOCIETAL INTER-RELATIONSHIPS WITHIN OUR HOME STATE


Focal Point 1Human Life is Sacred



1. On what basis does a persondeserve or warrant respect?

2. What does loveconsideration,and kindness hAe to do withbehavior? (see Social Goal IX)

3. What can a fourth-grade childdo to protect himself?

4. What are some of the problemswe have in Utah in protectingand conserving life? (trafficdeaths, etc.)

5. How can we increase our ownself-respect?

6. How are most accidents caused?

RATIONALE: Because we hold thatlife is sacred, each student willbe able to:

1. List orally at least two waysthe state of Utah protectsand perserves life.

2. Give three instances wherepeople have been kind andconsiderate of him or her.

3. Give examples of three kindsof activities which mayendanger human life.

4. Write three ways in which heor she can help to protecthuman life.

5. List two ways in which careless-ness can result in injury orloss of life.

6. Exemplify conformity with safetyand health rules and procedures..

SOCIAL GOAL IITHE USE OF INTELLIGENCE TO IMPROVE HUMAN LIVING

Focal Point 2--Yhe Individual in a Democracy Must Relyon His Own Intelligence

Examples ofGuidin& Questions


1. Why does one need to know bowto vote intelligently?

2. If your father votes for some-one for an office and that perperson is not elected, what

alternatives could your fathertake?

3. As we obtain knowledge, shouldwe also accept more responsi-bilities and obligations? Why?

RATIONALE: Because an individualin a democracy must learn to makewise decisions if democracy is tosurvive, the student will be ableto:

1. List three qualities one should. look for in selecting a class

leader.

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4. What would happen if therewere no public schools inUtah?

2. Give two ways in which educa-tion helps one to refine andimprove a person's power tomake wise decisions.

3. Write at least one paragraphwhich explains the importanceof practicing democracy in theclassroom.

4. Exercise greater independence insetting goals and achieving them.




Examples ofBehavioral Ob'ectives

1. Who were the early pioneersdependent upon? Why?

2. How did the early Indiantribes of Utah survive?

3. What effect has transportationhad upon our lives as citizensof the state of Utah?

4. Suppose that Utah was cut offfrom the rest of the UnitedStates by a massive trans-portation strike, how wouldit change our way of life?

5. How do the different regionsand areas of Utah help eachother? (valleys that producefood and mountains that haveminerals)

6. How does your area of Utahdepend upon other regions ofthe state for different things?

7. Why must Utah use its resourcescarefully?

RATIONALE: Within the state ofUtah there is an interchange ofgoods and services. Utah alsoexchanges goods and services withother states and with variouscountries of the world. Sinceit is invaluable that each perscinrealize that Utah is dependentupon other states and nations,the student will be able to:

1. List five items found in thehome that came from othercountries.

2. List at least five items thatcome from other counties inour state, like cheese, milk,meat, wool, turkeys, iron ore,coal, gasoline, etc.

3. Give three ways in which themethod of obtaining goods andservices has changed frompioneer times to the present.

4. Plan and serve a meal consistingof imported foods.

5. Plan, help prepare, and serve apioneer meal.

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SOCIAL GOAL IV--THE UNDERSTANDING OF THE MAJOR WORLD CULTURESAND CULTURE AREAS



L


1. What makes Utah different fromother states in the Union?

2. What are some of the challengesthe people of Utah face today?How is the state meeting thesechallenges?

3. What were some of the challengesthe early pioneers faced? Howdid they meet these challenges?

4. Why are some parts of the Stateof Utah thickly populated withpeople while other parts areonly sparsely settled?

5. How are the challenges you facedifferent from those of yourparents or grandparents?

RATIONALE: Students should becomeaware of unique characteristics oftheir home state in order to develoployalties and to be knowledgeableof unique state and local problemsand programs. He should also realizethat other cultures have met prob-lems and have developed uniquesolutions of their own. This knowl-edge will develop his empathy forthe oneness of mankind and for thepeople of other cultures. A studentshould be able to:

1. Discuss orally two problemsfaced by Indians in this areaand explain how they solvedthem.

2. Write at least one paragraphexplaining how the pioneersmet and solved the problems insatisfying their basic needs.

3. List three current problemsfacing Utah, providing atleast one solution for each.

4. Write three ways in which Utahis unique.

5. Role play at least three challengesfaced by the early pioneers ofUtah.

6. Write two reasons why.someparts of your own area arethickly populated while otherparts are only sparsely settled.

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socrAL GOAL V--THE INTELLIGENT USES OF THE NATURAL ENVIRONMENT

Focal Point 5--As Man Has Explored and Settled the Land Surface of theEarth He Has Used It Sometimes Wisely and Sometimes Unwisely


1. Where would you locate a newgarbage dump for your area?

2. How has the land in our statebeen used to advantage? Dis-advantage? Why?

3. What benefits does the stateof Utah receive from produc-tive land?

4. Why do fewer people live inmountains than on lower land?

5. Why did the Mormon pioneerssettle in the areas they did?

6.

7.

RATIONALE: Land has been a basicresource through the ages. Because

of its importance students shouldrealize that it has been valued fordifferent reasons at different times.They should be allowed to see howit is valued at the present time.They should begin to predict theconsequences of present policieson land use. The student will beable to:

In what ways is land protectedin Utah?

1.

What effect could selling farmland for residential propertyhave on the state. 2.

3.

4.

5.

6.

7.

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Give two examples of how landtoclay is used differently than50 years ago, a hundred yearsago.

Identify on a map at least fivedifferent ways in which landin the state of Utah is used.Locate at least three local indus-tries, visit them, and tell howtheir use of land and resourcesaffect you.(water and air pollu-tion, etc.)List three ways in which theland in his own area is usedwisely. List three ways inwhich there has been an unwiseuse of land in his own area.Draw on a local map areaszoned for different uses.Identify the "wilderness areas"of Utah by pointing them outon a map.

Identify a person who has traveledwidely in your state and bringhtm to school as a resource person.


Focal Point 6--21ze Responsibility of the Community for Education,of the Young,Was Recognized in Laws Passed During the




I. Who has a right to obtain aneducation?

2. Where did the money come fromto build our school? Wheredoes the money come from tobuy books and other schoolsupplies? Who pays theteachers?

3. What public services shoulda state provide? A community?How are they to be financed?

4. How is Utah meeting its needsfor schools?

5. Relate how school firststarted in Utah and why?

6. What is the difference betweena private school and a stateschool?

RATIONALE: Because students shouldbe able to understand and expressto others that the provision fortheir education falls upon theirparents and other adults in thecommunity, they should be able to:

1. Give at least three reasonswhy a community should supporteducation.

2. Write at least two paragraphsexplaining the importance ofeducation to the early settlersof our state.

3. Give three ways in which theeducation of the early settlersdiffered fram our own educationtoday.

4. Name two functions of a boardof education.

5. Write a description of how themembers of the board of educa-tion are elected.

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SOCIAL GOAL VIITHE INTELLIGENT ACCEPTANCE., BY INDIVIDUALS AND GROUPS,OF RESPONSIBILITY FOR ACHIEVING DEMOCRATIC SOCIAL ACTION


GeneraZ Welfare as Well as for Their Own Immediate Good


1. What responsibility do we havefor the general welfare ofother people?

2. What goods and services doestaxation provide for use inUtah that would be too expen-sive for us to provide forourselves?

3. How do poor families in Utahget food, clothing and shel-ter or money to pay for theseitems?

4. Where.could a family that hadjust moved to Utah go to gethelp if they were withoutmoney?

5. What were some jobs performedby the pioneers that are nolonger available in our statenow?

6. What kinds of jobs are avail-able now that weren't availableto your grandfather?

7. What are the causes of poverty?

RATIONALE: Our constitution callsupon government to "promote thegeneral welfare". Our democracycauses us to be concerned aboutothers since within every societythere are those groups that couldnot find a way to meet their basicneeds without help from outsidemeans. Each student should be ableto:

1. Give at least three reasonswhy some people are unable toProvide for themselves.

2. Explain orally how people ofother cultures care for theirneedy.

3. Write to a ghetto school and bycorrespondence, compare theirlife with yours.

4. Explain orally the meaning of

a ghetto.

5. List orally at least fourgovernment services providedby'taxation.

6. Write at least one paragraphwhich explains how a ghettodevelops.

7. List at least three problemscreated by a ghetto.

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1. How does the role of a motherin a city family differ todayfrom the role of a mother ina farm family? Father's role?Child's role?

2. How does the life of the citychild compare with that of achild born in rural Utah?

3. How do people differ in ourstate?

4. How does a person's life changewhen he moves from a farm to acity?

5. Why would you expect to findpeople living differently indifferent places?

6. To what extent does race andnational origin bring aboutvariations in society?

7. What influence does religionhave on groups of people?

RATIONALE: Variation in indivi-duals, in groups, in neighborhoods,in cities, and in nations is afact of life. Children must learnto live with variations and accepttheir positive aspects. They

should be able to:

1. Make three comparisons in theway of life of children livingin rural and urban areas.

2. Make three contrasts betweentheir way of life and that ofstudents in two other culturesof the world.

3. Explain at least three factorsthat cause people to form smallor common groupings and giveadvantages and disadvantagesfor these groups.

4. Correspond with students from anarea which contrasts with his own.

SOCIAL GOAL IX--THE EFFECTIVE DEVELOPMENT OF MORAL AND ETHICAL VALUES

Focal Point 9--A Discernible Trend in the Historical Development of

Ethical and Spiritual Values Has Been an Increased EMphasis



1. Where did Utah's basic spirit-ual values originate?

2. Where did America's basicspiritual values originate?

3. Has there always been a sepa-ration of church and state inUtah? Explain why you thinkthere should or should not be?

RATIONALE: Most world culturesand religions stress the need forconsideration between men. Becauseour democratic society values suchconsideration, each student shouidbe able to:

1. Role play in a number ofincidents to demonstrate how

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4. Why is it important to betolerant of other peopleand their religious beliefs?

5. What does love, considerationand kindness have to do withbehavior?

6. What factors contribute to actlild's behavior?

7. Who are our fellowmen?8. How does it make one feel

when he helps others to behappy?

9. What is meant by "socialclass"?

SOCIAL GOAL X--THE INTELLIGENTIN ORDER TO

Focal Point 10--The Ultimatein the American System is


people show consideration forothers.

2. Show in his class and extra-curricular activities that heis considerate of others.

3. Give three examples of howconsideration of others hasbeen practiced in his familyand in his school.

4. Give five examples which showhow people are making someattempts at caring for andhelping their fellowman.


Base of Equality Before the LawFound in Our Judicial System

1. How are laws in Utah formulatedand enforced to insure equalitybefore the law?

2. Does the state ever have theright to coerce its citizens?Why? When?

3. Are all Utah citizens equalbefore the law?

4. How has our judicial system' developed?5. How are judges selected?6. What types of courts do we

have?7. Why are courts important in

any democratic government?8. How do courts protect all

citizens?


RATIONALE: Our courts have beencornerstones of our freedoms.Every citizen should know how theyfunction and how they safeguardhis liberty. Each student shouldbe able to:

1. Explain orally the part playedby laws, legislation, police,courts, and lawyers in oursociety in trying to insureequality before the law.

2. Identify several types of courtsand explain the types of caseseach kind handles.

3. Explain orally how courts fitinto a balance of power con-cept in government.

4. Contrast in writing our courtsystem with one other systemin the world.

5. List and explain severalrights a person has in any courtof law.

6. Identify a person in youea whohas lived under another governmentsystem and interview him or have himpresent to the class his impressionsof the system.

SOCIAL GOAL. XI--THE INTELLIGENT UTILIZATION OF SCARCE RESOURCESTO ATTAIN THE WIDEST GENERAL WELL-BEING

Focal Point 11--In a Capitalistic, Free Enterprise Economy,the Major aimose is to Facilitate the Exchange


ExaMples of Examples ofGuidingjuestions Behavioral Objectives

1. What possible ways are therefor a person to gain money?

2. How does man exchange goodsand services?

3. What are the main goods andservices exchanged by Utahto other states?

. How does your family get itsfoot, water, clothing, etc.?

5. How do you gain the money youneed as a family?

6. What causes inflation?7. What causes recession?

RATIONALE: Unless a person func-tions successfully in our economicsystem, he is relegated to a lifeof unhappiness and want. Childrenneed to see how our economic systemworks and how it relates to them.A student should be able to:

1. Give three examples of the pro-cess whereby goods and servicesare provided for an individual.(a family, a city, a state, anda nation)

2. Write five problems related tothe exchange of goods andservices.

3. Write three examples which showhow advertising affects the ex-change of goods and services.

4. Select one product found on themarket today and illustrate theprocess by which it was trans-formed from its natural stateto the form in which it isutilized by the consumer.

5. Identify within your school, howthe school aconomy functions andif possible, the role of eachcontributor to the system.


Focal Point 12--Nationalism is Inconsistent with Many ofthe Economic and Technological Facts of Life



1. Can one be loyal to one commu-nity, state, or nation withoutbeing disloyal to the others?

2. Would you buy imported cheeseover cheese made in Utah? Why?

3. How would our lives be differ-ent if we used only those goodsand materials that originatedin the United States.

4. How would an isolation policyaffect us politically?

RATIONALE: Our lives are greatlyenriched because of our economicinteraction with other states andother countries. Each studentshould be able to:

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1. Show five examples of goodspurchased in Utah but importedfrom other states or countries.

2. Show five examples of goodsexported from Utah to otherareas of the United States orworld.

3. Illustrate how a person'sfamily benefits from the ex-change and trade of goods orproducts with other areas ofthe world.

4. Discuss several facts thatshould be considered in buyinggoods.

5. Compare reasons why a personshould or should not purchasegoods made in the United States.

SMAL GOAL XIII--COOPERATION.IN THE INTEREST OF PEACE AND WELFARE

Foca Point 13--Practical Citizenship Requires the Acceptance ofCompromise and Cooperative Efforts to Make It Work



1. Who benefits when peopleshare?

2. Can we get along withoutcompromise?

3. Politically, how do we com-promise and why?

4. How did our early settlersin Utah utilize compramise andcooperation?

5. Socially why do we often com-promise?

6. Within our families why iscompromise necessary?

RATIONALE: Democracy demands com-promise. Children need to seecompromise as a logical means forsolving problems and resolvingconflicts. Each student shouldbe able to:

1. Give examples illustratinghow man has adapted his livingto the varied conditions ofnature.

2. Illustrate three examples ofhow your family uses cooperation.

3. Explain how states and munici-palities utilize cooperationand compromise in their economicactivities.

4. Dramatize examples which illus-trate how the early pioneersdepended on cooperation.

5. Cite examples of compromise andcooperation in a culture otherthan his own.

6. Give examples of compromiseshe has made.

7. Explain why cooperation is morecommon than conflict in oursociety.

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Focal Point 14--7he Modern Newspaper Stresses the Variant and theOdd While Too Often Ignoring or ffinimizing the Stable

Examples of Examples ofGuiding Questions

1. Should we always rely on thenewspaper for accuracy andtruth?

2. Why do newspapers and newsmedia concentrate on the sen-sational and unusual?

3. Which groups receive more ofthe newspaper space?

4. Why are the news media inbusiness?

5. How can the news media affectus politically? Economically?Socially?

6. How do we gain a better perspec .

tive of what is the truth inrelation to news media?

Behavioral Objectives

RATIONALE: One of the major influ-ences in the lives of all citizensis the newspaper. Children needto see the purpose for the makeupof newspapers and be able to discernbias, subjectivity, and objectivityin advertising and news carried innewspapers. Each student shouldbe able to:

1. Select three articles from anewspaper that deal with thesensational and unusual, andthree articles that illustratestability.

2. Select three articles from anewspaper that deal with fac-tual information and defend

his choice.3. Select two articles from a

newspaper that illustratesentimentalism or portraypropaganda.

4. Give several reasons which ex-plain or illustrate why news-papers react to economic andpolitical pressures.

5. Describe how personal bias cancolor news reports.

6. Cite at least one example inpolitics where news reportinghas had an impact.

7. Give two ways in which the news-paper influences consumer buying.

8. Write an article on a schoolhappening and compare it withanother student's version of the

same event.

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SOCIAL GOAL XVPIDENING AND DEEPENING THE ABILITY TO LIVE MORE RICHLY

Foca Point 15--Increasing the Ability of the Whole Societyto Live More Richly Faces Difficulties


1. Why are we in Utah able tolive better, have more things,more leisure time and recrea-tion, and more opportunitiesthan the pioneers who livedin Utah in the 1850's?

2. What are some of the problemsthat our way of life bringsthat the pioneers did not face?

3. What factors influence asociety's ability to livemore richly?

RATIONALE: Our people have therichest lives of any people onearth. However, we still face manydifficult problems as a people.Students of today,as citizens ofthe next few years, will need to beaware of these problems. Each stu-dent should be able to:

1. In several ways, contrastour present society with thatof Utah's pioneers.

2. Cite at least three examples ofproblems facing society as aresult of modern technology.

3. Illustrate the meaning of arich live.

4. Give two reasons why providinga rich life for all people isa difficult task.

5. Identify life factors whichmoney cannot buy.

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TEACHER NOTES

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THE AMERICAN CIVILIZATION AND ITS PLACE IN THE MODERN WORLD





1. In what way does the UnitedStates Constitution showhuman life to be sacred?

2. Do any events in Americanhistory show that human lifewas considered sacred? Whatare some examples to thecontrary?

3. Why did the Virginia House ofBurgesses, composed in partof slave and property owners,champion the rights of indi-viduals?

4. What evidence is there inAmerica today that shows weconsider human life to besacred? Is there evidenceof the opposite? Why?

RATIONALE: Because our nation isfounded on a Constitution whichprotects the individual, studentsshould be able to:

1. Identify five individualrights and give examples ofhow the Constitution guaran-tees them.

2. Give three examples showinghow the concept of "thesacredness of human life"has been violated in relationto minority groups.

3. Write two examples from thelives of great Americans toshow that they valued humanlife.

4. Name five persons or agenciesin our society which help topreserve human life.

5. Cite one example of a casewhere the Supreme Court hasprotected the individual.

6. By observing and tabulation,determine the most commonlyViolated right in his school,and originate and implement aprogram to correct this.

SOCIAL GOAL IITHE USE OF INTELLIGENCE TO IMPROVE HUMAN LIVING

Fbcal Point 2The Individual in a Democracy Must Relyon His Om Intelligence

Examples of Examples ofBehavioral ObiectivesGuidinR Questions

1. Why is it important to beinformed about politicalissues before voting?

2. Identify a current problemthat has been faced and pos-sibly solved in other times.How can the solution to theproblem apply today?

3. How has the free mind been anasset and a liability forsociety?

4. why does our form of govern-ment need informed citizens?

5. Why do so many of our citizenstake little interest in polit-ical affairs?

6. What problems in Americareflect our failure to beinformed?

RATIONALE: Our democracy is basedon the consent of the governed.If the citizens are uninformed,they are unable to make wise deci-sions which will be for the commongood. Therefore, students should

be able to:

1. Show the importance of beingwell informed when voting forschool officers by listingthree things each candidatestands for.

2. Tell or write three examplesin America where problems havebeen solved to improve livingstandards.

3. Demonstrate ability to usetheir intelligence in solvingsocial and academic problemsat school.

4. Give examples of two issues thatfact citizens where wise decisionsare necessary.

5. Explain orally how citizens canbecome informed on two of thefollowing areas: taxes, candidatesfor office, government services,crtme problems, etc.

6. Wtite one paragraph explaining howconcerned citizens can expresseither support or opposition toan issue.

7. Suggest two ways in which somecurrent problems found in ourcommunity could be solved by activecitizen involvement.

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Focal Point 3- -No Nation is Economically Self-Sufficient



1. What evidence do we see ofworld interdependence?

2. How can we tell if a countryhas accepted the idea of inter-dependence?

.3. Does America rely on othercountries for any economicgoods? What goods? Whatcountries?

4. Do other countries rely onAmerica for economic goods?What goods? What countries?

5. Why does America regulate im-ports and exports?

6. What purpose does a countryor state have in putting atariff on certain items?

RATIONALE: No fact is more appar-ent in our economic lives than thatwe both benefit from and derivebenefits for other countriesthrough our economic interaction.So that students can more fullyrealize this fact, each should beable to:

1. Show five items which he usesthat came from some other coun-try or state.

2. Show five things which Americaproduces for other countries.

3. List two things which Americacan produce more economicallythan other countries.

4. List two things that othercountries can produce moreeconomically than America.

5. Explain in one paragraph whyit is economically feasiblefor countries to exchangegoods and services.

6. Give MO examples of importrestrictions and tell why theyhave been imposed.

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SOCIAL GOAL IV--THE UNDERSTANDING OP THE MAJOR WORLD CULTURESAND CULTURE AREAS

Focal Point 4--Each of the Great Cultures Developed Its DistinctiveElements to Meet ChaZZenges Posed to It During Its History


1. Axe there any values, mores,and folkways which are commonto most Americans? Name them?

2. What are some of the culturaldifferences in America? Whyare ehey different?

3. Axe there any cases when com-mon values have aided America'scause?

4. How have different culturalbackgrounds aided America'scause?

5. What cultural traits have wederived from other cultures?

6. Is the American unique? Whyor why not?


RATIONALE: One of the traits thathas made America great is the abil-ity of our system to assimilate peo-ple from widely diverse backgrounds.

diverse backgrounds. So that hemight fully realize this and sup-port such a system, a student shouldbe able to:

1. Give several reasons why America'scultural background is differentfrom that of most nations.

2. Show acceptance of other cul-tures by including in his playactivities students of otherraces.

3. Contrast various ways by which.Various cultures have aided inAmerica's development.

4. List three values, mores, orfolkways which are common tomost Americans and contrast thesewith those of another culture.

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SOCIAL GOAL V--THE INTELLIGENT USES OF THE NATURAL ENVIRONMENT

FocaZ Point 5--As Man Has Explored and Settled the Land Surface of theEarth He Has Used It Sometimes WiseZy and Sometimes Unwisely



1. What changes in the environ-ment came about as the UnitedStates made the transitionfrom an agricultural to anindustrial economy?

2. How were the early settlerswise in their use of the land?How were they unwise?

. How *were the Mountain Iiiriyise

in their use of the naturalenvironment? How were theyunwise?

4. How were the Plains People wisein their use of the land?How were they unwise?

5. What projects are being carriedout in America today which showhow to use the land more wisely?

6. What are some examples todayof misuses of the land?

RATIONALE: Since man is a crea-ture of the earth and his lifecomes from the earth, each studentshould develop an appreciation ofthe essential place of the landin the life of all. Therefore,each student should be able to:

1. Through observation of thenatural environment, identifytwo examples of wise use ofthe natural environment aswell as two examples of misuse.

2. Give two long-range effectswhere land surface is usedwisely.

3. Give two long-range effectswhere land surface is usedunwisely.

4. Utilize the library effectivelyby finding two references re-lating to the wise and unwiseuse of the land.

5. Cite two ways governmentagencies aid in conservationprojects.

6. Utilize a resource person toillustrate good conservationpractices.

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SOCIAL GOAL VI--THE VITALIZATION OF OUR DEMOCRACY THROUGH ANAN INTELLIGENT USE OF OUR PUBLIC EDUCATIONAL FACILITIES




1. Before the time of publicschools in America, who wasresponsible for the educationof young people?

2. Why did education of the fewchange to education of themasses in America?

3. Should we continue to educatethe masses? Why or why not?

RATIONALE: Since education is nowa vital life-long process, eachchild should realize its import-ance in order to better preparehimself for life. Each studentshould be able to:

1. Give two reasons for thedevelopment of public educa-tion in America.

2. Give three reasons why educa-tion is a community responsi-bility.

3. State two sources from whichpublic education receivesfinancial aid.

4. Give three examples whichindicate how a person benefitsfrom education.

5. Show by his care of schoolfacilities and equipment thathe values his opportunity foran education.

6. State in writing, orally, orvisually how the Americaneducation system contrastswith that of another culture.

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.)

)

SOCIAL GOAL VII--THE INTELLIGENT ACCEPTANCT, BY INDIVIDUALS AND GROUPS,OF RESPONSIBILITY FOR ACHIEVING DEMOCRATIC SOCIAL ACTION

FocaZ Point 7Interdependence in the Modern WorZd Increases the UrgentNeed for Individuals and Groups to Assume Responsibility for the


Examples of Examples ofGuiding Questions Behavioral Obtectives

1. What has been done and whatis being done in our countrythat shows America's concernfor the general welfare?

2. Why do we assume responsibilityfor the general welfare?

3. What channels would an indi-vidual work through in aidingthe general welfare?

4. How are groups formed to aidthe general welfare? What aresome groups?

RATIONALE: In a modern societythe welfare of one reflects onthe welfare of the whole. No

individual could long exist inisolation from his fellowmen.At no time in history has theworld been so interdepefident.Each student should be able to:

1. Demonstrate his commitmentto cooperation in group workby obeying school rules.

2. Locate two current articleswhich give examples of ourinterest in the general wel-fare of Americans.

3. Explain orally the meaning'of the clause in the UnitedStates Constitution Whichsays, "promote the generalwelfare".

4. Give two examples from hisfamily, friends, community,state, or nation of inter-dependence between indi-viduals and between groups.

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14:9

SOCIAL GOAL VIZIINCREASING THE EFFECTIVENESS OF THE FAMILY AS ABASIC SOCIAL INSTITUTION

Focal Point 8Variations Exist from One Segmentof the Population to Another

Examples ofGuiding QueStions


1. What are some basic similar-ities of the American familylife in the country or thecity?

2. What are some of the changingtrends in the American family?

3. How has the role of the motherchanged in the American society?

4. How has the role of the familychanged from the frontierfamily to the present-dayfamily?

5. How does American family lifecompare with that of othercountries?

6. How does the family functionin providing emotional growthand security.for its members?

RATIONALE: Since the family is thebasic unit of most societies andsince in the United States manyfactors are affecting the family,students need to understand theimportance of the family. Eachstudent should be able to:

1. Identify and describe orallythe roles of various familymembers.

2. List at least three similar-ities and three differencesin rural and urban familylife.

3. Cite and describe threechanges that have occurred

.in American family life fromthe colonial period to thepresent and explain why eachchange has taken place.

4. Compare in writing the familylife in America with that ofat least one.other culture.

5. Give one reason for the break-down in family life today andproject the possible conse-quences into the future.

6. Report on new insights he hasgained of a different culturethrough correspondence with some-.one in that culture.



on the Goal of Mdn's Humanity Toward His Fellowmen

Examples of Examples of

Guiding_Questions

1. Why do most Americans upholdthe idea of doing good to one'sfellowman?

2. Where do people get their dif-ferent ideas and beliefs ofdoing good to one's fellowman?

3. Why is it important forAmericans to demonstratehumanity toward their fellow-men?

4. How does our law enforcementsystem apply to respectingothers?

5. Why do we have such an increased crime rate in theUnited States?

6. What role should the govern-ment play in caring for thepeople?

Behavioral Ob ectives

RATIONALE: Man has a long historydealing with the philosophy behindhis treatment of others and gover-ing his relations with them. Astudent should be aware of wherehis customs, values, and attitudes'originated and how they are changed.Each student should be able to:

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1. Cite and explain the stand ofat least two religious phil-osophies that affect America'svalues regarding relationshipwith others.

2. Identify and explain at leasttwo factors that could destroyman's regard for other people.

3. Write one paragraph discussingthe role of law enforcementand its need in our society.

4. Give two reasons why it isimportant for the governmentto be concerned about the wel-fare of her people.

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Focal Point 10--The Uttimatein the American System is





1. How did America get the con-cept of justice and the ruleof law? 4

2. What examples in America todayshow our continued belief inequality before the law?

3. How does the Constitution pro-vide for a Judicial Branch andwhat are its functions?

4. What kinds of courts do wehave and what does each do?

5. What are some of the notablecases where court decisionsaffected most Americans?

6. How do courts operate?

RATIONALE: A basic branch of ourgovernment is the judicial. It is

the watchdog of American values.It affects every citizen. A stu-dent should be aware of its rolein his life. To do this, a stu-dent should be able to:

1. Demonstrate his belief inequality by showing fair playwith other students.

2. Find three current news articleswhich demonstrate equality be-fore the law.

3. Give two examples from ancientcultures which show how ourlaw system was derived.

4. Identify and describe the func-tions of various courts in hislocality.

5. Identify and describe orallythe roles of various officialsin local, state, and nationalcourt systems.

6. Cite at least three examplesof famous court decisions thataffected most Americans.

7. Read from fiction or biography,cases of inequality before thelaw.

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Focal Point 11--In a Capitalistic, Free Enterprwee Economy,the Major Purpose is to Facilitate the Exchange


Examples ofGuiding_Questions


1. What characterizes the freeenterprise economy?

2. How did America get the con-cept of a free enterpriseeconomy?

3. How does the freedom to buyand sell freely permit savingWithout hoarding goods?

4. How has the free enterpriseeconomy created abuses in ournation?

5. How does the free enterpriseeconomy differ from that oftotalitarian systems?

6. What forces activate the freeenterprise economy?

RATIONALE: Our growth as a nationcan be tied directly to the accom-plishments of our free enterpriseeconomy. In order for a child tofunction in this economy and devel-op allegiance to it, he should beable to:

1. Tell orally two ways in whichhe takes part in the free ex-change of goods and services.

2. Write one paragraph explainingthe reason behind America'sidea of the free enterpriseeconomy.

3. Identify and describe foureconomic systems ranging fromprimitive to technical levels.

4. Write two ideas which comparethe function of a capitalisticsystem with a totalitariansystem.

5. Cite two abuses that developedin our economic system and tellhow they were overcome.

6. Write two ways which describethe role of government in ourfree enterprise economy.

7. Explain in two paragraphs howthe consumer activates theAmerican economy.

8. Collect and give three examplesof how newspapers, television,and radio affect consumerbuying.

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SOCIAL GOAL XIIACHIEVEMENT OF EXEMPLARY HORIZONS OP LOYALTY

Focal Point 12Nationalism is Inconsistent With Many ofthe Economic and Technological Facts of Life

Examples of Examples ofGuidiniz Questions Behavioral Obiectives

1. How has modern transportationchanged America's relation-ship with other parts of theworld?

2. What responsibility doesAmerica have to other nationsor people?

3. What responsibility shouldother nations have to America?

4. How did our early colonies dis-cover that nationalism hinderedtrade and growth?

5. Why has the United States movedfrom isolationism to worldinvolvement?

RATIONALE: Many factors haveserved to change American focusfrom a regional,to a national,andto a world view. Every Americannow finds himself a citizen of theworld. Each student should be ableto:

1. Write at least one paragraphto show the relationship andinterdependency that existbetween nations of the world.

2. Give two ways in which he canshow interest and concern forother people and nations ofthe world without diminishinghis loyalty to America.

3. Trace the fluctuations ofAmerican world intereststhrough major events in ourhistory and explain why theinterests grew or waned.

4. Give three examples of how hislife is enriched by other areasof the world.

5. Cite orally two programs bywhich the United States involvesitself in other parts of theworld.

6. Relate two problems that ariseas a result of world involvement.

7. Help plan and implement a programto help an individual or a groupin need.

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socrAL GOAL XIII--COOPERATION IN THE INTEREST OF PEACE AND WELFARE

Foca Point 13Practical Citizenship Requires the Acceptance ofCompromise and Cooperative Efforts to Make It Work

Examples of Examples of.Guiding_ Questions Behavioral Ob ectives

1. What problems are involved inpreventing war and at the sametime defending ourselves againsttyranny and aggression?

2. Why is it necessary for anAmerican to accept the respon-sibility to work with the deci-sions made by the majority?

3. How does a citizen see compro-mise and cooperation functionaround him each day?

4. How does compromise and coop-eration function in government?

RATIONALE: The growth of a demo-cratic society is based on theability of the society to find com-promises which do not destroy free-dom or values on which the societyis based. For students to showthis, each should be able to:

1. Explain why it is importantto consider the opinions ofothers even when that opiniondisagrees with one's ownview.

2. Show cooperation by willing-ness to play games chosen bythe group, and willingness towork according to group deci-sions.

3. Illustrate from our country'shistory, times when we madea compromise.

4. Give examples of timeswhen the United States govern-ment did not compromise.

5. Cite cases where cooperationhas brought great benefitto people.

6. Give illustrations whichshow how cooperation and com-promise function in our eco-nomic, political, and socialsystems.

7. Show in group planning situationsthat he is able to propose andaccept compromise.

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SOCIAL.GOAL XIV--ACHIEVING A BALANCE BETWEEN SOCIAL STABILITYAND SOCIAL CHANGE

Focal Fbint 14--The Mbdern Newspaper Stresses the Variant and theOdd While Tbo Often Ignoring or Minimizing the Stable

Examples of Examples ofGuidinsAuestions Behavioral Obiectives

1. What function does the news-paper serve in the Americansociety?

2. How do newspapers, magazines,and other means of modern masscommunication affect theactions of the American people?

3. What type of news do erie mostoften hear? Or read?

4. Why do newspapers have suchfreedom?

5. How can newspapers both createand solve problems?

6. What are the major parts of anewspaper and why do they con-tain them?

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RATIONALE: Through our history thenewspaper has played a vital rolein our way of life. Freedom of thepress is guaranteed by the Constitu-tion. Every freedom has its respon-sibilities. To best realize therole of the newspaper in our lives,each student should be able to:

1. Write one paragraph which illus-trates that the sensational andunusual news articles are notrepresentative.

2. Cite areas of the newspaper andthe type of news presented ineach.

3. Write at least one paragraphexplaining how and why ourConstitution guarantees free-dom of the press.

4. List two reasons why or how anewspaper could influence thepublic on an important issue.

5. Select three articles from anewspaper that are representa-tive samplings of news articlesthat show bias.

6. Participate in the developmentand operation of a class orschool newspaper.

156





1. Who should set the standardsof what living more richlyshould be?

2. Who should set the standardsfor what is good music, goodart, good literature, or forany other forms of pleasureor recreation?

3. Now do we in America determinewhat is good or what is livingmore richly?

4. Who and/or what influencesAmericans 'to enjoy the type ofpleasure and recreation inwhich they become involved?

RATIONALE: In a technological agewe face a continual threat of losingour human values. There is more tolife than economic riches. A personcan be rich and happy in other ways.Each student should be able to:

1. Give several reasons why helikes certain forms of culturalart. .

2. Make a list of at least threeorganizations that add to thecultural wealth of the community.

3. Identify in writing at leastone artist from each of thefields of art, music, drama, andliterature and be able to writeat least two sentences outliningthe contributions of each.

4. Identify in writing three indi-viduals from America's past whohave contributed to our culturalheritage.

5. Give orally a book report to theclass or a small group on one ofAmerica's great artists.

6. List five ways in which he canimprove his own ability to livemore richly in areas other thanmonetary.

7.. Visit end wcemplify enjoyment ofan art exhibit or another culturalpresentation.

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MAN IN HIS WORLD ENVIRONMENT





1. What should we do when wefind people in need in ourown community?

2. What should we do when wediscover that many childrenin a foreign country arestarving?

3. Why do nations go to war?4. Why doesn't a home owner

usually put up a "No Tres-passing" sign in his yard?

RATIONALE: Society expectsschools to turn out acceptablecitizens who contribute to theirsociety. Given the opportunityto act, the student will be ableto:

1. Respond to the needs of per-sonal acquaintances in distressby furnishing his services orgoods voluntarily.

2. Help organize and/or partici-pate in a United Fund, RedCross, Anti-Litter Drive, etc.

SOCIAL GOAL II--TRE USE OF INTELLIGENCE TO IMPROVE HUMAN LIVING




1. What should be done with anational leader who fails?

2. Should Russia try to beat usin space exploration?

3. Should we try to beat Russiain space exploration?

4. Should we spend money tryingto make fresh water from seawater?

RATIONALE: In a democracy anindividual is expected to relyupon his own intelligence to makeimportant social decisions and toaccept the responsibility ofdecision making and the consequencesof those decisions. For his voteto be most effective in his ownsocial and school activities, thestudent should be able to:

1.. Find at least one fallacy whenpresented with an argument withseveral fallacies in it.

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159

2. Classify ideas that are basedon experience, experiment(scientific method), logic,superstition, history or bias.

3. Analyze and list possiblemotives behind an idea.

4. Realistically project theresults of an idea which mightoccur under many situations.




Examples.ofBehavioral Oblectives

1. Why do we import transistorradios and automobiles?

2. Why do we import bananas?3. What does it mean to be self-

sufficient?4. What evidence is there that

trade with other nations isand has always been important?

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RATIONALE: Because our lives areenriched through the use ofresources and products from otherareas and because we also send ourresources and products to otherareas, each student should be ableto:

1. Show five common items used orpurchased that were made in aforeign country.

2. Show several specific items thatare imported that could easilybe produced here.

3. Show several specific items thatare imported that could noteasily be produced here.

4. Show several specific items thatforeign countries buy from us.

5. Give specific examples of howour lives are enriched by recip-rocal trade with other nations.

6. Illustrate how the lives ofpeople in at least three othercultures, ancient.or modern,also utilize trade with othercultures.

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Focal Point 4 --Each of the Great Cultures Developed Its DistinctiveElements to Meet Challenges Posed to It &wing Its History

Examples of Examples ofBehavioral OblectivesGuiding, Questions

1. What brought about the devel-opment of money?

2. What people developed writingand for what purpose?

3. Why are so many people starvingin India and other undevelopedareas?

4. Why do so few starve in Americaand yet why do we have the poorand needy at all in the midstof our plentiful life?

RATIONALE: No culture has the samedevelopmental conditions as an other.Each culture must solve its uniqueand basic problems and challenges.Each student should realize thisfact and be able to:

1. Name some of the needs of aprimitive people developinga trading culture.

2. Describe and defend a positionon the role of the United Statesin helping other nations.


Focal Point 5--A8 Man Has Explored and Settled the Land Surface of theEarth He Has Used It Sometimes Wisely and Sometimes Unwisely

Examples of Examples ofGuiding_guestions Behavioral Ob ectives

1. What areas of the world, ifany, outside of the UnitedStates are threatened bypollution?

2. What is the most likelycause of that pollution?

3. What areas, if any, outsideof the United States seemto be free of pollution?

4. What seems to be the reasonthere is no trouble inquestion No. 3?

RATIONALE: Humanity must begin torealize what it has done to itsnatural environment and how it nowis in jeopardy. Each studentshould be able to:

1. Explain how a model balancedenvironment such as ati aquar-ium works without becomingpolluted.

2. Identify some actions of manthat have caused pollution.

3. Propose some actions of manto prevent or overcome pol-lution of the environment.

4. Change his own behavior,however slight, to reducethe pollution he personallyis causing.


Focal Point 6--The Responsibility of the Community for Educationof the Young Was Recognised in Laws Passed During the



1. How do the people of othernations decide who gets aneducation? Cite examples?

2. How does education of theyoung differ in a totali-tarian and a democraticsystem?

3. What does education do toimprove our lives?

RATIONALE: Every culture has itsown educational system for pre-paring the young to function inthat system. Every student shouldknow the purpose of our educationalsystem and what it offers to hislife. Each student should be ableto:

1. Name several ways in whichour educational system prepareshim for life.

2. Compare our educational systemwith a primitive one.

3. Compare purposes for educationin a totalitarian system and a

democratic system and contrastthe relative freedoms offeredby each.

4. Evaluate his educational effortsand implement one program toimprove it.

SOCIAL GOAL VIZ.THE INTELLIGENT ACCEPTANCE, BY INDIVIDUALS AND GROUPS,OF RESPONSIBILITY FOR ACHIEVING DEMOCRATIC SOCIAL ACTION

FocaZ Point 7 --Interdependence in the Modern WorZd Increases the UrgentNeed for Individuals and Groups to tosume Responsibility for the

General Welfare as Well as for Their Own IMmediate Good


1. Why is cooperation essentialin all cultures?

2. Why is cooperation more vitalto a democratic society thana dictator controlled society?

3. How does competition contrib-ute to the growth of a society?

4. How does cooperation contrib-ute to a society?

RATIONALE: No society can longexist unless ics members cooperatefor the achievement of common goals.Therefore, each student should beable to:

1. Cite examples from his life ofhow he benefits from the coop-erative efforts of others.

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5. How is political competitionand cooperation exemplifiedin our culture?

2. Cite examples of how competi-tion in a democratic societyis still within the frameworkof commonly held goals andvalues.

3. Compare the vital role of volun-tary cooperation in a democracywith demanded and forced coop-eration in a totalitariansystem.

SOCIAL GOAL MrINCREASING THE EFFECTIVENESS OF THE FAMILY ASABASIC SOCIAL INSTITUTION

Focal Point 8Variations Ehiet from One Segmentof the Population to Another



1. In what ways are people alike?2. In what ways are people dif-

ferent?3. How can a society still have

differences within commongoals?

4. How can a democratic societyaccept and use differenceswhile a controlled societystrives to eliminate them?

RATIOVALE: Our society recognizesand encourages a diversity of dif-ferences within it. Each studentshould be able to:

1. Explain why people vary inmany ways and yet still mayshare common goals and values.

2. Show with appropriate exampleshow our country has accepted adiversity of peoples and hasutilized this diversity tostrengthen itself.

3. Compare the acceptance of div-ersity in a democratic societywith the conformity of a totali-tarian society.

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Focal Point 9--A Discernible Trend in the Historical DeveZopment ofEthical and Spiritual Values Has Been an Increased EMphasis



1. What contributes to the humane-ness of an individual?

2. Why does our society valueequal rights and treatmentfor all?

3. Why do some systems perpet-uate differences in statusand role?

4. Why have some systems rele-gated some humans to a sub-human state?

5. How are our lives enrichedby our concern for others?


Focal Point 10--The Ultimatein the American System is


RATIONALE: Basic to our democraticsystem, our way of life is thebelief that "all men are createdequal". Each student should beable to:

1. List commonly admired humanecharacteristics of an indi-vidual.

2. Select one humane character-istic missing from his ownpersonality and incorporate itinto his activities for oneweek.

3. Cite and give reasons why somecultures develop and maintainslavery or other inhumanecharacteristics.

4. Show how his life is enrichedand made happier by the applica-tion of humane treatment to all.

AND RESPONSIBLE SWARING OF POWERAMIN JUSTICE



1. Why must each culture developmeans for settling disputes?

2. How has our judicial systemshaped our lives today?

3. How does the function of thejudiciary vary between ademocracy and a totalitariansystem?

RATIONALE: Our judicial system hasand still plays a great part inshaping our lives. Each studentshould be able to:

1. Discuss reasons for a judicialsystem.

2. Compare the role of a judicialsystem in a democracy and a

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totalitarian state.2.. Give some examples of court

decisions that have affectedour lives.

4. Identify the court's roleas protector of our rights.

5. Relate the close associationbetween rights, responsibil-ities, and privileges withappropriate illustrations.

SOCIAL GOAL XI--TRE INTELLIGENT UTILIZATION OF SCARCE RESOURCESTO ATTAIN THE WIDEST GENERAL WELL-BEING



Examples ofGuidim Questions


1. How do the roles of the follow-ing vary in the economies ofvarious cultures in the world?

a. consumerb. producerC. govermmentd. educatione. natural resourcesf. technology

2. Why do we have advertising inour economic system?

RATIONALE: Our economic system isthe world's most successful becauseof various factors. Each studentshould be able to:

1. Compare the function of moneyin various cultures rangingfrom primitive to advanced.

2. Compare the freedom and effi-ciency of our system with thatof totalitarian systems.

3. Give examples of successesand failures of the free enter-prise system.

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SOCIAL GOAL XII--ACHIEVEMENT OP EXEMPLARY HORIZONS OP LOYALTY

Focal Point 12 --Nationaliam is Inconsistent With Many ofthe Economic and Technological Facts of Life

Examples of Examples of

Guiding Questions Behavioral Objectives

1. Why is it true that no modernculture is completely self-sufficient?

2. Why do most advanced countriesdo much internal and externaltrading? .

3. Why do some people oppose freeworld trade while others wantit?

4. How are your lives affectedby world trade?

5. How does a country protectitself from the possible dangersof free trade? How does thisprotection affect you? Shouldit be continued?

6. How have most technologicaladvances really been the resultof the efforts of many peoplefrom many countries?

RATIONALE: Our lives are greatlyenriched by products and ideasfrom other lands. A student shouldbe able to:

1. Discuss those factors that makeup a modern culture and showhow it utilizes other cultures.

2. Trace the development of variousideas or inventions to show their

origin.3. Give examples of ways his life

is enriched by contributionsfrom other nations.

4. List reasons for and againstgovernment protection of nationalindustries against foreign com-petition.


Focal Point 13--Practical Citizenship Requires the Acceptance ofCompromise and Cooperative Efforts to Make It Work


1. What is the relationshipbetween compromise and coop-eration?

2. How does our culture requirecompromise and cooperation?

3. Might there be issues onwhich we should not compro-mise or cooperate?

RATIONALE: No decision in a democ-racy is completely unanimous; yetwhen decisions are made,they require,if possible,unanimous support. Astudent should be able to:

1. Cite examples from his schoollife of the use of compromise.

2. Cite examples and discuss theprocess of compromise on govern-mental issues.

3. Defend his convictions whichhe will not compromise.

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SWIAL GOAL XIV--ACHIEVING A BALANCE BETWEEN SOCIAL STABILITYAND SOCIAL CHANGE

Focal Point I4--The Modern Newspaper Stresses the Variant and theOdd While Too Often Ignoring or Minimizing the Stable


1. If a friend tells you somethingyou don't wish to believe, youmight ignore him and yet if yousee the same information in anewspaper you might be lesslikely to disbelieve it. Whywould this be so?

2. How do you account for the factdmat stories released by oppos-ing sides in a war are oftenvery different?

3. Haw do you account for the factthat stories told by opponentsin an argument or fight do notalways agree?

4. Why is the odd and unusualpicked for newspaper storiesand features rather than whatthe greater majority do everyday?


RATIONALE: Newspapers play aninfluential role in our lives.To be sure they are a positiveinfluence, a student should beable to:

1. Challenge news and writtenmaterial on his own.

2. Point out doubtful areas orareas that could be misleadingor simply incomplete or one-sided.

3. Do an elementary job of identi-fying propaganda and give hisopinion of why it is there.

4. Use a few simple tests on newsitems or articles to see ifthere is any reason to doubtthem even when he is not as-signed to do so.

SOCIAL GOAL XV--NIDENING AND DEEPENING THE ABILITY TO LIVE MORE RICHLY




1. What should you do with thetime you are not engaged inany assigned activity (leisuretime)?

2. Who decides what you shoulddo?

3. What effect could leisuretime have on the capabilitiesor accomplishments of a nation?

4. What has fostered the develop-ment of greater leisure timefor American citizens?

5. How do the peoples of variouscultures utilize leisure time?

RATIONALE: Leisure time, the rewardof our productive society, is becom-ing a major challenge. A studentshould be able to:

1. State or write what livingrichly means to him.

2. Use his leisure or unstructuredtime at school in a way thatfits his definition of livingrichly.

3. Show the ability to acceptwider meanings of rich livingwhen his leisure activitiescause a conflict.

4. Achieve consensus on a problemwithout jeopardizing his values.

5. Name some cultural variationsin use of leisure time andexplain why it is a pressingproblem in our nation.

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SEVENTH GRADE

MY PLACE IN MY CHANGING WORLD





1. What evidence do you seearound you that our societyholds human life sacred?

2. As an individual, what healthhabits must you develop tomaintain fuller physical,mental, and emotional growth?

3. How do your friends influenceyour life?

4. On what basis do you as anindividual select friends?

5. How does your family helpyou develop as an individual?

6. How do various occupationsoffer the opportunity forself-development and help toothers?

RATIONALE: Our own self-conceptrelative to our lives and theirworthwhileness is influenced bymany factors. A student shouldbe able to:

1. Identify and practice habitswhich contribute to good mental,physical, and emotional growth.

2. Describe and discuss character-istics seen in others thatassist as well as detract frompersonal growth.

3. Name some reasons why oursociety holds life sacred andgive examples of how societyprotects and improves life.





1. How do you use communityservices to enrich your life?

2. What family responsibilitiesand decisions are yours?

3. In your school life what op-portunities are presented toyou for decision making?

4. What issues and problems con-cern you about your life inyour community?

RATIONALE: The ability to makegood decisions in our various indi-vidual roles is a key to our selfand group improvement. A studentshould be able to:

1. Play the roles of leadersand followers in a contrivedsituation of a discussion of acommunity problem.

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2. Discuss decision-making rolesassumed in family activities.

3. Evaluate their xole in schoolactivities and suggest waysfor improving the role theyplay.

SOCIAL GOAL III--RECOGNITION4ND UNDERSTANDING OF WORLD INTERDEPENDENCE

Focal Point -No Nation is Economically Self-Sufficient


Examples.ofBehavioral Objectives

1. What economic decisions doyou as an individual make?

2. What economic decisions doesyour family make?

3. How does the major economicbase for your community affectyou?

4. What are some of the occupa-tions that function in theeconomy of your community?

5. How do you benefit from theeconomic activities of otherareas and other countries?

RATIONALE: Since no nation iseconomically self-sufficient, wemight assume that there is alsoeconomic interdependence amongindividuals. Every person makeseconomic decisions. Junior highstudents are called upon to do somore and more frequently. Astudent should be able to:

1. Identify some of the economicdilemmas facing students.

2. Identify common economic deci-sions made by their family.

3. Compile a personal budget.4. Identify a large number of

occupational models in theircommunity and discuss theeconomic interdependence ofeach.

5. Identify those industries thatform the economic base of theirarea and discuss contributionsmade by each.

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Examples ofGuidin Questions


1. What elements of other worldcultures do you see in yourschool, community, and regionalarea?

2. What minorities live in yourarea? What problems character-ize these minority groups?

3. In your social and school

activities what are the rolesof students from minoritygroups?

4. How can minorities contributeto and be accepted as equalsin your community?

5. What contributions have othercultures made to your way oflife?

RATIONALE: All Americans originallywere minorities. Each group hascontributed to enrich our lives.Each student should be able to:

1. Identify several minoritygroups in his community andreflect valid ideas concerningtheir social, economic, andpolitical problems.

2. Relate the contributions madeby several minority groups inthe development of his com-munity.

3. Identify aspects of his lifethat can be traced to othercultures.

socrAL GOAL V--THE INTELLIGENT USES OF THENATURAL ENVIRONMENT

Focal Point 5--A8 Man Has EXplored and Settled the Land Surface of theEarth He Has Used It Sometimes Wisely and Sometimes Unwisely


1. What is your natural environ-ment?

2. In your area how has mantreated his natural environ-ment?

3. What problems confront yourcommunity in relation to thenatural environment?

4. What does the natural environ-ment mean to you and your wayof life?

5. How do institutions and groupsin your area affect the environ-ment?

RATIONALE: The state of the naturalenvironment is a major factor in thesuccess of any society. Each studentshould be able to:

1. Write a description of man'simpact on the environment inhis local area.

2. List some environmental problemsthat now or will confront hisarea and community.

3. Describe activities whichdestroy and those that protectthe environment.

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6. What role can the individualplay in protecting and pre-serving his environment?

7. How does the use of water inan irrigation water reservoiraffect your personal use of it?

4. Identify and practice actionsthat show constructive role inusing his natural environment.

5. Give examples of how the naturalenvironment enriches his life.


Focal Point 6--The Responsibility of the Conmunity for Educationof the Young Was Recognized in Laws Passed During the



1. What problems confront educa-tion in your area?

2. What occupational roles arefound in the various educa-tional systems of your area?

3. What roles do students havein your educational system?

4. What benefits accrue to yourarea from the increased educa-tion of its citizens?

5. How can you change your educa-tional role to improve yourlife?

6. Who gets to be educated?7. Should education be compulsory?

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RATIONALE: Every individual needsto utilize the educational systemto his most optimum benefit. Astudent should be able to:

1. Identify at least five occupa-tions open in education andthe training and aptitudenecessary for each.

2. List benefits derived to acommunity from an educatedcitizenry.

3. Demonstrate behavior character-istics which give evidence ofa desire to gain maximum bene-fit from school experience.

4. Evaluate his own educationalobjectives and propose logicalmeans for attaining them.

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SOCIAL GOAL VIITHE INTELLIGENT ACCEPTANCE, BY INDIVIDUALS AND GROUPS,OF RESPONSIBILITY FOR ACHIEVING DEMOCRATIC SOCIAL ACTION

Focal Point 7Interdependence in the Modern WorZd Increases the UrgentNeed for IndividUals and Groups to Assume Responsibility for the

General Welfare as Well as for Their Own IMmediate Good


1. Why do people join together?2. How do you cause others to

change? How do others changeyou?

3. What do you do to contributeto the well-being of yourfamily?

4. What processes are open tothose who want to bring aboutchange at school? In yourcommunity? In your state?In the nation?

5. Should the general welfareof others ever be more impor-tant than your own?

c

RATIONALE: At times there is astruggle between a person's owndesires and the need for the gen-eral good. In looking at thisconflict realistically, a studentshould be able to:

1. List and evaluate processeswhereby individuals changeand cause change.

2. Give examples of how thefamily makes decisions andresolves conflicts.

3. Identify reasonable and legalprocesses for individuals andgroups to bring about social,political, and economic change.

4. Give examples of situationsin which the general and theindividual welfare may be inconflict and show how suchconflict might be resolved.

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1. How do economic, social, polit-cal, and geographic differenceshelp create variations infamilies?

2. How can an individual get alongwith other members of the fam-ily when there are such greatindividual differences amongthem?

RATIONALE: Acceptance of variationis an ideal of our society. It hasbeen successful in assimilatinggreat variables in people. A stu-dent should be able to:

1. Discuss variables in individualpersonalities, physical makeup,and values and give logicalreasons for acceptance of themby others.

2. Describe how the role of a child,a mother, and a father may differin at least three different kindsof families such as a one-parentfamily, a farm family, an econom-ically deprived family, etc.


Focal Point 9--A Discernible Trend in the Historical Development ofEthical and Spiritual Values Has Been an Increased Emphasis



1. How should a friend treat afriend?

2. What creates conflict withinus?

3. What creates conflict betweenpeople?

4. What creates conflict amonggroups?

5. What is the origin of ourbelief in humane treatment forfor all? What has preventedits achievement? What can wedo to help achieve it?

RATIONALE: Humanity toward ourfellowmen as a goal of society isdependent upon each individual'shumanity to those around him. Astudent should be able to:

1. Describe patterns and relation-ships in a well founded friendship.

2. Identify various ways of over-coming conflict, whether internalor in relationship with others.

3. Discuss examples of causes andpossible solutions for int(07.-group conflict.

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socrAL GOAL X--THE INTELLIGENTIN ORDER TO

Focal Point 10--The UZtimatein the American S9stem is


AND RESPONSIBLE SNARING OF POWERAMAIN JUSTICE

Base ofEquality Before the LawFound in Our Judicial System


1. How do I settle disputes withmy friends?

2. How do we settle disputes inour family?

3. How do we settle disputes inour school?

4. How are-disputes settled inour community, state, andnation?

5. How does a court system servean essential role in ourdemocratic system?

RATIONALE: Since men joined to-gether in groups and formed socie-ties, there has been a need forsettlement of disputes. This roleis essential in a democraticsociety. Each student should beable to:

1. Discuss means for settlingdisputes in his own personalsocial environment.

2. Describe the processes avail-able for redress of grievancesin his city, his state, hisnation.

3. Give reasons for the need ofa court system in our demo-cratic society.

4. Relate the close associationbetween rights, responsibil-ities, and privileges withappropriate illustrations.

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- Focal Point 11--In a Capitalistic, Free Enterprise Economy,the Major Purpose is to Facilitate the Exchange


Examples of Examples ofGuiding_Questions Behavioral Objectives

1. What decisions do you and yourfamily regularly make as con-sumers?

2. How do you benefit from oureconomic system?

3. How are the services whichthe wage earners in your fam-ily perform converted intowanted goods and services?

4. What groups and institutionsaffect the edonomic systemin your area?

RATIONALE: The ability to functionefficiently in our economic systemis a valued skill for all. Eachstudent should be able to:

1. Describe how decisions made byconsumers affect other peopleand groups in the economy.

2. Trace the cycle by which indi-vidual work is transformed intodesired goods and services.

3. Identify and explain the roleof various major groups andinstitutions in the economy ofthe area.

SOCIAL GOAL XII--ACHIEVEMENT OF EXEMPLARY HORIZONS OF LOYALTY

Focal Point 12--Nationalism is Inconsistent With Many ofthe Economic and Technological Facts of Life

. Examples of Examples ofGuiding Questions Behavioral Objectives

1. What factors cause you to beloyal to your friends?

2. What factors cause you to beloyal to your family? Yourchurch? Your school?

3. What factors determine yourloyalty to your nation?

4. If loyalty to two things isin conflict, how do you makea decision?

RATIONALE: Our loyalties play alarge part in determining our deci-sions to act. In our society stu-dents need to found firm loyaltiesand use them in making appropriatedecisions. Each student should beable to:

1. Identify characteristics andfactors which shape theirloyalties to friends, peergroups, church, school, com-munity, state, and nation.

2. List reasons for decisons theywould make if loyalties werein conflict.

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SOCIAL GOAL XIIICOOPERATION IN THE INTEREST OF PEACE' AND WELFARE




1. What develops cooperation ina person's life?

2. How do the principles ofcompromise and cooperationwork in the following settings:

a: -friendships?

b. school problems?c. family decisions?d. community action?e. state problems?f. national problems?

3. Why is acceptance of compromiseessential in a democracy?

4. Why is our society really basedmore on cooperation than com-petition?

RATIONALE: A democracy is essentiallya system for reaching compromise andconsensus under rules of equality.Each student should be able to:

1. Cite and explain processes ofcompromise that function on apersonal level.

2. Give reasons for the essentialrole of compromise in a society.

3. Cite with appropriate examplesreasons why we are a cooperativesociety more than a competitivesociety.

SOCIAL GOAL XIVACHIEVING A BALANCE BETWEEN SOCIAL STABILITYAND socrAL CHANGE



1. What roles do media play inyour life?

2. Why do some people questionthe actions and motives ofthe various media?

3. What effect do various mediahave on you, your friends,your family, and your community?

4. What are the limitations of

anY medium as a source ofinformation?

5. Why do some media deal withthe variant more than thecommon? Should they?

RATIONALE: The various mediagreatly affect our lives. Thenewspaper plays a vital role ininforming in a democracy. It canalso play a negative role. Eachstudent should be able to:

1. Identify media as a source ofinforMation and an influenceon public opinion.

2. Examine several newspapers andevaluate various articles forpropaganda and distortion.

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6. Do the news media take advan-tage of their constitutionalprotection?

3. Explain why it is difficult toobtain complete objectivity inmedia presentations.

4. Evaluate and give valid supportfor his conclusions relative toabuse of their role by variousnews media.




1. How do you define a good life?What type of life do you desire?

2. Should the desire for all tohave a good life be an objectivefor our society?

3. What institutions in your areaplay a role in enriching yourlife?

4. Are there groups in our societythat do not enjoy a good life?Why? Can anything be done aboutit?

5. What options do you have inchoosing the good life?

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RATIONALE: Our society is markedby each individual quest for abetter life. Some are more suc-cessful than others. As a whole,our citizens have achieved itbetter than any group. A studentshould be able to:

1. Write a half-page definitionof what he considers a goodlife.

2. Demonstrate actions which willlead him toward a good life ashe has defined it.

3. Explain the role of variouscommunity institutions inassisting a person in hisquest for a good life.

4. Identify groups in our societythat may not have achieved agood life and give reasons forthis.

5. Propose means whereby theymight achieve this goal.

178

EIGHTH AND NINTH GRADES

THE INDIVIDUAL AND HIS NATIONAL AND WORLD CULTURE





1. Do all governments regard humanlife as sacred?

2. Are all men "created equal?"3. What differences and similar-

ities exist in various culturesrelative to human life and itsvalue?

4. Why is this principle sostrongly protected by ourConstitution?

5. What is the origin of thisbelief?

6. Have we been able to guarantee.the value of human rights inour society?

RATIONALE: Our society does muchto preserve human life and dignity.This is not always easy. Someforms of government do not. Eachstudent should be able to:

1. Identify a number of sourcesof our beliefs in the sacred-ness of human life.

2. Compare the value placed onhuman life in a number ofcultures and at various timesin history.

3. List a number of ways in whichour society seeks to protectlife.

4. Identify a number of reasonsfor failures that still per-sist in our efforts to achievethis goal.





1. How does the need for decisionmaking vary in a democraticand a totalitarian society?

2. How is the individual's roledetermined in a democraticsociety? In a totalitariansociety?

RATIONALE: Every society trainsits people for roles in theirsociety. Intelligent decisionmaking is a vital one in a democ-racy. Each student should be ableto:

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3. What skills and backgroundassist a person in makingworthwhile decisions?

4. What factors create hindranceto good decision making?

1. Compare decision-making rolesin a democracy and in a totali-tarian system.

2. Identify a number of skillsneeded in decision making anddemonstrate how these could beused in his life.

3. State a number of factors whichhinder decision making.

4. Hypothesize how an individualmay improve his own capabilitiesin decision making.

5. Identify a number of decision-making roles held by leaders inthree different nations.

SOCIAL GOAL III--RECOGNITION AND UNDERSTANDING OF WORLD INTERDEPENDENCE




1. Why has the world become moreeconomically interdependent?

2. What would be necessary foreconomic self-sufficiency?

3. Why does a nation trade withother nations?

4. What is a favorable balanceof trade?

5. What prevents us from beingeconomically self-sufficient?

RATIONALE: Technology has greatlyincreased the economic inter-dependence of nations. Each stu-dent should be able to:

1. Identify and describe a numberof the economic aspects of lifethat would have to be met in aself-sufficient system.

2. Identify a number of geographicdifferences which affect self-sufficiency.

3. Evaluate with appropriateexamples how life is dependentfor its enrichment on productsand services of other nations.

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SOCIAL GOAL 1V--THE UNDERSTANDING OF THE MAJOR WORLD CULTURESAND CULTURE AREAS




1. What do we mean by a culture?2. What challenges naturally face

a culture?3. What unusual challenges might

face a culture?4. What challenges faced our

nation in its colonial periods?5. List a number of major chal-

lenges that have faced ournation in the past and whatdifferent ones we face in thefuture?

RATIONALE: One cultural theoryholds that only those nations thatmaintain a capability of meetingchallenges will survive. Each stu-dent should be able to:

1. Give a definition of a cultureand a number of examples of thechallenges faced commonly bymany cultures.

2. List examples of unique chal-lenges to the culture of theUnited States.

3. Compare several cultures whichhad similar challenges andexplain how they met or did notmeet the challenge.

4. Describe several challengesfacing our nation today andhypothesize ways in which thesechallenges can be met.


Focal Point 5--As Man Has Explored and Settled the Land Surface of theEarth He Has Used It Sometimes Wisely and Sometimes Unwisely


1. What is the relationshipbetween use of the soil andthe success of any society?

2. Historically, how has the useof the soil been a motivatingfactor in American History?

3. What practices abused our soilresources during our history?


RATIONALE: Our soil is a vital

basis for our successful nation.Its loss jeopardizes our nationalgrowth and security. Each stu-dent should be able tol

1. Indicate with examples, whysoil is a vital basis for anyeconomy.

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4. How have technology and in-creased population growthaffected our soil resources?

2. Trace historically, those move-ments which have utilized orabused our soil resources.

3. Illustrate with explanationpresent problems relative todestruction of soil resources.

4. Identify roles played by vari-ous groups in remedying abuseof our soil resources.

5. Compare the roles of the indi-vidual, state, and federallevels in remedying abuse ofour soil resources.

SOCIAL GOAL VI--TRE VITALIZATION OF OUR DEMOCRACY THROUGH ANINTELLIGENT USE OF OUR PUBLIV EDUCATIONAL FACILITIES

Focal Point 6--The Responsibility of the Community for Educationof the Young Was Recognized in Lwas Passed During the




1. What is the importance of edu-cation to a society?

2. Where in America did the con-cept of community responsi-bility for education develop?

3. What dangers exist when thereis a lack of coordination ofeducation between communities?

4. How is the philosophy of localcontrol of education a protec-tion against totalitarianism?

5. What problems face the commun-ity school program and concept?

6. When should a person's educa-tion end? Why?

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RATIONALE: A democratic societyplaces high priority on educationfor all. Each student should beable to:

1. Evaluate why every society hasan education process.

2. Describe the development of theresponsibility of the communityfor schools.

3. Differentiate the role of thecommunity for its schools todayfrom the early New Englandperiod.

4. Describe the impact of stategovernment upon local schools.

5. Analyze the arguments for andagainst federal school support.

6. Hypothesize how education couldbe used to perpetuate a dicta-torial government.

1&2

SOCIAL GOAL VIITHE INTELLIGENT ACCEPTANCE; BY INDIVIDUALS AND GROUPS,OF RESPONSIBILITY FOR ACHIEVING DEMOCRATIC SOCIAL ACTION

Focal Point 7Interdependence in the M'odern World Increases the UrgentNeed for Individuals and Groups to Assume Responsibility for the

General Welfare as Wan as for Their Oton Immediate Good


1. Why have we as a nation becomemore involved in world affairs?

2. Why was unity such a problemin our early history?

3. How was national unity achievedat the constitutional period?

4. How have pressing nationalproblems been solved?

5. What processes are availablein our culture for achievingindividual as well as groupwell-being?

6. What are the origins anddevisive factors currentlypresent in our modern problems?

7. How has world interdependencebetween nations now created aneed for more responsibleinterest and action in Americans?

RATIONALE: Our society will func-tion only as long as the generalwelfare and common good are main-tained. Each student should beable to:

1. Evaluate how modern technologyhas increased our concern forthe welfare of others.

2. Discuss processes available toindividuals and groups of ourinternational society to findredress for social, political,or economic grievances.

3. Evaluate the objectives andresults of such internationalorganizations as the UnitedNations for achieving worldimprovement.

44 .Evaluate the effectivenessof several service organiza-tions in achieving their statedgoals.


Focal Point 8--Variatione Exist from One Segmentof the Population to Another



1. What variations exist in ourpopulation ethnically, polit-ically, socially, and econom-ically?

2. What factors cause variationin various segments of ourpopulation?

3. How does our cultural systemadjust to variations?

4. How do family roles vary inthe United States from othercurrent world cultures?

5. What problems are created bygroup variations within oursociety?

6. How has the role of the familychanged during our history?

7. Do we face a threat of nationalconformity or nonconformity?

8. How do the family roles in ourstate compare with those inother parts of the United States?

RATIONALE: All segments of ourpopulation have unique character-istics and they also share manycommon characteristics. Each stu-dent should be able to:

1. Identify several groups withinour society and discuss charac-teristics unique to each.

2. Compare family roles in theUnited States with those ofother cultures.

3. Defend his stand on the move toconformity or nonconformity inour nation.

4. Identify and discuss the impli-cation of variations in groupsin our society?

5. Contrast the family roles ofseveral ethnic groups in ournation, compare problems thathave confronted them and contTi-butions they made to Americanlife.

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Focal Point 9--A Discernible Trend in the Historical Development ofEthical and Spiritual Values Has Been an Increased EOphasis




1. What forms can slavery take?2. Why was slavery practiced in

early United States history?3. How did slavery create con-

flict in our nation?4. Did the Civil War really solve

problems or just create newones?

5. Has economic, political, andsocial slavery taken otherforms in the United States?

6. How has our system tried tobring equal treatment to all?

7. What problems still face ournation in establishing equaltreatment for all?

8. How is a person's welfareprotected by our society?

RATIONALE: The growth of ourdemocratic system has fosteredthe concern for equality for all.Each student should be able to:

1. Analyze various forms ofslavery and how they developedand how they can be overcome.

2. Enumerate and describe problemsstill facing our nation in pro-viding equality for all.

3. Identify and contrast the func-tion of various organizationsand institutions in our societywhich work for equality andpersonal as well as groupwelfare.


Focal Point 10--The UZtimate Base of Equality Before the Lawin the American System is Found in Our Judicial System


1. What is the origin of oursystem of laws?

2. What is the organization andfunction of our court systemas set up by the Constitution?

3. What is the organization andfunction of our state and localcourts?

4. What are some of the major waysin which our Supreme Court hasinfluenced American life?

RATIONALE: Our system of laws andcourts is an essential bulwark ofour freedom. Each student shouldbe able to:

1. List and evaluate a number ofways in which he interactswith laws each day.

2. Analyze how our present legalsystem has been influenced bythe past.

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5. Why is the Supreme Courtunder such attack today?

6. How does the human elementaffect our judicial system?

3. Make a chart showing themake up of the federal courtsystem.

4. Identify and hypothesize theimplications of several majorSupreme Court decisions.

5. Contrast differing opinionsconcerning the role of theSupreme Court today.






1. What is the difference betweena free enterprise economy anda totalitarian planned economy?

2. What are the vital ingredientsof an economy?

3. How does a primitive economydiffer from an advanced economy?

4. Identify and discuss the develop-ment of social, political, andeconomic problems which accom-paqied our industrial growth.

5. Evaluate the efforts to overcomesocial, political, and economicproblems which accompanied ourindustrial growth.

6. WI vat social, economic, andpolitical changes accompaniedthe growth of technology in ournational economy?

7. What problems confront oursociety and economy today?

RATIONALE: No nation on earth hassuch an efficient or desire-fillingcapability as our national economy.Each student should be able to:

1. Outline and analyze the func-tions of the vital segments ofan economy.

2. Compare the effect on peopleand their freedom of a freeenterprise and a planned economy.

3. Trace the factors responsiblefor our transition from anagriculture to an industrialeconomy.

4. Identify, discuss the develop-ment of, and describe effortsto overcome social, political,and economic problems whichaccompanied our industrialgrowth.

5. State a number of problemsfacing our present economicsystem and suggest ways thateach problem may be overcome.

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SOCIAL GOAL XIIACTIEVEMENT OF EXEMPLARY HORIZONS OF LOYALTY

Focal Point 12Nationa1ism i Inconsistent With Many ofthe Economic and TechnoZogicaZ Facts of Life


1. What does nationalism mean?2. How is nationalism exemplified

in a people?3. How potent is nationalism as

a force in the world today?4. What purpose does nationalism

play in the security of anation?

5. Is total isolation possiblefor our nation?

6. How has nationalism beenchallenged and developed inour nation's history?

7. What is the correlationbetween nationalism and prideand loyalty?

8. Why have we been successfulin developing national feel-ings in many diverse minorities?

RATIONALE: Nationalism is essentialfor any society to survive. How-ever, it should not be an excusefor blind obedience. Each studentshould be able to:

1. Interpret what nationalism isas a force and how it affectshis life.

2. Analyze why nationalism has somuch attraction for developingareas of the world.

3. Generalize a number of reasonswhy nationalism can no longermean isolationism.

4. Evaluate the development ofnationalism through our history.

5. Cite and evaluate the reasonsfor cases where our nationalisticfervor caused us to.followcourses of action we laterregreted.

6. Compare those processes wherewe have been able, as a nation,to assimilate diverse groupsand turn them into Americans.

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Focal Point 13--Practical Citizenship Requires the Acceptance ofCompromise and Cooperative Efforts to Make It Work


1. What does it mean to compromise?2. What is the difference between

compromise and cooperation?3. In what ways is your life

dependent on cooperation?4. How was cooperation vital to

the early settlers of ournation?

5. How was compromise used in theestablishment of our nationand the Constitution?

6. What part did compromise playin the period before the CivilWar?

7. How has compromise been usedin modern history?

8. Should there be issues on whichwe would not compromise orcooperate?

9. Is there a conflict betweencooperation and individualism?

RATIONALE: Cooperation is a found-ing principle of our society. Com-promise is a necessary and vitalprocess in a democratic society.Each student should be able to:

1. Evaluate why compromise is auseful tool in social, economic,and political functions andconflicts.

2. List noncompromising itemsand defend the reasons fortheir selection.

3. List a number of examples ofcooperation and compromise inone of the following periods:

a. settlementb. constitutionalc. Civil Ward. Twentieth Century

4. Evaluate the role that compro-mise has played in the post-World War period.

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1. What services do the news mediaperform in our society?

2. How has freedom of the pressbecome a basic freedom in theUnited States?

3. How does the role of the mediadiffer in a democracy and in atotalitarian system?

4. Why do the media receivecriticism for their actions?

5. On what basis can we evaluatethe validity of media presenta-tions?

6. Do the media deal with the

spectacular and sensationalto an unwarranted degree?

RATIONALE: One of the forces ofchange and sources of informationin a society is the media. Free-dom of the press is one of thebalances found in a democracy.Each student should be able to:

1. Identify and discuss servicesperformed by the various newsmedia.

2. Trace the process whereby free-dom of the press has become abasic tenet of American life.

3. Compare the role of media ina totalitarian society and ademocratic society.

4. Evaluate the accuracy of avariety of news stories aspresented in a newspaper anda television broadcast.

5. Express an opinion on the roleof media as a determinant ofpublic opinion and as distortersof news events and defend hisopinion with case examples.

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SOCIAL GOAL XV--WIDENING AND DEEPENING THE ABILITY TO LIVE MORE RICHLY

Focal Point 15--Increasing the Ability of the Whole Societyto Live More Richly Faces Difficulties

Examples of Examples ofGuiding_ Questions Behavioral Objectives

1. How would our society define agood life?

2. How would the definition ofbasic needs and luxuries varyin a primitive and a tech-nological society?

3. What factors prevent manysocieties from filling evenbasic needs?

4. How did the Industrial Revo-lution lead to a culturalRenaissance?

5. What types of activities becomeimportant in our leisure time?

6. How is our society preparingfor a more meaningful use ofleisure time?

7. What dangers to the society areinherent in a powerful influ-ential element determined toinfluence society to its ownphilosophy?

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RATIONALE: Technology has affordedour society greater leisure time.How will this time be used? Eachstudent should be able to:

1. Explain how technology andleisure time are related.

2. Identify and discuss the con-sequences of various alternativeuses of leisure time.

3. Identify the contribution toour cultural life made by theRenaissance period in Europe.

4. Compare basic needs and luxur-ies as defined in several cul-tures in several gradations oftechnological development.

5. List and explain steps that oursociety must take in makingavailable more meaningful usesof leisure time in the future.

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TENTH AND ELEVENTH GRADES

INSTITUTIONS, PROBLEMS, AND ISSUES WITH AN INDIVIDUAL,STATE, AND NATIONAL FOCUS


FocaZ Point 1--Human Life is Sacred



1. What is meant by "InalienableRights"?

2. What examples exist in historythat would indicate the beliefthat human life is sacred?

3. In a democratic society, whydoes human life appear to havemore value than in a totali-tarian one?

4. How does our system functionto protect the individual?

5. What factors are challengingindividual rights in ourcurrent political, social,and economic conditions?

RATIONALE: Because the emphasisin a democratic society is on theworth of the individual as con-trasted to the importance of thestate, every life is consideredto be important. Each studentshould be able to:

1. Describe the process ofacculturation in individuals.

2. Give specific examples of waysin which societal institutions,laws, and mores reflectsocietal values.

3. Compare the process of responseto societal values in a demo-cratic and a totalitariansystem.

4. Trace the development of thephilosophical basis for ourConstitution.

5. Give several case studies inthe protection of individualrights by our societal system.

6. Discuss challenges to ourbelief in individual rightswith appropriate illustrationsfrom life.





1. To what degree does the indi-vidual in a democracy contributeto the decision-making process?

2. Why is universal adult suffragebasic in a democracy?

3. Why is it necessary to have awell informed and conscientiouscitizenry in a democracy?

4. What types of decisions aremade and who makes the decisionin the following areas?PoliticalSocialEconomic

5. How are decisons in the abovefields implemented?

6. What are some of the greatdecisions that have been madein our history and how didthey affect society at thetime and in subsequent years?

RATIONALE: Much of the decision-making power in any society isdelegated to leaders. In a democ-racy, decision making should reflectdemocratic values and processes.Each student should be able to:

1. Classify the types of decisionsmade in our society accordingto political, socialor economic.

2. Describe the processes used forimplementing decisions made inour society.

3. Present an hypothesis as to whyit is more necessary to have awell informed and responsibleelectorate in a democracy thanin an authoritarian system ofgovernment.

4. Compare the decision-makingprocess of a democratic and atotalitarian system.

5. State three examples of whereindividuals played significantroles in key decisions in ournational history.

6. Identify key decisions facingour nation and the world todayand suggest processes wherebysuch decisions could be madeand implemented.

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1. What are the basic necessitiesof an economic system?

2. What are the differences inneed of external resources ina primitive and a technologicaleconomic system?

3. How has the need for externalresources been a factor in thepolitical actions of countries?

4. How has the need for outsideresources shaped world history?

5. In what ways is our nationaleconomy really a world economy?

6. How do economic factors influ-ence political relations be-tween nations?

7. How have underdeveloped nationsused their resources as a toolagainst more developed nations?

C.


RATIONALE: Economic self-suffi-ciency is a dream of all nations,but is an impossible dream in lightof reality. Each student should beable to:

1. Analyze the functions of sev-eral economic systems rangingfrom primitive to technological.

2. Point out how desire for eco-nomic gain and exploitation hasaffected development of America,Africa, and Asia.

3. Evaluate how economic factorshave led to conflict amongnations.

4. Describe how economic necessityhas caused the joining ofvarious political entities.

5. State how underdeveloped nationsare still in danger of exploita-tion but are also learning touse their resources as means ofwinning concessions from strongnations.

6. Point out the need for incer-naiional trade and cooperation.

7. Ask analytical questions as towhy no nation is economicallyself-sufficient.

8. Make a prediction as to whatwould happen if all world tradeceased.

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Focal Point 4 - -Each of the Great Cultures Developed Its DistinctiveElements to Meet Challenges Posed to It During Its History



1. What is a social culture?2. In what ways are all cultures

alike? Different?3. Why do cultures that develop

in separated areas developunique characteristics?

4. Is there anything reallyoriginal about the Americanculture? What? Why?

5. How have the structure andvalues of our society adjustedto meet new conditions?

6. How and why do subculturesexist in a general society?

RATIONALE: No culture is completelyunique from,nor is it completelysimilar to,other cultures in theworld. Subcultures with differencesexist within cultures. Each stu-dent should be able to:

1. Describe some characteristicsof a culture.

2. Give case examples of culturesin various areas of the worldwho developed unique character-istics and explain why they didso.

3. Examine the American cultureand identify several influencesof the multitudes of cultureson which it has drawn for form.

4. Identify and give character-istics of several subculturesin our society and indicatewhy each still is an identifiablegroup.

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FocaZ Point 5--Ae Man Has Explored and Settled the Land Surface of theEarth He Has Used It Sometimes Wisely and Sometimes Unwisely


1. How has the exploration andutilization of our naturalenvironment been closely tiedto technology?

2. Why has man damaged the naturalenvironment in so many cases?

3. How is the growth and weliareof a society tied to itsnatural environment?

4. Why is there a growing con-cern over the state of ournatural environment?

5. How can society deal with prob-lems of our natural environment?

RATIONALE: As man gains in histechnological capabilities, heis finding that he is increasinglycapable of destroying his basis forlife in the world, his naturalenvironment. Each student shouldbe able to:

1. Give case examples showing theclose relationship betweenutilization of the naturalenvironment and growth of aculture.

2. Cite examples of abuse of theenvironment and the undesirableconsequences of such abuse.

3. Give evidence supporting thegrowing concern over thedestruction of our nationalenvironment.

4. Predict possible consequencesif the present movement to-wards environmental pollutioncontinues.

5. Protect necessary eteps byvarious societal groups andinstitutions in order to re-store and preserve our naturalenvironment.

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Focal Point 6--The Responsibility of the Comunity for Educationof the Young Was Recognized in Laws Passed During the


Examples of Examples ofBehavioral Ob ectivesGuiding Questions

1. Should a community have theright or responsibility topass laws forcing educationon its youth?

2. When were the first steps inestablishing the Americantradition of public respon-sibility for education taken?

3. Why do people who have noschool age children still haveresponsibility to support andhelp finance education?

4. Should the community be theonly group responsible forlocal education?

5. What kinds of problems mightexist when the local commun-ity demands total control ofits education system?

RATIONALE: Education has from ourearliest foundation played an im-portant part in American society.Community responsibility has beena significant part of this. Eachstudent should be able to:

I. Formulate an hypothesis as towhy in the New England colonyof Massachusetts, the communityaccepted responsibility for theeducation of its youth.

2. Compare the advantages anddisadvantages of a communitycontrolled school program ascompared to one controlled byeither the state or federalgovernment.

3. Diagram how his local educationalcommunity fits into the state andnational system.

4. Project means whereby educationcould better meet the needs of acommunity.

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SOCIAL GOAL VIITHE INTELLIGENT ACCEPTANCE, BY INDIVIDUALS AND GROUPS,OF RESPONSIBILITY FOR ACHIEVING DEMOCRATIC SOCIAL ACTION





1. To what extent does inter-dependence now exist withinour nation and internationally?

2. What has caused the growinginterdependence of people ina society as well as variouscultures?

3. Why isn't there free inter-action between nations?

4. What is the responsibility ofour government in promotingthe general welfare?

5. Should private institutionsplay more of a role in thegeneral well-being ratherthan the government?

6. How does an individual's self-interest as well as his socialconscience influence his desireto assume some responsibilityfor the general welfare of allpeople?

RATIONALE: Since societies werefirst formed some interdependencehas existed. In a democraticsociety, not only must the generalwelfare be served but also minoritywelfare. Each student should beable to:

1. Identify the interdependence -

that exists within our nationand the world that makes itnecessary to assume responsi-bility for others.

2. Indicate how increased tech-nology has brought increasedinterdependence.

3. Appraise the relative role ofgovernment or private institu-tions in protecting and promot-ing the general welfare.

4. Identify five roles the indivi-dual citizen may assume thatwill promote the general wel-fare of all citizens.

5. Point out why the interest ofminority welfare often comesinto conflict with that of themajority and offer suggestionsto improve these conflicts.

6. List three different minoritygroups and state how theirwelfare is connected to thegeneral welfare.

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FOcal Point 8Variations Exist from One Segmentof the FOptaation to Another


1. What is an ethnic group?2. Why does the role of the family

differ in various parts of theUnited States?

3. Are rural families usually moreclosely united than those in anurban society? If so, why?

4. Why do political boundaries notalways conform to the localityof ethnic groups?

5. What problems are created whenan ethnic group is divided bypolitical boundaries?

6. Why is America really a nationof subcultures?

7. What problems are created byour diversity of subcultures?


RATIONALE: A real strength of theAmerican system has been its abil-ity to assimilate people of diversebackgrounds. Each student shouldbe able to:

1. Identify the basis on whichpeople are grouped in a society.

2. Give case examples of problemsfrom history which arose fromconflict between ethnic groups.

3. Identify a number of character-istics in various ethnic groupsthat have influenced familyrelationships in America.

4. Evaluate how and why our diver-sity of subcultures createsproblems for us.

5. Relate benefits which a societyderives from a variety of sub-cultures. \

6. Identify a number of subculturesin America and tell how each hascontributed to the variations inour society.

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SOCIAL GOAL IX--THE EFFECTIVE DEVELOPMENT OF MORAL AND ETRICAL VALUES


on the Goal of Mdn's Humanity Toward His Fellowmen


1. What is the origin of ourbelief in humane treatment forall persons?

2. How is this value exemplified inour society--politically, social-ly, and economically?

3. How does our society strive toprotect the individual?

4. What factors work against ourachievement of the goal ofhumane treatment for all?

5. What function do the courts andour penal institutions play inhumane treatment for all?

RATIONALE: Basic to our democraticway of life in the Judaic-Christianethic, each student should be ableto: /1

1. Identify a number of the reli-gious and philosophical sourcesfor our value on humane treat-ment for all.

2. Give examples of how the value"man's humanity toward hisfellowmen" affects us in oureveryday lives.

3. Cite how our society functionsthrough institutions and otherways to protect the individual.

4. Evaluate why we are still un-able to gain complete civicequality for all.

5. Identify several areas wherecorrections can be made in oursystem to more fully grant eachperson humane treatment andexplain how each can be changedto reach this goal.


Focal Fint 10- -The Ultimatein the American System is





1. What is meant by the term "allmen are created equal"?

2. Why must every society have ameans for resolving conflict?

3. How does our court system func-tion in providing equality be-fore the law?

4. What factors strive to preventequality for all in our legalsystem?

5. How does the function of thejudiciary differ in a totali-tarian or a democratic society?

6. Can the courts deal with moralissues?

RATIONALE: One of our realstrengths as a nation has been theability of our courts to interpretthe Constitution in keeping withthe changing times. Each studentshould be able to:

1. Define for himself the term"all men are created equal".

2. Hypothesize why resolution ofconflict is vital in a society.

3. Evaluate the bases on which ourcourts make decisions.

4. Compare the function of courtsin our system and in a totali-tarian system.

5. Identify problems facing ourjudicial system today and beable to trace their origin,how they affect us today, andgive proposals for overcomingthem in the future.

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SOCIAL GOAL XI--THE INTELLIGENT UTI=ATION OF SCARCE RESOURCESTO ATTAIN THE WIDEST GENEAAL WELL-BEING

Focal Point 11--In a Capitalistic, Free Enterprise Economy,the Major airpose is to Facilitate the Exchange



1. How does a free enterpriseeconomy differ from alaissez-faire economy or acontrolled economy?

2. Why do we claim that our freeenterprise economy has beenthe most successful in history?

3. What problems confront us inour free enterprise economy?

4. Why do many individuals andnations resent our economicsuccess?

5. What is predicted for theUnited States economy of thefuture?

RATIONALE: We claim our economicsystem--the free enterprise, profitmotivated system--is the mostsuccessful in the history of theworld. Each student should be ableto:

1. Compare the major characteristicsof a free enterprise, laissez-faire, and controlled economy.

2. Identify and give valid reasonsfor the successes of the privateenterprise system in meetingsocietal needs.

3. Identify and discuss majorproblems which have confrontedour economic system and forecastproblems it may face in thefuture.

4. Tell how our national economyrelates to our political activ-ities throughout the world.

5. List a number of concerns aboutthe inequalities of opportunityfostered by our economic system.

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SOCIAL GOAL XII--ACHIEVEMENT OF EXEMPLARY HORIZONS OF LOYALTY

Focal Point 12--NationaZism is Inconsistent With Mdny ofthe Economic and Technological Facts of Life


1. How did nationalism become astrong factor in the world?

2. How was nationalism a negativeinfluence in colonialism?

3. How has nationalism affectedthe life of people in themajor continents of the world?

4. What has been the relationshipbetween nationalism and theeconomic and political activ-ities of a nation?

5. How has technology affectedthe peoples of various cul-tures in their quest fornational identity?

6. Is nationalism unrealistic inlight of technological andeconomic interrelationshipsof various cultural groups?

7. Is nationalism always apositive factor for loyalty?

RATIONALE: A major factor in thethrust of world history has beenthe nationalistic movements ofpeople. Other factors now chal-lenge the dominance of nationalismas the prime determinant ofsocietal action. Each studentshould be able to:

1. Trace the growth of nationalismin the world and identify fac-tors causational to it.

2. Indicate how nationalism hasaffected the growth of at leastthree nations.

3. Identify several major caseswhich illustrate the closerelationship between ourcountry's nationalistic fervorand its economic and politicalactivities.

4. Evaluate the role of developingtechnology on world nationalism.

5. Defend or attack the ,:ontentionthat nationalism should giveway to worldism.

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1. Why are compromise and coop-eration an integral part ofAmerican political and soci-etal life?

2. What are some major regionalproblems that need resolving?National problems? Worldproblems?

3. What processes are open forsolving these problems?

4. What factors seem to hindersolving these problems?

5. What problems has our state,our nation, and the worldovercome by cooperative means?

RATIONALE: Societies exist inorder that cooperative effortmight accamplish that which indi-vidual effort cannot. Each stu-dent should be able to:

1. Identify what processes asociety might use in over-coming regional or areaproblems.

2. Identify from our nationalpast several problems whichhave confronted society andexplain how cooperative effortovercame them.

3. Indicate when world conditionshave seemed to foster coopera-tive efforts like the UnitedNations and point out factorswhich have hindered full coop-eration.

4. Identify several political,economic, and social problemswhich can only be overcome bycooperative effort and suggestmeans whereby such cooperationcan be obtained.

5. Analyze how compramise andcooperation are essentialelements in a democracy.

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1. What is meant by the phrase"Freedom of the Press"?

2. What roles do media play inour lives?

3. What problems have been cre-ated by the new roles assumedby media?

4. What challenges have arisen tocurrent news practices?

5. What factors influence thevalues exemplified in news andmedia presentations?

6. Why are the media so influen-tial in affecting social be-havior or the desire for dis-sent, violence, etc.?

RATIONALE: The increased sophis-tication and pervasiveness of ourmedia institutions have had adramatic impact on our lives.Each student should be able to:

1. Appraise the increased sophis-tication of news media asthey developed during ournation's history.

2. Identify the roles filled bythe news media in our society.

3. Relate problems created bynews media in reference tosocietal stability.

4. Analyze the historical role ofthe Constitution and the Su-preme Court in protecting thenews media.

5. Hypothesize why objective newspresentation is desired butseldom achieved.

6. Discuss the role media play indeveloping our world knowledgeand world image.

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SOCIAL GOAL XVWIDENING AND DEEPENING THE ABILITY TO LIVE MORE ATCHLY

Foca Point 15--Increasing the Ability of the Whole Societyto Live Mere Richly Fdces Difficulties

Examples ofGuiding!auestions


1. How have various cultures ex-emplified a "Good Life"?

2. In what ways does a "GoodLife" go beyond meeting basicnecessities?

3. How does the quest for a"Good Life" fit into the goalsof our society?

4. What factors change our con-cept of the "Good Life"?

5. What problems interfere withour societal goal of a fulllife for all?

6. What dangers might a societyface that tries to increasethe ability of a whole societyto live a richer life?

RATIONALE: Every culture has hadits vision of the "Good Life" oursociety has come closest toachieving it. We still faceproblems in achieving this goal.Each student should be able to:

1. Give examples from history ofthe concept held by variouscultures of a "Good Life" andshow how they tried to exem-plify it.

2. Compare the necessities andthe luxuries of a number ofcurrent cultures ranging fromprimitive to advanced.

3. Identify the philosophical andpolitical base for our societalconcern for a "Good Life".

4. Identify and explain severalfactors which prevent ourachievement of a "Good Life"for all.

5. Recognize inherent dangers ina society that tries to estab-lish a full rich life for all.

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TEACHER NOTES

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THE DEVELOPMENT OF SOCIAL STUDIES SKILLS

Up to this point the guidance given to teachers and curriculumwriters by the PROSPECTUS has centered in the cognitive domain or know-ledge and content fields. This section of the PROSPECTUS will deal withthe area of social studies skills, an area within the cognitive domainequal in importance to knowledge and content acquisition.

The skills elaborated in this section are taken from the 33rd year-book of the National Council for the Social Studies, Social Studies Skills:A Guide to Analysis and Grade Placement.

No recommendation for the level at which each till should be intro-duced, developed, or refined has been given. This was intentional. Such

recommendations lose all validity in light of differences in classroompractices and teacher and student interest and capabilities.

Teachers are urged towhether the student or thedevelopmental experiences,is concerned.

be aware of these skills and to determineclass is in need of readiness experiences,or extending experiences as far as each skill

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

To assist teachers in preparing learning experiences which containprovisions for the development of such skills in a meaningful framwork,a flowchart, an evaluation checksheet, and several model units keyed tothe evaluative instrument have been inserted in the next (blue) section.

The model units are developed for elementary, junior high, andhigh school levels. By using these units as models, teachers shouldbe able to use the flowchart and evaluation checksheet to assist themin preparing more complete social studies experiences for children.

The basic form of the evaluative checksheet was developed byG. Morris Rowley, Elementary Coordinator in the General Education Divi-sion of the State School Office. It has been adapted somewhat to fitthe purposes of this guide.

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*INDIVIDUAL SKILLS

PART ONE: SKILLS WHICH ARE A DEFINITE BUT SHARED RESPONSIBILITY OF THESOCIAL STUDIES.

I. Working with others

A. Respect the rights and opinions of others showing toleranceand courtesy for diverse opinions

B. Understand the need for rules and the necessity for observingthem, such as, stick to discussion topic

C. Take part in making the rules needed by the group

D. Accept the role of leader or follower, as the situationrequires; fulfill varied responsibilities such asbeing scribe, recorder, or spokesman, etc.

E. Profit from criticism and suggestions

F. Distinguish between work that can be done most efficientlyby individuals and that which calls for group effort

G. Use the rules of parliamentary procedure when needed

II. Locating Information

A. Work with books

Use title of books as guide to contents

Use table of contents

Alphabetize

Use index

Use title page and copyright date

Use glossary, appendix, map lists, illustration lists

*Taken from: NCSS Publication, Eunice Johns and Dorothy McClureFraser, Social Studies Skills: A Guide to Analysisand Grade Placement. 33rd Yearbook of NCSS p. 313-327

Distinguish between storybooks and factual books

Choose a book appropriate for the purpose

B. Find information in encyclopedia and other reference books

Locate information ia an encyclopedia by using key words,letters on volume, index, and cross references

Use reference works, such as World Almanac, atlases, Who'sWho, Statesman's Yearbook

C. Make efficient use of the dictionary

Alphabetize a list of words according to the first letter;according to the second and third letters

Use guide words

Learn correct pronunciation of a word

Understand syllabication

Choose the appropriate meaning of the word for the contextin which it is used

D. Read newspapers, magazines, and pamphlets with discrimination

Recognize these materials as sources of information about manytopics, especially current affairs

Select important news items

Select from these sources material that is pertinent toclass activities

Learn the organization of a newspaper and how to use the index

Learn about the sections of the. newspaper

Recognize the differences in purpose and coverage of differentmagazines, papers, and pamphlets

E. Know how to find material in a library, both school and public

Locate appropriate books

Use a book card

Use the card catalogue to learn that

A book is listed in three ways--by subject, by author,and by title

All cards are arranged alphabetically

Cards have call numbers in upper left-hand cornerwhich indicate the location of the shelf

Some author cards give more information ehan the titleor subject card

Information such as publisher, date of publication,number of pages and of illustrations, and usuallysome annotations are provided

The Dewey Decimal System is a key to finding books

Use the Readers' Guide to Periodical Literature and otherindexes

F. Gather facts from field trips and interviews

Identify the purpose of the field trip or interview

Plan procedures, rules of behavior, questions to be asked,things to look for

Take increasingly greater initiative in the actual conductof the field trip or interview

Evaluate the planning and execution of the field trip orinterview

Find acceptable ways to open and close an interview

Express appreciation for courtesies extended during thefield trip or interview

Record, summarize, and evaluatc information gained

Organizing information

A. Make an outline of topics to be investigated and seekmaterial about each major point, using more than one source

B. Select the main idea and supporting facts

C. Compose a title for a story, picture, graph, map, or chart

D. Select answers to questions from material heard, viewed,or read

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E. Take notes, making a record of the source by author,title, page

F. Classify pictures, facts, and events under main headingsor in categories

G. Arrange events, facts, and ideas in sequence

H. Make simple outlines of material read, using correctoutline form

I. Write a summary of main points encountered in material

J. Make a simple table of contents

K. Make a bibliography

IV. Evaluating information

A. Distinguish between fact and fiction

B. Distinguish between fact and opinion

C. Compare information about a topic drawn from two or moresources to recognize agreement or contradiction

D. Consider which source of information is more acceptableand why

E. Examine reasons for contradictions, or seeming contradic-tions in evidence

F. Examine material for consistency, reasonableness, andfreedom from bias

G. Recognize propaganda and its purposes in a given context

H. Draw inferences and make generalizations from evidence

I. Reach tentative conclusions

V. Acquiring information through reading

A. Skim to find a particular word, get a general impression,or locate specific information

B. Read to find answers to questions

C. Make use,of headings, topic sentences, and summarysentences to select main ideas and differentiate betweenmain and subordinate ideas

D. Select the statements that are pertinentbeing studied

E. Make use of italics, marginal notes, anddiscover emphasis by author

to the topic

footnotes to

F. Be able to use pronunciation key and sound out words

G. Consciously evaluate what is read using the approaches(44).'

suggested in Section III above

VI. Acquiring information through listening and observing

A. Listen and observe with a purpose

B. Listen attentively when others are speaking

C. Identify a sequence of ideas and select those Chat aremost important

D. Relate, compare, and evaluate information gained throughlistening and observing with that gained from othersources of information

E. Adjust to a speaker's voice and delivery and to the physicalconditions of the situation

F. Reserve judgment until the speaker's entire presentationhas been heard

G. Take notes while continuing to listen and to observe

H. Analyze video and audio presentations, e.g., films,pictures, models, exhibits, and other graphic materialsconcerned with social studies topics

VII. Communicaqm orally and in writiig

A. Speak with accuracy and poise

Develop an adequate vocabulary

Choose the appropriate word

Pronounce words correctly and enunciate clearly

Talk in sentences

Prepare and use notes in presenting an oral report, givingcredit when material is quoted

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Keep to the point in all situations involving oral expression

Develop self-confidence

Exchange ideas through discussion, either as leader orparticipant

Respect limitations of time and the right of others to beheard

B. Write with clarity and exactness

Collect, evaluate, and organize information around a clearlydefined topic (see Sections I - V above)

Write independently, avoiding copying from references

Give credit for quoted material

Use standard English

Include a bibliography to show source of information

Include footnotes when necessary

Apply the skills being developed in printing, writing,spelling, punctuating, capitalizing, and arranging writtenwork

Proofread and revise

VIII. Interpreting pictures, charts, graphs, tables

A. Interpret pictorial materials

Recognize these materials as sources of information

Distinguish between types of pictorial material, recognizethe advantages of each, and recognize the need for objec-tivity in interpretation

Note and describe the content of material, both generaland specific

Interpret by applying related information, and use thematerial as one basis for drawing conclusions

B. Interpret cartoons

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Recognize these materials as expressing a point of viewand interpret the view expressed

Note and interpret the common symbols used in cartoons

C. Study charts

Understand the steps in development indicated

Trace the steps in the process shown

Compare sizes and quantities

Analyze the organization or structure

Identify elements of change

D. Study graphs and tables

Understand the significance of the title

Determine the basis on which the graph or table isbuilt and the units of measure involved

Interpret the relationships shown

Draw inferences based on the data

E. Construct simple graphs, charts, tables, and otherpictorial materials (including cartoons)

F. Relate information derived from pictures, charts, graphs,and tables with that gained from other sources

PART TWO: SKILLS WHICH ARE A MAJOR RESPONSIBILITY OF THE SOCIAL STUDIES

Teachers on all grade levels should make a planned effort in eachclassroom activity to build the following capabilities in students.A key to success in this program of skills development will be theutilization of pre-testing devices and post-testing devices tobetter ascertain and record first: Individual pupil needs. Andsecond: Individual pupil achievement.

I. ReadinR and Understanding Social Studies Materials

A. Overview of unit (using pictures, captions, headings,vocabulary and terms, graphs and charts, summary)

B. Develop guiding questions

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C. Read varied sources of different leveled materials toprovide background for group discussions and activities

D. Reread specific areas to clarify diverse opinions

E. Develop a working knowledge of vocabulary and terminology

II. Applying problem-solving and critical Chinking skills tosocial issues

A. Recognize and define a problem for study

B. Review known information about the problem

C. Plan how to study the problem

D. Locate, gather and organize information, discerning andselecting that which is expert, using it wisely, andknowing uhen to stop relying on only that information

E. Interpret and evaluate information

F. Summarize, draw tentative conclusions

G. Recognize the need to change conclusions when new infor-mation warrants

H. Recognize areas for further study

I. Use problem-solving techniques in meeting personal andsocietal problems

J. Make intelligent social decisions and accept theresponsibilities and consequences for those decisions

III. Interpreting maps and globes

A. Orient the map and note direction using such tools ascompass, cardinal directions, the north arraw on a map,orient north on map and globes, and use of parallels andmeridians

A student should develop the skill of MAKING a map properlyoriented as to direction

B. Locate places on maps and globes

With the use of a U.S. map or globe, recognize home, city,state, land, and water masses, be able to demonstrate theuse of common map abbreviations, vocabulary and map keys,the ability to visualize images of major land forms and todemonstrate the making of simple sketch Maps

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C. Use scale and compute distances

To train the student so he will be able to determinedistance using a scale of miles, compute distance betweentwo points on maps of different scale, estimate distanceon a globe using latitude, and to develop the habit ofchecking the scale on all maps before they are used

D. Interpret map symbols and visualize what they represent

Develop an understanding that real objects can be representedby pictures or symbols on a map

Learn to use legend. and with it interpret the symbol forwater, the river source, mouth, direction of flow, depthsand ocean currents

Be familiar with the colors commonly used on a map and thevast store of information available by understanding thiscolor scheme

Understand elevation and the ways it is indicated on maps,also dots, lines, colors, using a world globe and atlasas supporting materials in any map study

E. Compare maps and draw inferences

Be able to recognize the relationships suggested by the datashown and verify these relationships by using two maps of thesame area

Become familiar with the different kinds of maps and be ableto determine which type is most appropriate to show geo-graphic setting of historical and current events

Emphasize that you can infer man's activities in all partsof the world from physical detail and from latitude

IV. Understanding time and chronolon

A. To develop an understanding of the time system and thecalendar through the use of the clock, days of the weekexpanding into months. A continuation through understandingthe system of time zones, use of such indefinite time con-cepts as past, future, long ago, before, after, meanwhile,prehistoric and geological time, and learning to translatedates into centuries

B. To develop an understanding of events as part of a chrono-logical series of events and an understanding of the dif-ferences in duration of various periods of time, and tocomprehend sequence and order in the time perspective byuse of time lines so as to be able to relate the past to thepresent in the study of change and continuity in humanaffairs.

REMEMBER

Each social studies skill must be taught in a planned systematicway. It is more important that teachers plan learning activities forthe development of specific skills than it is to plan for the acquiringof a body of information. Skill development activities are taught atall levels. They must be introduced with appropriate readiness activitiessuited to the maturity and needs of the individual student.

PRIORITY SKILLSIN

EVALUATIVE THINKING

The ultimate product sought by the educational system in a democraticsociety is a thinking citizen. The best way to improve a society is to

improve the individual member of that society. There are prerequisiteskills which must be classified as essential to the production of thethinking citizen. Social Studies education can and must provide some of

the most meaningful means for achieving these prerequisite thinking skills.

Programs implemented by states, districts, schools, or the teachersmust plan first for the development of the following inquiry and evaluativeskills for the manipulation of knowledge.

1. Observing--the capability of perceiving what one sees in ameaningful way so that necessary factors are collected visually.

2. Recalling--the ability to bring forth from past experience thefactors necessary for dealing with a problem. The response

being given is personal and subjective.

3. Comparing--the capability of finding similarities and differ-ences between situations, objects, people, or problems.

4. Classifying--sorting or grouping items according to establishedguidelines or criteria on the basis of like characteristics.

5. Interpreting--searching one's own experience for factors whichallow a person to describe or evaluate a new circumstance orproblem.

6. Analyzing--breaking down a total situation or problem into itsmajor component parts in order to clarify their interrelationships.

7. Inferring--the ability of a student to draw conclusions and pro-ject these conclusions into a logical sequence of the situationor problem which goes beyond immediate or past experience.

8. Synthesizing--being able to bring together the information andinsights needed in a situation to create a new entity.

9. Generalizing--the capability of drawing together related factorsto form a new whole which goes beyond presented information orexperience.

10. Hypothesizing--being able to make a tentative judgment based ona logical guess when limited facts are available. Such judgments

must be amenable to revision as more information is gained.

11. Predicting - -the forecasting of outcomes or trends in light ofthe student's evaluation of past and immediate circumstances.

12. Evaluating--responding to a situation with a value judgment onthe basis of a person's experience and desires.

It is essential that learning activities provided for the studentbe focused on developing all of these capabilities rather.than the usualrepetition, memorization, and recall of facts without utilization of theevaluative thinking process.

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SOCIAL STUDIES SKILLS: A GUIDE TO ANALYSIS

Frequently, when a student is confronted by a problem which requiresan answer, he will find that his own experiential background or applicableknowledge cannot always provide the needed answers. He then is requiredto go outside himself to obtain answers. One fact is certain. His questfor resolution of the problem will turn to those sources with which he ismost familiar--his parents, his peers, and his teachers. He will utilizethose skills of inquiry and organization that he has found useful insimilar situations in the past. If his sources and skills are limited andthus are not satisfactory in bringing the needed resolution of the problem,then frustration and anxiety may result.

The student should be encouraged at all times to consider, seek out,and develop his own unique way for solving problems. He should not belimited to those offered by the teacher not those used by others.

It is an inherent responsibility for social studies education toprovide those learning experiences which will allow the student to con-tinually and expectantly look for new sources of information and newinsights from the familiar. The greater the student's capability ofdiscovering and utilizing an ever-widening range of inquiry skills andresources, the more successfully he will function as a well-adjusted,contributing member of a democratic society.

Skills are tools for learning, both in and out of school. Thestudent who develops a command of social studies skills during hisschool years and carries these skills into the adult years has laid afirm basis for continued learning throughout his life.

Teacher Requirements in Implementing Pupil Skill Development Activities

The teacher should:

1. Teach the skill functionally in the context of a study, not inisolation

2. Understand the meaning and purpose of the skill.

3. Carefully supervise and evaluate the student's application ofthe skill.

4. Provide for repeated skill use with appropriate evaluation.

5. Provide individual counseling with diagnostic measures andfollow-up activities.

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6. Provide experiences which allow continual building from simpleto complex uses of skills.

7. Provide a flexible program of instruction which allows skillsto be taught according to student need.

For Teacher Self-Evaluation Profile

I. Classroom Practice

Yes NoDo you observe the individual as well as class actions andneeds? Are you aware whether each learning situation ispleasant or unpleasant in light of such aspects as thephysical and intellectual environment?

Do you create a degree of concern for learning within thechild knowing the importance of motivation which bringscommitment to learning by him?

Do you create circumstances in which learners can makelearning responses, by promoting meaningful discussion,and employ the use of a variety of presentation methods?

4. Do you make materials and presentation vital and providemeaningful activities (field trips, observing, role playing,games, interviewing, case studies, etc.) making sure allstudents know what you are doing and where you are going?

5.

El=Do you show audiovisual materials only after the child isprepared for them with necessary background material, andrecap or summarize with discussion, the materials used?

6. Do you let the child complete his train of thought beforeresponding or attempting to answer the question orcomment made and play the role of seeker of informationnot that as possessor of all facts and information?

Are you, in reflecting attitude, prepared, enthusiastic,attentive, open to difference of opinion, responsive, andencouraging?

Do you involve the pupil in classroom planning in connectionwith your planning?

Do you let the student know the results of his effortsand his progress individually?

10. Do you interject a certain amount of humor in your classactivities being able to laugh with the atudents not at them?

Yes No

El= 11. Do you create within the child the knowledge of hisindividual worth and importance?

II. Teacher Preparedness and Evaluation

Yes No

2.

=E:13.

4.

Do you show relatedness of materials to students thatresult in the continued learning process of the child,adjusting the levels of expected achievement so eachcan experience success?

Do you relate the activity of the student to a specificgoal with it having a personal value, looking continuallyto the growth and needs of the child?

Do you present materials in sequence, and order, withappropriate length, complexity, and depth required foradequate understanding and coverage?

Do you make full use of audiovisual materials (documents,games, tapes, pictures, TV, records, films, filmstrips,visuals, etc.) that are relevant to time and materialsstudied?

Do you select materials that can be studied beingmindful all things cannot be studied in detail; butin depth studies should be specified in certain priorityareas?

6. Do you make assignments clear, definite, and realisticbut flexible enough that all levels of ability are

1-1-3 7- 1 challenged and individual success is possible?

7. Do you pursue selfimprovement, in particular, keepingabreast of advances in the behavioral sciences, andin the subject matter areas which you are primarilyconcerned with as a teacher?

8.r--L_J

9.

Do you seek, evaluate, and creatively use new teaching

methods and technological devices?

Do you share your thinking and experiences with othersand benefit from the thinking and experiences of yourcolleagues?

Do you recognize the educational impact of the manyenriching forces outside the school, and make them aneffecti/g part of your teaching?

Do you want to shoot for Master Teacher status? Here isone man's definition:

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*Characteristics of a Master Teacher

1. Obtain a high level of accomplishment from children in a relaxedatmosphere.

2. Has marked enthusiasm in working with other people.

3. Capitalizes on a current situation or happening for teachingand learning purposes in changing behavior.

4. In observing behavior, notes transfer or lack of transfer.

5. Sees social studies as a constituent part of all aspects of thecurriculum.

6. Helps children recognize that their ways of living, thinking, andacting are important.

7. Is an orderly, well-organized person as a result of carefulplanning.

8. Is always aware of the goals to be attained.

9. Is able to do honest self-evaluation that becomes directivein future behavior.

10. Develops in children a keen sense of weighing information givenby othets.

11. Is unafraid to involve emotional reactions in children.

12. Leads children into the how, the why, the what-would-you-havedone?

13. Gets children intellectually enthusiastic and excited.

14. Is one who feels completely confident and secure.

--Donald Johnson (Elementary PrincipalLexington, Mass.

*W. Linwood Chase, A Guide for Elementary Social StudiesTeacher, p. 193, Allyn-Bacon, Inc., Boston, 1966.

TEACHER NOTES

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\

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°InstructionalcFlowchart,Check§keet and°Model Units

226

INSTRUCTIONS FOR UTILIZATION OF THE PROFILEFLOWCHART AND THE EVALUATIVE CHECKSHEET

IN PREPARING CURRICULUM UNITS

The PROFILE FLOWCHART illustrates the major components which shouldbe planned for in each curriculum unit whether for a class, small group,or individualized program. It calls for a four-phase development.

PHASE ONE: A major social goal is selected from the Social GoalsGOAL and related Focal Points. (Buff section)

DEVELOPMENTFocal Points related to the goal are selected. Thesecan represent one social science area or several.

The motivation to be used in committing the student(s)to the unit is planned and incorporated into the unit.

Opportunities for students to develop increased socialrole competency are planned in each learning activityin a meaningful way.

By using the technique of guiding questions, the focalpoint is broken down into behavioral objectives. This

process is illustrated on each level. (Orange section)

PHASE TWO: Preassessment techniques are worked out for determiningASSESSMENT which behavioral objectives a student does or does not

now exemplify. These assessment techniques may be tests,observation, performance, devices, other suitable means,or a combination of several.

PHASE THREE: Learning activities' components are planned. LearningLEARNING activities, preferably several alternative ones, areACTIVITIES provided whereby students can achieve each behavioral

objective.

Each activity should include the researching, processing,and demonstrating stages with the development of appro-priate skills planned for in each stage as illustrated onthe flowchart.

PHASE FOUR: Evaluation should be planned for by any or several appro-EVALUATION priate devices to ascertain how each student now is able

to exemplify the behavioral objectives established foreach Focal Point and its related Social Goal.

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PROFILE OF UNIT COMPONENTSCLASSROOM OR INDIVIDUALIZED

PHASE FOUREVALUATION

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GOAL DEVELOPMENT

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PHASE TWOASSESSMENT

The purpose of a flowchart is to help teachers identify goals (ends),select methods (means), and evaluate both product and process. A flow-chart provides a schematic picture of one's thinking and enables him toconstruct, evaluate, and modify both ends and means without committinggreat amounts of time, effort or resources.

The Profile of Unit Components is an example of a flowchart which isespecially constructed to identify the major facets of an instructionalunit and to suggest a possible sequence for organizing these facets meaning-fully. The Profile Flowchart is both logical (rational sequencing) andpsychological (ordered to learning). It provides for accountability inlearning activities. The student is accountable for achieving discernedgoals. The teacher is accountable for designing activities by which thestudent can achieve the goals.

BEHAVIORAL OBJECTIVES

Teachers, pupils, and society identify knowledge or facts (cognitivedomain), attitudes (affective domain), and abilities or skills (psycho-motor domain) which pupils should acquire and develop. Some of thesefacts, attitudes, and skills are needed by all pupils; others may beneeded only by some pupils or by pupils only under some conditions. Thus,some behavioral objectives are for all pupils and other behavioral objec-tives are for individuals or small groups of individuals.

SOCIAL GOALS

PHASE ONE: GOAL DEVELOPMENT

Social Goals may be identified as behavioral objectives which aredesigned to help pupils learn to live with other human beings. Pupilsmust know certain facts, must acquire certain kinds of values or atti-tudes, and must develop certain kinds of skills in order for them toconduct their lives in ways socially acceptable to their culture and

individually profitable and rewarding to them, their families, andtheir nation.

The fifteen social goals identified by the National Council for theSocial Studies are presented in this PROSPECTUS on the buff-colored pages.The focal points related to these goals are drawn from history, economics,geography, political science, and socio-cultural disciplines.

FOCAL POINTS

Focal Points listed in each of these fifteen social goals representone or more of the social science disciplines and become the area throughwhich behavioral objectives are developed.

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f). Co

MOTIVATION

Most pupils are "motivated", i.e., they are ready to do something."Motivation", as the term is used here, means helping pupils to get readyto do that "thing" which is necessary or which should be done. Motivation

may be accomplished through:

1. The pupil himself

2. The pupil's peers

3. The pupil's family

4. The pupil's teacher

5. Other people, situations,or interests of the pupil

SOCIAL ROLES

As vital as the cognitive knowledge concepts to be developed inplanned learning activities is the development of social roles on the partof the learner. As much care, or more, should be spent in planning waysin which a student will gain new social competencies in a learning activityas is spent in selecting the new conceptual insights we hope he will achieve.

These social roles may be classified as following: (see the accompany-ing charts)

Inter ersonal Relationships--those relationships with others in whicha person evidences varying degrees of personal warmth, consideration forothers, and concern for self.

Individual Worth--those personal attributes and behaviors by which anindividual mirrors his self-confidence, his values and convictions, and hispersonal image.

Leadership--those activities in which the individual exemplifies thecapabilities necessary for leading and giving purposeful direction to theactivities of others.

Followership--those life and school opportunities in which an indi-vidual reflects his devotion to group ideals, support of rules and law,loyalty to leaders and the welfare of the total group.

When behavioral objectives are developed by pupils and teachers

working together, within the framework of pupil needs and interests,motivation is intrinsic and does not have to be an additional phase orprocess.

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In formulating behavioral objectives, teachers and pupils ask:

I. What should be done? Who should do it? (Product)

2. Why should it be done? (Rationale)

3. How well should it be done? (Criteria)

4. How will one know when it is done? (Condition)

upon:

Suggestions on writing good behavioral objectives are given on page 20703 209.

PHASE TWO: ASSESSMENT

The preassessment of pupil knowledge, attitudes, and skills is based

1. Behavioral objectives

2. Social goals

Preassessment includes self-evaluation, teacher and pupil observation,standardized and teacher-made tests, and other techniques suitable forcollecting and classifying significant data. Phase Five: Processing isbased upon the results of preassessment. Both ends (goals) and means(processes) should be preassessed.

PHASE THREE: LEARNING ACTIVITIES

RESEARCHING, PROCESSING, DEMONSTRATING

Three major areas are combined within this phase. The areas aredeveloped logically through Researching, Processing, and Demonstratingactivities for each pupil.

RESEARCHING is the collection of data by:

I. Direct sensory contact.

2. Interaction with people and things.

3. Utilization of all kinds of media appropriate to the purposeand maturity of the pupil.

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236

4. Observing, collecting, recording.

PROCESSING has reference to putting the collected data into a usableform. It includes:

LEVELS OF STUDENTCAPABILITY

EXAMPLES OF STUDENTCHARACTERISTICS

1. REMEMBERING previously learnedmaterial.

2. COMPREHENDING the meaning ofthe learned material.

3. APPLYING or UTILIZING thelearned material in new andconcrete situations.

4. ANALYZING the learned materialso that its organizationalstructure. may be understood.

The student who Remembers:

Knows common termsRecalls specific factsFollows learned methods and pro-ceduresRepeats basic concepts and prin-ciples

The student who Comprehends:

Understands factsInterprets verbaland graphsTranslates verbalsymbolic formsVisualizes futureJustifies methods

and principlesmaterial, charts,

material to other

consequencesand procedures

The student who Applies or Utilizes:

Transfers concepts, principles, laws,and theories to situations new intime or placeDemonstrates correct usage of meth-ods or proceduresSolves his own problemsCommunicates his ideas to others

The student who Analyzes:

Recognizes, assumptions and logicalfallacies in reasoningDistinguishes fact, opinion, infer-ence, propogandaEvaluates the relevancy andhierarchy of dataOrders the organizational structureof work



5. SYNTHESIZING the learningmaterial to form or create anew whole.

6. EVALUATING the learningmaterial for a given purpose.

The student who Synthesizes:

Derives basic components from alarger structureReduces to basic form a largerbody of knowledgeFormulates a "new" scheme, process,procedureUtilizes learning from differentsources in his solution of aproblem, statement of a generali-zation, clarification of an issue,or proposal of a plan

The student who Evaluates:

Judges logical consistencyDemands adequate data to supportconclusionsUtilizes internal criteria andexternal standards of excellenceto establish value of a creativeeffort

PROCESSING is concerned with activities peculiar to the Affective Domainas well as those activities related to the Cognitive Domain.



1. RECEIVING particular phenomena.

2. RESPONDING or REACTING tophenomena.

The student who Receives:

Listens attentively with awarenessof its importance to learningAccepts the facts or differenceIs Sensitive to human needs andsocial problems

The student who Responds or Reacts:

Participates, completes, volunteers,shows, presents, performs

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2, 3 8

LEVELS OF STUDENT EXAMPLES OF STUDENTCAPABILITY CHARACTERISTICS

3. VALUING and making cammitments.

4. ORGANIZING or building aninternally consistent valuesystem.

5. CHARACTERIZING his values bydeveloping, adjusting, inter-naliting, and living by hisown value system.

The student who Values:

Appreciates the "good"Demonstrates belief in democraticprocessesShows conccra, respectUtilizes problem-solving techniquesCommits himself to and defendsII worthwhile" causes

The student who Organizes his valuesystem:

Recognizes balance between respon-sibility and freedomPractices process of systematicplanning

Accepts responsibility for his ownbehaviorUnderstands and accepts his ownstrengths and limitationsFormulates positive behavioralpatterns

The student who Characterizes hisvalues:

Demonstrates self-relianceWorks independentlySupports group effortsPractices cooperationMaintains good habitsDemonstrates industry, self-discipline

PROCESSING is concerned with activities peculiar to the Psychomotor Dmnainin addition to those activities related to the Cognitive Domain and theAffective Domain.

The student who is PROCESSING:

1. Writes legibly and with ease.

2. Operates equipment safely.

3. Performs skillfully on musical instruments.

4. Sets up laboratory equipment quickly and accurately.

5. Manipulates, assembles, builds, constructs.

6. Illustrates by drawing or modeling.

DEMONSTRATING is the process or means by which a pupil shares his researchand his processing with others. DEMONSTRATING consists of the student's:

1. Verbalization in talks, panel discussions, radio-TV presentations,debates, symposiums, and other presentations to individuals orgroups

2. Writing of reports, minutes, essays, articles, stories, novels,news, etc.

3. Practice of changed behavior or acquisition of new behaviorpatterns

4. Visualization of his achievement of the objective by photography,illustration, or construction

5. Dramatizing by role playing, pantomime, skit, etc.

PHASE FOUR: EVALUATION

As with preassessment, the EVALUATION must be made in terms ofbehavioral objectives and social goals. Teachers and pupils ask:

1. Have we done what we said we would do?

2. How well have we done what we said we would do?

3. What should we do now?

Appropriate instruments for EVALUATION are:

1. Standardized and teacher-made tests.

2. Self-appraisal

3. Teacher and student observation.

4. Peer and parental observation.

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240

HELPS FOR TEACHERS IN WRITING BEHAVIORAL OBJECTIVES

Points to Remember

1. Does the statement describe what the learner will be doing when heis demonstrating that he has reached the objective?

2. Does the statement describe the important conditions (given and/orrestrictions) under which the learner will be expected to demonstratehis competence?

3. Does the statement indicate how the learner will be evaluated? Doesit describe at least the lowest extent of acceptable performance?

4. Will achievement of this objective really assist the learner inexemplifying the desired social goal.

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2d..1

A CATAGORIZED LIST OF VERBSTHAT ARE USEFUL IN HAZING OBJECTIVES EXPLICIT

GENERAL DISCRIMINATIVE BEHAVIORS

choose detect identify match point

collect differentiate indicate omit select

define discriminate isolate order

describe distinguish list place

"STUDY" BEHAVIORS

arrange compile formulate map record

categorize copy gather mark reproduce

chart diagram itemize name search

cite document label note sort

circle find locate organize underline

classify follow look quote

BEHAVIORS

analyze conclude defend formulate infer

appraise contract evaluate generate plan

combinecompare

criticizededuce

explain induce structure

"CREATIVE" BEHAVIORS

alter modify recombine reorder rewrite

ask paraphrase reconstruct rephrase simplify

change predict regroup restate synthesize

design question rename restructure systematize

generalize rearrange reorganize retell

SOCIAL BEHAVIORS

accept communicate discuss invite praiseagree compliment excuse join reactaid contribute forgive laugh smile

allow coordinate greet meet talkanswer dance help participate thankargue disagree interact permit volunte4r

MISCELLANEOUS BEHAVIORS

abbreviate correct find propose state

articulate crush finish provide suggest

assemble designate get raise summarize

attempt develop give read supply

attend direct guide recite support

begin display illustrate relate switch

bring distribute include repeat tell

build draw inform respond translate

buy edit lead say use

call end make share verbalize

color erase offer show write

complete expand outline signify

consider express present sketch

construct extend produce start

UNIT EVALUATIVE CHECKSHEET

PHASE ONE - -GOAL DEVELnPMENT

I Objectives Hierarchy:Social Goal

II Social Roles Development: Interpersonal

Leadership

III Motivation for Unit Selection: Self

IV Behavioral Objectives ComponentsDoes each instructionalobjective contain:

a. Rationale (Why?)b. Product (What?)c. Criterion (How well accomplished?)d. Conditions (How measured?)

Peers

Focal Points

Individual

Followership

Ed. Advisor

BEHAVIORAL OBJECTIVE NUMBER

1 2 3 4 5 6 7 8 9 10 11 12 1 14 15

V PHASE TWO - -ASSESSMENT Keyed to: Behavioral Objectives

Observation Performance I I Self-Evaluation

PHASE THREE--LEARNING ACTIVITIES

VI ResearchingDoes each learning activity contain:a. Direct sensory contactb. Interaction with peoplec. Interaction with mediad. Utilization of printed mattere. Observimg, recording, collecting

VII Processinga. Cognitive

1. Remembering2. Comprehending3. Applying or utilizing4. Analyzing5. Synthesizing6. Evaluating

b. Affective1. Receiving2. Responding3. Valuing4. Organizing5. Characterizing

VIII Demonstratinga. Verbalizing

1. Orally2. Written

b. Visualizing1. Media

c. Dramatizingd. In-life application

1 2 3 4 5

Activities

ACTIVITY NUMBER

6

Tests

7 8, 9 10,11t 12, 1I 15

i4

AL 444

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IX PHASE FOUR- -EVALUATION Keyed to: Behavioral Objectives

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Activities [ I

UTILIZATION OF THE UNIT EVALUATIVE CHECKSHEET

The checksheet is an evaluative device which can be used by teachersas they write up their units. It offers a quick view of the componentsplanned in each unit. Steps in its utilization are as follows:

STEP ONE: Write in the number of the social goal to be developed inthis unit.

On the same line, designate by their number the relatedfocal points to be developed under that goal.

STEP TWO: Check the box(es) designating social role opportunitiesprovided in the unit.

STEP THREE: Check the type of motivation planned to commit studentsto the unit.

STEP FOUR: Evaluate each behavioral objective written for each focalpoint. Check for each objective the components, rationale,product, criterion, and conditions, built into that objec-tive. Each objective should be numbered separately.

STEP FIVE: Check your assessment devices to see if they are keyed tothe behavioral objectives and activities planned forachieving each objective.

STEP SIX: Determine which types of researching opportunities are pro-vided for each activity and check the types provided underthe number of the activity.

STEP SEVEN: Determine for each activity which processing skills are pro-vided and check these skills under the number of the appro-priate activity.

STEP EIGHT: Determine according to the behavioral objectives how eachobjective gained as a result of the related learningactivity is to be demonstrated and check the appropriate box.

STEP NINE: Examine the evaluative devices to determine if they allowthe student and teacher the opportunity of identifyingobjectives achieved and activities which led to theirachievement. If such evaluation reveals behavioralobjectives were not achieved it allows planning for al-ternate activities to achieve them.

TEACHER NOTES

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246

FOR THE BENEFIT OF MANKIND

Model UnitElementary Level

To the Student

As you begin your exploration Into the lives of some men and women

who have aided mankind because of great personal courage and dedi-

cation, you will find that these are fascinating stories, yet they

are all true. There may be many times in your future when you, too,

will have to have courage and dedication to a cause in which you

believe. Our nation needs you and will always need citizens with

courage and dedication.

The amount of time you spend on this study will vary with you as an

individual. It should not take less than three days nor more than

ten.

SOCIALGOAL:

For the Benefit of Mankind

II The Use of Intelligence to Improve Human Living.

FOCAL POINT: 9. Men Utilized Accumulated Knowledge to Advance theFrontiers of Learning.

CONCEPT: 1. In the past as today, major discoveries which add toman's knowledge and well-being required men of courageand dedication.

SUB-CONCEPTS: 1. Courage is shown when we defend our convictions in the

face of personal insecurity.

2. Dedication te) a cause is shown by a person's willing-ness to work toward a goal in spite of many obstacles.

3. Mankind has been greatly benefited by men who hadcourage and dedication.

4. Challenges and problems of today will require men ofcourage and dedication to overcome them.

PRETEST: Answer the questions below to see what you alreadyknow about this subject.

BEHAVIORALOBJECTIVES:

1. List five people from history or who are currentlyliving that to you exemplify courage and dedicationto a worthwhile cause or goal.

2. Tell how each of the five persons you selected showedcourage and dedication.

3. Tell how the acts of each of the five contributed tomankind.

4. Tell how you think this saying applies to the men youlisted, "What men believe determines what men do."

5. Tell how this saying could have meaning in your life.

At the completion of this unit, each student will beable to:

1. List at least five examples of people who showedcourage and dedication to a cause or idea, tell foreach example how that person exemplified these

4,40.

characteristics, and how each of the acts of courageand dedication brought benefit to mankind.

2. Show by his behavior and comments in a discussion orseminar that he has discussed this study with his par-ents, and that he is aware of a least one present orfuture problem of our society or world that courageand dedication can solve.

LEARNINGEXPERIENCES: 1. The following is a list of men and women who showed

great courage and dedication in their lives. Placea check by those that you would like to know better.

Marco PoloColumbusJoan of ArcMagellanRoger WilliamsAnn HutchinsonGeorge WashingtonRobert FultonRobert E. LeeDolly MadisonThomas EdisonAlexander Graham BellThe Wright Brothers

Charles LindberghWoodrow WilsonTheodore RooseveltFranklin D. RooseveltHenry FordJane AdamsAmelia EarhartHelen KellerJohn GlennRobert KennedyMartin Luther KingWinston ChurchillClara Barton

Go to the media center taking a card for each personyou checked on the list. At the top of each cardwrite the name of one of the persons you selected.Research until you can list two sources besides theencyclopedia where you can find information aboutthat person. Turn these cards in later with yourother written work when you go to the seminar.

Research, read, and study the sources you have listedabout each person. After you have become acquaintedwith their lives by reading, listening, and viewingmaterials which tell you more about them, write abrief paragraph about each person in which you discussthe following things:

a. To what idea or task was the person dedicated?b. How did he gain the dedication?c. How did he prove he had courage and dedi-

cation?d. How did he add to your life and the well-being

of all mankind?

2. Discuss courage and dedication with your parents.With them, select a present-day problem and thentell in writing how courage and dedication can helpovercome the problem.

3. Select a civic, government, business, or church leaderin your community and interview him about his feelingson the courage and dedication needed in our lives today.Record the interview on tape or in writing. Be sure

you are well prepared for this interview by making anappointment in advance, being on time for the appoint-ment, having well prepared questions for the interview,(you may want to send the person a copy of these ques-tions in advance), and be sure to thank him when youare through with the interview. A follow-up letter ofthanks to the person interviewed is always a good ges-ture of appreciation. Be prepared to report yourinterview in the seminar.

4. Read from magazines and newspapers the accounts of theflights of Apollo 10, 11, and 12. Write a brief accountabout how the astronauts involved are making the sametype of contribution as those people you selectedearlier from the list in number one. Be ready to sharethis in the seminar.

5. After you have done these things, you will meet in aseminar with other students and an educational advisorand be prepared to:

a. Hand in your assigned work.b. Without notes, discuss the lives of the indi-

viduals you selected to study.c. Report on at least two individuals that you

know presently that you feel show courage anddedication and tell why you think so.

d. Without notes, discuss one problem you seeAmerica facing now or in the future that youfeel your courage and dedication can help solveand overcome. (This is the post test.)

QUESTEXPERIENCES: 1. You may want to, by yourself or with a friend, arrange

a display of the lives of people who showed courageand dedication.

Or you may want to work with several friends and drama-tize an event in which a person showed courage anddedication. This could be a radio play, a tape record-ing, or a skit dramatized on the stage of the multi-purpose room.

ECONOMICS -- MONEY


To the Student

This study is designed to help your understanding of a basic principle

of economics. All principles of economics are important in your life,

especially this one dealing with money. Throughout your entire life,

you must deal with some system of exchange and the media used in this

system whether it involves bartering coins, currency, checks, credit

cards, or the use of computers.

Since money is the main thing you use, you want to know what money can

do for you. You need to know how to make it work for you.

You will be prepared for the future by understanding the important con-

cepts taught in this unit.

Before you begin any of the activities outlined in this unit, arrange a

conference with an educational advisor. Read the unit together and have

your advisor help you decide which activities will be best suited to

your interests and abilities.

Plan carefully and use your time wisely. You should be able to finish

this study in ten school days.

SOCIALGOAL:

Economics - Money

XI The Intelligent Utilization of Scarce Resources toAttain the Widest General Well-Being.

FOCAL POINT: 11. In a Capitalist, Free Enterprise Economy, the MajorPurpose is to Facilitate the Exchange of Goods andServices.

CONCEPTS: 1. Money is anything which men agree to use to pay forgoods, services, or debts, and has varied down throughthe ages. The term money now is defined to includecoins, currency, checks, and the use of credit cards.


2. Money measures the value, or worth of things.

3. Banks perform a service by being a business wheremoney is exchanged and old worn out coins and cur-rency are removed from service.

4. The uses of currency, coins, and checking accountsare now being replaced somewhat by the use of creditcards issued by business houses and banking institutions.

At the completion of this unit, each student will beable to:

1. Write a short paper giving a brief history of thebartering system of exchange.

2. List on paper or discuss in a seminar some items, orarticles, that have been used in the past for a mediumof exchange.

3. List the reasons why it is necessary for a standardsystem of exchange to be used and why coins and cur-rency have been universally adopted as money for asystem of exchange.

4. Submit a short written report about the minting ofcoins, printing of currency, and the proper disposalof worn-out coins and currency.

5. List the basic differences between "standard coins"and "token coins".

6. List two advantages and two disadvantages of the typeof money we now use in the world.

7. Accurately write a sample check.

8. Construct a simple bank statement showing balancebrought forward, deposit, amounts withdrawn by checks,and current balance on hand.

9. Contrast the advantages and disadvantages of creditcard purchases and tell the story of a credit cardpurchase from the time of the actual buying until theitem is paid for by the customer by preparing a taperecording on these subjects and playing it for aneducational advisor.

LEARNINGEXPERIENCES: 1. The history of the development of money and banking is

very interesting. Do some research and general back-ground reading to broaden your understanding beforebeginning these activities. Keep good notes of someof the interesting facts you find and the referencewhere you found good material. Keep this information.

Look in the encyclopedias under such titles as: money,banks, exchange, vault, barter, check, mint, gold,silver, engraving, and printing. Also look in thecard catalog in the library under the subject of moneyand see what you can locate.

Look for filmstrips that may be available in the library.

From your background reading and the notes you havetaken, prepare a list of items that were once used bydifferent people as money, or medium of exchange.Give details such as:

a. What group used it?b. How did they use it?c. Why did they stop using it?d. Why do you suppose they used this particular

thing?

Keep this information for a later conference with youreducational advisor.

2. Write a short paper about bartering. List some of itsadvantages and disadvantages. Keep this paper for yourconference.

3. Honey, or any medium of exchange, must have certaincharacteristics. Prepare enough notes, or writtenmaterials, to give the characteristics of a good typeof money and be able to discuss this in a seminar thatwill come later.

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4. The printing of paper money and the minting of coinsis an interesting subject. Do some research and pre-pare a good report about this. You will find informa-tion in encyclopedias and other printed material found

in the library. Submit this report to your advisor.

5. The coins minted in the United States are said to be

token coins. What are the differences between tokencoins and standard coins? Why is it that we do notuse the standard coins? Bring this information tothe seminar.

6. What advantages and disadvantages do paper money andmetallic coins have: Does one have more desirablequalities than the other? Prepare enough.notes onthese questions to help you discuss this:in a seminar.

7. Look at same sample checks from several different banks.Make (draw) five checks of your own, using fictitiousnames and places and mark them as sample checks.

Fill in these checks for various amounts to differentpeople or places of business. Show them to your edu-cational advisor to be sure of their accuracy. Be

sure that these checks you have made are only used forthis activity and not allowed for any other purposes.The use of such checks is against the law.

8. Arrange with your advisor to take you on a visit tothe bank. You may want to carry a small tape recorderwith you and record some of the information given youby the bank employees. However, be sure to ask per-mission to record any conversation. Ask them to ex-plain to you how old worn out coins and currency arehandled and what happens to them.

9. With the help of an adult person if you need it, con-struct a simple bank statement showing a balancebrought forward, deposit(s), and a listing of thefive checks you wrote for Learning Experience #7.Show the balance on hand after you have completedthis activiLy. Keep this statement and the fivechecks to review with your advisor.

10. The use of checks and checking account services pro-vided by banks have played an important part in ourmoney system. Interview an adult person, either par-ent, teacher, teacher aide, or someone who has achecking account, and with the use of tape recorder,have him or her answer your questions about how check-ing accounts work. Make notes from this recording so

IL

you will have a written account to which you may refer.The tape may then be played to your advisor and yourinterview skills may be evaluated.

11. When you visit the bank, ask some bank official if thebank Hponmors Home credit card Hystem, Ruch an MasterCharge, Bank Americard, etc. If so, ask them how theydetermine those to whom a card will be issued, how thecredit card is used by the person, and what services areprovided by the bank for the credit card customer.

What is the difference between the credit card issuedby the bank and one that is issued by some specificbusiness house?

Credit cards have changed America's spending habits.Using a tape recorder, interview an adult person. Askhim about the advantages and disadvantages of creditcard use. Make notes from your tape that you will beable to use for future reference. The tape may thenbe used for some other purpose.

Analyze your information about credit cards and theiruses. List the advantages and disadvantages of creditcards. Be prepared to discuss this in your seminar.

12. You should now have enough material assembled aboutmoney to hold a good meaningful discussion in a sem-inar. Arrange this seminar, or discussion, with youreducational advisor. Now, go back over your LearningExperiences to see if you have your material properlyorganized and that you understand what you have. Be

well prepared to discuss the things you have researched.Bring all your notes and other materials to this seminar.

SEMINAR QUESTIONS

1. Our coins have been changed in metal content the pastfew years. Why?

2. The silver dollar is now almost gone from our society.What relationship is there between its going and thetoken coin versus standard coin value?

3. What is the greatest disadvantage of metal coins in amonetary system? Why do we even have metal coins?

4. What is wrong with a bartering system of exchange? Dowe use any bartering in our present system?

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5. What new things are happening in our monetary systemthat may make the uses of currency and coins limtted?(computers and credit cards)

6. Can you imagine a system of exchange that would notinvolve the use of currency and coins? How would itwork?

7. What are the advantages and disadvantages of creditcard purchases?

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256

ELECTIONS


To the Student

The election process is a vital part of the democratic way of life

that we enjoy in America. There is an election going on somewhere in

America almost every year. It is vital that citizens of America under-

stand and appreciate the importance of the election process.

Before you begin this study, read and study the outline carefully and

arrange a conference with your educational advisor for assistance in

selecting the learning experiences that will be best suited for your

abilities and interest.

Follow the directions and work out the activities in the study to the

best of your ability. They have been outlined in such a manner that

they will build your understanding of the election process.

You should complete this study in eight periods. It will be necessary

that you use your time wisely to complete it in that time. Consult

your educational advisor if you have questions that are not made clear

in the /earning experiences.

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r4t.;,

SOCIALGOAL:

Elections

XI The Use of Intelligence To Improve Human Living.

FOCAL POINT: 4. Social Action in a Democracy Requires a Combinationof Individual and Group Activities.

CONCEPTS:

SUB-CONCEPTS:


1. The election system is basic to the American way oflife as a means for the selection of leaders. Politicalviews, candidates, and election procedures are currentnews.

2. An informed and politically active citizenry is vitalto our democratic process. Casting a vote is an essen-tial responsibility of every citizen.

1. Candidates are often selected to represent a politicalparty and its views.

2. Candidates must meet the qualifications set up by theConstitution and state and local governments.

3. There is an orderly procedure in the election process.

4. The right to vote is a guaranteed right of every citizenin this country.

5. An election gives each citizen the opportunity to sup-port the basic philosophy of those who hold office in

government, or to revolt in an orderly way against per-sons whose ideas are unacceptable.

6. An elecfion gives the citizen a voice in government.

1. Write a paragraph giving the basic steps necessary fora candidate to file for an elected office.

2. Discuss in a seminar the organization of the county com-mittees, the role of the county delegates to the stateconventions, the role of the state primaries, and therole of the state delegates to the national'conventions.

3. List three basic difierences between running for a localpolitical office and a national position.

4. List three or four reasons why candidates win or loseelections.

0).5. List two reasons why a person might want to file for

an elected office.

6. Discuss in a seminar the major activities of a candi-date from the time he or she files to the time ofelection day.

7. Locate the amendments in the Constitution that guaran-tee every citizen the right to vote and discuss in asmall group, or seminar, the importance and signifi-cance of the voting right.

8. Properly mark a sample ballot.

9. Write a paragraph explaining how changes are made ina society by the use of the ballot.

LEARNINGEXPERIENCES: 1. In a conference with your educational advisor, select

one person who is running as a candidate for a cityoffice, County office, or some other position whereit is necessary for him or her to be elected to anoffice.

Write two or three hypotheses why you think he or shewants to be elected to this position. Example: Hedoesn't like what has been done by the person who nowholds this position. (Keep these hypotheses so youcan refer to them at a later time.)

Investigate and outline in writing, the steps yourcandidate followed to be able to run for this position.Could anyone in the community do the same thing if heor she chose to do so? Does it cost anything to fileand run for this position? How is the money raised forhis expenses?

You may have to interview different adult persons tofind this information. Perhaps, some informationcould be found in different social studies books orencyclopedias.

2. Find out as much as you can about the organization ofeach political party in your community. You may wantto:

a. Interview one or more teachers before school,during the lunch hour, or after school.

b. Visit.or write a letter to the county chairmenof the political parties.

c. Interview both parents.d. Talk with your friends' parents.

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Organize your information into a written report andhand it in to your educational advisor.

3. Keep a scrapbook of clippings from the local or statenewspaper about the candidate you chose to follow in#1. Collect as much material as you can find. Theremay not be very much on a local candidate. Can yougive reasons why this may be so?

You may want to share these things with others andwith your advisor.

Analyze these clippings. What reasons does your candi-date give for wanting this position? Were any of thesethe same as the hypotheses you wrote for #1? In whatways are they the same? In what ways are they different?Are his reasons good reasons? Will his suggestions begood for the community? Think about these questions.Discuss your candidate with your parents.

4. Compare your candidate on the city level with one ofthe presidential candidates. Outline what additionalsteps are necessary to be elected to a national officethat are not necessary on the local level.

Consider: a. Hass meetings on the county level.b. County conventions.c. State conventions and/or state primaries.d. National conventions.e. The role of the delegate in each of the

conventions--county, state, and national.

You will need to do some research. Go to the libraryand gather as much data as possible. Contact adultpersons in your family or neighborhood. Watch the news-papers and news magazines for information. Advisors atschool could be of help, provided you cannot get helpfrom other sources. Organize all this information intoan interesting report and show it to your educationaladvisor.

5. Follow your presidential candidate in the newspaper andnews magazines. Plot his traVels on a United Statesmap that you can get at the media center. Keep a scrap-book of his activities and the main topic of his speechin each place he stops to talk with groups of people.Is there a relationship between his speeches and thetype of group with whom he talks? Does he always givethe same speech? Give several examples in your scrap-book.

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6. The Constitution guarantees every citizen the rightto vote. Find a copy of this document in a socialstudies book or encyclopedia. Read the amendmentswhich guarantee the right to vote. Are these rightsreally enjoyed by everyone? List several examplesof violations to this right. Perhaps some newspaperor magazine clippings could help illustrate this point.Keep these articles or notes in a scrapbook.

7. Analyze this statement in a written paragraph or two:The ballot is a means of orderly revolt--an instrumentfor change. Submit this assignment to your advisor.

8. It is estimated that only about sixty out of each onehundred people in America vote. What reasons can yougive to explain why more people in a free society suchas ours do not take advantage of this right? Give somesuggestions that might help get people out to vote ateach election. The encyclopedias may give you some help.Look for the articles on the subject, "voting". Handyour suggestions and comments to the educational advisor.

9. Obtain a sample ballot for the coming election. Thismight be obtained from one of the following:

a. Local newspaperb. County clerkc. County chairmen of the political parties.d. Precinct registration agent.

Have some adult person of voting age (twenty-one orolder) show you how to mark this ballot. Have him orher explain all the different ways that a ballot maybe marked. Keep this ballot for reference on electionday.

Visit the registration agent in your district. Findout how he obtained the position? What his responsi-bilities are? How a person qualifies to be a voter?

10. Did your candidate win? What reasons can you give whyhe did or did not win? Using the following list, of

suggested items, write three or four paragraphs explain-ing why these items may have influenced the winning orlosing of your candidates. You may think of otherthings in addition to these:

a. Age of the candidateb. Religious preferencec. TV appearanced. Campaign techniques

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e. Money available for campaigningf. Personal life 1,

g. Racial issues

11. Imagine that you have moved to another country whereno one has the right to vote. Write a short paperexplaining to your neighbor why you think it is impor-tant for him to have the right to vote. Turn thispaper into your advisor.

What if you move to a new area, what do you have to doto become qualified to vote?

12. Participate in a seminar and share the information youhave gained.

QUESTEXPERIENCES: 1. Election procedures are carried on in several different

ways in different countries around the world. You maywant to explore some. Some interesting ones might befound in the following nations:

ADDITIONALMATERIALSTO USE:

a. U.S.S.R. (Russia)b. Australiac. England - Canadad. Japan.

1. MP: How We Elect Our Representatives, Coronet

SEMINAR QUESTIONS

1. What influence do TV and radio have upon the campaignof a candidate? How have campaigns changed in recentyears?

2. Computers are now able to forecast the outcome of anelection even before the polls have closed. Whateffect are these computers having upon the electionprocedures of our country? Should there be laws toprevent this? What about Freedom of the Press?

3. Why is it very unlikely that your educational advisorwoula be elected President of the United States at thenext election? What must be done before there wouldbe a chance of his being elected?

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4. Campaigns cost a great deal of money in our present

system of elections. Why? How is all this moneyraised to finance a candidate? Are we keeping goodcandidates from running for elected offices becauseof the cost of campaigning? Are we making it so onlywell-to-do men can run for political office? Whatsuggestions could you give that would help eliminatethis terrible cost to the candidate?

5. Congress has considered legislation that would takemoney from each federal tax return and give it to thetwo major political parties. What social and economicimplications would this have on our society?

6. Why is it that governors of some states are consideredfor presidential candidates while those from some othersare never mentioned?

7. What are the differences in a local candidate's cam-paign and that of a national candidate? Compare such

things as cost, scope, and length of campaigns.

8. What does the term, representative government, mean toyou?

9. As you did your research, did you find that voting rightsare denied any citizens of the United States? Why? Whatpersons or groups or people were they? Does this violatetheir constitutional rights? If so, in what ways? If

not, why not?

10. As you talked with people about election procedures, didyou find that they were all well-informed about theirvoting rights? Why do you think there is such a lack ofinterest in elections?

11. What course is open to a citizen who cannot support anyof the major party candidates? The United States tradi-tionally has a two-party system. What does this mean?How does a third party affect this system/

12. Precinct, voting districts, mass meetings, campaigns,polls, delegates, candidates, etc., are terms that areused when you talk about elections. Define these inyour own words.

13. Activities at the precinct level of politics are saidto be "grass roots," or the very beginning of politicalactivity in our system. Discuss the reasons why this isthe case.

14. Suppose you are voting age. How is your personal choiceof candidates made known at the county convention, stateconvention, and the national convention? Trace the steps.

15. Some states in the United States hold state primaryelections for presidential candidates. What purpose

does this serve?

16. What differences are there between the state primaryelections and state conventions, relative to the choosingof presidential candidates? Which does your state have?

17. Every state in the United States sends a different numberof delegates to the national conventions. Why? Whatdetermines the number?

18. In Utah, each county sends a different number of delegatesto the state convention. Why?

19. What single principle of democracy is exemplified in theelection process? (Majority rule)

20. What are the pros and cons on changing the voting ageto 18?

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THE COURAGE OF YOUR CONVICTIONS (BELIEFS)

Model UnitJunior High Level

To the Student

Because we live and associate with other people in a family, at school,

or in the world around us, we are continually placed in situations where

our actions affect others. Not only do our actions affect others but

also our failure to act. Failure to act when action is needed is often

times called complacency or apathy. Can you think of an example of this?

You will be given various examples in this unit of this and of challenges

to a person's convictions.

Your objective in this unit is not to assimilate factual information.

Rather it is to help develop a positive attitude toward both involvement

in societal affairs as well as the willingness to defend and support

morally right actions even at personal risk. Try to put yourself or a

loved one in each situation. Then, decide what you would do. Take the

Pre-Test, (Inventory) first and then proceed through the unit as setup.

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2C0

THEME:

AREA:

THE COURAGE OF YOUR CONVICTIONS (BELIEFS)

2. The Use of Intelligence To Improve Human Living

2. Political

FOCAL POINT: 2. The individual in a Democracy Must Make Intelligent SocialDecisions and Accept the Responsibility of Decision-Makingand the Consequences of those Decisions.

TITLE:

CONCEPT:

SUBCONCEPTS:

I. The Courage of Your Convictions (Beliefs)

There is an interdependence of man with man.

I. A functioning democratic society requires the active parti-cipation (involvement) of its members.

2. A member of a democratic society must be willing to defendthe rights of others as well as his own.

3. Our actions are often times decided by what we think isright or wrong.

4. The democratically competent person will be willing to takea stand on relevant social issues or problems and defend thatstand even at personal risk.

PRE-TEST You should answer the questions below inwriting unless you can

do it more meaningfully by recording it on tape. You may do

this individually without your advisor or other pupils present.

Clarification of questions can be given by the advisor. Your

answers are confidential. There are no wrong or right answers,

only personal answers. This same activity will be given for the

Post-Test (Inventory). You are encouraged to compare your

answers. After having taken the Post-Test (Inventory) discuss

the differences and changes in answers with your advisor. The

advisor's evaluations of your answers should give some insight

into your values and attitudes and should reflect some of the

impact of the study.

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TEST

A. What do you like most in a friend?

B. What do you dislike most in a friend? Do you ever tell a friend whatyou dislike about him or her? Why or why not?

C. If what you did or said would cause problems for someone else, would itkeep you from doing it or saying it? Why?

D. Should you be a tattle-tale? Why?

E. Is there a difference between being a tattle-tale and a good citizen?What? Are there times when there is no difference? When?

F. Would you rather play or be with some students than others? Why?

G. Are you ever afraid? When?

H. Do you think you are a good person? Why?

I. Do you appreciate it when others help you? Why?

J. If you had to make a decision which would cause you to support either ofthe following persons or groups in a conflict, which would you support?Circle your choice.

1. your mother2. your parents3. your brothers4. your friend5. your sister6. your friend7. your teacher8. your parents9. the police

10. your friend MN MI,

your fatheryour brothers and sistersyour sistersyour brotheryour friendthe principalthe principalthe policeyour friendsthe teacher

K. Now, if you thought each of those that you selected to support in sectionJ above were wrong in the conflict, which one would you now support? Showby checking that name.

L. If you had to choose, which would you rather be? Circle your answer.

1. Pretty2. Tall3. Fat4. Black5. Yellow6. Red7. Yellow8. White

=P.M

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UglySho rt

ThinWhi te

BlackYellowWhiteRed

9. Red Black

10. True Untrue

11. Wrong Right

12. Happy Sad

13. Popular Unpopular

14. Pretty Popular

15. Ugly Unpopular

16. Right Unpopular

17. Popular Right

M. When would you not help someone who needed your help? Circle your answers.

1. If they were ugly.2. If they were unhappy.3. If it would hurt you.4. If they were wrong.5. If they were right.6. If they were pretty.7. If they were unpopular.8. If it would make you unpopular.9. If it would offend your friends.10. If it would offend your parents.11. If it hurt your friend.12. If it helped your enemy.13. If it hurt your brother.14. If it hurt your parents.

N. Someone has said, "I would rather be right than President." What do youthink this means? Do you agree? Why?

BEHAVIORALOBJECTIVE: At the completion of this unit, each student will be able to:

1. Show a positive attitude toward involvement in societalaffairs and decisions wherever and whenever appropriate.

2. Consciously defend and support morally right actions evenat personal risk, at home, at school, and in the communityduring the next two weeks.

3. Become involved personally in each case study, be able tosee how each person would feel in each case study, andexplain orally or in writing what you would do in thatsituation.

4. Record and discuss incidents at home, school, play, oraround town when your convictions or the convictions(beliefs) of others are tested. Record, orally or inwriting, also, your reactions or the reactions of otherswhen the convictions were tested.

5. Read the newspaper for one week and record incidents whichinvolved the conflict of convictions of people. Share

these incidents with other students or your educationaladvisor.

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LEARNINGACTIVITIES: 1. Get with a few other students and discuss the following

questions:

a. What is right?b. What is wrong?c. Why don't we act to support right or correct wrong?

(fear-lose popularity)

Then read the following case study and answer the questionsbelow.

Recently a case which illustrates a failure to act whenaction is needed happened in a large city in this nation.

A woman was walking home late at night from work. As shewalked along the street she was attacked by a would-be-robber. She began to scream. Many people in the area wereattracted by her screams. She continued to struggle withthe attacker until in full sight of over twenty onlookers--many of them men--she was stabbed. No one ran to herassistance. No one attempted to seize the attacker or pre-vent the crime. The woman died before help came.

a. Why do you think people would not help the woman?

b. Were they right in not coming to her assistance?

c. How would you have felt if the woman had been yourmother or your sister?

d. Could something like this happen in your community?Why?

e. What would you have done in this case?

f. How do you imagine this event affected the people in theneighborhood where it happened? In the city where ithappened?

2. In each of the following case studies a challenge arisesto a person's convictions. Most of these cases are truecases. Some are not. Put yourself in the place of theperson who must make a decision.

Historical Cases

a Select an appropriate historical source such as a history

book, a biography, or an encyclopedia and read about thelife of one or more of the following people:

(1) Columbus(2) William Penn(3) Roger Williams

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(4) Patrick Henry(5) George Washington(6) William Lloyd Garrison(7) Robert E. Lee(8) President Andrew Johnson(9) President Abraham Lincoln

(10) President Lyndon B. Johnson

b. View these two films:

(1) "The Tiger's TailThomas Nast vs Boss Tweed",

(2) "Mightier Than the Sword--Zenger and Freedom ofthe Press", #

(From: Teaching Films Custodian Inc.25 West 43 StreetNew York, New York 10036)

c. In each of the cases that you investigated explain inwriting or orally the answers to the following questions:

(1) What brought about the situation?(2) How were the person's convictions (beliefs)

challenged?(3) How do you think the person felt?(4) What was his decision?(5) What did he risk or gain by his decision?(6) Why do you think he made the decision he did?(7) Would you have made this same decision? Why?

3. Here are some close-to-home cases.

a. These ten short films were developed by the Ogden schools.View at least two of them. Any one of them or all ofthem could be substituted into this area.

(1) Don't Call Me Danger, #(2) The Pledge, #(3) The Zolty Affair, #(4) The Absent Minded Mr. Skoleger, #(5) Weather Station, #(6) The Last Christmas, #(7) The 100%ers, #(8) The Pumpkin Prank, #(9) A Kiss for Susan, #

(10) The Acid Test, #

b. Each of these short films allows you to make your owndecisions. Write your reaction to the key questionsfor each film you saw.

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(1) How are your convictions (beliefs) being challengedin this situatione

(2) What risks or gains go with each thing you coulddecide to do?

(3) What would you decide to do? Why?

(4) What do you think would be the outcome of your finaldecision?

4. Read through the following case studies:

A School Affair

a. Two new boys were added to your room today. They areRamon Garcia, a Mexican boy, and Washington White, aNegro boy. When the class goes out for recess the twonew boys stand off alone while the boys choose up sidesfor football. Someone suggests that you let Ramon andWashington play, too. Pat, the best football player inthe room, quickly says, "I don't want a Mexican or anigger on my team."

What would you do?

b. Rojean does not seem to fit in with the class. No onelikes to sit by her or play or work with her. Herappearance is very disorderly. Her clothes and shoesare shabby, oversized,.and worn. Her hair is long andshaggy. The teacher asks you and several other girls tomake a special effort to include Rojean in class activ-ities.

What would you do?

c. You arrive at school early this morning because yourfather dropped you off on his way to work. No one elseis around to play with. School rules require you tostay outside until 8:45. Then you see Pete, the mostpopular boy in class, coming across the playground.You run to meet him. You and he begin idly throwingrocks off the playground. Pete says, "Watch me hitthat pole." Crash! comes the sound of shatteringglass.

A glass window in the Richardson's patio breaks inpieces. You and Pete run inside the school and hidein the lavatory until school starts. Later, theprincipal asks that anyone knowing about the brokenwindow come to the office.

What would you do?

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A Family Affair

a. You are reaching up to a high shelf to get a glass fora drink of water when you slip and knock your mother'slarge crystal punch bowl off the shelf. It shatters onthe floor. You panle (become frightened) aneleave theroom. No one has seen or heard what happeneci: You runoutside and play.

Later you come back home. You quickly discover thatyour little brother, Jim, has received the blame forbreaking the bowl. It seems he was picking up thepieces when your mother caught him. She has sent himto his room for the evening and will not let him gowith you and the neighborhood friends when you gotubing the next day.

What would you do?

A Community Affair

a. You are standing in line with your sister to get aticket to the Saturday matinee. It is a Walt Disneymovie. You and your sister come thirty minutes earlyto get near the head of the line. Even then there arethirty children ahead of you. It is snowing and thewind is blowing. The box office opens and they beginto sell tickets. Then from several sides boys and girlsbegin crowding in ahead of you or else having friendsget their tickets for them.

What would you do?

b. You have received a new .22 rifle for Christmas. Bill

Danny, Dave, and you, all go out target shooting on theoutskirts of town. You shoot at bottles and cans untilBill says, "I bet I can shoot that insulator off thatpower pole."

What would you do?

c. You have been shopping in Woolworth's for your littlebrother's birthday present. Suddenly you notice a boyyou know slip several articles of jewelry in his pocketHe walks out of the store without paying for them.

What would you do?

Select two of the case studies you have just studied or cases

which you have discovered and get enough students to help you

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dramatize these incidents. Present them to youi class or

another class in the school. You may want to present them

to your parents at an appropriate time. You may want to

show what you think is the correct decision in each case,

or else show the different decisions that could have been

made and let the audience draw their own conclusions.

5. Post-Test (Inventory)

a. Retake the Pre-Test (Inventory).b. Take a period in which to compare your answers from

pre-test to post-test.c. Then schedule a meeting with your advisor to evaluate

these reactions.d. Hand in your Post-Test (Inventory) and all your written

work to your advisor.

ADDITIONALMATERIALS TOUSE: The following sheets contain a wide variety of materials that

would supplement this unit. See which ones are available in

your school.

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FILMS

Hand in Hand. Cine Craft Company.Hand in Hand has been widely acclaimed by civic and religious organi-zations. Touchingly portrayed is the bond that springs up spontaneously

between a little boy and girl of different religions. They are inseparablecompanions whose world is the serene and happy one of childhood until itis invaded by religious prejudice. How the youngsters overcome it is an

absorbing adventure.

Jackie Robinson Story. Cine Craft Company.The popular star of the Brooklyn Dodgers plays himself in this screenbiography. In his struggle to make good as the first Negro major leagueballplayer in history, Robinson displays superb athletic ability and themoral stamina needed to face the crowds, rival teams and his own teammates.

Everyday Courage and Common Sense. Coronet.Firefighters parachuting into a flaming forest and a boy going off a highdive illustrate physical courage. But courage is also needed in everydayactivities where social acceptance, self-esteem, morals, and personalvalues are at stake. In a variety of situations involving intermediate-aged pupils, we are reminded of the many experiences in our lives whichrequire courage, tempered by common sense.

Let's Play Fair. Coronet.When Billy plays baseball, the rules are clearly defined. But in many other

situations it's not so easy for him to make up his mind about how to playfair, or even about what is fair. Pupils share his thoughts as he arrivesat decisions, and are stimulated to discuss and think about problems offairness which come up in their own experiences.

Let's Share. Coronet.

Greg has a new ball which he wants to share, but everyone is busy. When

Greg joins his friends' activities, he shares their games, work, hobbies,food, and information. We see the different ways of sharing, when weshould and should not share, and the benefits of sharing. Greg's friends

share his ball in a final game of fun.

People Are Alike and Different. Coronet.It's easy to see differences among people - how they look, where they live,what they own. But people are more alike in the important ways: they

need friendship and love, food and a place to live; they want an education,fun and happiness. The film shows vividly that people are more alike thandifferent.

Tom Thumb in King Arthur's Court. Coronet.In bright and colorful style, this animated film traces ehe career of thefabled little hero from his birth in the heart of a rose to the day whenhe is made a Knight of the Round Table. Tom's adventures will amuse andentertain while teaching us that valor is not a matter of size, butof spirit.

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Ugly Duckling. Coronet.The famous Hans Christian Andersen story is retold in authentic, charmingstyle. Filmed in Europe, the fable takes on added richness and beautyfrom its settings as we follow the misfortunes of the unwanted "ugly duck-ling" who grows into a beautiful swan.

The Boyhood of George Washington.. Coronet.The film shows Washington growing up around Ferry Farm and Mount Vernonand developing into young manhood on the raw Shenandoah frontier. Our

history begins when Washington was eight and shows his formative years -the experiences, standards of conduct, and capabilities that fitted himuniquely for leadership.

The Boyhood. of Abraham Lincoln. Coronet.Filmed in the authentically reconstructed village and boyhood home atRockport, Indiana, this film recreates Lincoln's boyhood of near-povertyand long hours of hard work. Encouraged by his stepmother in his desirefor learning, the boy Lincoln early developed those qualities of honesty,responsibility, humor and a capacity for hard work which were to make hima great president.

School Problems: Getting Along With Others. Film Associates.Five typical school problems which require decision-making are dramatized.At the end of each sequence, the viewers are asked to discuss the problemand suggest possible courses of action. -Billy sees two boys on the schoolgrounds playing with a knife. Should he tell the teacher? -Cheryl isoften late to class. Who is responsible? -Brenda sits next to a pest whoconstantly interferes with her work. What should she do? -Fred finds his

job entails more work and less playtime than he anticipated. Should he

quit? -Chris sees his friend Robert copying his work during a test. Shouldhe permit him?

A Rock in the Road. Film Associates.This animated film presents a brief, amusing story which may be used tobegin a discussion of moral and ethical values. The story - and themessage - are told through action. There iS no narration or dialogue.A man coming down the road trips over a rock and plunges into a hole. As

he emerges, fuming, he spots someone else coming. Quickly he replaces therock and hides. He laughs as the second man also falls into the hole.The second man in turn sets up the accident for a third, and the third fora fourth. But the fourth man removes the rock, fills the hole - and goesaway happy.

A Plain White Envelope. Film Associates.It is the end of the school year, and the pupils are competing for theprizes to be awarded. Steve wants very much to win some award, especiallybecause his older sister, Marjorie, won the prize for general scholasticachievement. A broken arm has prevented Steve from competing for tilt:.athletic awards, but, as one of the best spellers, he has a last chance -winning the spelling bee. And then, accidentally, he takes a plain whiteenvelope from his teacher's desk. The envelope contains a list of wordsfor the contest.

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Homework and Study Habits. Film Associates.This animated film attempts to teach that wise planning of time afterschool will provide opportunity for play as well as to do homework.

Greg, a student, is first shown in a situation where he gives in to his'impulse to play with his friends, ignoring his homework. The next day,

however, he is embarrassed that he does not have his work finished forschool. In a second situation, Greg follows the time plan developed by

the teacher in class.

Skipper Learns a Lesson. Encyclopedia Britannica.The story of a girl and her dog, Skipper, who move into a neighborhoodwhere children of different races play together.

FILMSTRIPS

Me, Myself, and I. Eyegate.A simple, elementary course which presents the basic principles of

psychology. It is designed to supplement the new elementary guidanceprograms. Material presented in "Me, Myself, and I" helps a child take

an objective look at himself and think about the kind of person he

wishes to be. This program meets a vital need as it gives support topsychologists, counselors, and teachers interested in preventive guidance.The structure of the series and the method of presentation easily fitsinto and gives fine support to a discussion series. Use one or more

filmstrips with each session. Can also be used with adult groups who

wish to discuss children's problems.

Who Am IWhy Do My Feelings ChangeWhat Can I Do About ItHow Can I Improve MyselfWhat About Other PeopleWhere Do We Go From Here

Character Makes A Difference. Eyegate.The procedure used in this set of filmstrips is to develop the basicideas of character training indirectly through everyday situations inthe home, school and in daily experiences.

Getting Along With YourselfGrowing Up

Little Things That Count. Eyegate.Freedoms Foundation Awards Winner. A guidance series emphasizing themost important basic lessons to be learned in character buildingaround situations and experiences familiar to all children, the storiesinvolve the joy of helping others, honesty, perseverance, responsibility,respect, and good manners. A designated frame can be held on the screen

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while the class discusses ways for resolving the problem facing the chil-dren in the story.

The Busy Bees (Joy in Helping Others)Lucy Learns to ShareJerry Has a Surprise (Honesty is the Best Policy)Try, Try Again (Perseverance)One Rainy Day (Importance of Listening)Jim Learns ResponsibilityTony's Summer Vacation (Respect for Property of Others)Please Is a Good Word (Good Manners)

Janet Finds a Friend. Associated Educational Materials.Janet thinks her new neighbor, Karen, is "stuckup." When she learns Karenfeels the same way, her surprise helps her learn a valuable lesson infriendliness.

Guidance Stories. Encyclopedia Britannica.How to act toward the new girl next door? What to do when a ball breaksa neighbor's window? Children will quickly identify with the filmstripyoungsters who dramatize ehese questions and then enjoy finding the answerstogether as a classroom group. This provocative filmstrip series utilizedlive-action photographs of real children in a positive approach to basicguidance problems.

Sharing with OthersPlaying FairSticking to Your JobNew Friends - Good FriendsOne Kind of BraveryTaking Care of Your Things

Stories From Other Lands. Encyclopedia Britannica.Drawings which capture the drama of action, battle, and adventure tell sixclassic tales of youthful courage, patriotism, and the struggle for freedom.These famous stories take on added enrichment through use of the filmstriptechnique and provide incentive for further reading and discussion ofEuropean history.

Dick WhittingtonPeter and the DikeWilliam TellJoan of ArcPheidippides, the Marathon RunnerRobert Bruce and the Spider

TheColpass. Eyegate.Age level 10-15 years. The compass has to be "corrected" for the errorscaused by the magnetic pole and the metal on a ship. Jim, who has thehabit of lying, compares his lying to the working of the compass and howit is pulling him from a true course in life.

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The Golden Rule. Eyegate.Age level 10-15 years. Jane takes delight in snubbing new people in herschool. When her father, an army officer, is moved to a new location,Jane goes to a new school and is treated in a friendly manner which provesto her how wrong she previously behaved.

Squaring Yourself. Eyegate.During a Sunday School class, it was decided to raise enough money to senda boy from the slums to camp for the summer. Joe did not have enoughmoney to give and took a dollar from his kitchen at home. Joe's motherblamed the grocery boy for the theft. After a few days, Joe apologizedto the grocery boy in his mother's presence and made restitution by earn-ing a dollar.

An Acted Lie. Eyegate.

Jealousy between Charles and Eric, pitchers on the class ball team, causedCharles to withhold information from Eric so that Eric would be late forthe game. He excused himself by thinking that he had not said anythingand therefore he didn't lie. Eric makes it on time with the help of thecoach and Charles realized that he had been guilty of an "acted lie."

No One Will Know the Difference. Eyegate.Harry, as a small boy, began cheating in various ways....at ball games andin school. This habit persisted and when he was older and working, heagain resorted to cheating to impress his boss. Did he get the promotion?

Courage,. Eyegate.

Carl and Andy, two fatherless brothers, have a run-in with a street gangwho have taken Andy's ball. Carl, the older brother, refuses to fight forthe ball. Andy loses faith in his idol but later when Carl discovers thissame gang has assaulted a little girl, he brings the leader in to answerfor his deed.

Honor Thy Father and Thy. Mother. Eyegate.Peter was ashamed of his parents' foreign customs and when he receivedan invitation for them for parents night, he tore it up. The principal,knowing what good Americans they were,asked them to be the highlight ofthe "I Am An American Day" program. Peter then realizes that clothesand dialect are not as important as character.

He Lost His Head. Eyegate.Mark and his sister Louise go through the museum with their school classwhere they learn about an Indian idol that is punished when the peopledon't get what they want. Mark has a bad temper and to break the habit,his sister recalls the story about the idol whenever Mark gets angry.When one day Mark's temper causes a broken leg for his dog, he learnshis lesson.

A lita Decision. Eyegate.

Don and Lynn had great success with their new racing boat.. In the finalrace which would decide top place, Don rubbed one of the buoys. No onesaw the foul, but Don decided he was disqualified and dropped out of therace. He had to make the big decision just as he was in the lead towardsthe finish line.

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FILM LOOPS

Teen Scenes Series. Eyegate.These stories are concerned with situations that could happen to"almost anybody."

Unfinished Stories. International Communication Films.What will Patty Do? (Group Pressure) Patty's friend has been given avalentine purportedly signed by one of the most popular boys in school.Patty finds it was sent by members of her social group. The victim isabout to buy and send an expensive valentine in return. If Patty cluesher in, she is threatened with expulsion from the group.

What will Kathy Do? (Friendship vs. Ability) Kathy, the 7th graderepresentative on the student council, must cast her vote for councilpresident. She has hastily promised her vote to one candidate, butnow believes the other is better qualified. How will she vote?

What will Jonathan Do? (Substitute Teacher Problem) Jonathan's fifthgrade class is having a great time raging a young substitute. Things

come to a head when the class insists they are supposed to see a filmwhich they saw the day before. Jonathan thinks things have gone farenough, but what can he do?

What will Ted do? (Making Exaggerated Claims) Ted's schoolwork wasnever outstanding, so his classmates were surprised when he showed upon hobby day with a great collection of ships. Ted implies that hemade the ships rather than simply collect them. Under a barrage ofquestions, Ted will have to decide to tell the truth or to continueto bluff his way through.

What will Pete Do? (Starting Rumors) A teacher passes around aMexican ring during a study of Mexico. It disappears and the classbelieves it was stolen. Pete sees a member of the class in theprincipal's office and starts a rumor accusing him of the theft. The

ring is now found with some other instructional materials. What doesPete do about the rumor he started.

What will Linda Do? (Sister-Sister Loyalty) How can Linda help herlittle sister most? By protecting her from older children; by lettingher solve her own problems? Or is there a middle road - helpful butnot over-protective?

What will Kevin Do? (Responsibility vs. Preference) Kevin's personaldesires are in conflict with his sense of responsibility. Should Kevingive up his fun or let his teacher down? Or should he tell a lie thatwill allow him to have his fun and still keep his teacher's high opinionof him?

What will Christy Do? (Cover Brother's Guilt) Christy has seen her littlebrother throw a rock through the cafeteria window and then hears him tellthe principal that another boy did it. Christy knows right from wrong,but family loyalty is involved. If she doesn't tattle on her brother, aninnocent child might suffer.

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What will Skip Do? (Spending Allowance) Skip has spent his firstallowance foolishly within hours of receiving it. Will he confess tohis parents and lose his allowance for three months? Will he acceptthe responsibility of his actions and in so doing miss the fun of ahot dog roast?

What will Bernard Do? (Gratitude vs.is not always a simple problem. Jackwith his struggles with arithmetic into let Jack copy his geography paper?

BOOKS

Cheating) To cheat or not to cheathas legitimately helped Bernardthe past. Now is Bernard obligated

Ghandi. D. A. Torgerson. Children's Press.

Color of Man. Robert Cohen. Children's Press.A beautiful comprehensive book about race. There is a very brief buttelling history of prejudice and discrimination in the U. S. and aconcise refutation of the usual bases of color prejudice.

That's What Friends Are For. Florence P. Heide and Sylvia W. Van Clief.Children's Press.This picture-book fable teaches in an easy-to-tell/easy-to-read cumulativestory the valuable lesson that friends are for helping, not for offeringfrequently unhelpful advice.

Harvey's Hideout. Russell Hoban. Children's Press.A warm and charming story, all about how muskrat children - and allchildren - can have more fun when they learn to share.

Last One in is A Rotten Egg, Leonard Kessler. Children's Press.Freddy's struggle to become a swimmer and to compete in a race with hisfriends - despite the harassment of bullies - will delight all beginningreaders and swimmers.

The Bandit of Mok Hill. Evelyn S. Lampman. Children's Press.This is a fast-moving story of a boy's struggle with divided loyalties,rich in historical background of California's mining days, including thecharacter of the boy's bandit-hero.

Lerner "In American" Books. Children's Press.The historical background of immigrants and their contributions to Americanlife.

The Jews in America by Frances ButwinThe Hungarians in America by Margaret Young GraczaThe Greeks in America by Jayne Clark JonesThe Dutch in America by Gerrit Ten ZythoffThe Poles in America by Joseph Wytrwal.

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Nobody's Cat. Miska Miles. Children's Press.His home is a box in the alley. The city's streets are his huntinggrounds. Trucks and cars and dogs are his enemies. Nobody's cat isa beggar and a brawler, but with a dignity that makes him special indeed.All that is offered him he takes, until one day he is offered love andsecurity.

Tom Paine. Richard O'Connor. Children's Press.Here is a dramatic story of a man whose ideas seem radical because hetrusted his own intellect and distrusted all men who did not believe inman's ability to reason. Here is the story of a man whose pen almostcarried him to the gallows in England, placed him under the shadow ofthe guillotine in France, and brought him little thanks from hiS owncountrymen who owed him much.

On the Loose. Renny and Terry Russell. Children's Press.On the Loose is a chronicle of triumph and tragedy - the triumph of gainingan insight about oneself through an understanding of the natural world,the tragedy of seeing the splendor of that world increasingly threatenedby men who don't know or don't care.

What Do I Do? Norma Simon. Children's Press.-This companion book to What Do I Say? introduces Cunsuelo and her familyand friends in their neighborhood housing world. The preschool orkindergarten child enjoys guessing what Consuelo is going to do in dif-ferent situations.

212. Friend, Obadiah. Brintop Turkle. Children's Press.Obadiah discovered, when he was able to help a seagull in distress, howsimple and pleasant it is to make a real friend.

A Racecourse for Andy. Patricia Wrightson. Children's Press.Andy, a 12-year-old, knows that he is different and accepts it as dohis friends. Rarely has the problem of retardation been so sensitivelyhandled; presented with deft humor and warm relationships between Andyand his peers and the adults in the story.

Tiger in the Teapot. Betty Yurdin. Children's Press.This is a simply told fantasy about how all the members of a family tryto expel a tiger from the teapot so they can have tea. Many methods aretried without success, until littlest sister returns home and with kind-ness saves the day.

Freedom Fighter: Casimir Pulaski. David J. Abodaher. Charles M. Gardner Co.Biography of the brave, proud, and headstrong young Polish patriot whofought the forces of oppression on both sides of the Atlantic.

He Freed the Minds of Men: Rene Descartes. Edwin P. Hoyt. Charles M.Gardner Co.

The story of the father of the modern scientific method, who dared facebitter opposition in order to give men a new way of looking at the worldand at themselves.

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281

The Lost Freedom: The Legend of Ja Ja, King of the Niger Delta. Charles M.

Gardner Co.Ja.Ja rose from slavery to become the most formidable obstacle of Britishcolonialization on the Guinea Coast. Today he is revered by those forwhom he stands as a symbol of Africa's reawakening and the cause of freedom.

Gandhi, Soldier of Nonviolence: His Effect on India and the World Today.Calvin Kytle. Charles M. Gardner Co.The story of India's Mahatma - how he made a weapon of nonviolence andgave it to the oppressed of the world.

Presidents in Uniform. Donald E. Cooke. Charles M. Gardner Co.This handsome book contains the biographies of the Presidents of theUnited States who served in the armed forces of their country, fromGeorge Washington to Richard Nixon.

Tom Paine, Revolutionary. Olivia Coolidge. Charles M. Gardner Co.In this meticulously researched biography, the author describes the lifeand work of this dynamic - and difficult - genius.

The Young Revolutionaries. J. C. Long. Charles M. Gardner Co.A history of youthful heroes in the American Revolution. Biographies ofa remarkable group of young people including Nathan Hale, AlexanderHamilton, John Hancock, Andrew Jackson.

Martin Luther King. James Donald McKee. Charles M. Gardner Co.The amazing career of Martin Luther King is traced from his earliest daysto his assassination in a Memphis motel in 1968.

America and Its Presidents. Earl Schenck Miers. Charles M. Gardner Co.The story of each president from George Washington through Richard Nixon.

Firebrand for Justice: A Biography of Louis Dembitz Brandeis. Iris Noble.Charles M. Gardner Co.Vivid, verbatim courtroom scenes bring drama and realism to this story ofone of the most vital figures in the histories of law and of liberalismin this country.

The Kennedy Brothers. Alfred Steinberg. Charles M. Gardner Co.This book examines the lives and relationships of the four Kennedybrothers in a searching biography.

Jefferson Davis. Allen Tate. Charles M. Gardner Co.A biography of the President of the Confederacy, and an analysis of thecharacter of the South.

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BOOKS AND RECORDS

Friends! Friends! Friends! . Bowman Early Childhood Series, Part one: AboutMyself. Children's Press.Through the person-to-person relationships depicted in this book, theyoung child, like Kimi, becomes more aware of friendship experiences.

Hard Drive to Short. Matt Christopher. Charles M. Gardner Co.A young shortstop struggles to keep his position on the team and thefriendship of his teammates.

Pennant Stretch Drive. Paul Jackson. Charles M. Gardner Co.Marty, a big-league career.baseball player, attempts to make a comebackafter he hurts his knee while water-skiing. Much conflict ensues, bothon and off the diamond.

The German Immigrants in America. Ruth Holland. Charles M. Gardner Co.

The engrossing story of the German-Americans from the arrival of thefirst group in 1683, and their contributions to American life to thepresent day.

Black Americans. Earl Schenck Miers. Charles M. Gardner Co.The triumps and tragedies of the Negro-American in his long journey towardfreedom.

Infield Flash. Robert Bowen. Charles M. Gardner Co.Jimmy Burke, star infield player, is determined to make his last seasonhis best. But strong opposition faces him when the captain of the teammakes the going rough for Jimmy.

The Fight For Korea. T. R. Fehrenback. Charles M. Gardner Co.The story of the Korean War of 1950-1953.

4

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TEACHER NOTES

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ATR- -LAND- -WATER

HERE TODAY --GONE TOMORROWALONG WITH US?

Model UnitSenior High School Level

SOCIAL GOAL: V Each student should be capable of and committed to theintelligent use of the natural environment.

FOCAL POINTS: 5. AB man has explored and settled the land surface of theearth, he has used it sometimes wisely and sometimesunwisely.

MOTIVATION:

15. Industrialization, increasing population, and mountingworld desire for higher standards of living have accel-erated the urgency of wise use and management of ournatural resources.

18. Failure to use natural forces intelligently has hadnegative consequences throughout history.

32. Transition from an agricultural to an industrial economybrought changes in the environment and in resource use.

33. The conservation movement was a reaction against thewasteful exploitation of natural resources.

34. The wise use of natural resources is still one of ourmain areas of public concern.

Divide the class into small groups. Each group willsurvey news media, radio, TV, newspapers, and magazinesfor one week to collect items dealing with pollution ofthe environment and its related problems.

These will be shared in a class discussion period inwhich our behavioral objectives will be reviewed andpossible new objectives will be added.


Guiding Questions Behavioral ObJectives

1. What was the natural con-dition of our area priorto white exploration andsettlement?

2. What was the natural con-dition of major geographicalareas of our nation beforethe period of white explora-tion and settlement?

3. What was the effect on thenatural ecology of our areaand on the ecology of majorgeographical areas of thenation as white settlersoccupied ehe area?

4. How did the transition froman agricultural to an indus-trial society affect theecology and natural con-dition of our area and themajor geographical areas ofthe nation?

5. How has national concerndeveloped relative to ourdestruction of our naturalenvironment?

6. Why is great concern nowbeing shown for pollution ofour natural environment?

7. What alternatives are open toour society in meeting ehepollution problem?

8. What course of action inattacking pollution problemsis open to individuals,special groups, governmentand government agencies,business, and industry.

RATIONALE: All evidence points toman's having created a crisis inrelation to his ability to live inhis natural environment. We arefaced with the alternative of cor-recting pollution problems or des-troying mankind and plants andanimals of the earth. Each studentshould be able to:

1. Describe orally, visually, orin writing the natural con-dition of our area relative toplant life and animal lifebefore permanent settlementswere established.

2. Describe orally, visually, and/orin writing the major character-istics of plant and animal lifein Northeast, Southeast, MiddleWest, Great Plains, Southwest,Mountain, and Pacific Coastareas of the United States be-fore the advent of Europeancultures.

3. Compare orally, visually, or inwriting the utilization of thenatural environment in at leastthree Indian cultures located invarious sections of the UnitedStates with the pioneer economyof the area.

4. Identify several extinct speciesof animals and describe orally,visually, or in writing thedestructive processes used indestroying them as our nationwas settled.

5. Compare orally, visually, or inwriting the resources needed,both human and natural, for apioneer economy and a modernindustrial economy.

6. Identify Orally, visually, or inwriting at least four majortechnological inventions and

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describe the impact whichthey have had on the naturalenvironment.

7. Compare orally, visually, orin writing the pattern ofgrowth of the ten major citiesof the United States in 1700-1800, and 1900 and give reasonsfor the difference in growth ofeach.

8. Describe orrily, visually, orin writing lumbering, farming,and mining methods of the late1800's and early 1900's andevaluate their impact on thenatural environment.

9. Identify orally, visually, orin writing those individualswho fostered national concernover environmental problems inthe late 1800's and early 1900'sand describe methods used byeach to develop societalawareness.

10. Identify and describe orally,visually, or in writing atleast two pieces of nationallegislation and two federalagencies which dealt with con-servation of our natural environ-ment.

11. Explain orally, visually, or inwriting why the current concernwith pollution of the environmenthas developed.

12. Trace orally, visually, or inwriting several alternativeswhich face our nation in eachof the following: air pollution,water pollution, soil pollution.

13. Project orally, visually, or inwriting a course of action whichthe following could utilize inattacking the national problemof pollution:

a. you as an individualb. you as a member of a groupc. a private groupd. your local governmente. your state governmentf. your national government

Pre-Assessment

Each student will evaluate his own ability to exemplify each behav-

ioral objective. He will turn in to the teacher a list of those objectives

which he cannot exemplify and will list which appropriate alternative activ-

ities he will carry out to gain the needed capabilities.

Alternative Activities to Meet Behavioral Obiectives

Behavioral Objective No. 1

a. Read from selected volumes of the Utah Historical Quarterlypioneer accounts which describe the natural environment whenoriginal settlers entered the area.

b. Locate a science or geography book which describes the naturalcondition of our area. Read it and list native plants andanimals found originally in this area.

c. Interview a member of the science department at the collegerelative to the natural ecology of this area.


a. View the regional filmstrip (E.B. set #14) in the media centerand identify soil characteristics, plant and wild life, andwater conditions in each of the seven geographical regions.

b. Sign out the science film set (McGraw-Hill #20-27) in the mediacenter and note from each the natural ecology of each of theseven geographic regions.

c. Check out the science and geography reference set in the mediacenter and read about each geographical region.


a. View the filmstrip set on Indian Cultures (Eye Gate #16) andcontrast the utilization of the natural environment to providefood and shelter for the Indian culture with that of earlypioneer settlements. (Coronet-set #15)

b. Select several monographs on Indians in the media center andread them noting the use each culture made of the naturalenvironment.

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288

c. Read from any of the United States history textbooks the accountsof pioneer economies.


a. View the film loops (Ealing #27,plants and animals in the United

b. Read from the encyclopedia aboutpigeon, and American bison.


28, 29) which deal with extinctStates.

the whooping crane, passenger

a. Check out the comparative ecommic charts (JCEE #10-11) from themedia center.

b. Check with the economic department at the college and arrange tointerview a department member relative to this objective.

c. Meet in the seminar discussion to be conducted by Mr.where this comparison will be discussed.


a. View the film Iftrvels Never Cease", from the media center.

b. Select several inventors at random and research them in a text-book or encyclopedia.

c. View the video-tape of NBC's program "It All Began When" in themedia center.

d. Listen to the tape lecture by Dr. Rasmussen entitled "They ChangedYour Life".


a. Use the World Almanac and compare the growth of United States

cities--Hypotheges as eo the reasons for their variable growth.

b. Compare the charts on population of ten major cities found inthe text "Adventure of the American Peoole.".


a. Read the case studies found on lumbering, farming, and miningmethods found in your reading book.

b. View the film loops by Thorne Films (#18, 19, 20) on these areas.

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a. Read from any one of our text references the section on theconservation movement. Identify several personalities ofinterest to you and check the media center on appropriatematerial about them.


a. View the film (Coronet #25) "Your Government and Your Environ-ment".

b. Visit the Federal Building and interview personnel of severalfederal agencies that might give you information on thisobjective.

c. Attend the lecture by Professor Peterson during third period,Tuesday, March 21.


a. From the files of "Student Weekly" select at least five issuesduring the past year which deal with pollution and read them.

b. Check with the files of the local newspaper office and readarticles within the last year dealing with this area.

c. Read any of the paperbacks dealing with pollution found in ourreference sets in the room.

Behavioral Objective No. 12.

a. View the film (McGraw-Hill #31) "It's Up To You", from the mediacenter,

b. Ask an employee of an appropriate government agency to react tothis problem.

c. View the filmstrips in the science section of the media center.(Eye Gate 1145-50)


a. Write letters to appropriate sources asking for their reactionto this objective.

b. Organize a panel discussion of your friends dealing with thisproblem.

c. Invite the mayor in to discuss this issue with the class.

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Demonstration of Capability

For each of the objectives which you selected in the pre-assessment,

turn in or arrange to demonstrate your selected mode of demonstrating

your competency in each objective.

Post-Evaluation

Alternatives

a. Administer a teacher-made test covering the behavioral objectives.

b. Arrange for a class discussion based on the behavioral objectives.

c. Let students appraise their own accomplishment of the objectives.

d. Observe student and school motivation and action in the area ofpollution.

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TEACHER. NOTES

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Agla./

.M10ail111./i....i1M..1,a0e/..-a idalea

THE PROFESSIONAL SHELF

This section of the PROSPECTUS is designed to assist the teacherwho desires to remain up-to-date and competent in his profession. Listsof books which can help the concerned teacher bring to his philosophy ofeducation and classroom practice the most significant recent innovationsin the social studies, are included. To meet the challenge of the newsocial studies, every teacher must gain the skill of self-evaluation.Some of the listed books are a must for any social studies teacher whodesires more in his professional life than to simply stay in the sameold rut.

Social studies teachers are urged to obtain subscriptions to andread meaningful periodicals which write for their field. Chief amongsuch sources are Social Education and The Social Studies. In addition,the conscientious social studies teacher will keep in effect a compre-hensive membership in the National Council for the Social Studies. Thiswill allow him to receive its publications which are essential to theinformed teacher.

*Basic for Elementary Teachers**Basic for Secondary Teachers

***Basic for Teachers of all levels

PROFESSIONAL READING

Allen, Rodney F., John V. Fleckenstein, and Peter11. Lyon (eds.).Inquiry in the Social Studies. Washington: National Council for theSocial Studies, 1968.

American Council of Learned Societies and National Council for the SocialStudies. The Social Studies and the Social Sciences. New York:

Harcourt, Brace and World, 1962.

Ambramowitz, Jack. Diary, of a Slow Learner Class. Chicago: FollettPublishing Company, 1963.

Anderson, H. R., and E. F.History. Washington:

AnderHsoisnt,oH. ry.R., WasanhdingE. tonF.:

Lindquist. Selected Test Items in AmericanNational Council for the Social Studies, 1964.

Lindquist. Selected Test Items in. WorldNational Council for the Social Studies, 1960.

Association of Social Studies Teachers of the City of New York. Handbookfor Social Studies Teachinst. New York: Holt, Rinehart and Winston,1967.

***Association for Supervision and Curriculum Development. Perceiving,Behaving, Becoming a New Focus for Education. 1962 Yearbook.

Ball, John A. BiblioRraphy for Geographic Education. Athens, Georgia:Research and Development in Educational Department, University ofGeorgia, 1968.

Bauer, Nancy W. and Richard E. Starkey (eds.). Revolution and Reaction:The Impact of the New Social Studies. Bloomfield Hills, Michigan:Cranbrook Press, 1966.

Baxter, M. E., R. H. Ferrell, and J. E. Wiltz. The Teaching of AmericanHistory in the High Schools. Bloomington: University of Indiana,1964.

Beals, Alan R. Culture in Process. New York: Holt, Rinehart, andWinston, 1967.

Berelson, Bernard (ed.). The Behavioral Sciences Toóay.. New York:Harcourt, Brace and World, 1963.

Berelson, Bernard and Gary Steiner. Human Behavior, an Inventory ofScientific pindings: New York: Harcourt, Brace and World, 1964.

***Berg, Harry D. (ed.). Evaluation in Social Studies. Washington:National Council for the Social Studies, 35th Yearbook, 1965.

Beyer, Barry K. Using Inquiry in the Social Studies: Guidelines forTeachim. Athens, Ohio: College of Education, Ohio University,1965.

Bibliography of Games: Simulation for Teaching Economics and RelatedSubjects,. New York: Joint Council on Economic Education, 1968.

Bierstedt, Robert, E. J. Meehan, and P. A. Samuelson. Modern SocialScience. New York: McGraw-Hill Book Company, 1964.

Bloom, Benjamin S. (ed.). Taxonom of Educational Objectives. HandbookI: Cognitive Domain; Handbook I: Affective Domain. New York:David McKay Company, Inc., 1956.

Boocock, Saranes and E. 0. Schild. Simulation Games in Learning.Beverly Hills, California: Sage Publications, 1968.

***Broadbeck, May (ed.). Readings in the Philosophy of the Social Sciences.New York: Macmillan Company, 1968.

Brown, Robert. Explanation in Social Science. Chicago: Aldine PublishingCompany, 1968.

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Brubaker, Dale L. Innovations in the Social Studies: Teachers Speak forThemselves. New York: Thomas Y. Crowell, 1968.

Brubaker, Dale L. Social Studies in a Mass Society. Scranton, Pennsylvania:International Textbook Company, 1969.

Bruner, Jerome S. The Process of Education. Cambridge, Massachusetts:Harvard University Press, 1960.

Calhoun, Don (et al). An Introduction to Social Science. Philadelphia:J. B. Lippincott Company, 1961.

Cantor, Norman and Richard I. Schneider. How to Study History. New York:Thomas Y. Crowell, 1967.

Carpenter, Helen M. (ed.). Skill Development in Social Stud es. Washington:National Council for the Social Studies, 33rd Yearbook, 1963.

Carr, Edward H. What is History? New York: Alfred A. Knopf, 1962.

Cartwright, William H. and Richard L. Watson (eds.). Interpreting andTeaching American History. Washington: National Council for theSocial Studies, 31st Yearbook, 1961.

Chase, W. Linwood. A Guidebook to Improving Instruction in ElementarySchool Social Studies. Boston: Allyn and Bacon, Inc., 1966.

*Chase, W. Linwood. A Guide for the Elementary Social Studies Teacher.Boston: Allyn and Bacon, Inc., 1966.

Chesler, Mark and Robert Fox. Role-Playing Methods in ehe Classroom.Chicago: Science Research Associates, 1966.

Clements, H. Millard, William R. Fielder, and B. R. Tabachnick. SocialStudy: Inquiry in Elementary Classrooms. Indianapolis: Bobbs-Merrill Company, 1966.

Connery, Robert H., Richard H. Leach, and Joseph Zikmund. Reading Guidein Politics and Government. Washington: National Council for theSocial Studies, 1966.

Daniels, Robert V. Studying History: How and Why.. Englewood Cliffs,New Jersey, Prentice-Hall, Inc., 1966.

Darrow, Helen F. Social Studies for Understanding. New York: ColumbiaUniversity Press, 1964.

Dinkmeyer, Don and Rudolf Dreikus. Encouraging Children to Learn.Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1963.

Douglas, Malcom. Social Studies in the Elementary School. Philadelphia:

J. B. Lippincott Company, 1967.

Ducharme, Raymond A., Jr., Joseph Katz, and Arthuro Sheekey. A Bibliographyfor Teachers of Social Studies. New York: Teachers College Press,Columbia University, 1968.

Dunfee, Maxine and Helen Sagl. Social Studies Through Problem Solving:Challenge to Elementary School Teachers. New York: Holt, Rinehartand Winston, 1966.

Easton, David. A Framework for Political Analysis. Englewood Cliffs,New Jersey: Prentice-Hall, Inc., 1965.

Easton, David. A Systems Analysis of Political Life. New York: JohnWiley and Sons, 1965.

Easton, David. Children in the Political System: Origin of PoliticalLegitimacy. New York: McGraw-Hill Book Company, 1969.

Easton, David. The Political System: An Inquiry into, the State ofPolitical Science. New York: Alfred A. Knopf, 1953.

Ebenstein, William. Totalitarianism: New Perspectives. New York: Holt,

Rinehart and Winston, 1962.

Engle, Shirley H. (ed.). New Perspective in World History. Washington:National Council for the Social Studies, 34th Yearbook, 1964.

Estvan, Frank J. Social Studies in a Changing World. New York: Harcourt,Brace and World, 1968.

Fair, Jean and Fannier R. Shaftel (eds.). Effective Thinking in the SocialStudies. Washington: National Council for the Social Studies, 37thYearbook, 1967.

Fancett, Verna S. (et al). Social Science Concepts and the Classroom.Syracuse, New York: Social Studies Curriculum Center, SyracuseUniversity, 1968.

Fay, Leo, Thomas Horn, and Constance McCollough. IREEEylym Reading inElementary Social Studies. Washington: National Council for theSocial Studies, 1951.

Feldman, Martin and Eli Seifman (eds.). The Social Studies: StructureModels, and Strategies. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1968.

Fenton, Edwin. Teaching the New Social Studies in Secondary Schools: AnInductive Approach. San Francisco: Holt, Rinehart and Winston, 1966.

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**Fenton, Edwin. The New Social Studies. San Francisco: Holt, Rinehart andWinston, 1967.

1

*Fox, Robert, Margaret B. Luszki, and Richard Schmuck. Diagnosing ClassroomLearning Environments. Chicago: Science Research Associates, 1966.

Frankel, Moe L. Economic Education. New York: Center for Applied Researchin Education, 1965.

Fraser, Dorothy M. Stimulating Techniques for Teaching Social Studies.Chicago: Encyclopedia Britannica Educational Corporation, 1967.

Fraser, Dorothy M. and Edith West. Social Studies in Secondary Schools.New York: The Ronald Press Company, 1961.

***Fraser, Dorothy M. and Samuel P. McCutchen (eds.). Social Studies inTransition: Guidelines for Change. Washington: National Councilfor the Social Studies, 1965.

Gabler, Robert E. (ed.). A Handbook for Geography Teachers. Normal,Illinois: National Council for Geographic Education, 1966.

Gallaher, James J. An Annotated Bibliography of Anthropological Materialsfor High School Use. New York: Macmillan Company, 1967.

Gallagher, James J. Teaching the Gifted Child. Boston: Allyn and Bacon,Inc., 1964.

Garvey, Dale M. Simulation, Role-Playing, and Sociodrama in the SocialStudies. Emporia, Kansas: Graduate Division, Kansas State TeachersCollege, 1967.

***Gibson, John S. New Frontiers in the Social Studies: Action and Analysis,.New York: Scholastic Magazines, 1967.

***Gibson, John S. New Frontiers in the Social Studies: Action and Analysis.New York: Scholastic Magazines, 1967.

Goldmark, Bernice. Social Studies: A Method of Inquiry. Belmont,California: Wadsworth Publishing Company, 1968.

Gottschalk, Louis (ed.). Generalization in the Writing of History. Chicago:University of Chicago Press, 1963.

Greater Cleveland Social Science Program. Handbook for Social ScienceTeachers. Cleveland Educational Research Council of America, 1965.

Greenstein, Fred I. Children and Politics. New Haven: Yale UniversityPress, 1965.

***Groisser, Philip. How to Use the Fine Art of Questioning. EnglewoodCliffs, New Jersey: Prentice-Hall, Inc., 1964.

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g) Qu

***Gross, Richard E., Raymond H. Muessig, and George L. Fersh (eds.). The

Problems Approach and the Social Studies. Washington: National

Council for the Social Studies, 1960.

Gross, Richard E., Walter E. McPhie, and Jack R. Fraenlel. Teaching the

Sciences: What, why, and How. Scranton, Pennsylvania: InternationalTextbook Company, 1969.

Guetzkow, Harold (ed.). Simulation in Social Science: Readings. Englewood

Cliffs, New Jersey: Prentice-Hall, Inc., 1962.

Hanna, Paul R. (et al). Geography in the Teaching of Social Studies: Con-cepts and Skills. Boston: Houghton Mifflin Company, 1966.

Harris, Ruby M. Handbook of ljaz and Globe Usage. New York: Rand McNallyand Company, 1967.

Herbert, Louis J. and William Murphy (eds.). Structure in the SocialStudies. Washington: National Council for the Social Studies, 1968.

Herman, Wayne L. (ed.). Current Research in Elementam School SocialStudies. New York: Macmillan Company, 1969.

Hess, Robert D. and Judith V. Torney. The Development of PoliticalAttitudes in Children. Chicago: Aldine Publishing Company, 1967.

High, James. Teaching Secondary School Social Studies. New York: JohnWiley and Sons, 1962.

Holt, John. How Children Fail.

Hoselitz, Bert F. A Reader's Guide to the Social Sciences. New York:

The Free Press, 1969.

Hunt, Erling (et al). High School Social Studies Perspectives. Boston:

Houghton Mifflin Company, 1962.

**Hunt, Maurice P. and Lawrence E. Metcalf. Teaching High School SocialStudies. New York: Harper and Row, 1968.

Huus, Helen. Children's Books to Enrich the Social Studies for theElementary Grades. Washington: National Council for the SocialStudies, 1966.

James, Preston E. (ed.). New Viewpoints in Geography. Washington:National Council for the Social Studies, 29th Yearbook, 1959.

Jarolimek, John (ed.). Social Studies Education: The Elementary School.Washington: National Council for the Social Studies, 1967.

*Jarolimek, John. Social Studies in Elementary Education. New York:Macmillan Company, 1965.

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Kaltsounis, Theodore. Elementary School Social Studies. West Nyack,New York: Parker Company, 1969.

Katz, William L. Teachers' Guide to American Negro History. Chicago:Quadrangle Books, 1968.

Kenworthy, Leonard S. Background Papers for Social Studies Teachers.Belmont, California: Wadsworth Publishing Company, 1966.

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Madge, John. The Tools of dhe Social Sciences. Garden City, New York:Anchor Books, 1965. ;

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GBasicgoals illSocialStudies

SOCIAL GOAL I

RECOGNITION OF THE DIGNITY AND WORTH OF THE INDIVIDUAL

The uniquely distinguishing quality of Western democracy is itsinsistence that the individual is the all-important unit of society.Following the philosophy of John Locke, it is the individual man whopossesses inalienable rights, derived from God and nature. This in

turn springs from the Judaic-Christian and stoic value of the pre-ciousness of the individual human life. In this system of values,government is an implementing agency, a means to the end of protect-ing and guaranteeing these rights. The state is therefore not an

end in itself, as totalitarianism would maintain. The rights which

are inalienable and which democratic governments should sustain,include life with at least a minimum standard of living, libertycompatible with the rights of others, freedom of thought and speechwith their concomitant responsibilities, freedom of religion andfrom an established church. In his relations with other men, thedemocratic individual should treat them as individuals, avoidingsterotyped thinking, and looking for the essential worth and dignityof each. This is not an uncritical sentimentality, for some men mayhave little worth and no dignity. When we try to see why personsact as they do, however, we understand them better. We need to knowbetter the interpersonal competencies, the skills of getting alongwith people in individual contacts and in groups. The social idealis that each man, by his own work and his own effort, may make whathe wishes of himself.

Any comprehensive analysis of American history and its society,however, does discover instances of intolerance and prejudice; theyillustrate our imperfections and sins. Stereotyped preconceptionsare widespread; we generalize in terms of race or religion. Society'sevaluation of the individual is based in too large part on what workhe does. The nature of the work is the major element in establishingsocial class which while more fluid than in some other societies, isdistinguishable here.

Following are illustrative concepts, generalizations, and contentto be used in the development of Social Goal I--

POLITICAL:

1. In the fields of philosophy and religion, the idea developedthat human Kfe is sacred. From this basic idea came theconcept that man held as inalienable rights his right to life,liberty, property, and the pursuit of happiness.

2. Seventeenth-century rationalists assumed that organized societyoriginated when primitive individuals created and agreed to a

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social compact by which individuals surrendered personal

rights in order to create a government. The philosophers

differed as to the rights surrendered and the strength of

the government thus created.

3. John Locke theorized that men in an early state of savagerywere noble and happy. In establishing governments, indi-viduals surrendered some of their personal rights but as thebasic rights--life, liberty, and property--were inalienablethese were guaranteed and protected by the government. Thus

in the political system advocated by Locke, the individual iscentrally important and government i8 a means by which rights

are protected and not an end in itself.

4. Thomas Hobbes assumed that men in an early state of savagerywere so brutish and miserable that in agreeing to a social

compact they surrendered all of their personal rights to theresulting government. This served as a justification forabsolute rule since the individual had no rights which thestate was bound to respect.

5. Political thinkers since Hobbes, such as Hegel, Marx, andLenin, have derived the pattern of totalitarianism fromHobbes' premises. If the state is all-powerful over theperson, then the individual's reason for being is to improveand glorify the state. The nation becomes an entity inde-pendent of its components: the whole is greater than the sumof its parts.

6. The philosophic principles which recognized human dignity andworth have been translated into public Zaw and civic policyin such documents as the English Bill of Rights, the AmericanDeclaration of Independence, the American Bill of,Rights, theFrench Declaration of the Rights of Man and of Citizens, andthe United Nations Universal Declaration of Human Rights.Most of our state constitutions contain a bill of rights.

7. In studying the political institutions of American society,it should be emphasized that under the democratic tradition,following the reasoning of Locke, institutions exist for man-kind and goverment rests upon the consent of the governed.

8. The American Bill of Rights stresses the protection of theindividual from specified actions by government. It assumesthat men possess rights naturaZZy, hence the language of theAmendments to the Constitution does not positively conferthem. The Bill of Rights protects certain basic rights of theindividual from violation by other individuals or groups, aswell as from certain actions by the government. These includefreedoms of speech, the press, religion, assembly, and petition,as well as the right of the individual to protection against

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unlawful search and seizure, to freedom from self-incriminationand from arbitrary arrest, to a fair, speedy and public trial,and to protection of property.

9. Maintenance of the guarantees of individual rights in the Billof Rights, along with implementation of the principles ofequality of all men before the law and of equal justice for all,£8 the responsibility of every American citizen and pubZicofficial with the courts having a special obligation to insureindividual rights and equal justice.

10. The United Nations Universal Declaration of Human Rights is ayardstick which can be used to measure the extent to which thedignity and worth of each individual is recognized in eachsovereign nation and by social groups within nations. Someviolations which occur are the inferior position of women inmany societies, national prejudice against the foreigner,racial discrimination, religious discrimination, class dis-crimination, with caste as the most rigid form of organizeddiscrimination. The concept of universal rights and freedansfor the human family has long been accepted as an ideal butthe Universal Declaration of Human Rights is a pioneer achieve-ment in the effort to achieve these rights and freedoms on aworld scale.

HISTORICkL:

11. Recognition of the dignity and worth of the individual is apart of the heritage of Greek and Hebrew thought. The ideabecame a part of Western culture. Implementing the principleby public law and social customs has been a long, hard andunfinished struggle. The movement toward universal recogni-tion of human worth and dignity has been halted and sometimestemporarily reversed by governing elites, dictators, imperi-alists, dominant majorities, and other persons and groupswho valued power or wealth above human rights.

12. While the Hellenic Greek democracy restricted citizenship tothe "demos" and had no machinery of naturalization, it accordedfull equality to all citizens. Within the civic group, indi-viduals were respected on the basis of their dignity and worth.

13. Western democracies have emerged from a struggle between anobility which has secured and defended its special privileges,and a middle class which sought freedom of economic opportunity.In this struggle the middle class was at first the ally ofroyalty which sought to become absolute by destroying thepower of the feudal nobility. When these allies won out, themiddle class then successfully challenged royal absolutism.

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The triumph of the middle class was secured by the establish-ment of Bills of Rights which spelled out the freedoms of theindividual and the limitations to be placed on government.

14. In the United States, the concept of the dignity and worth ofthe individual, and of basic rights that he may claim, hasbeen developed and supported by actions of individuals andgroups from colonial times to the present day, as well as by

legislative measures. From Roger Williams and Peter Ungerthrough the anti-slavery societies and the feminist organi-zations of the 19th century to the various organizationsoperating today in defense of civil liberties, sociallyconscious citizens have taken an active share in broadeningaluideepening the recognition in American society of thedignity and worth of the individual.

15. Various factors in the development of the United States haveoperated to strengthen mcognition of the dignity and worthof the individual. The equalitarian influence of the Americanfrontier reenforce the basic doctrine in a society where everyperson was needed andmost of them demanded some measure of

respect from others. Policies concerning immigration strength-ened the concept of the worth of the individual. Immigrantswho entered the United States were given the same civil rightsas native-born citizens. Those immigrants who came fromcountries where civil rights formed little part of the nationaltradition generally accepted these rights and made them a partof the tradition they upheld.

16. The recomt of Americans in recognizing the dignity and worthof the individuals has its negative aspects as well as itspositive, however. The white American male citizen has vio-lated his own belief in the concept by denying its principleswhen applied to Negroes and members of other racial minorities.Many immigrants, especially those of lower socio-economicbackground, encountered prejudice and discrimination in theUnited States. Members of religious minorities have suffereddiscriminatory treatment. The recognition of the right ofwomen to own property, vote, and in general enjoy social,political, and economic equality with men was long delayed

and has not yet been fully achieved. While the overall trendhas been toward increased recognition of the worth of theindividual, the need to eliminate negative exceptions has per-sisted and does persist.

17. The abolition of human slavery in most of the world during the19th century removed an old social and econamic institutionwhich degraded men and women held as slaves. Peonage andother forms of partial slavery still exist; even slaverypersists in isolated regions and reappears in other placesfrom time to time.

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18. While freedom and security are concepts which in their theo-retical absolutes are mutually exclusive, each society decideshow much of each it will enjoy at any given time. In thetotalitarian regimes, such an equation, once set, will be the

subject of little change. In the American pattern, the equa-

tion is dynamic, being frequently altered directly or in-directly by social decisions and legislation within eachgeneration, or each decade, or even each congressional session.Thus the generation from 1865 to 1890 stressed laissez-fairevalues and built an equation which stressed liberty at theexpense of societal security. The progressive movement be-

tween 1890 and 1920 shifted the balance, limiting and regulat-ing freedoms in order to enhance security. The 1920's saw adiminishing of regulation, but in the 1930's the Americandesire was for greater security, an objective naturally magni-fied during the war. The postwar generation is in the processof determining its own equation.

ECONOMIC:

19. Western democratic emphasis on the individual has produced thesystem of private enterprise as the basis of the economy. Thesalient elements of the system are a money economy, a pricemechanism, and rewards commensurate to risks and individualabilities.

20. As American business has grown bigger and bigger, it hasinevitably become more impersonal. Employees lost individualidentity and became "labor", customers became "units of sales".In efforts to correct this, personnel departments have beencreated and sales programs have stressed emphasis upon persons.

21. The American economy is essentially based on the idea ofdecentralized economic decision making by individuals intheir capacities, individuals make free choices and theirdecisions are "added up", so to speak, by the market mechanismand converted into the aggregate forces (supply and demand)which determine how our productive resources will be used,what will be produced and who will get it. This decentralizedeconomic system seems most compatible aLth individual freedom.

22. Efforts to provide an economic basis, in our industrializedeconomy, for the application of the concept of the dignity andworth of the individual have resulted in fair employment prac-tice laws. Even where such laws do not apply, some progresshas been made in providing for all ethnic and religious groupsmore nearly equal opportunities for employment. Discriminatorypractices in this area--last hired, first fired--remain a majorblock to the AU application of principles involved in recog-nition of the dignity and worth of each person.

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SOCIO-CULTURAL:

23. Respect for the dignity and worth of the individual is the key-stone in the arch of the American value system. The Americancreed assumes that every man and woman has some measure of self-respect, honesty, integrity, rationality, and goodness. Laws,

folkways, and mores for civic and social control are based onthese assumptions ofman's worth and dignity.

24. Programs which operate on public funds to provide specialtraining and education for handicapped children and adults areindicative of the public concern for the happiness and well-being of every person.

25. The shift in emphasis in penology from punishment to reform andtreatment demonstrates a feeling that all pereons are entitledto consideration--even those who cannot or will not live bysociety's laws.

26. Titles of nobility are prohibited by the Constitution, andsocial classes based on heredity have never flourished in theUnited States. The doctrine that each individual should havethe right and the obZigation to find his place in the generalsociety of America is widely accepted.

27. Social classes have always exizted in every society, althoughthe basis of class distinction and the degree of rigidity ofthe class structure have varied. In American society therehas been a strong feeling that class organization should befluid rather than stratified.

28. Social classification in America is based upon family, wealth,and type of work. Family qualifications are important mainlyamong the upper class. Type of work has been an importantclassifier in the past, and wealth has had a close relation-ship to the nature of the job. We are witnessing now a decidedrise in compensation for skilled labor so that the lines be-tween middle and lower classes are becoming blurred. Socialmobility is encouraged by our system of public education andby the democratization of culture through the mass media. It

is made more difficult by our complex economic system which hashas brought huge concentration of wealth in the hands of thefew.

29. One of the major defects in American democratic achievement isthe prevalence of stereotypes in our social acceptance andthinking. Sweeping generalizations cold prejudgments concern-ing social classes and minority groups am too often appZiedto at members of the class or group.

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30. The social ideal of respecting the dignity and worth of persons

does not require an uncritical sentimentality. It permits--in-deed requires--a thorough evaluation, but of the individual,not of whatever group to which he may have been ascribed.

31. Ability or power does not give any individual the right toexploit his fellowmen. Personal, institutional, and officialexploitation are forms of violation of the dignity and worth

of the individual.

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SOCIAL GOAL II

THE USE OF INTELLIGENCE TO IMPROVE HUMAN LIVING

As one of its essentials, democracy assumes intelligence, actualor potential, in every man. Because of this assumption, demncracypromises the freedom of the mind. It offers the free competition ofthe market place for ideas and values. Freedom of the mind involvesthe right to knowledge, the freedom to learn, and the freedom to teach.As democracy requires intelligence, so its perfecting depends upon open-

mindedness and critical thinking. The processes of inquiry and inves-tigation are involved in the right of the individual to participate indecisions on matters which affect him. If there is to be open competi-tion of ideas and values, there must be a wide dissemination of knowl-edge and opportunity for independent value-judgments; communicationand education become social tools. This means that the schools and themass media of communication have a direct social responsibility bothto the dissemination of knowledge and its use, and to the maintenanceof the free market place for ideas and values. As our pattern of livinggrows more complex, experts are trained in various fields. The intel-ligent ci;:-Izen knows how to discern and select the expert--and to avoidthe demagogue--but he also comes to know how far to use the expert andat what point he must take the responsibility of making decisions whichaffect him and/or his democratic society.

Individuals, like institutions, have responsibilities commensuratewith their freedoms. With the freedom to learn and teach goes thediscipline of scholarship. Academic freedom denies itself subservienceto an external and ex officio authority. The individual's right todecide carries a responsibility not to permit authoritarian usurpationof decision making by default. Superstition stands as the enemy ofknowledge and has not yet been routed. The mass media do not use theiropportunity to teach, and instead cater to a growing appetite for thrills.Emotional bias contests, still successfully, with open-mindedness andknown facts; preconceptions remain rooted, though shaken by education.Where ignorance is widespread, greedy and selfish groups can organizeirrational, cruel and selfish programs. The cure may require a studyof man himself--the relation of his biological make-up to his drives,desires and ambitions. If groups come naturally to be formed of likeminded folks, the study of greater intelligence in the roles of leader-ship and followership would be profitable.

Following are illustrative concepts, generalization, and contentto be used in the development of Social Goal II--

POLITICAL;

1. Western democracy's central value is the importance of theindividual. This value assumes that the individual is intel-ligent, demonstrably or potentially. Western Institutions--

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social, political, economic, and religious,are based upon thisindividual who will use his intelligence to further his own andthe social good: hence our institution of universal adult suf-

frage. On the other hand, totalitarianism rests upon a massmind that is docile and is charged with no responsibility forindependent thought.

2. Successful operation of universal adult suffrage is basic todemocracy. It depends on an informed electorate made up ofindividuals able and willing to apply critical thinking topublic issues. The individUal in a democracy must rely onhis own intelligence, which he constantly seeks to improveand refine. He has the obligation to seek information rele-vant to issues under discussion, to investigate possiblealternative solutions, And to recommend a course of actioncompatible with the general interest. His most important roleis to make intelligent social decisions and to accept theresponsibility of decision making and the consequences ofthose decisions.

3. The mass media of communication are essential for an informedcitizenry today. They furnish the information by which weconstruct our idea of the universe in which we live, and thebasis on which we arrive at social decisions. They are ourfree market place for ideas. Without plentiful news andforums for unconventional ideas and for controversies, oursociety would not be democratic. The citizen should learn toevaluate critically that which is presented through the massmedia. He should recognize persuasion devices and sort outpertinent facts from irrelevancies, half-truths and fictionas he collects data on which to base his decisions about civicproblems.

4. Social action in a democracy requires a combination of indi-vidual and group activities. The individual should arrive athis own decision on a social problem. In a large and complexsociety, however, action by the individual to implement thisdecision is not apt to be effective. As a result he joins ororganizes a group of like-minded people. The group can eithertake action directly to ameliorate the problem as in the caseof a private social service agency or a political party, orit can seek to persuade pertinent officials of the wisdom ofits positiwl, as in the case of pressure groups. One of the

most necessary skills for effective citizenship is the abilityto work effectively through groups.

5. Fliessure groups thus have a function to perform in democraticsociety, and pressure-group tactics are consistent with demo-cratic operations provided they are openly operated and the

persuasions are not immoral or unethical.

6. To function properly, democracy and democratic politicalinstitutions require the trained intelligence of many

specialists. In our increasingly complex modern world,more and more expert knowledge is needed, such specializa-tion narrows its scope as it deepens in thoroughness.Thus the average man increasingly must rely upon thespecialist in all areas, including that of government.He must be intelligent in discerning and selecting theexpert, know how to use him, and when to stop dependingon him. He must also be able to detect the demagogue andknow how to deal with him.

HISTORICAL:

7. Man's intelligence has enabled him to understand naturaZphenomena and forces. Such achievements as these havebeen built on these understandings; systems for computingtime based on the earth's rotation and the length of theearth's orbit around the sun; the cycle of seasons whichgave agricultural man a basis for planning his economicactivities; the science of meteorology where factors affect-ing the current weather can be determined, with some pre-diction possible; and inventory of many of the naturalresources of the earth's crust, the relation of vegetationto climate and soil resources.

8. The unique function of historians has been to organize man'sexperiences in a framework of space and time. They are con-cerned with the total cultural heritage of all the world'speople. Scientific historians have used intelligence todevelop the historical method, an application of reflectivethinking, and through it to discover and present a recordof man's achievements that is as nearly accurate as possible.Archaeologists have recovered many of the contributions madeby many early peoples, and have pushed history back into amore distant past. Thus has been accumulated a culturalheritage that is a reservoir of data and suggests hypothesesthat are useful in solving current problems.

9. Recorded history reveals the fact that men have continuouslyused their intellects to create new ways of solving recurringhuman problems of famine, pestilence, war, domestic disorders,and many other problems. Human ability does not seem to havechanged during the period of recorded history. Human compe-tence in many areas has improved as successive generations ofmen utilized accumulated knowledge to advance the frontiers oflearning.

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10. Recorded history stresses the importance of the process ofacculturation in stimulating societal change. Through ex-change of ideas and knowledge, men ofdifferent contempo-raneous cultures have been able to enrich their own society's

heritage and push back frontiers of ignorance more rapidlythan could have been done within one culture alone.

11. The scholars of classical antiquity made many improvementsin human living but their method was deductive: a reasoningfrom the general to the particular. The technique of experi-mentation was not among their tools.

12. The development of inductive reasoning: from the particularto the general, was the step which separated the ancientworld from the modern. The sciences which are the basis oftoday's living began with inductive reasoning. Generallyattributed to Francis Bacon, it has substituted mechanicalenergy for muscle power and has extended our world down intothe atom and outward to the stars.

13. Recorded history provides many specific examples of how man'slife has been made richer and more comfortable through theapplication of intelligence especially the experimental method,to problems of mechanical invention and industrial production.For example: The steam engine, Eli Whitney's ideas of inter-changeable parts and mass production, the electric dynamo, themany applications of electricity to the operation of machines,the rotary printing press.

14. Recorded history provides many examples of the fact thatsuperstition hinders progress but that diffusion of knowledgecan drive out superstition. For example: The fears held by15th century sailors of imaginary sea monsters; the early 19thcentury belief held by many farmers that iron plows wouldpoison the soil; the popular resistance encountered by Jennerwhen he developed inoculation.

15. The Renaissance scholar's ideal of attaining universal knowl-edge was epitomized by the 15th century Portuguese king whoattempted to summarize all knowledge in a single book. Theproliferation of learning through modern times has made suchan attempt an impossible one. As research and experimentationhave expanded the knowledge available to man, areas have beensplit off and organized as disciplines. Each such disciplinehas its own set of values, methods of research, and patternsof organization that have been evolved through the applicationof reflective thinking to the content of the particulardisciplines.

16. The systematic procedure for dealing with social problems islabelled variously as scientific thinking, critical thinking,reflective thinking, problem solving, or the problems approach.The procedure has been analyzed in various sets of steps, forexample: it is proposed that the intelligent citizen concernedabout a special problem (1) defines and states the problem; (2)lists and considers the various feasible courses of action; (3)collects and interprets pertinent data; (4) reaches a tentativedecision based on the data; and (5) takes action consistent tothe decision reached.

17. The free world must prize the free mind, for intellectualliberty is the ultimate meaning of freedom. The free mind

requires the encouragement of skepticism, of doubt, and ofunconventionality. It uses controversy as a constructivemeans of social improvement, and it permits men the freedom

of speech to voice unpopular ideas. Restrictions upon free-

dom of speech become contagious, and as speaking, thinkingand acting become more circumscribed, men lose something oftheir independent status and, like animals, find security in

the herd.

18. The improvement of human living involves two categories ofsocial problems or controversies. One turns on disagreementsabout values--whether something should be done or not. For

example, in the early 1930's a value controversy developedover whether the Federal Government should give relief directlyto needy persons. The other category is made up of problemsof implementation. When the value question has been settled,the next problem is deciding how programs concerning the valuewill be implemented. For example, the American people didaccept, early in the New Deal, the federal responsibility toease suffering, but arguments grew as to the best methods andmachinery. The difference between the two kinds of questionsmust be recognized for the most effective application of intel-ligence to their solution.

19. The free competition of the market place for ideas and valuesis based upon the parallel of the free and competitive marketfor goods and services, an essential feature of the system ofprivate enterprise. It is doubtful that either could existwithout the other, for if the exceptional thought were banned,the economy would quickly become regimented, and vice versa.

20. The relationship between "pure" research and "applied science"is important. "Pure" research seeks new knowledge with nothought or concern for its usefulness except to push back thebounds of ignorance. "Applied science" selects from the find-ings, interpretations, and syntheses of the scholar those whichcan be useful in improving human living.

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21. The mass media of communication, so important in modern society'sefforts to apply intelligence to the solution of social problems,have imperfections. They cater to fears, and stress a level ofideas which is too often early adolescent. They stress entertain-ment at the expense of education. All of the techniques of propa-ganda are to be found in them. Freedom of the press has come tomean free access to sources of news, but not freedom to expressideas that are at variance with those of the publishers andowners. This constitutes a major problem.

22. Alexander Pope once wrote that the proper study of mankind is man.In the 20th century, with the realization that human intelligencemay be applied constructively or destructively and that the choiceis man's, the study of the human mind becomes science's greatestfrontier. As we understand more fully the why of human behavior,we can speak more reasonably of a science of education and canachieve more effectively the application of intelligence to theimprovement of human living.

SOCIAL GOAL III

RECOGNITION AND UNDERSTANDING OF WORLD INTERDEPENDENCE

A most important influence of modern technology has been exertedthrough modern communication and transportation. Communities which

were once isolated and self-contained have been made neighbors to dis-

tant continents. Distinctive institutions which have developed becauseof basic differences in cultures have been brought into contact witheach other and into competition. A Moslem world of nomads must deal

with complex Western economic organization. Economic activities havechanged from self-sufficiency to specialization, as modern industry hascome to depend on imports of scarce materials from far places, and as the

reciprocal export trade has grown to be essential, markets have becomeglobal. Freedom of movement to all parts of the world has become a fea-sible luxury, verging upon tomorrow's necessity, and if we are not citi-zens of the world, we are world members. The stage upon which our nation'srole is cast has already become the planet so that we must affect and beaffected by Asians, Africans, Australians, Argentians, and Austrians.

The world has shrunk but it is more complex and harder to understand.In it can be found, existing now, nearly every stage of social evolutionfrom the savage, through barbarism and feudalism, up to the experimentalpatterns for day after tomorrow. The intricate machinery of modernindustry clanks and roars by the side of ancient handicrafts and bothmust make adjustments. "Democracy" has taken on a dozen conflictingmeanings. No part of the world is more than twenty-four hours away, noIron Curtain can completely shut out free ideas; but neither can we quaran-tine successfully against communicable disease, ignorance, or intolerance.News of happenings on the other side of the globe may reach us almostinstantly but our mass media do not necessarily provide us with a repre-sentative or objective view of them. Our best hope for physical healthand a free society is to extend technology and education so that povertyand ignorance may be overcome. We greatly need an appreciation of thevalue of difference. We need to know and accept responsibility for theeffects of our actions on other peoples and cultures.

Following are illustrative concepts, generalizations, and contentto be used in the development of Social Goal III--

GEOGRAPHIC AND ECONOMIC:

1. One major factor in the high degree of world interdependencethat exists today is found in the conditions of modern trans-portation and communication. Round-the-world travel is measuredin hours, and round-the-world communication is instantaneous.The transport of raw materials and manufactured goods from anyregion of the earth to another is relatively speedy and inexpen-sive, although the degree of speed and expense varies with thestage of technical development and other cor41tions in a

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particular area. An understanding of the significance ofmodern technology as applied to transportation and communica-tion is essential for understanding the degree and importanceof world interdependence today.

2. The belief that more exports than imports constitute a favor-able balance of trade stems from 17th century mercantilism,when gold was synonymous with wealth and was thought to bethe basis of national power. The more modern idea that wea/this measured by usable commodities has required a new defini-tion of "favorable balance" and a new emphasis on the impor-tance of free exchange of goods.

3. The peoples of the world are mutually dependent on one anotherin their universal efforts to improve their standards of living.Mineral deposits, fertile soil, sources of power are present insome countries, absent in others. No nation is economicallyself-sufficient. Each must develop its own limited resourcesand trade its surplus products to get goods from other nationswhich cannot be supplied at home. The idea of American self-sufficiency, which has been widely held in the past, must bereexamined in the light of the present-day economy whichrequires large imports from other countries.

4. Trade is seen, in the modern interdependent world, as a wayof sharing resources and skills and so permitting each area toproduce that which it can best produce. Through such areaZspecialization men can improve their standards of living. Asthe country of Iran, for example, develops its oil resourcesand sells oil to people in other parts of the world, the moneyearned can be used to build the roads and irrigation systemsthat are needed to bring greater prosperity. People who earntheir livings on the wheat ranches of Australia live more com-fortably if they can sell their wheat and use the money to buymany products that they could not make (or could not make verywell) for themselves.

5. International trade today affects man's life in every part ofthe earth to some extent. Even the most remote communities,where modern transportation and communication have not reached,are affected. For example, people who live in the interior ofthe Amazon Valley live simple lives, using mostly the thingsthey can make or raise. But they carry some of their produceto trading stations, where they exchange it for manufacturedgoods.

6. With all its benefits, however, the idea of area specializationrequires a frequent pro and con reexamination. Increasedfacilities, the speed of international commerce, and its many

potentially positive effects on human living urge its increase;

military factors, related to national survival in a "coldwar world", may argue for self-sufficiency where possible

and stockpiling for the rest.

7. In spite of scientific and technical progress, of surpluseson American markets, and of our high standard of living, westill live in a global economy of scarcity. The planet con-

tains great extremes in the distribution of material goods;in many regions people exist on very low standards of living.If present levels of production remain static, any equaliza-tion of standards of living will require the reduction ofthe highest if others are raised; a generally higher livingstandard for mankind depends on expansion of productivecapacities throughout the globe. This fact underlines theurgency of technical assistance programs on a world-widescale.

POLITICAL:

8. The role of the United States in world affhirs today is basedon a recognition of the interdependence of the peoples of theworld. If the days ever existed when the leaders of a modernnation could safely devote most of their time to matters pri-marily domestic and treat foreign affairs as a stepchild, theyare certainly gone forever. Revolutionary developments inindustrial technology as well as in military science in recentyears have left little leeway for isolationism in internationalaffairs, particularly for nations whose resources and wealthmake them leading world powers. Thus the United States has nochoice but to play an active part in the affairs of the inter-national community.

9. Recognition by the United States of the need to replace isola-tionism with interdependence in today's complex world is illus-trated by its alliances and regional agreements, the foreignaid program, its international trade patterns, overseas loansfor industrial development, and its participation in the UnitedNations.

10. Although we live in an interdependent world today internationalpolitical organization is still based on the existence of inde-pendent and sovereign nation-states, some of which are moreimportant in world affairs than are others. To be a first-rateworld power a nation must posses (a) a population large enoughand of high enough quality to operate a modern technical society;(b) a secure access to adequate supplies of coal, iron, oil,and other strategic resources; (c) an efficient business-industrial financial organization; and (d) significant interestin international affairs.

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11. World interdependence dmplies a necessity for cooperation bythe various national states in the interests of all. Since

no nation can unilaterally set its own terms for foreign con-tacts, international relations today must aim at the accomoda-tion of conflicting goals and interests. Securing a mutuallyagreeable consensus among independent states is the task ofdiplomacy.

12. Rapid communication and transportation have vastly increasedthe speed of international contact. This fact, combined withpresent-day insistence on comprehensive news coverage, haschanged the conditions and techniques of international diplom-acy. Opinions of statesmen, actions of nations, and behaviorof the military are frequently reported around the world withinminutes or, at most, hours after the event. As even diplomaticinterchanges are often flashed to all of the world almostinmediately, statesmen can no longer count on time for reflec-tion as they attempt to reconcile differences between nations.

13. The task of the diplomat has been Arther complicated by thegrowing influence of public opinion on international politics.The increased desire for democratic control of foreign policyhas led to a growing reliance on open and public diplomacy asopposed to discussion and barter behind closed doors, This inturn has lessened the freedom of action of the diplomat andcut down his ability to compromise. The net result has beena greater difficulty in achieving a successful consensus alongwith an increasing tendency to use diplomatic interchanges asa means of propaganda rather than as a serious forum fornegotiation.

14. The United Nations stands as the leading example of the currentinterdependence in world politics, as well as of the promiseof greater international political interdependence. The UnitedNations possesses no sovereignty and is often the arena forbitter rivalry among nations, but it serves as a meeting placefor international contact as we/Z as a forum for the expressionof world public opinion. The United Nations has an impressiverecord of accomplishment in limiting the effects of internationalpolitical controversy but the achievements of its specializedagencies overshadow even these accomplishments, for here thepeoples of the world have worked together to improve conditionsof living in health, food supply, communications, and many otherareas.

HISTORICAL:

15. Recorded history tells the story of men finding ways to livetogether in ever-larger groups inhabiting ever larger areas.As social and economic groups grew in size and specialization,a division of labor and a sharing of responsibility for the

public work done by al/ far all developed.

16. The period of the great discoveries and explorations of the15th and 16th centuries increased man's horizon and Zaid thebasis far the idea of world interdependence.

17. Until recent times, most of the people of the world felt littledirect effect of events outside their own community. In West-

ern Europe during feudal times, for example, each manor was aself-sufficient unit for the most part and people had few con-tacts outside their little community. During the long colonialperiod of Spanish America, most people lived in villages or inhaciendas with little contact beyond their local community.When the first settlers came to America, each little group livedalmost entirely to itself and from the efforts of its members.As the pioneers moved west into the United States, each familyor each frontier settlement had to live largely from its ownefforts. This is in sharp contrast to today's situation inwhich most people in industrialized areas of the earth aredirectly affected by national and world events.

18. The industrial revolution, the development of modern transporta-tion and communication, and the growth of industry in the 19thcentury provided the implements for expanding local, regionalInd national economies so that some economic enterprises nowoperate on a world-wide basis.

19. During the modern perio41, the consolidation of a number of smallcountries into larger national states and the growth of largecolonial empires were examples of the recognition of interdepen-dence within increasingly large units.

20. America was discovered during the period of global eAploration.In the course of these explorations and the advances in astronomythat accompanied them, knowledge of the world as a planet wheremany communities of men lived grew in the minds of many people.

21. The economic development of the Americas fromto that of &mope. Colonial America suppliedpowers of Europe with precious metals and rawreceived manufactured goods in return.

22. The economic development of the United States has been affectedby development in EUrope from the early national period. For

example, European capital was invested in American enterprises,

the start was tiedthe imperialmaterials, and

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and the cotton economy of the southern states depended in part

on the European market

23. The development of railways and the growth in size of oceanvessels in dhe second half of the 19th century brought the newgrain-producing areas of the West into the European market.The domestic prices of American cotton meat, and wheat weredetermined by the market price in Liverpool, England.

24. The people of the United States brought the English language,their religions, and social and cultural conventions fromEurope. Scholars returned to Europe to study and a steadystream of new immigrants and a flow of ideas from Europe toAmerica kept the culture of America in touch with that of Europe.

25. The steady stream of immigrants from Europe in the period1840-1914 illustrated the dependence of unemployed Europeanson the United States for new jobs and the dependence of thedeveloping American economy on Europe for a supply of labor.

26. Until about 18703 the United States was an immature debtorcountry with more imports than exports. The balance was coveredby money moving from Europe to America as investment or specula-tion. From approximately 1870 to 1914, our status was that ofa mature debtor. Exports of commodities exceeded imports butmoney moved from America to Europe as dividends or interest onthose investments. After 19143 the United States became animmature creditor nation, with more exports than imports, thebalance covered by American money going out as loans, credits,and investments. We could become a creditor nation if we wouldpermit more imports than exports and covered the money deficitby the returns on our outlays abroad.

27. The history of the United States shows an interesting pattern ininternational awareness. From Washington to Jackson, while thenew nation stabilized its relations, every President had diplo-matic experience. There followed almost a century when theAmerican people were preoccupied with the political and economicconquest of a continental domain. This preoccupation, plus thefact that the United States had not entered into the great alli-ances of the 19th and early 20th century, built up an illusionof isolation which the economic, social, and cultural facts didnot support. Participation in two global wars, the Korean War,the effects of a world-wide depression in the 1930's and theposition of the United States in world affairs today have edu-cated American citizens to at least a degree of awareness ofthe nature of world interdependence. They have learned, tosome extent, to accept for the United States a role of leader-ship in world affairs.

SOCIO-CULTURAL:

28. Modern transpoTtation and communication have made it possiblefor all peoples on the planet to be neighbors. If an earthquakein Japan or a flood in the southwestern part of the United Statesinjures people and ruins their homes, the news is spread bymodern methods of communication and people in far-away placescan send help at once--and usually do. When the British Queenis crowned, the President of dhe United States is inaugurated,or an election is held in Italy, people all over the world canfollow the event by radio and/or television.

29. While there are many important differences among the peoples ofthe world, there are aZeo important similarities; the similar-ities are not always those of common nationality, but may besimilarities induced by a common occupation, ideology, or otherfactor.

30. When modern transportation and communication reach a formerlyisolated people, the way of living changes rapidly. For example,within one man's lifetime the people of Turkey have changed manyphases of their way of living. Some of the changes include:free public schools for girls as well as boys; irrigation systemsto increase crops; modern systems of roads, railroads, and air-fields; more opportunities for women to live independent lives;and more trade with the rest of the world. While these changesmay have occurred rapidly, they may well have brought pain andeven tragedy to the generation experiencing them.

31. Interdependence of peoples causes them to share disadvantages(as the spread of disease) as weZZ as advantages (benefits oftrade, exchange of information). An influenza epidemic in Indiamay spread quickly to America and Europe, as travelers andcargoes of goods go to other parts of the world. Just as surely,

the effects of ignorance and prejudice in a local or nationalcommunity become a national or an international problem. Polit-ical disorder on the other side of the world becomes an Americanproblem. The peoples of the worZd must learn to cooperate tcmake the most of the advantages of interdependence and to avoidor control the disadvantages that may accompany it. Americansmust learn to work with other peoples who may have differentideas and customs in order to do this.

32. Since cult:tries consist of learned ways of doing things, theycan be modified by research and education. A world-wide utiliza-tion of scientific knowledge and technology is at work buildingcommon elements into all cultures.

33. There is a growing awareness that technical assistance to under-deveZoped areas is not enough. The people of these areas alsoneed help in problems of government, business organization, andadministration, finding markets for thtiir surplus products, and

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in many other problems which are political, social, and economicrather than purely scientific and technical. And unless a peoplewants help it is impossible to force it on them.

34 One of the major threats to peaceful interdependence is ideologicaluniversalism, the idea that the beliefs of one group ought to befastened upon the whole world. Americans think that democracyand private enterprise should be globally accepted; Russia seeksto enforce communism and totalitarianism on everyone.

35 Sectionalism applied to ideoZogies has been a cause for divisive-ness, and its fruits still plague us. Western culture has paradeditself in Asia and Africa as superior to indigeneous civilizations.Colonialism as practiced by the British, French, and Dutch hasantagonized their subject peoples who, now independent, bendtheir best efforts toward neutralism in the conflict betweencommunism and the Western world.

36 One of the major temptations which today's United States mustresist is that of urging other peoples to do things our way andto accept cal of our values. The rest of the world resents thisattitude. The United States.must develop attitudes toward otherpeoples and ways of working with them that are based on recogni-tion of and respect for cultural differences, and on a willingnessto work out, together, answers to existing problems.

SOCIAL GOAL IV

THE UNDERSTANLTNG OF THE MAJOR WORLD CULTURES AND CULTURE AREM

Western culture developed historically in relative isolation fromthat of other parts of the world. In an area centering around theMediterranean Sea, men developed institutions, morals, and values whichbecame the elements of a civilization which is homogeneous in spite ofrival nationalities, differing languages, and competing economies. This

Western culture migrated to the American continents with the white manand found in the breadth of the Atlantic Ocean a new basis for isolation.The 20th century, however, has seen this isolation destroyed. The tech-

nology of transportation and communication has brought non-Western cul-tures into immediate juxtaposition with Western civilization and thetwo worlds face the urgent needs to understand each other.

In the twenty years following the end of World War II, the numberof free and independent nations has more than doubled. These new nations,

in the main in Asia and Africa, were once colonial possessions ofEuropean empires and their nationalism is sharp and obvious. Proud of

their independence, they tend to emphasize their distinctiveness, theirequality, and their differences.

If this shrinking world is to grow in peacefulness, we must makeformidable efforts to know these peoples and their cultures.

Following are illustrative concepts generalizations, and contentto be used in the development of Social Goal IV--

HUTORICAL:

1. When European nations, bent on empire-building, overran andconquered much of Asia, they destroyed the independence ofpeoples who had had a long history of cultural attainment.With the return of independence to these people, the continuityof their culture has been emphasized.

2. The slave trade which brought the Negro to America in the 17thand 18th centuries destroyed indigenous cuZtures in Africa whichcompared favorably with their contemporary counterparts in Europe.Warfare, the purpose of which was the capture of neighbors to besold to slave-traders, destroyed villages and towns, decimatedthe population of areas, and pushed the survivors.back into primi-tive cultures.

3. In the Cold War between the United States and the USSR, eachside cultivated the newly independent nations, seeking theirfriendship and support in the economic and propagandistic rivalrybetween East and West.

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4. Each of the great cultures developed its distinctive elements

to meet challenges posed to it during its history. There is

a reason for each part of the culture--the values, the mores,

and folkways of each civilization.

POLITICAL:

5. The assembly of the United Nations has been a frequently usedarena for the competition of the USA and the USSR, in seeking

the support of Asian and African nations.

6. In the theory of international relations, each nation issovereign and the equal ofevery other nation. By this theory,

each member nation of the United Nations has one vote in theAssembly. New nations without experience in world affairsmight pass motions committing the older, larger, or wealthiernations to ruiaous actions if they take concerted action alonggeographical or racial lines.

7. Under the guidance of Nehru, India took a consistent positionof neutralism in international relations and persuaded a numberof Asian and African nations to follow her leadership. Thisneutral bloc exercised a "balance of power" influence in theUnited Nations and in world affairs.

ECONOMIC:

8. Technological developments in communications have accentuatedthe distinctions between the rich and poor, the have and thehave-nots. The latter now learn of the wealth of Westernnations through radio, movies, and television; they activelyresent their poverty and are envious of the wealthier peoples.

9. The United States has undertaken to help the less wealthynations raise their standards of living. We have appropriatedlarge sums of money to be spent as foreign aid; most of thismoney has been used to purchase American goods and machinerywhich were then sent to the nation needing aid. Thus while

helping other people, we have supported American production.

10. Great numbers of American tourists travel abroad each year and"tourism" is an increasingly important contribution to thenational incomes of many nations. Our tourists travel notonly to Europe but are now finding their way to Asia and Africa.While most of our tourist travel is in our summer, there is agrowing vacationing in the tropics and the Southern Hemisphereduring our winter.

SOCIO -CULTURAL:

11. The American Point Four program has aimed at improving stamdardsof living in under-industralized countries by sending Americantechnicians and specialists to teach other people our "know-how".

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12. The Peace Corps has aimed to Zet other peoples learn aboutAmericans and American Ways by sending American young peopleto live, teach, and work with other people.

13. Tourism is becoming a two-way street. An increasing number ofEuropeans, Asians, Africans, and Latin Americans are coming astourists to the United States.

14. In our Eastern cities, along our highways, and at our scenicattractions, more and more people are to be seen dressed dif-ferently from Americans, speaking with foreign accents, andtrying our distinctive foods with gingerly adventure. Americans

have been too apt to regard these folk with an air ofsuperioritywhich is really based on provincial ignorance.

15. Cultural diversity is satishing to the people of a culture andmay be stimulating for their world neighbors. Difference in

costume, however, may add to comfort and health as well as beingesthetically more pleasing than a uniform world garb. Many

people may be well-nourished with a variety of different foodsprepared in a wide variety of ways. However, there is no need

to accept and defend customs which are harmful and distastefulto people in order to maintain diversity. Sanitation, a proper

diet, insect control, antiseptic surgery, and internal medicineshave more to offer than the tribal medicine man can supply.

16 Social evolution among the world's peoples has moved in differentdirections and at varying rates. Social organization ranges froma fluid class system in some of the smaller European countriesto the caste systems in Asia. Slavery as an institution stillexists in some countries and forced labor accompanies totali-tarianism. The individual's personal and social rights arerespected in some societies, are controversial in some, and aredisregarded elsewhere. There is a growing knowledge and under-standing in the variations in social organization from one nationto another, and of the resulting effects on the internationalrelations of sovereign states.

17. As new nations have attained independence, each tends to stressthe distinctiveness of its culture. For example, the Irish havemade Gaelic their official language, even though they use Englishfor most of their economic, social, and political activities.

18. Some systematic pattern for the study of cultures and cultureareas would be essential in formal education and desirable forinformal study. One sample pattern is here prOposed: (1) the

physical environment in which the culture has developed; (2) thesocial institutions of the culture; (3) the economic activities,studied in relation to environment and institutions; (4) thepolitical machinery; (5) the system of values, folkways, mores,ethics, and religion; and (6) the history of change from a pre-vious simpler society to the present complexity.

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31' 0

SOCIAL GOAL V

THE INTELLIGENT USES OF THE NATURAL ENVIRONMENT

The world of nature in which man finds himself and of which he isa part has conditioned where and how men live. In the earliest phases

of primitive life, the physical environment was a dominant force indetermining economic activities, religious practices and beliefs, socialand political institutions. Indeed, the considerable difference in theseinstitutions which may be found throughout the world, historically andtoday, may be accounted for in part by differences in natural environ-ments. Each great stride in technology of land usage and adaptation tophysical environment has caused or permitted changes in basic institu-tions. That adaptation has ranged from complete conformity to naturalmandate to developments such as irrigation, improvements in building,and modification of plants and domesticated animals so that the originalmandates have been negated. While man satisfies his basic physicalneeds in a habitat, the improvement in transportation may alter basicallythe use of that habitat by encouraging specialization for which theregion is especially suited rather than by requiring self-sufficiencywithin regions. In many other ways, men are constantly studying thenatural world and are finding ways to use its forces and resourcesintelligently.

The physical environment still stands unconquered in many impor-tant aspects. Floods, droughts, and major storms are threats tophysical and economic security; the scanty depth of soil fertility andthe falling water table stands as threats to growing populations. Human

ingenuity, however, has so far kept ahead in the race with the exhaustionof basic earth resources by ferreting out new deposits and by inventingsubstitutes. In today's world, men are looking to the stars not onlyfor poetic inspiration, but as new horizons of the natural world whichbeckon to today's explorers and pioneers.

Following are illustrative concepts, generalizations, and contentto be used in the development of Social Goal V--

GEOGRAPHIC:

1. Through knowledge oi astronomy, geology, and geography, modernman understands the general pattern of the universe in whichhis planet is placed, and some of the theories about the originof his planet, the earth, and the nature of the earth's surface.Through the science of meteorology he has learned to predictthe weather within limits. Similarly ocean currents have beencharted, land forms mapped, and other information cataloguedwhich man can use to adapt his life to those natural forceswhich he cannot control.

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2. Man has recorded his knowledge of the earth's surface on mapswhich aid him as he travels over the land surface. Maps, plusa knowledge of navigation, made it possible for men to visitany point on the earth's surface and return home. Various

types of maps have been developed. Each is most useful for a

particular purpose or purposes. Ability to interpret thevarious types of maps as well as a knowledge of the uses towhich each may be put effectively, is necessary fbr under-standing man's natural environment.

3. About three-tenths of the earth's surface is land!, about seven-tenths is water. The land surface of dhe earth is uneven, withplains, river valleys, hills, and mountains. The water surfaceof the earth includes oceans and seas, lakes and rivers andtheir tributary streams.

4. Land is used for many and varied purposes. Some of it is used

for farming, grazing, or the raising of timber. On some of it

towns and cities, with their homes, stores and factories arebuilt. In some places minerals are taken from the land. In

others, as in the national parks of the United States andCanada, the land is used as a place for recreation and toencourage the growth of wild flowers, plants, and animals.Some land is used for purposes of transportation--roads, airfields, and railroad tracks. Finally, some land cannot beused for anything; in fact about half of the earth's surfaceis still not habitable by man in spite of his technologicaladvances. The main barriers are lack of water and unfavorableclimate.

5. As man has explored and settled the land surface of the earth,he has used it sometimes wisely and sometimes very unwisely.Today men are still exploring and charting some parts of theearth's land, such as the polar regions and some of the interiorregions of Africa, Asia, and South America. They are alsostudying land that has long been settled, to learn how best topreserve or restore its fertility, what minerals exist in it,and how to use resources more economically. Men have learneda great deal about how best to use land, and how to utilizeland formerly thought worthless. They have learned to testsoils and add needed fertilizers, to build land terraces inorder to increase the arable acreage, and to develop new cropssuitable for particular soils and climates. Improved use of

the world's land requires incessant work to control insectpests, plant diseases, and vegetation itself and some of thecontrols create new problems. In some parts of the earth, asin many hot, wet lands, the labor required to control naturein order to use the land has not been worth the returns.

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6. Without water, man could not live on the earth. Men use water

to subsist and to keep clean. Without water there would be nofood--animal or vegetable. Without water the wheels of industrywould not turn. Waterways have been used as a means of travelfor centuries, and for the transportation of goods of all kinds.Both salt water and fresh water are *portant sources of food.In many parts of the world, and of the United States, there isdanger of water shortage caused by overuse and by pollution.

7. Just as men have studied ways of improving their use of land,so they have discovered many things about better use of theearth's water. By irrigation, vast areas in the soudhwesternUnited States, northern India, Israel, and other Middle Easterncountries have been transformed from desert or semi-desert intoproducing fields and groves. By river valley developments suchas the Tennessee Valley Authority and huge dams such as theGrand Coulee, rivers have been controlled and harnessed forman's use. By building canals, such as the Suez and the Panama,better water routes have been Created for travel and transpor-tation of goods, Studies are being made of methods to harnessthe power of the ocean tides, and to cultivate "crops" of seafood.

8. Climate affects where and how people live. Few people live indeserts, either hot or cold, or in rugged mountain areas becausethe climate is severe, and it is difficult to earn a living.Many people live in regions where the climate is comfortablemuch of the year, and where it is favorable to farming andother kinds of work. Climate affects the kinds of houses peo-ple build and the kinds of clothing they wear. Man cannotchange ehe climate, but he can provide himself with houses,clothing, and the like, so that people can live comfortablyin the climate of their region. Through air-oonditioning andheating, man has created an immediate environment conducive tohealth and comfort.

The climate of a region affects the kinds of crops that can beraised. In desert regions with little or no rainfall, cropscannot grow without irrigation no matter how rich the soil.In a region with plenty of rainfall and where the soil is good,many kinds of crops can be raised. In a region with mmallamounts of railfall, but enough to grow grass, grains such aswheat are raised. Sheep and cattle are raised in these regions,too. Forests grow in regions, either hot or cold, where thereis plenty of rainfall.

9. Natural forces, such as earthquakes, storms, or droughts, areconstantly changing the face of the earth. Some of the changesare cataclysmic, some are evolutionary. Men cannot controlthese forces, but they can work with nature to reduce the badeffects of such forces. For example, erosion injures or destroys

valuable farm land when floods or dust storms follow rain orwind storms. Correct use and cultivation of grasslands,adequate programs of reforestation, and systematic care ofriver channels would help to prevent or at least reduce erosion.The stories of Tennessee Valley Authority and of the "dust bowl"in the United States illustrate the need and some possibleremedies.

10. As men learn more about the forces of nature, they are able toprotect themselves against such natural dangers as storms andfloods. For example, when weather planes follow hurricanes andbroadcast information about the storms, people can prepare forthe effects. As men learn more about the causes of erosion,they can take steps, such as reforestation, contour plowing,or the cultivation of the correct crops, to halt it. Throughcooperative studies, such as those carried on during the Inter-national Geophysical Year, men can vastly increase their knowl-edge and insight concerning the forces of nature and how bestto deal with them.

11. Man's knowledge of the universe has been increased through theuse of recent technological advances. Space exploration hasresulted in enabling man to learn more of other planets, andto understand better the relationships between those planetsand earth.

ECONOMIC:

12. Spatial factorsphysiography and resourcesare among the basicfactors which determine where many industries are located. Forexample, many people living on the sea coasts earn a living byfishing and related industries. In a region where mineral re-sources are discovered, many people are engaged in mining andprocessing the mineral ores. Where the resources of rich soilare combined with favorable climate, farming is an importantoccupation. Today, however, modern technology--especiallytransportationhas enabled men to move many resources to fardistant places for processing and manufacture.

13. Improvements in the technology of transportation are underminingthe necessities of national self-sufficiency as the growth ofcommerce has lessened man's dependence on the immediate regionin which he lives. Were it not for economic nationalism, tradebarriers, and the almost constant threat of international dis-order, a real specialization in economic production would befurther advanced.

14. The cost of natural resources, whether to individual or nation,tends to increase as diminishing supplies entail greater economicefforts to secure them, and also as greater amounts must be

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spent to manage and conserve them. This affects not only thecondition of the domestic economy of a nation, but also rela-tionships with other nations.

15. Industrialization, increasing population, and mounting worlddesire fbr higher standards of living have accelerated theur&ncy of wise use and management of our natural resources.At the same time, current experimentation promises to helpman in his control of nature, and therefore in his efforts toimprove living standards by discovering new sources of power,ways of increasing the food supply, and new ways of utilizingraw material resources. The promise of the latter, however,has not yet replaced the need for the former.

16. The programs of technical assistance that are being carriedforward on an international scale are calling attention anewto the problems of water, soil, fertility, erosion by water andwind, climate, and all the natural factors which determine pro-duction of food and raising questions of what to do about them.

POLITICAL:

17. Man's intensified use ofnatural resources and increased exploi-tation of thew has been accompanied by changes in social,economic, and poZiticaZ institutions. To illustrate: patternsof family organization and living have altered drastically as aresult of urbanization and industrialization that has accompaniedthe development of natural resources. The corporation has beendeveloped as an institution capable of amassing the capitalrequired for and acquired from concentrated exploitation of earthresources. In the United States, American citizens have estab-lished government agencies to study nature and have used thestudies to make intelligent adaptations. Specific agencies are:the Public Health Service; Coast and Geodetic Survey; GeologicalSurvey; Weather Bureau, Naval Observatory; and the AgriculturalExperimental Stations. Today, air and stream pollution havebecome serious problems which require governmental attention atlocal, state, and national levels.

18 Failure to use naturaZ forces intelligently has had negativeconsequences throughout history. Thus once-flourishing cities,located in areas then fertile and arable, are now marked onlyas ruins in desert areas. Failure to control natural forcescontributed to their ruin.

19. Natural factors have also been important in the rise and fallof empires. Thus the search for more plentiful resources hasled to migrations, raids, and conquests throughout history.To give another example, distance has historically limited

governmental power by reducing the ability of the state tomaintain law and order on remote frontiers. In a day when

transportation and communication were limited to the speed withwhich a man and/or beast could travel, the Roman Empire suffered

from its very size. The federal principle of government hasbeen devised to reduce the handicap of distance by dividingpolitical power between local and national governmental units.It has remained for modern communication and transportation todecrease the importance of distance as a major factor in govern-

ment.

20. In an increasingly interdependent society, people demand from

the government some measure of protection and heZp when theforces of nature bring disaster to man. Thus the Federal

government of the United States is called upon for preventivemeasures and/or relief when flood, drought, or other natural

disasters occur.

HISTORICAL:

21. Primitive man increased his power over nature by inventing thelever and stone tools, discovering how to use fire, designingclothing, and domesticating plants and animals.

22. The invention of irrigation was the basis for the civilizationswhich grew up in the great river valleys around the easternMediterranean.

23. Great civilizations developed in regions which were geographicallyfdvored in fertile river valleys and in regions with adequaterain, temperate c1imatets, and streams which provided a system oftransportation.

24. During the great period of exploration and discovery in the 15thand 16th centuries, men learn'ed about the totaZ surface of theplanet on which they lived and prepared maps which made it pos-sible for them to use the total surface as an area for travel.For example, the American continents were discovered and colo-nized after man had mastered the arts of boat building, naviga-tion, and map making to the point where he could maintain regular

,travel between Europe and the Americas.

25. The great discoveries of the astronomers in the 16th and 17thcenturies provided a foundation upon which modern man has builthis present views of the universe.

26. Mercantilist economies desired colonies which would produce rawmaterials. This led to the first wave of empire building. The

inchatrial revolution, which broadened and intensified the demandsfor raw materials from all regions of the earth, further encouragedefforts at empire building.

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27. The geography of an area has helped to mold a people'sorientation toward empire. The Greeks, the British, the Japan-

ese have built maritime empires; the Persians, Romans and the

Russians have sought to dominate great land masses.

28. In the process of exploration and colonization durtng the modernperiod, knowledge has been gained about the races of mankindand their problems of adjusting to many natural differences ofclimate, rainfall, resources, etc., in many areas of the world.

29. Natural resources heavily kfluenced the development of eachregion of the Western hemisphere during the colonial period.Spanish colonists were interested in mining and land, Frenchcolonists in the fur trade, English colonists in agriculture,although these were not exclusive concerns.

30. The paitern of settlement of lands now included in the UnitedStates illustrates the effects of natural forces on man'sDependence on water transportation held the colonial farmersclose to the navigable rivers of the Atlantic seaboard. The

Westward movement which settled a continental domain contendedwith mountains and other barriers. It utilized navigable streams,

it divided a continent into parcels of land which were easilylocated from maps, and it developed roads and canals. Eventually,

technology came to its aid in the form of railroads and tele-graphs to complete the task of maintaining a single economyunder a single government on a continental scale.

31. Many episodes from American history offer proof that man'sadaptation to life on a relatively unsettled continent was noteasy. The large number of deaths which occurred in the firstyears of the early settlements, the knowledge of woodcraft whichthe frontiersman had to develop in order to survive, are examplesof acclimatization and adaptation by the use of intelligence.

32. The transition from woodsman to farmer which took place on theadvancing frontier brought dhanges in the environment, especiallythe destruction of the forest and the destruction of the wildanimals which depended on forest and prairie for food. The

later transition from an agricultural to an industrial economybrought still other changes in the environment and in resourceuse as modern industrial processes demanded a wide range ofmineral and raw material resources and urbanization transformedthe landscape.

33. The conservation movement which began early in the 20th centurywas a reaction against the wasteful exploitation of naturalresources. Its viewpoint was to encourage citizens to viewtheir country as a garden to be cultivated for long-term useand beauty rather than a land to be exploited for short-termgains. The wise use of natural resources is still one of ourmain areas of public concern.

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34. The growth of science has increased man's knowledge of naturalforces and natural phenomena. Modern chemistry, for example,has opened new ways for increasing the fertility of the soil,for weed and insect control, and has developed improved seedsand farm animals. On the basis of such new knowledge man hasincreased his control over nature or made more intelligentadaptation to the forces he cannot control.

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SOCIAL GOAL VI

THE VITALIZATION OF OUR DEMOCRACY THROUGH AN INTELLIGENTUSE OF OUR PUBLIC EDUCATIONAL FACILITIES

If we would preserve and use our major freedoms, each personmust recognize the cause-and-effect connection between his freedomsand the social responsibilities which they entail. In an earlierAmerican society, both responsibilities and freedoms were easier dis-cerned, and participation in social affairs came more naturally forthe young. In our present more complex society, where social, political,and economic relationships are more impersonal, society's dependenceupon formal education has become greater and its assignment to the publicschools has also become more complex.

The role of education in training for vocations, or of providingthe knowledge and skills which vocations require, is generally acceptedand relatively easy to implement. The task of education to make personsmore intelligent and skillful in taking their places in society, and inimproving that society, is less generally accepted or understood. Democ-racy demands a higher level of self-discipline and social morality thandoes an authoritarian government; a responsible social role is harderto perceive and fulfill in a complex urban society than in the simplergroups of the past century. Modern production, distribution, research,and utilization of services are largely group rather than individualfunctions; today's politics are impersonal, social groups are large,and it is difficult for the individual to find his place in them. TheAmerican public school system is unique in providing our society witha major instrument for bringing together all of its people in an attemptto teach individual members how to carry out satisfactorily theirresponsibilities.

With a rising birth rate and a rapidly increasing population, withan expanding curriculum in the schools as our society wants more subjectfields taught, and as modern education learns to use more specializedfacilities in the better accomplishment of its assignments, public edu-cation grows more expensive. One of our serious lags has been a failureto find appropriate ways of financing these added costs. School taxesstill fall predominantly on real property, and wide variations in educa-tional services exist between rich and poor communities and betweensections of the nation. Discrimination still curtails the quantity andquality of education of segments of the population. We need to recognizethat ignorance and other effects of inadequate education in any part ofthe country can threaten the whole nation as surely as an infectiousdisease.

Following are illustrative concepts, generalizations, and contentto be used in the development of Social Goal VI--

HISTORICAL:

1. Education is a process by which the young are inducted into thesociety. It has the double purpose of transmitting the culturalheritage and preparing the individual for his civic, economic,and social responsibilities in society. In primitive societiesand those with simple organization, education was primarily afunction of the family and was achieved by the child's imitationof or participation in adult activities.

2. Training the young in moral and spiritual values has historicallybeen a Anction of organized religion working through churchesand of the family as the unit of instruction.

3. For that learning which went beyond social induction and morality,throughout history the wealthy have depended upon tutors, or insome societies such as the Greek and Roman, upon private schools

or academies.

4. Through the medieval period in Western Europe and well intomodern times, the church was the chief agency for education.Church-sponsored and operated schools still constitute a majorpart of the educational systems of many countries.

5. The early settlers in English America established schools forreligious purposes, and this motive dominated education in theEnglish colonies through most of the colonial period.

6. In the New England colony of Massachusetts, the responsibilityof the community for education of the young was recognized inthe laws passed during the first decade of settlement. The

first step in establishing the American tradition of publicresponsibility for education was thus taken.

7 The need for an educated citizenry, if the United States were tosurvive, was recognized by Jefferson and other like-mindedleaders of the early national period. The achievement of univer-sal white manhood suffrage during the Jacksonian period madeelementary schooling for the masses a civic necessity. The

increasing need for literacy for vocational success during the19th century gave added impetus to the movement for tax-supportedpublic schools. Socially minded members of the upper classesjoined forces with leaders of humanitarian reform groups andspokesmen for the early and as yet unorganized labor movement toprovide common-school education as a means of providing economicopportunity to children of the masses as well as of preparingthem for citizenship. During the first half of the 19th century,the battle for tax-supported elementary schools was fought andwon in most states north of the Mason-Dixon line.

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8. Religious divisions among the Am,,rican people, which led tobitter struggles over the allotment of public funds to sectarianschools, combined with the constitutional provison for seperationof church and state to bring the establishment of tax-supportedpublic schools on a secular basis, under control of state andlocal officials.

9. As the 19th century moved along, increased recognition in theUnited States of the importance of schooling for occupationalsuccess brought the rise of the private academy and after 1876,of the tax-supported public high school. The past century hasseen a steady increase in the years of schooling completed.

10. The development of elementary education for the masses in theUnited States was paraZZeZed or soon followed in most westernEuropean countries. It is significant, however, that a single-track system of tax-supported public schools dominated theeducational scene in the United States in contrast to a double-track system of mass and class education in most Western Europeancountries.

11. Twentieth-century education in the United States has seen achange from regimented classrooms to an informal atmosphere,and at the secondary level, from a narrow, college-preparatorycurriculum to a program of great variety.

12. The steady trend toward a higher level of formal schooling, ahigher level of literacy, and the increased popularization ofknowledge hac affected higher education as well as that at theelementary and secondary levels. An increasing number of publicschool systems include two years of advanced secondary or juniorcollege work, beyond the senior high school. Publicly supportedcolleges and universities, as well as private collegiate institu-tions, enroll an increasing percentage of college-age youth.

ECONOMIC:

13 One of the major social purposes which schools serve is that oftechnical and vocational training. Basically, vocational educa-tion seeks the three R's for all at a level of skill which issocially acceptable. In recent years, the importance of teachingsound work habits and human relation skills for occupationalsuccess is increasingly recognized. Beyond this, the modernschools are expected to train in basic abilities required byspecific occupations and in a general understanding of the func-tioning of the economy.

14. Spending wisely, as well as earning at a maximum level, is a partof economic efficiency in modern, industrialized society. Teach-ing the skills and habits of efficient consumership has beenrecognized as a responsibility of the public schools for more thana generation.

15. In 20th century America, industrialization and technologicaladvance have gone hand-in-hand with rising levels of educationalachievement in general population. With the rapid decrease inthe number of jobs for unskilled labor and the trend towardup-grading of requirements for semi-skilled and skilled workers,the individual faces increasing pressure to obtain a high schooleducation as a minimum requirement for employment. By the sametoken the economic well-being of our society depends on thecompetence of its people.

16. Many public school systems have, within the past generation,inaugurated adult education programs that provide training foroccupational advancement or have expanded existing citizenshipprograms to include such training opportunities.

17. If human intelligence is to be applied to the solution of complexeconomic problems, we need to emphasize economic education andeconomic understanding.

18. The increased use of automation in many phases of industry makesit necessary for workers to be adaptable and capable of retrain-ing for new and varied kinds of work.

19. Public schools have long been supported by taxes on real estate.Although most states have "equalized" school revenues so thatpoorer school districts receive financial aid from the morewealthy and some states have allocated the revenue from specifictaxes to education, landed property still carries the major loadof school support. There have always been protests fram propertyowners; their complaints seem to be increasing. Students ofeducational finance hold that other, more dynamic sources oftaxation should be utilized. A contemporary prob7em, then, isthe adequate and equitable financing of public education.

20. The financing of higher education has not coincided exactly withthe pattern of elementary and secondary. Private endowments haveplayed a larger part and recently financial aid for a variety ofcollegiate programs has come from private industry, from theFederal government, and from philanthropic foundations. Thehistory of state-supported higher education goes back to the17th century; a more recent and rapid development is the municipaland community college.

POLITICAL:

21. Since democracy requires an intelligent citizenry, one of themajor purposes of education is to furnish training in citizen-ship. Three major aspects of this assignment are: (1) Instructionin the knowledges and understandings concerning our governmentand our society; (2) development of the skills of effectivesocial participation; and (3) training for dealing with socialproblems as they will arise in the future.

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22. Modern schools help young people develop civic competence by

1 providing opportunities for them to engage in civic activitiesin the school and local community. Student government organiza-tions, school service clubs, and service projects carried outby social studies classes are found in many schools. Communityservice activities carried on as part of school programs haveincluded get-out-the-vote campaigns at election time, trafficsurveys, housing surveys, volunteer service in the public library,and volunteer service to social agencies or such public welfarecampaigns as those for TB chest X-ray or community clean-updrives.

23. Study about important controversial, social, economic, and polit-ical issues is recognized as an important aspect of civic educa-tion today. The purpose is two-fold: to help young people gainan understanding of current issues and a background of informa-tion about them, and to teach them how to apply critical thinkingprocesses in their consideration of social problems.

24. Today the study ofcurrent affairs is generally accepted as abasic part of civic education.

25. The Tenth Amendment to the Constitution which provided that allpowers not expressly given to the federal government or forbiddento the states are reserved to the states, insures that the con-trol of public education is a state function. Almost universallythe state has delegated to local boards of education responsibilityfor actual operation of the schools, but has retained power toenunciate basic policies and principles for the educational systemand the responsibility for setting and enforcing minimum standards.

26. Under the American tradition of local operation of public schoolsthrough boards of education, each school district can and doesdetermine to a great extent the nature, quality, and directionofits educational system. The establishment of policies andthe determining of purposes, within the framework set up by stateeducational authorities, in the proper function of the localboard of education. The superintendent of schools and histeaching staff should have freedom of action to implement, inthe light of professional knowledge, the decisions made by theboard of education. Unfortunately the proper division of func-tion is not always understood; when friction arises betweenschool staff and community, it is usually over the "how to doit," which is the proper responsibility of the staff, ratherthan over the "what should be done," which is the responsibilityof the lay community.

27. The functions of federal educational authorities in relation topublic education are mainly information-gathering, information-dispensing, and advisory. The federal government has no directresponsibility for supervision or control of the public schools.

28. It is imperative that the schools be adequately financed ifthey are to perform effectively. Under the present patternsof taxation in the United States, the finances of local andstate governments are severly strained by the rising costs ofeducation. Either states or localities will have to resort toa greater reliance on broad-based income or sales taxes tofinance education, or increased federal aid for schools willbe a necessity.

SOCIO -CULTURAL:

29. In addition to vocational education and civic training, a basicpurpose of education is to develop informed citizens, capableof creating a society which will have an important place in itfor each individual. This requires an increasing level of matur-ity in aesthetic appreciation. The responsibility of the publicschools for social and cultural development of the individualhas been increasingly recognized during the 20th century.

30. One agreement in American society which is nearly universal isthat we want good public schools. There is controversy as tohow much they should cost, how they are to be paid for, and thespecific programs they should offer; but we have a nation-wideadmiration, which transcends criticism, for education.

31. There is a growing consensus that the schools should assume aprimary responsibility for basic ftcnctions of education whichwere once almost entireZy performed by family and church. Theseinclude moral and spiritual education, character education,education for home and family living, and other aspects ofpersonal and social adjustments.

32. There is a tendency for our public schools to grow bigger andbigger. One reason is that Americans admire bigness and assumethat the big unit is better than the small one. Another reasonis that the improvement in roads has permitted consolidation ofthe one-room "little red schoolhouse" into a variety of programsto meet the needs of a variety of boys and girls. On the otherside of the ledger, the large school is more impersonal andbureaucratic than was Mark Hopkins on a log. One of the chal-lenges for modern schools, especially in urban areas, is toregain a personalization of school experiences without losingthe advantages of the Zarger unit.

33. One major current controversy in the public administration ofeducation involves segregation of Negroes vs. their integrationinto public schools. Under an earlier Supreme Court ruling,separate though equal facilities could be maintained. Theseparate schools provided wherever segregation was maintainedwere not always--not even usually--equal to the schools for whitechildren. Recent Supreme Court decisions have created greatproblems and much controversy throughout the nation.

34. Regional studies made in the United States show that inferiorpublic schools go hand-in-hand with low income, .low standardof living, a generally low level of culture, and a citizenryless well informed than average about public affairs. The highrate of population movement from one part of the country toanother make poor schools in any region a concern of all thenation.

35. The migration of people from areas where education was notconsidered important to areas where formal education is necessaryfor employment and occupational training has presented increasedproblems to metropolitan areas.

SOCIAL GOAL VII

The Intelligent Acceptance, by Individuals and Groups, ofResponsibility for Achieving Democratic Social Action

If, as Social Goal III asserts, the individual is the central valveof Western democracy, and his rights and their defense are the basic justi-fication of government, certain central responsibilities devolve upon him.The individualism of the 18th and 19th centuries insisted that the welfareof the individual was his own direct responsibility, hence, failure wasdue to lack of ability or effort. The 20th century has become aware of asocial responsibility to provide equality of opportunity--hence universaleducation--and to accept some of the blame for failure--as governmentalrelief agencies attest. But the 20th century, at its "mid-stride", has notabsolved the individual from his concern for his own destiny. He is still

the master of his own fate. Indeed, his responsibility has broadened, forwe have begun to make explicit his concern for the general welfare. More,

perhaps, than before, man is becoming his brother's keeper; the competentcitizen has an active and positive desire to contribute to the common good.A greater national and global population has complicated this assignment,and there are several levels of government in which intelligent participa-tion is required of the citizen, but greater skills are required for himto relate to the several groups of which he is a part and the effectivenessof his social participation is increasing. Not only is this true for per-sons, but groups are becoming more alert to their social responsibilities.Political parties, corporations, trade unions, trade associations--all fur-nish examples of such group acceptances.

As with other goals, our grasp has not nlways equaled our reach.Individualism is too often merely acquisitive and selfish. Conserving andplanning for the future are set aside for self-gratification and aggrandize-ment in the present. People who fail rationalize their lack of success andblame everything but themselves. Institutions provide an anonymity fortheir members so that both the individuals and the group can evade thedemands of social conscience. The general welfare becomes formalized andthe provision of it institutionalized, and as society undertakes to seethat no one starves, the defeated pauperize themselves and accept a para-sitic existence. While men's sense of realism leads them to expect ameasure of success for themselves and for the majority of their fellowmen.

Following are illustrative concepts, generalizations, and content tobe used in the development of Social Goal VII--

HISTORICAL:

1. One of the oldest attributes ofman as a social animaZ is theconcern of the grOup far the safety and welfare of the individual.The socio-economic organization of the medieval manor is an aptillustration of collectivism seeking security for the groupthrough a sharing of resources.

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2. Frontier life in America saw perhaps the greatest emphasis inhistory upon individual self-reliance. While much of the workof the scattered communities was done cooperatively, such as inhusking bees, house-building, and log-rolling, frontier valuesdemanded that each man be self-reliant. Social Status dependedupon indivi)dual ability and skills, such as axemanship and skillwith a rifle, in the activities which were important to the lifeof the community. In the frontier code, the individual whofailed was judged harshly.

3. The frontier society developed many contradictory qualities whichhave persisted in American life. The frontiersman was essentiallylawless, disobeying the laws of which he did not approve, but hethought that the cure for any social ill was to pass a law. Hewas individualistic and at the same time cooperative. He washospitable and nativistic. He was crude, cruel, and vulgar buthe had a great respect for decent women.

4. Throughout the 19th century the United States was the scene ofmany reform movements in which socially conscious individualsworked through private organizations to solve problems such asslavery, poverty, drunkenness, care of the physically and mentallyhandicapped, and so on. Many social and charitable agencies thatstill function were founded during this century, when many indi-viduals believed that private action through humanitarian organ-izations was the best channel for remedying social ills.

5. Government has become the institution upon which modern societyhas come to depend most heavily for achieving group action. The

general welfare was at one time the major concern of the localcommunity; now the central government has accepted many respon-sibilities stemming from that concept. This expansion of theresponsibility of the central government has been developingsteadily for over a century. It has gone hand-in-hand with thedevelopment of modern transportation and communication, indust-rialization, and the increase in size of units of productionand distribution. In short, "big government", along with "bigbusiness",and "big labor" has resulted from basic technologicaldevelopments and their accompanying social and economic conse-quences.

6. An important problem of value--whether or not the central govern-ment should become the agency for social,action to relieveeconomic distress--was decided by Americans in the 1930's. Onet.oint of view, maintained by President Hoover, was that thefederal government did not possess the right or power to furnishrelief to the homeless and hungry. The responsibility, hethought, was that of local government or private agencies. Theposition of Franklin Roosevelt, developed through the New Deal,was that society could not permit any person to suffer from lackof food, shelter or clothing and if the problem could not be

handled at the local level, the central government shouldaccept the responsibility. By 1936 the value-problem was

resolved by acceptance of the New Deal thesis, since thecampaign issue of that year and of succeeding election yearshas been concerned with not "whether" but "how".

SOCIO-CULTURAL:

7. The high degree of Interdependence that exists in the modernworld increased the urgent need for individuals and groups toassume responsibility for the general welfare as well as for

their own immediate good. The individual's enlightened self-interest as well as his social conscience must demand that heaccept this responsibility.

8. As populations have increased and become more urban, socialrelations have become more impersonal. Man's concern formankind has become institutionalized% We give, not to aneedy individual, but to an agency which undertakes rehabil-

itation.

9. With an increasing number of social agencies seeking contri-butions of money and time, the person with a social consciencemust spend time and study in deciding how his contributionscan most wisely be used%

10. Modern conditions place new premiums on social action throughgroups. The individual therefore needs, more than ever, tobecome competent in the skills required for working cooperativelyand effectively with others.

11. Americans pride themselves upon their generosity and willingnessto respond to appeals for aid. Our record of giving is anadmirable one but on occasion it is the giving of charity, nota sharing. When the giver develops a sense of superiority andthe receiver is made to feel subordinate, little good is achievedand the chances of true rehabilitation of the receiver arelessened.

POLITICAL:

12. The equality of man--equal in opportunity and rights, and beforethe law--is a long-standing American ideal, stemming from JohnLocke and expressed in our Declaration of Independence. Rightsand privileges, however, carry with them responsibilities ifthey are to be maintained. Man's equality therefore means anequal acceptance of responsibility for the general welfare. The

antonym and enemy of "general welfare" is "selfishness". YetWestern democracy requires the individual to plan his own career,make his own living, take the risks of enterprise and reap therewards of ability. The two sets of values, however, are not

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mutually exclusive. The general welfare, intelligently pursued,creates the environment in which the individual can best liveand perform. "An enlightened self-interest" would recognize theneed to contribute to the social good.

13. It is essential to the maintenance of a democratic society thatthe individual citizen as well as the pubZic official recognizethe importance of acting in the public interest as opposed tothe immediate selfish interest. Thus responsible citizens shouldfamiliarize themselves with social controversies and possiblealternative solutions, recommend solutions that will benefit asmany people as possible, and work through pressure groups andpolitical parties to secure the adoption of such solutions.

14. The election of public officials is a leading technique to helpachieve democratic government. Representative democracy isparticularly important in a Zarge and complex nation, where fewsocial decisions can be made by a direct popular vote on a con-troversial ppoposition. Rather, in most instances, men areselected to occupy positions of authority and to make decisionson pressing social problems. It is the responsibility of thecitizen to be cognizant of the more important actions taken byhis representatives during cheir terms of office and to basehis vote at the next election, at least in part, on such actions.

ECONOMIC:

15. As communication and transportation have drawn the world closetogether, the contrasts in standards of living have becomeclearer for all to see. Acceptance of a global responsibilityfor the general welfare will mean that as the levels of livingof presently under-privileged peoples are raised, those societieswhich at present enjoy high material standards would have to"level-off" and reduce theirs until we reach an economy ofabundance.

16 Taxation can be viewed as a means of buying cooperatively thingstoo expensive for the individual to provide for himself. Defense,education, and highways are illustrations of tax-provided socialrequirements. Society, and the individual in it, have a respon-sibility to see that the goods and services which are sociallyprovided are those which are socially desired, and that govern-mental functioning is efficient and economical.

17 Increasingly intense expZoitation of natural resources has devel-oped aZong with industrialization. AB one region after anotherbecomes depleted, the general welfare more and more demands long-range planning to conserve and, if possible, to find replacementsfor scarce resources. In many instances private enterprise hasaccepted its social responsibility. In others, private gain hastaken the well-being of future generations.

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18. The modern American corporation often operates upon so big ascale that its organization is bureaucratized. The members ofeach of its divisions form a team and must learn to cooperatewith each other. Trade associations and industry-wide conven-tions bring men from different companies but of the same speciali-zations together in social and business relationships so thatthey too tend to work together. The tendency, then, is to playdown the cut-throat competition of an earlier generation and tostress ethical standards of competition together with some degreeof teamwork and cooperativeness within an industry.

19. The modern American corporation often becomes a major force inthe economic, poZitical, and socio-cultural lift of the geo-graphic area in which it is located, with consequent responsi-bility for social action within that community. This responsi-bility was long ignored or actively rejected, but there seemsto be an increasing understanding and acceptance of it on thepart of some business leaders.

20. As labor unions have grown in membership and resources, some oftheir leaders have been able to make their sense of socialresponsibility felt, as they have placed the general.welfarehigher than short-term union gains.

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SOCIAL GOAL VIII

INCREASING THE EFFECTIVENESS OF THE FAMILYAS A BASIC SOCIAL INSTITUTION

Institutions are social machinery intended to implement ideals orto bridge the gap between a less than satisfactory situation and thedesired result. In this sense the family achieves the perpetuation ofthe species, the building of basic values, the maintenance of the cul-ture, and the induction of the young into it. Western culture has deemedthe monogamous family its most effective unit. Originally patriarchal instructure, the Western family has been exposed to many dynamic factors.The growing importance of women in industry has given them the basis ofeconomic independence. The disappearance of the artisan crafts hassharply decreased the number of sons who learned their trade from theirfathers, and technology's impact has tended to make chores obsolete inurban homes. As children have lost the economic value they once repre-sented as wage earners in the early industrial revolution, the size ofthe family has diminished, and the social value of children, of child-hood, and youth has changed. Such changes have not all been for thebest, and today young people tend to behave like overvalued but dis-placed persons, since they may no longer learn the skills of participa-tion in primary groups. Medical advances have extended the span of lifeso that the care of the aged now looms as an ever-larger family responsi-bility. The family is more than a means of biological reproduction andmore than an economic unit of producing or spending; it is the basicmeans of giving the security of belonging to persons.

The problems of today's families may not be new but they may requirenew solutions. Housing is one of these persistent problem areas, as thegrowth of slums keeps up with new building. Broken homes caused by ahigh divorce rate create new problems in child training and juveniledelinquency, and those problems are accentuated by faulty popular under-standing of newer principles of child psychology.

Following are illustrative concepts, generalizations, and content tobe used in the development of Social Goal VIII--

HISTORICAL:

1. Even within Western culture, where monogamy is the acceptedfamily pattern, romatic love as the basis of family formationis less general than marriages which are arranged by parents.In American culture, where the individual youth selects his orher mate, intelligent and thoughtfid preparation for marriagethrough education becomes extremely important.

2. In nearZy aZZ societies and times, sons have been more desiredthan daughters. The economic value of males is not the onlypertinent factor. Maintenance of the lineage is a value almostas important to commoner as to royalty. Daughters present the

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problem of disposal in suitable marriage, and in many cases thewoman must bring a dowry which varies with the prestige of the

families concerned. However, in some cultures, usually poly-gamous, the husband purchases the bride from her father. As

women gain more nearly equal status with maZes in economic,political, and social aspects of a cuZture, the difference inattitude toward sons and daughters levels off.

3. In 1900 in the United States there were 709,000 marriages, or9.3 per 1,000 population, and 55,751 divorces, a rate of..7 per1,000 population. In 1950, marriages had increased to 1,667,231,which was 11.1 per 1,000 population, and divorces totaled 385,144,a rate of 2.6. The increased divorce rate reflected the greatereconomic independence of women, the incrqasing secularization ofmarriage, and changes in the family as an institution.

4. The transition in the United States from a handicraft, ruraleconomy to an industrialized, urban society has reduced oreliminated certain functions the family was formerly expectedto fulfill and consequently has brought changes in the familyas an institution. It is no longer a unit of economic produc-tion. Responsibility for formal education and an increasingnumber of aspects of social and ethical training has been trans-ferred to the school. Religious training has, to a considerableextent, been left to the religious institutions of the family'schoice. Protection of children has become the responsibilityof the community and the state, along with the parents. In-

surance and social security have been developed to lighten thefamily's obligation to care for the sick and the aged. The pastcentury has also seen a lessening of parental control over chil-dren. In many families there has been a trend toward substitu-tion of companionship and democratic relationships for authorityand regimentation by the family head; in others no satisfactorysubstitute for the older family pattern has been found with re-sultant disintegration of family relationships and frgauentlysevere disorientation of the children.

SOCIO-CULTURAL:

5. Increasing urbanization continues to weaken family solidarity,as it existed in the 19th century United States. The socialcontrols of the neighborhood and of neighbors are lost in thecity's impersonality. Family members are parts of diverseinformal social groups--parents are apt to know little ornothing lbout their children's friends. The urban home requiresless and less in the way of housework and chores, so that asense of common undertaking is lessened. Gadgets have createda leisure that is often not too profitably filled. Deliberateefforts to find common activities and interests in which allmembers of the family can truly participate are necessary tomainten a sense of unity and responsibiVty within the familygroup.

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6. Development ofa satisfactory pattern of family organization inthe United States, difficult enough by reason of rapid socialand economic change, is made still more difficult by the hetro-geneity of our population composed of various religious, ethnic,and other subcultural groups, each with its own traditions aboutmarriage and family life. Conflicts between husband and wife orparent and child often arise because of the different expecta-tions each holds about the proper role of husband, wife, parent,or child. Adaptability of individuaZ family members--in person-ality, in adjustment to changing socio-economic conditions, andin development of new skills as needed--seems to be the key toa stable and satisfactory family life in the 20th century UnitedStates.

7. Women play an increasingly important role in the control andAnctioning of the modern American family. The wife and mothernot only has an increasing share in economic decisions, but shealso controls and disciplines the children. She is the majorfamilial factor in transmitting mores and folkways to the nextgeneration. This is especially true in urban and suburban areas.

8. While certain trends in the development of the American familyas an institution, such as the increasing democratization ofrelationships among family members, can be. identified, many varia-tions exist from one segment of the population to another.Rural families generally conform more closely to traditionalpatterns of solidarity, father-authority, etc., than do urbanfamilies in which the most radical changes in organization haveappeared. Differences in the roles of father, mother, and childare found from one socio-economic group to another, and from onereligious or ethnic group to another.

9. The recogniztui problems of child-rearing have increased with theexpansion of research about personality and child development andthe popularization of new (and frequently conflicting or inade-

quately explained) psychological theories in these fields. Themodern parent is frequently bewildered by the diversity of advicehe can get in the daily press, in 25 cent books on sale at thedrug store, and at the P.T.A. meeting. A high degree of literacy,a true concern for the welfare of the offspring, rational intel-ligence, and willingness to spend time in winnowing the usefulfrom the transitory in child-rearing theory are essential qualit-ies for successful parenthood today.

10. Vital statistics for the United States show an ever-increasinglife expectancy, and therefore a population with an increasingpercentage of older people. The family as an institution in theUnited States has to adjust itself to care for the aged. Societyis in the process of developing new values concerning social respon-sibility for the senile, and the tax burdens for social securityare increasing as politicians become sensitive to the votes ofsenior citizens.

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ECONOMIC:

11. The modern family is the unit which purchases consumer goods inour economy. Increasingly the woman in the family makes thedecisions and does the buying, not only of food but of clothing,appliances, automobiles, etc. The economic importance of womenis also increased by the fact that they usually outlive theirhusbands and through inheritance come into control of a growingsegment of the nation's wealth.

12. Technological developments have increased the range of work forwhich women are employed. A century ago in the United Statesschool teaching was almost their only field of gainful employ-ment aside from housework. The invention of the typewritermade a place for them in business offices and World Wars I andII created industrial needs which demonstrated their ability towork in factories and at machines. In 1960, out of a laborforce of 68,500,000 women numbered 22,500,000.

13. In pre-industrial cultures, children were inducted into thefamily's means of gaining a livelihood as soon as they werephysically capable. Boys were trained as hunters or shepherds,and worked in the fields. Both boys and girls learned theartisan handicrafts. With the inception of the factory systemin Western Europe and the United States, children quickly becomeeconomically valuable and were employed in the textile mills inpreference to older persons. Many families could survive onlyby raising a "crop" of children on whose factory wages thefamily depended. With the maturing of the industrial revolution,child labor has been regulated and in some instances banned, andthe age requirement of compulsory school attendance has beenraised. With a population that is increasingly urban, theeconomic value of children has disappeared; they are now economicresponsibilities for their parents.

14. The importance accorded the family in America is underZined bythe privileged treatment given families over individuals in ourincome tax legislation as well as by the value of an attractivefamily to a candidate for political office.

POLITICAL:

15. While there have been sharp swings in political alignment of thevoters, one of the basic factors in our political-party system isa general political stability. It is likely that the family isgenerally responsible for this stability. There is evidence thatin most families the members vote alike.

16. The woman surnage fight, which became a "cause" in the 1830-1840reform era, did not attain success then. It later became an

important part of the progressive reforms and when women's effortsduring World War I demanded recognition, the 19th Amendment to theConstitution was rattfied in 1920.

17. Since the right to vote was conferred on women in 1920, womenhave been elected or appointed to nearly every political office,the presidency, vice-presidency, and the federal judicial postsbeing the notable exceptions.

18. During World War II young men were drafted for military serviceat age 18. A consequent argument was that if a man is oldenough at 18 to fight, he is old enough to vote. Georgia wasthe first state to permit voting at 18 and the question of whenyoung people should vote haa been in controversy ever since.

SOCIAL GOAL IX

THE EFFECTIVE DEVELOPMENT OF MORAL AND ETHICAL VALUES

Democracy, in the long run, will rise or fall according to theextent that individual citizens live by accepted ethical, moral, andspiritual values. In our interdependent society the individual rightsguaranteed in our Constitution become meaningless unless they are exer-cised in a manner harmonious with the moral and ethical principles thatare the foundation of Western democracy. The greater the freedom enjoyedby the individual, the more urgent it is from society's point of viewthat he hold to these principles. The reverse is equally true: the morefully that all individuals accept and implement these principles, thegreater the freedom they may enjoy in society. These principles--such asmoral responsibility, devotion to truth, and the brotherhood of mangrownout of the one that is basic to them all: recognition of the dignity andworth of the individual (Social Goal III). Inextricably bound up withthese ethical concepts are spiritual values which mankind has ever soughtto realize, both as a means of self-development and as an anchor in anuncertain world. Responsibility for helping young people develop moraland spiritual values is shared by the three great institutions of home,church, and school. Working within the context of freedom of religionand separation of church and state, our public schools cannot becomeinvolved in theological teachings. However, the school can and mustcarry its share of responsibility for developing moral and spiritualvalues. It can focus directly on problems of social ethics. And byteaching about the institution of religion, the school can help youngpeople appreciate the great part that organized religion has played anddoes play in the growth of an individual's moral and spiritual values.

THE NEED FOR MORE EFFECTIVE DEVELOPMENT OF MORAL AND SPIRITUAL VALUESIS DRAMATICALLY DEMONSTRATED IN MANY OF OUR CURRENT PROBLEMS. Theseinclude delinquent acts by juveniles and such things as adult crime,unethical behavior, immorality, and bigoted behavior by adults. Theneed is tragically demonstrated by the rising tide of mental illness,attributable at least in part to the tensions of our times. By helpingyoung people develop moral and spiritual values, we can help them findsecurity in an insecure, changing world. We cannot give them solutionsto problems not yet formulated, but we can help them arrive at moral andspiritual standards against which to evaluate both the problems of thefuture and the solutions that will be proposed for them.

Following are illustrative concepts, generalizations, and content tobe used in the development of Social Goal IX--

HISTORICAL:

1. Mankind in every part of the world, and in every time, has devel-oped ethical standards and spiritual values, often expressingthese ideas in religion. The range of religious expression is

tremendous, but from the animistic religions of primitive tribesto the highly refined ethical systems of the major religions, man'seffort has been to define ideals of what is right and wrong, goodand evil, ethical and unethical.

2. The great religions of the world, although differing in forms andcustoms, uphoZd many of the same basic moral values. The prin-ciple that one should treat others as one would hope to be treated,for example, is expressed in the sacred writings of the variousreligions:

Christianity:

Buddhism:

Confucianism:

Hinduism:

Judaism:

"Do unto others as you would have others dounto you.""Minister to friends and families by treatingthem as one treats himself.""What you do not like when done to yourself,do not do to others.""Let no man do to another what would berepugnant to himself.""And what thou thyself hatest, do to no man."

3. As groups ormen have developed great cultures, they have movedfrom simple animism in which the forces of nature were worshippedas entities to complex philosophical systems in which moral andspiritual values were developed in relation to one another andalso to the supernatural deity or deities.

4. America'sChristiancept of ajustice.tructible

basic spiritual values have their origins in Judaic-religious thought. From this matrix has come our con-single God imbued with mercy as He metes out finalFrom the same origin has arisen our belief in the indes-and individual human soul.

5. The social ethics which serve as ideals for today's America deriveto a considerable extent from antecedents in Greece and Rome. Themutual obligations of citizens and state to each other were spelledout in these classical cultures. The Greeks gave us models for themeaning of srch social qualities as justice, temperateness, courage,and tolerance. The Romans set examples of civic responsibilityand the eatablisbment of the force of law rather than the law offorce.

6. The Jews of the dispersal and the members of the early Christiancongregations in Hellenistic-Roman cities have Arnished uslessons in devotion to principle. Their valorous fortitude inthe face of displacement and persecution, and their unswervingmaintenance of their faith have given special meaning to the moraland spiritual values they bequethed us.

7. The moral and spiritual values arising from the Judaic-Christianethic were preserved, elaborated, and disseminated throughout all

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segments of the society of Western Europe by the medievalleaders of the Catholic-Christian church.

8. The process of reconciling and unifying the secular socio-civicethics deriving from the classical cultures and the moral andspiritual values of the Judaic-Christian ethic, achieved to aconsiderable extent during the later Roman Empire, was carriedfurther by Christian scholars of the early and middle Rennais-sance. Dante, Petrarch, Erasmus, and their fellows thus pro-vided a bridge over which the ethical and spiritual thought ofearlier days was carried to the modern Western world.

9. A discernible trend in the historical development of the ethicaland spiritual values of the Western world has been an increasedemphasis on the goaZ of man's humanity toward his fellowman, asevidenced by more widely expressed concern about the disapprovalof instances of man's inhumanity taward man.

10. The ethics ofmodern individualism have strong.roots in Westernculture as it has been developed in Europe since the Middle Ages.Our ethics of personal behavior have stenued from such diversecontributors as Italy's Dante, the Dutch Erasmus, the GermanLuther, the French Voltaire, and in England the sequence stretchesfrom the men who forced Magna Carta fram King John down to thehumble crofters and yeomen who dared to set up their own dissent-ing churches.

11. Growing urbanization with its disintegration of community lifeand its attendant impersonality requires other social controlsfrom those operating in the smaZZer, unqied ccwimunities ofyesterday. In these tightly knit local communities of a simplerday, isolated to a considerable degree from the rest of theirsociety, common values were taught and cammon standards wereenforced through everyday contacts. Today the situation haschanged. Even in smaller towns and most rural areas in the UnitedStates today, the impact of industrialization and urban ways ofliving have melted away the effective influence of the local cam-munity as an educative force in dhe area of moral values. Nolonger do the informal but powerful controls of the integratedcommunity operate. In our urban society the individual, althoughdeprived of the educative experiences with regard to ethical andspiritual values that were concomitant with living in the localcommunity, must carry a heavier responsibility than ever beforefor deciding what is moral and ethical. To some extent and forsome people, organized interest groups are helping to alleviatethe impersonality of urban living and may perform the standard-setting and enforcing functions no longer performed by the com-munity. Probably most of our citizens, however, remain untouchedby such groups, or have been unable to reconcile the conflictingvalues that are emphasized by the several groups to which theygive allegiance (as the corporation for which a man works, the

church to which he belongs, and the social groups to which heturns for recreation and leisure-time companionship). Men have

loot an important integrating dimension of social living, withresultant confusion about moral and spiritual values, in thetransition to urbanization.

12. Societal changes have resulted in changes in the structure andAnctions of the family, with consequences for the individual'sdevelopment of moral and spiritual values. When family stabilitywas the rule, and almost all activities of life were centered in

the home, the moral standards and spiritual values that prevailedthere were inculcated almost automatically and continually rein-forced throughout life. The increase in divorce rate, the decline

of the family as a unit for economic production and recreationalactivity, and the relaxation of parental controls over childrenhave brought a kind of family living that is less unified, lessdefinitely structured, and in which moral and spiritual valuesare less clearly defined and less effectively transmitted thanin the more closely integrated family of a century ago.

13. Churches, like all other social institutions of the modern day,have been affected by industrialization and urbanization. Thechurch, once almost the exclusive arbiter of morals and mannersin our culture, must now compete with Hollywood, Madison Avenue,and the country club for the ear, mind, and emotions of theindividual--even the loyal church-going individual. In spite ofthe upsweep of church membership since World War II, there seemslittle doubt that the effectiveness of the church as a transmitterof moral and ethical values to the general population has lessened.

14. The home, the church, and the school have been society's depen-dence in transmitting moraZ and spiritual values to each succeed-ing generation. In the mid-20th century, with both the home andthe church weakened in the effectiveness of their moral andethical teaching, the school has been called upon to undertakea greater share of the task. If the schools of today are toassume this added responsibility, new techniques of educationwill have to be applied to the task.

15. One test of the maturity and degree of integration of a personal-ity is the extent to which the individual has formulated a con-sciously consistent, elaborated, and socially accepted system ofmoral and spiritual values and is able to live by it. The taskof achieving such a system is probably more difficult for theindividual in modern American society than ever before, but itis not impossible. The welfare of society depends on the degreeto which the masses of people are able to do so, for today, evenmore than in earlier, less complex ages, democracy places theresponsibility of ethicaZ and moral decisions ultimately uponthe individual. The cultural heritage makes the admonitionsand accomplishments of the past available to the extent that

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one has education enough to find and draw upon that reservoir,but only totalitarianism atternpts to impose an ethical uniformity.By Western standards, these impositions have been low and coarsein quality.

16. The teaching ofmoral and spiritual values in the public schoolsof the United States must proceed on secular basis. This istrue both because of the constitutional separation of ,church.andstate, and more basically, because the population of the UnitedStates is made up of a great diversity of religious and culturalsubgroups whose members could never agree on "a" religion to betaught to all children.

17. Mdny other agencies aid in inducting the young into our cultureand thus inculcate moral and spiritual values. Some examplesinclude the Boy Scouts, the Girl Scouts, the Police AthleticLeague, fraternal organizations, luncheon clubs, and the armedforces.

POLITICAL:

18. Moral values are properly important in the conduct of foreignpolicy as well as in domestic policy, but in internationalaffairs they frequently conflict with the dictates of immediatenational security. Thus nations engage in power politics to theextent of waging devastating warfare in order to preserve theirindependence. Most nations also attempt however, to emphasizemoral values when possible. Thus the United States has tradition-ally stood for the self-eetermination of nations, and has usuallyacted on this principle whenever its leaders felt such action wasconsistent with American security.

19. The United States is susceptible to criticism today because wehave not solved such a pressing domestic problem as segregation.As long as the problem and others like it exist, our society isopen to criticism on moral grounds.

20. Since the American political system insists upon a separation ofchurch and state, our political and social morals have, fundamen-tally, a secular basis. We permit no established church, nor dowe countenance the teaching of any specific creed in the publicschools. On the other hand, a church affiliation is an import-ant asset for office-seekers and "In God We Trust" appears onUnited States coins.

21. The level of ethics in American politics compares favorably withthat of most other nations and today's standards are, on the whole,higher than in the past. There is still a gap between ideal andperformance, however. Policies are, on occasion, determined inthe light of specific interests rather than the national good.

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360

Both political parties have been guilty of attacking vitalforeign policies by distortions and misrepresentations. Some

candidates for office have successfully used the "big lie"tactics to secure election. Interest groups often seek toattain their selfish programs at the expense of the publicwelfare. The level of ethics in poZiticaZ life depends inthe last analysis on the standards voters will accept andenforce at the polls. Once again, the responsibility isthrown back ultimately to the individual.

ECONOMIC:

22. The ethics of the market place have shown demonstrable improve-ment in the 20th century in certain respects. Some changeshave been self-imposed, such as the almost universal adoptionof legible price tags and of established prices instead ofprices determined by haggling. Other charges such as thoseimposed by the Pure Food and Drugs Act and the Securities andExchange Commission, are enforced by law. The passage ofsuch legislation and its enforcement depends on an informedpublic which understands the necessity, in our complicatedeconomic system, for governmental regulation to protect bothindividual and group welfare.

23. Urban impersonality plus the "soulless" nature of the corpora-tion structure have offeredhmodern business many opportunitiesto lower economics ethics. In the 1930's Franklin Roosevelttalked of the "10 percent of chiselers" in many industrieswhose sharp practices furnished ruthless competition for menof higher ethics. Since then, some of the nation's leadingcorporations have consciously sought to understand and accepttheir community and societal responsibilities. To the extentthat this occurs, the American corporation is developing aconscience.

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a61

SOCIAL GOAL X

THE INTELLIGENT AND RESPONSIBLE SHARINGOF POWER IN ORDER TO ATTAIN JUSTICE

Governments are instituted among men in order to guarantee inalien-able natural rights but men have to surrender some alienable freedom inorder to have a society. Social order requires law, and laws must bemade, interpreted, and enforced so the legislative, judicial, and execu-tive functions are defined. The concept of justice implies a governmentof law, not of man, and its ideal is an equal justice for all. Pure

democracy, as practiced in the Greek city-states and in New England townmeetings, permitted the citizen to take part directly in government; butthe increasing size of political units and their populations has devel-oped the machlnery of representation and of federalism. In the latter,

the balancing of local and central control has been a varying equationdepending upon the efficiency of communication and transportation avail-able at any given time. The ability of the central government to extendits powers to the borders of its realm has varied over the centuries andhas seen many machineries of empire, none so effective as that establishedby the Northwest Ordinance of 1787.

The government of any society at any period has represented samebalance of freedom and security for its people, ranging from the Jeffer-sonian ideal of little government and much freedom to the dictatorshipswith some security and no freedom. Men, not law, have ruled sometimes;privilege., not equal justice for all, has at times been rampant. Economicspecialization and competition have produced elements of hidden govern-ment through lobbies and other pressure-tactics on legislation. In the

making of laws today, 51 grist mills, dominated by lawyers, bring outlaws which often conflict and overlap bewilderingly, to the confusion ofthe citizen. Every generation relearns anew the hard tasks of democracy.

Following are illustrative concepts, generalizations, and content tobe used in the development of Social Goal X--

HISTORICAL-POLITICAL:

1. Wherever people live together in groups, comnunities, or nations,some rules or laws are needed to insure a peaceful life for at/of the group and to protect the rights of individuals. As groups,communities, and nations become larger, more and different rulesor laws are needed.

2. Hammaurabi's ancient code of laws, justice was identified withIIan eye for an eye." The concept has grown and changed so thatjustice now is concerned not only with the protection of society,but with the reeducation of the offenditr.

3. American concepte of justice and the rule of law are basedalmost entirely upon Roman and English antecedents. AlthoughRome succumbed to the personal rule of its emperors, it formu-lated the pattern of government by .._.,"S ._ P 0 R "--the Senate andthe Roman people. The English in the 17th century did awaywith the personal rule of Stuart Kings and by the Petition ofRight and the Bill of Rights, established the rule of law.

4. Equality before the law was a judicial concept before equalityof social classes became a serious aspiration, but in terms ofhistory it was a relatively recent development. In classicalcultures there was one law for citizens and a different one foraliens. In the Middle Ages there were important distinctionsbetween high, middle, and low justice. "The serf and his letter"(to use a medieval phrase) was subjected to a different andharsher law from that to which "the peers of the realm" wereheld. The American Declaration of Independence and the FrenchRevolution were the great divides in the development of equalitybefore the law for all individuals in the Western world.

5. From very ancient times men have sought more efficient imperialmachinery by which to rule conquered peoples. Egypt's use oftributary kings, Babylon's royal governors, and Assyria's ruleby terror--all eventually led to successful rebellion. TheAmerican Northwest Ordinance of 1787 presented a plan by whichterritory and people living beyond the nuclear core of thenation could share in the governing on a basis of equality withthe inhabitants of older-established areas. The only othertenable solution to the problem of empire is independence forsubordinate peoples; this leads to political fragmentation ratherthan to integration.

6. The problem of transmitting and effectively expressing power outto the frontiers and boundaries of the nation-state has runthrough much of history. The Persians and Romans built militaryroads on which armed forces could move quickly to disaffectedpoints. The feudal power of the Middle Ages was decentralized,in sharp contrast to the centralization in the 17th and 18thcentury absolute monarchies. The American solution has been theprinciple of federalism--the dividing of power between the cen-tral and local governments. As the technology of transportationhas improved, our federal equation has been changed and powerhas moved to central from local hands.

7. The central fact of lip about government--any governmentisthat it must have the power to coerce. This power may servemany functions, the preservation of law and order, the pacifica-tion of an obstreperous minority, the enforcement of adjudica-tion between citizens, the protection of rights, domesticallyand among nations.

8. The fOrms or structures which government has taken are varied,both historically and contemporaneously, with differing degreesof sharing power. The major historical transitions have beenfrom chief-council of elders-assembly of fighting men, tomonarch-with-nobility, to feudal decentralization, to absolutism,to either totalitarianism or bourgeois democracy. Since directdemocracy is impractical in a large and complex state the UnitedStates has attempted to develop as a representative democracy,i.e., as a republic.

9. Since social order requires that laws must be made, interpreted;and enforced; the legislative, executive, and judicial branchesof government have become defined. In the American system, thesearms of government check and balance each other. Great Britain,on the other hand, operates as a representative democracy witha parliamentary system of government: the basic powers are allvested in a legislature that is directly responsible to the peo-ple of the nation. Both systems are democratic, but the Britishsystem requires more careful control by the people; at the sametime it is more efficient.

10. The ultimate base of equality before the law in the Americansystem is found in our judicial system. The rule of law (ratherthan the rule of men) assumes that all men are equal in the eyesof the law and that none should receive special considerationsor privileges. Due process of law means, in part, that eachindividual has a right to have his case heard before a duly con-stituted court.

11. The American judiciary has successfully supported its right ofjudicial review. Statutes which the courts find to be in con-flict with the Constitution can be declared unconstitutionalby the courts. While due process of law implies that legisla-tion does not really become law until it has been adjudicated,in the American system the courts do not have a chance to passon the constitutionality of a statute until some citizen hasbroken the law with the intent of having its validity tested.

12. In our democracy, rule by the majority and the rights of minor-ities go hand-in-hand. Majority rule means that a decisionupheld by a majority must be respected by members of minoritiesas long as it is the law of the land. The basic rights of minor-ities, however, may not be arbitrarily invaded by the majority.Individual rights of all must be respected, including the rightof minorities to work through the political process for a reversalof a majority decision. At the same time, however, it is theresponsibility of each person to know what the laws are and toobey them.

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13. It is the responsibility of each person to know what the lawsare and to obey them since, in a democracy, all citizens help,directly or indirectly, to make the laws. Citizens must under-

stand this and help make fair laws, if democracy is to be strong.

14. In our modern complicated society, individuals find their bestopportunities to influence social policy through cooperativeeffort with other like,minded individuals. This implies thatactive citizenship involves membership in a political party,in discussion groups, in groups dedicated to civic action, etc. Itfurther implies a need for citizens to know how to take effectiveparts in such organizations.

15. The egalitarian aim of abolishing social classes appears to besomewhat idealistic even though dictatorship has sought toliquidate privileged classes by violence. The American patternof social classification with a considerable social mobilityoffers feasibIa ways of sharing power in the interest of justice.equality before the law does not mean the disappearance of socialclasses but does eliminate a caste system in which social classesare rigidly fixed, and if combined with equality of educationalopportunity, opens the door for social mobility.

16. The current scene in America demonstrates a rapidly growingmiddle class and diminishing upper and lower classes. This in

turn has modified the governmental problem of balancingioutsocial pressures for distinctive social programs. A high degreeof social mobility existed in the United States during the per-iod of territorial expansion, settlement, exploitation of naturalresources, and building of our modern technology. This socialmobility rested on three bases: (1) equality before the law inclaiming rights, (2) a relatively simple technology in whichtools of production (agricultural or manufacturing) could be hadwithout huge capital investment, and (3) opportunity of education.As almost all land and natural resources passed into private own-ership and our increasingly complex technology has requiredlarger capital investments, the earZier social mobility has beenreplaced by a more complicated pattern.

17. Plato in The Republic said that a state should have no more popu-lation than could assemble within the sound of a man's voice.This applied to a "pure" democracy in which each citizen wouldshare directly in legislative debate and voting. The more modernprototype of such a "pure" democracy is the New England townmeeting. As the populations of states grew, and transportationbecame difficult, it became impossible for the citizens of a stateto meet in one body. To meet this difficulty, the machinery ofrepresentation was devised in which men entrusted their politi-cal powers to legislators whom they elected. Today, televisionfurnishes a means by which one man may speak to many, and opinionpolls potentially can permit the many to react directly to his

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persuasion. Thus modern technology may make possible therevival of pure democracy even in the Large nation-states.

ECONOMIC:

18. Power--the ability to coerce--is often represented by or expressedby money in a private enterprise economy. Wealthy men who havemore than enough money for survival, security, or prestige stillseek more money since it enables them to become more powerful andto make their power obvious.

19. The economic exploitation of one region by the business interestsof another is one of the important bases for a struggle for politi-cal power. This is one of the theses useful to explain the politi-cal struggles of South, East, and West in the 19th century.

20. The basic direction which government will take and the extent of"Laissez-Faire" for the privileged and of security for the commonpeople are determined by the interest-group dominant in the federalgovernment. Thus, from 1865 to 1890 business ruled government and"laissez-faire" triumphed. Then, from 1890 to 1915, progressivereforms changed the basic direction of governmental concern and agreater emphasis was given to security. The pendulum swung backto "laissez-faire" in the 1920's but the economic depression ofthe 1930's made security the dominant virtue. The pressures ofthe 1950'5 seem to be turning government away from security andin the direction of greater freedom for business.

21. One of the results of high and continued expenditures for nationaldefense has been the establishment of an "industrial-militarycomplex"--an interest group seeking to continue and increase theseexpenditures.

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ar

SOCIAL GOAL XI

THE INTELLIGENT UTILIZATION OF SCARCE RESOURCESTO ATYAIN THE WIDEST GENERAL WELL-BEING

From earliest times men have confronted a scarcity of material re-sources, and systems have been established to economize these resources.In the system of private enterprise, economic value is determined byscarcity, utility, and desirability; prices of goods and services varywith these factors. The price mechanism, operating in the market place,has served as the regulator of both supply and demand. By another basisof analysis, the consumer, by means of dollars as ballots, has become theregulator of the market, determining what shall be produced, the quantity,and how it shall be distributed. Other societies have delegated work toone social class, leaving an upper class whose specialized social serviceswere governing and fighting, to live upon the efforts of the workers.Industrial technology has both proliferated the specializations of laborand has made work a necessity for all except those few who live upon in-herited wealth. As a regulator of the market, the consumer is also the.allocator of manpower.

In any system permitting private property, the concentration ofwealth and power will be a recurrent problem. In our system today, themammoth corporation and mammoth union and their normative tendency to-ward monopoly become the most serious manifestation of the problen.Growing from the central stem is the phenomenon of the business cyclewith its phases of boom and bust. Wealth or power concentrated in pri-vate hands can lead to the rapid exploitation of irreplaceable naturalresources which from a social point of view should be conserved. Thegovernment, representing the people, has a role to play in regulatingmonopoly, in controlling the extreme results of the business cycle, andin the preservation of natural resources.

Following are illustrative concepts, generalizations, and contentto be used in the development of Social Goal XI--

HISTORICAL:

1. In different times and places, people have prized differentresources, depending on the use they could make of them:

- -for a primitive tribe dependent on hunting and fishing, thebasic resources were the forests, fields, and streams wheregame could be found.

- -for an agricultural society, basic resources are fertilesoil, an adequate water supply, and a favorable climate.

--in preindustrial revolution days, the valuable mineralresources were those that could be gotten easily from the

earth and worked with simple tools. The Romans, for example,would have been unable to use a chromium or manganese even ifit had been available.

--today's technology requires a wide variety of resources whichare scattered over the earth, including many substances thatformerly had no usefulness to man.

--among the resources that the industrial revolution caused tobecome important are iron (and all the other minerals that areneeded to make steel), coal, oil, uranium, and other sources ofpower.

2. The industrial revolution has been the most important factor inmodern history. The changes it has required in people's ways ofliving, the substitution of mechanical power for muscle power,the contributions to the ease of living, the shorter workday andweek, are more profound than the changes effected by wars andtreaties.

3. The fdte of the American farmer has fluctuated with the growingindustrialization of the economy. With a society predominantlyagricultural from colonization to the 20th century, the yeomanfarmer gained political power with Jefferson and held it throughJackson. Southern plantation politicians ruled until the CivilWar, but the farmer could not hold political power after thatwar. His economic position was depressed from 1865 to 1941 withthe brief exception of World War I. Since 1941 he has held apolitical balance of power and has used it to gain economicbenefits.

4. The period of reconstruction (1865-1877) saw political powerswing to the business interests, but their laissez-faire pro-gram permitted exploitation and abuses of the common people.The result was the entry of the Pderal government into economicregulation. The control of "natural" monopolies--the publicutilities--was increased, and the Sherman Act and the Pure Foodand Drug Act set precedents for more extensive controls imposedby the New Deal.

5. The exact equation of the Malthusian Theory is not reliable, butin much of the world, food resources fix the size of the popula-tion. As the United States and the United Nations have extendedtechnical aid to underindustrialized areas, agricultural expertshave been engaged in a race with public health technicians tobring about a food production high enough to match the lowereddeath rate.

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ECONOMIC:

6. The resources which an economy prizes become scarce since economicvalue is based on scarcity, utility, and desirability. Basic

resources may be classified as: (1) irreplaceable, such aspetroleum or coal, (2) recoverable, as metals which can be re-worked or reused, or (3) renewable, as timber, rubber, wool,leather.

7. In spite of the optimistic opinions of those who eXploit ournatural resources, there is need for careful use of the irreplace-able scarce resources. Plastics may replace metals, or the lightmetals may be substituted for steel, but the new materials haveto be made of something which usually goes back directly or in-directly to one of today's scarce resources.

8. The central economic problem is how do we and how should we usethe resources upon which the level and quality of our materiallife de,pend. All other economic issues--the farm problem, labor-management relations, taxation, inflation, full employment, theanti-trust problem, etc.--are partial manifestations of the cen-tral problem and can be dealt with effectively only in consciousrelation to it.

9. The American economic system is based upon a stimulation ofdesires, not merely on satisfaction of needs. While economicneeds are limited and predictable, men's economic desires areinfinite. The American system also rewards on the basis ofability rather than of need. These factors have been majorcauses for the greater expansion of the American system alsorewards on the basis of ability rather than of need. Thesefactors have been major causes for the great expansion of theAmerican economy, especially after World War II.

10. The mechanism of prices, operating in a basically free market,is the basic regulator of our economy. Prices of farm productsmay be determined by auction-sale techniques and industrialproducts may have administered prices set for a year by themanufacturer, but The way the consumer chooses to spend hisdoltars wiZZ ultimately determine what and how much is pro-duced, the quality, the disposition of the labor force, andother specifics of the economy.

11. In a capitalist, free enterprise economy, the major purpose isto facilitate the exchange of goods and services. It permitssaving without hoarding goods, it facilitates borrowing andlending. As a unit of prices, it makes possible free consumerchoice and it permits specialization which would be impossiblein a barter economy. In today's economy, credit has become aform of money; most transactions take place without the exchangeof currency. Our money, however, does change in value, some-times drastically. These changes affect prices, production,profits, and employment.

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12. As modern corporations have grown to mammoth size, there hasbeen a great increase and dispersion in the number of owners.Several of our big companies number their stockholders in thehundreds of thousands. Most of these are ignorant of and in-different to company policies; this has contributed to thedevelopment of a professional managerial class, the members ofwhich exercise the real control of American big business.

POLITICAL:

13. Long-range planning of direction for the entire economy inorder to assure adequate resources equitably distributed hasbecome a central goal in America today. The corporation form,and its professional executives interested more in the long-time well-being of the company than in immediate dividends,lend themselves to such planning. There is much controversy asto whether the Federal government should take a major part ineconomic planning but as the American society increases insize and complexity, an expanded role for government in direct-ing the economy seems inevitable. Certainly if conservation iswise, efficient use of scarce resources, some form of overallnational planning seems inevitable.

14. Even though many businessmen currently demand that governmentreduce its regulation and control of economic matters, mostrely on it to prevent deflation and disastrous extremes ofinflation. Wnetary policies of the Federal Reserve Systemand the Treasury department and fiscal policies determing thebudget and tax rates compose the major governmental machineryto achieve economic stability.

15. Governmentsfederal, state, and local--produce a significantportion of the total quantity of goods and services 7,n theUnited States. The postal system; highways; Tennessee ValleyAuthority; municipally owned electric, gas, and water utilities;airports; and the public school system are all examples ofgovernmental activity in the economy.

16. Maximum utilization of scarce resources requires an unimpededworld trade, the free flow of materials and goods to the freemarkets of the world. Control of materials, however, is animportant factor in the military strength of a world power; anda nation's influence in international affairs rests to a con-siderable extent on the amount and the use of its essentailresources.

SOCIO-CULTUM:

17. Managers, that is the top and junior executives of corporations,are discernible today as a new, emergent social class. Homo-geneity within the class is evident in dress, patterns of eating

and drinking, in political and economic beliefs. The class isstill extremely fluid with a great deal of upward mobility, andis fed from a great diversity of social, economic and geographicbackgrounds.

18. The wage earner, as distinguished from the salaried white-collarclass, is not necessarily lower class today. To ehe extent thatincome is a class determinant, many of the skilled laborers havesurpassed the rank and file of office workers in earning power.

19. The application of mechanical power to production and the increas-ing development of automatic machinery have been a sociaZ problemsince craft workers smashed factories and textile machines in theLuddite Riots in England, 1811-1816. Technological unemploymentwas a bugaboo in the 1920's and 1930's. Today automation posesproblems which are both economic and educational.

20. Certain figures become representative of the dominant culturalemphasis of various centuries. The cowled priest and armoredknight epitomize the Middle Ages, the theologian the 16th cen-tury, and the political philosopher the 18th. It is possiblethat the 20th is the century of the businessman. For his non-mercantile contemporaries, them is a danger that in emphasizingthings economic, too much stress may be placed on materialisticand mechanistic values. Man may gain the world and lose hissoul.

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SOCIAL GOAL XII

ACHIEVEMENT OF EXEMPLARY HORIZONS OF LOYALTY

In simple agrarian societies, in the depths of the Dark Ages, theallegiance of men reached no farther than the valley in which they lived.A widening sense of belonging extended the concept of allegiance to thecounty, then to the duchy, and last to the kingdom. In the Americanpicture within the past century, men forced to choose between the Nationand State decided: "I am first a Virginian." The concept of loyalty tothe national sovereign state is one of the important understandings intoday's world. Sovereignty may be simply defined as the power to makethe final decision, and it resides where there is no higher authoritywhich can coerce. The past century has seen the extension and intensifi-cation of nationalism all over the world. It has witnessed the unifica-tion of important nation-states in Europe, the intensification of national-istic awareness in Europe, Asia, and Africa, and rivalry among nationseverywhere.

Nationalism has given its meaning to citizenship, and the functionalanalysis of that term would define the areas of civic activities andresponsibilities at local, state, and national levels. Some pioneeringefforts have been made to catalogue the skills of effective social partici-pation in the various groups of which we are members; more work in thatdirection would be profitable. Nationalism has expressed itself at timesin a glorifying, uncritical patriotism which has resulted too often inisolationism and has been used too much as a cloak to cover reactionarymovements and to gild private greed. The social objective becomes a saneand reasoned patriotism, and an ue,derstanding, appreciation, and identi-fication with the various groups of people with whom we interact, begin-ning with the family and extending through the local community, state andnation to all mankind. However, loyalty to wider groups requires a kindof knowledge and of intellectual grasp which is not needed for loyalty tothe small face-to-face group. It becomes important for the educator tothink through the problem of teaching for an intelligent loyalty to groupswhich cut across.national boundaries, and a part of this teaching wouldconsist of a thorough exploration of the question of conflicting loyaltiesas between nations and interest-grours which cut across national boundaries.

Following are illustrative concepts, generalizations, and content tobe used in the development of Social Goal XII--

HISTORICAL:

1. Loyalty to the state was a value which the Hellenic Greeks defin-itely recognized and for which they spelled out the implications.The Greek city-state was small and the relationships of citizento state were relatively easy to make specific. Non-Greeks, freeor slave, who were residents of the city-state could never become

citizens. The Hellenes recognized the concept of Greece and

felt an ethnic kinship but this was a vague loyalty.

2. Aa Rome became an empire, machinery developed by which non-Romanscould acquire Raman citizenship. (Saul of Tarsus was a "Roman"

and could appeal from a provincial court to Rome.) In the later

Roman empire, Ranan citizenship was extended to whole provinces,so that loyalty to Rome had a broadened base. As in Greece, the

disfranchised and slave population had a lack of loyalty whichsometimes actively expressed itself in insurrection.

3. In the depths of the Middle Ages in Europe, men's loyalties werelimited to the manor or castle which gave them protection. As

communication, transportation, and commerce improved, the horizonsof loyalty expanded first to the duchy--so that men felt them-selves to be Normans or Burgundians--then under the inspirationof Joan of Arc, a concept of national loyalty developed. This

sense of membership in a nation, affecting Western Europe first,became the basis for the modern world.

4. In colonial times in America, people were loyal to their owntown or colony. Even after the new government was formed underthe Constitution, many people were loyal to their state ratherthan to the nation. National patriotism developed rapidly duringand following the Wu- of 1812--the Era of Good Feeling around1820 refers more to this spirit than to the absence of politicalpartisanship. LoyaZty to the local state continued, however,and proved a factor in deciding the action of many men in thesuccession crisis in 1860.

5. As the Constitution was first written, citizenship was a state,not a national function. The Dred Scott case turned on thispoint. One of the several important accomplishments of the 14thamemblent was that it made national citizenship primary and statecitizenship incidental.

SOCIO-CULTURAL:

6. Civic loyalty rests upon a fUndamental sense of belonging. The

individual as a rule gives his allegiance to those groups,whether small or large, informal or societal, with which he canidentify himself. Loyalty must be voluntary (cannot be coercedinto existence) and is reciprocal: from person to group andfrom group to person.

7. One of the objectives of society is to develop in each person asane and reasoned patriotism. This requires an understanding,appreciation and identification with the various groups of peo-ple with whom we interact.

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8. Loyalties may be multiple. An identification with a local com-munity does not prevent or dilute a national patriotism. Although

a good deal of experience, modern as well as ancient, shows thatthe development of loyalties to nation-states, synthesized fromsegments which were once separate, is often slow and difficult,is sometimes accompanied by bitter conflict, and is occasionallynot successfully completed at all.

9. Ideally, loyalty must be rendered to something Zarger than one'sself, untainted by private purposes or selfish ends. Perhaps

the ultimate loyalty will be the global group of mankind, butso far only a few great humanists and humanitarians have suf-

ficiently felt a membership in so amorphous a group. But as

modern technology binds the world more closely together, thebases is being laid for loyalty to be expanded to world horizons.Recognition of the commonality of all men will help men identifywith mankind and develop loyalty to broader principles.

10. One of the unresolved questions in modern society is the extentof cultural uniformity which must be required and the amount ofcultural pluralism which may be permitted. The concept of the

Melting Pot, more popular in the 19th century, has been chal-lenged on the grounds that conformity to the mores and folkwaysof the dominant culture crushes out the enrichment and growthwhich new migrants can bring from their differing ways of life.The cultural pluralists, however are not in agreement as to howfar immigrant ethnic groups may be allowed to vary from thedominant culture.

POLITICAL:

11. On a time-line of world history, nationalism is a recent phenome-non, but in the mid-20th century it seems to be the strongest force

operating among nations. The concept of the universal churchhas had to accept national subdivisions. The labor movementabandoned its dream of the brotherhood of all working men. Mili-tant ideologies which announced their global ambitions are show-ing nationalistic seams and fissures. One of the important polit-ical effects of nationalism is its atomistic impact on the sizeof nation-states. Empires have disintegrated and older nationshave broken up into smaller states under the dividing force ofnationalism.

12. Actually, however, nationalism is inconsistent with many of theeconomic and technological facts of life. En this relationship,nationalism becomes a cultural lag, a political institution thathas become inappropriate before it is worn out. The men whowrote the Treaty of Versailles and used the principle of nationalself-determination were even more unrealistic than were the menat Vienna in 1815 who sought to go back to "legitimacy". If

colonialism can be decently interred, perhaps the new nations can

skip the period of extreme nationalism and move to a moreintelligent loyalty, as some are moving from ox-cart to air-plane without intermediate stages.

13. The United States as an operating democracy is proud of thesocial rights which its citizens enjoy. These are privilegesin the sense that they resulted from victories in the past andare enjoyed without cost by the citizens of today. Each impor-tant right, however, carries with it the implicit responsibilityto exercise it intelligently, to adapt it to new conditions,and to defend it from the selfish and the indifferent. The

social right involved in the Second Amendment is already lost;those based upon the Fifth are in danger.

14. Intelligent loyalty in America requires that the citizen putthe general welfare above his own whenever a choice betweenthem is necessary. For example, he avoids the abuse of publicbenefits; he devotes time to community organizations and serviceswithout pay; he has enough insight to realize that in the generalwelfare may be his own long-term welfare. On a broader scale,intelligent loyalty to the United States requires a recognitionthat the general welfare of other peoples is important to ournational good.

15. The American patriot feels that he has inherited an unfinishedexperiment in self-government which it is his duty and privilegeto carry on. He understands that the greatest dangers to democ-racy come from internal bigotry, apathy, and prejudice: he wouldoppose, therefore, any group seeking to impose its program byillegal or extra-legal means. He is critically aware of dif-ferences between democratic ideals and accomplishments but worksto improve accomplishments and refuses to become cynical aboutthe difference.

16. Economic citizenship uses the same basic values as in social andpolitical democracy, applying them to materiaZ matters. Loyaltyto our democracy requires that the citizen respect property rights,meet his obligations in contracts, and obey regulations governingthe use of property. He accepts responsibility for the mainten-ance and improvement of a competitive economic system, assistedand regulated when necessary by governmental action. He knows ingeneral how other economic systems operate, including their polit-ical and social consequences.

SOCIAL GOAL XIII

COOPERATION IN THE INTEREST OF PEACE AND WELFARE

The achievement of nuclear fission may have removed the cork andreleased the genie of total destruction. At best it has clarified thealternatives in international relations so that nations must endeavorearnestly to resolve differences or run the risk of human annihilation.Cooperation is the corollary of such interdependence. At an earlier andperhaps simpler time, agressors could expect that initiative and theirsuperior strength would bring them gains greater than their losses.Balance-of-power diplomacy developed to oppose these agressors. Its

techniques were the discovery of common dangers, of common interests,and the need for common action. The cooperation they achieved was par-

tial and short-lived but the precedent is important. In other instancesof danger and crisis, whether of war or disasters of nature, people haveshown that they can subordinate selfish interests and act for the commongood.

Machinery of cooperation has developed in labor-management relationsand instead of strike and lockout, riot and police rule, there has beenan increase in conference and conciliation, mediation and arbitrationseeking a consensus. Unfortunately we stand today far from the goal. The

bargaining table, whether diplomatic or industrial, finds the pride andprestige of the individuals who are bargaining too often the operatingvalues, instead of the greatest good for the greatest number. The earlier

polite language of conciliation, insincere though it may have been, hasbeen discarded for the language of conflict. The race for superiority inatomic weapons continues, and when the gun of final destruction is loaded,some fool may pull the trigger.

Following are illustrative concepts, generalizations, and content tobe used in the development of Social Goal XIII--

HISTORICAL:

1, The peoples who lived around the shores of the Mediterranean Seaduring the dominance of the Roman Empire enjoyed several cen-turies of peace, even though the legions were constantly underarms on the frontiers during the whole era. "Pax Romance has

come to mean the peace of the conqueror imposed on captive peo-ple, maintained by perpetual military strength.

2. In one important sense, the modern world emerged from the ThirtyYears' War and the peace of Westphalia. Balance of power as thebasis for European diplomacy became the dominant technique inthat struggle, and alliances formed and shifted as nations soughtto prevent one nation becoming too powerful. Later, France,Australia, Great Britain, then France again were the targets ofopposing alliances.

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3. After the congress of Vienna, the great powers of Europe soughtto discover the common grounds of their self-interests and toArther them by cooperation. No formal international machinerywas set up; instead, informal conferences by representatives ofthe "Big Four" decided the action needed and designated one oftheir nations as the agent for the Concert. This Concert ofEurope did not survive the revolutions of 1848 but its principleslocalized conflicts for the century between 1815 and 1914, pre-venting them from becoming major wars.

4. The first foreign policy for the new United States required diplo-matic agility to thread a way through twenty years of Europeanwars and to make firm the nation's independence. During the nexteighty years, a most consistent policy of isolation was followed,partly because oceans were broad, because the Concert of Europedelimited conflict abroad, and because we were absorbed in theconquest and exploitation of the midsection of a continent.

5. EXisting international agencies, and our cooperation with them,have grown out of past experience. We have entered into: (1)

international congresses discussing problems of mutual concern,(2) settlements of disputes by peaceful means, and (3) inter-national organizations formed to solve particular problems as intechnical fields. Although international agencies have had fail-ures, much progress was made in settling international differencesthrough peaceful means. The idea of the "rule of law" betweennations was increasingly accepted.

6. The league of nations was the major agency working toward asystem of world order between World Wars I and II, but in thissame period many nations working outside the League engaged incooperative enterprises directed to the same.end. However,social, economic,*and political factors over which the Leaguehad little or no conirol made it impossible for that organiza-tion to keep the peace.

POLITICAL:

7. The United States, because of its newly acquired position ofinfluence in world affairs, has a major responsibility forthe success or failure of any general international agency.Our record after World War II, in accepting this responsibility,has been much better than after World War I.

8. International agencies are an important but limited part of thetotal pattern of relations among nations. Many cooperativeactivities among nations are carried on through bi-lateral ormulti-lateral diplomatic arrangements among the nations directlyinvolved. The success of international agencies is related todomestic problems in the member countries, and in turn the solu-tion of many domestic problems in member countries is related tothe success of international agencies.

9. The United Nations system is the most comprehensive effort todate at cooperation among nations through an international agency.It is a developing organization whose charter provides a basisfor expanding areas of service and responsibility. Largely un-publicized, the specialized agencies of the United Nations areconstructively working to eradicate the basic causes of conflictand war. International cooperation in areas such as education,health, food supply, etc., deserves to be more widely proclaimedand understood.

10. The United Nations has been exposed to the Cold War almost fromits formation, and in its most publicized activities has beenlittle more than an arena for power politics and the verbal com-bat of hostile nations. One of its major weaknesses is that itcannot properly finance itself and must depend on voluntary con-tributions of member nations.

11. In international relations and specifically in the United Nations,all nations are in theory sovereign and equal. Jealous protec-tion of sovereignty by the nations has kept the United Nationswithout sufficient power to enforce its decisions (as in Hungaryin 1956). The theory of equality has temptei small nations intovotes which they have not strength to implement. Yet, the besthope of achieving an international law lies in an organizationin which nations are genuinely equal.

12. The success of an international agency depends eventually uponthe support of its member nations and the extent to which theydelegate to it the powers needed for achieving its purposes.National rivalries may be expected to produce conflicts in anyinternational agency. The important thing is to find ways ofresolving conflicts by peaceful means. The regional organiza-tions within the United Nations system contribute to inter-national cooperation to the extent that they work in harmonywith United Nations' goals.

13. Politics, like diplamacy, is the fine art of compramise. Oursociety contains many interest groups, each with its programwhich it wishes to have implemented politica1ly. The success-ful politicians are the ones who can put elements from many ofthese programs together into workable legislation, satisfyingmost of the people most of the time. Practical citizenshiprequires the acceptance of compromise and cooperative effortsto make it work.

14. Today's American should know about, critically evaluate, andsupport promising efforts to prevent war; bu: shouZd standready to defend his country against tyranny and agression.

15. The techniques of diplomacy which served both before and duringthe 19th century have become outmoded by the technology of com-munications and by the cold war. Once diplomats could barter

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and haggle in secret and arrive at a treaty of compromise. Now

their every work goes around the world as it is spoken.

16. In today's America,big business grown to truly national scalenegotiates with big labor, organizations which speak for mil-

lions of industrial workers. The interests of the rest of thepublic are at stake in the,conflicts and negotiations betweenthese two modern giants and must be represented by the Federalgovernment as a big referee.

ECONOMIC:

17. The structure ofmodern business tends to influence the valueof individiva and corporate competitions and to stress thetechniques of cooperation. Within the corporation, the juniorexecutive makes his way upward as he learns to please hissuperiors and to cooperate efficiently in the corporate pro-gram. The top executives make up a team of specialists doinga coordinated job. Each is apt to know his "opposite number"in other companies and prefers to work with them rather thanto engage in cut-throat competition. The social class to which

they all belong also invites cooperativeness as one of its in-formal social controls.

18. International trade allocates resources across nationaZ boundarylines. The movements of goods and services between countriestake place because it pays nations and regions to specialize inthe production of goods and services for which they are bestfitted by virtue of their supply of the factors of production,and to trade those goods and services for others which othernations are best equipped to produce.

19. Differences in the supply of the factors of production amongnations as well as in demand patterns are reflected in differentcosts of production, different incomes, etc. These in turncreate the price differences which are the immediate basis ofworld trade.

20. WorZd trade helps the United States to maintain high levels ofemployment and income because other nations buy up the surplusof our products which we are best fitted to produce, and feedour growing industries with the raw materials they can producemost advantageously.

21. The Point Pour program of the United States offers technicalaid to underindustrialized countries. One group of Americanexperts seeks to improve the health of people in these areas,while another strives desperately to increase the food supplyso that those whose lives are saved from disease may avoidstarvation.

SOCIO-CULTURAL:

22. Interdependence among the peoples of the world has grown becausemodern technology has brought increased international contactsin trade, travel, communication, etc., making a "world community".Interdependence increases the importance of recognizing that peo-ples of different cultural patterns share some of the same basicgoals, and while cultural diversity is responsible for many con-flicts, it also has some positive values.

23. Individuals can affect and are directly arncted by the work ofinternational agencies. Under existing conditions, however, theindividual must act, for the most part, through his nationalgovernment.

24. Today not even the wealthiest and most powerful nations can re-solve their economic problems by themselves, for example, ourbalance of payments wad farm surplus problems. Thus the worldis being pushed in the direction of more and more economic coop-eration through international institutions, for example, theInternational Monetary Fund and through such multi-nationarrangements as the Common Market, the Alliance for Progress, etc.

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SOCIAL GOAL XIV

ACHIEVING A BALANCE BETWEEN SOCIAL STABILITY AND SOCIAL CHANGE

The bicameral legislature has often been justified because it bal-anced the rashness and urge to change of the popular house with the con-servatism and power to delay of the Senate or Lords. Those two basicfactors--progress and stability--exist and operate in many social institu-

tions. The dynamics of modern society proposes and urges change; socialconservatism resists and controls the degree of modification. When both

forces operate together within an institution, orderly progress can result;when conservative forces are dominant, the institution or the society maybecome static or stagnant. At tines the critics of the existing orderand the innovators take control and fundamental and revolutionary changescome about.

The rate of modification among institutions in a society may vary

markedly. Technological developments have made basic and rapid changesin our economic institutions, but conservative forces have slowed therate of change of the political and social institutions. The resultant

"cultural lag" has caused strains and maladjustments. For example,

governmental machinery to control the new situations created by changesin transportation has not kept pace with crime or big business or con-gestion. However, in spite of sensational and visible changes in somephases of living, basic institutions stay on; tradition holds things inplace. Our society reaches its decisions, either frontally or obliquely,about values which at one time were sharply controversial, and the prob-lems then change to those of implementation. Perhaps the most importantfunction of history is to record the conserving and maintaining, notmerely the changing.

Following are illustrative concepts, generalizations, and content tobe used in the development of Social Goal XIV--

HISTORICAL:

I. The life span of a civilization is a matter of dispute betweenphiZosophers of history. Oswald Spengler in Decline of the Westannounced that cultures follow a life pattern similar to organ-isms of birth, youth, maturity, senescence, and disintegration.He thought that Western culture is in its next to the last stage.On the other hand, Arnold Toynbee in A Study of History proposesthat if a civilization is frequently and sufficiently challengedand can mobilize enough and more energy to respond to it no limitsto its enduring may be fixed.

2. There is "a seamless webb" of history. The greatest changes hadantecedents; the historical revolutions were really evolutionary.The historian who seeks explanations for events finds himselfpushing farther back and each cause is the effect of an earlier

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cause. Unless he is simply arbitrary, he finds himself beginningan explanation of the causes of World War II by saying: "When

man first came down out of trees. . ."

3 No society has ever been completely static. Social change is

continually occurring and always has been a present factor,though it takes place more rapidly and dramatically in a dynamicsociety than in one that is relatively static. The intelligentattitude toward change is one of directing it to gain acceptedsocial goals, not of trying to turn the clock back. As moderntransportation has brought the various parta of the world closertogether, social change has been accelerated in even the moststatic societies.

4. The rate of social change in the Western world has been greatlyaccelerated since the industrial revolution and continues torise rapidly in industrialized, urbanized nations like the UnitedStates.

5. Because our basic institutions change slowly in relation tosuperficial aspects of society, history and historians shouldreaord and explain the conserving and the maintaining along withthe novel and the changing.

6. The security of one era becomes the restriction of a later time.The institution of serfdom represented a great gain for homeless,landless men and slaves since being bound to the soil meanttenure and security. The radical or liberal of one era becomesthe reactionary or conservative of the next.

7. The "good old days" were really not halcyon. At any time thatyou plunge into history, you find men as insecure, as threatened,as beset by devils, as you do today. Every generation, everydecade, every year ta.tha past had its threats to individualsand to society, although of course none was as dire as atomicdisintegration. But the man with the stone-tipped arrow in hisvitals was just as dead as the fatalities at Hiroshima.

8. In many ways life today is easier, potentially richer in achieve-ments of the spirit as well as in material gains than ever before.Democratic social change has brought within reach of the ordinarypeople many adVantages formerly reserved Pr the select few.

9. There is need Pr a balance between change and stability. Periodsof extremely abrupt social change have come when evolutionarychanges were resisted by vested interest groups until an explosioncame, and such abrupt changes have often brought great human suf-fering.

SOCIO-CULTURAL:

10. In social concept, an institution is a bridge which societycreates to cross from a problem to a solution. Some institu-tions are inadequate and some disappear for various reasonsbefore the problem is solved, but some social institutions,once existent, remain often after the need for them has dis-appeared or after altered circumstances make them outmoded.This constitutes one type of social leg. Another type isfound when some element in the culture develops or changes sorapidly that it comes into conflict or friction with othersocial elements.

11. Cultural Zag takes more extreme forms and has much graver con-sequences in 2n interdependent industrialized society than inthe simpler social organization usually found in an agricul-tural economy.

12. The unevenness of progress between the physical sciences on theone hand and the social sciences and humanities on the other hascreated cultural Zag in many parts of our social system. Someexamples can be found in our preoccupation with the war uses ofatomic energy rather than applications to peaceful developments;our 20th century transportation has enabled criminals to outrun19th century type law enforcement agencies; highly refined elec-tronic equipment is used to televise soap operas.

13. One of the important needs or drives of the individual is forsecurity. A major contributor to security is dependence on thefamiliar and the stable. The familiar landmarks, the accustomedroutines, the orderliness of the world about us--these buildsecurity. On the other hand, another need or drive is for adven-ture. Some men go to war, others to the movies to finethe noveland the challenging. The pulling of these opposite forces oftencreates tensions and maladjustments.

14. The modern newspaper stresses the variant and the odd while toooften ignoring or minimizing the stable. The juvenile delinquentreceived headlines while the 95 percent of socially responsibleadolescents go along without notice. Another reason why the pressis undependable as a source of the picture of our universe is itssusceptibility to propaganda, whether of the publisher or of aninterest group.

15. One area in which change is most demonstrable is the position ofwomen in society. While monogamous marriage is one of the morestable institutions, the wife and mother exercises more power inthe family than at an earlier time. Women are increasinglyactive in political matters and are the dominant factor inconsumer economics.

16. Modern technological changes have caused and will continue tocause changes in the social-cultural aspects of our society.

POLITICAL:

17. A society is based on the interaction of stability and changc;its basic values must tend toward stability if it is to survivebut it must adapt its methods of operation to keep pace withchanging conditions.

18. The American Constitution illustrates the forces of change andstability in our political structure. Written for and by apreurban and preindustrial order, it now serves a societyplagued by one-way streets and an endless flow of gadgets. It

has been amended twenty-three times and about one-tenth of itstext is inoperative but the structure and machinery it createdstill gives us an efficient government flexible to the needs ofa functioning democracy.

19. Our political system may more often reflect social change thaninitiate it but our laws ultimately establish both the stabilityta,-4 change our society requires. Our body of common law, in-herited in the main from the English but in part from the Roman,is the most stable element in our jurisprudence. Organic law

changes through constitutional amendment and judicial decisions,but slowly. Statute law reflects most quickly our changingsocial patterns, although these legal acts deal with specificsand only in their total can social change be integrated andcodified.

20. Political action generally involves a compromise between ZiberaZand conservative forces. Liberals propose a change and campaignfor it. Either during the debate or in subsequent action, con-servatives round off extemes and dilute the amount of change.When the program ceases to be a political controversy, it usuallyhas become socially accepted. The National Labor Relations Lawand the Taft-Hartley Act may serve to illustrate this process.

21. Many reforms are needed in our political institutions to meetthe changed conditions of 20th century industrialized society.Among those proposed are the short ballot, the strengtheningof state and local chief executives, and the overhaul of localgovernmental institutions to eliminate overlapping districtsand small inefficient units and further clarification of stateand federal jurisdictions. Effective political institutionsare a necessity if desirable social change Is to be facilitatedrather than obstructed.

ECONOMIC:

22. The business cycle has been a frequent phenomenon in the Americaneconomy. Changes, frequently violent, have led from prosperity,

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to inflation, to depression, to recovery, and back to prosperity.This cycle once left entirely to abstract economic forces hasbecome a matter of increasing concern to the government and inturn the economy now relies more and more on government for pro-tection against deflation and sharp inflation.

23. Today's Americans desire to achieve economic growth, economicstability, economic efficiency, economic security, and economicjustice all within the framework of freedom. The continuousneed to balance these goals often involves us in incompatibleactivities.

24. At one time economic change emerged from the ideas and creationsof individual inventors who often struggled in garrets and inpoverty to achieve riches and recognition. Today inventionsflow from industrial laboratories in which teams of technicianscoordinate their scientific knowledge to create new processesand industries.

25. Perhaps an illustration of Toynbee's thesis of challenge andresponse can be seen as the American economy successfully metthe fantastic demands of World War II and in doing so engendereda veritable economic explosion in the twelve years which fol-lowed. Our economy changed more in that period than in anypreceding half-century.

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SOCIAL GOAL XV

WIDENING AND DEEPENING THE ABILITY TO LIVE MORE RICHLY

While man is a social being with obligations to and rewards fromthe groups of which he is a part, he is also an individual. A goal ofliving and of education then should be the multiplication of his sourcesof enrichment and the enhancement of his powers of enjoyment. Generallythe arts--both fine and practical--are the avenues by which perceptionsand sensitivities are increased and the improvemnt of both appreciationand creative powers should be sought. But in the humanistic scheme ofvalues, any learning, any discipline can contribute to personal enrich-ment. The humanist climbs a mountain because it is there; he learns forthe joy of learning and for the sense of victory over ignorance; he isnot restricted to the horizons of the useful and the applicable. Mostpersons, of course, combine the humanist and the titilitarian and arepotentially both the scientist and the engineer. Aesthetics and emotions,therefore, can be used to make both the humanist and the humanitarian.In our dominant values, work becomes both a means and the end of personalenrichment.

Much still needs to be done to improve the constructive use ofleisure and to improve mass tastes. In an earlier day, leisure and goodtaste belonged exclusively to the aristocratic leisure classes. In anage of mass media, the patron of the arts is the common man. The qualityof culture in a democratic society depends upon how the great mass of thepeople use their leisure time. Mass media without education may lead tovulgarity and cultural mediocrity; with education the common man maybuild a culture equal in taste to the historical aristocracies and morevaried in its pattern, because of the new contributions of many peoplefrom many lands.

A challenge for any democratic society is to find some means forpreserving individual choice in an age of mass media which could lead tocultural conformity. One aspect of this problem is to help each persondevelop individual tastes and preferences, and to encourage like-mindedgroups of individuals to insist upon their share of the time and servicesof the mass-oriented cultural institutions.

Following are illustrative concepts, generalizations, and content tobe used in the development of Social Goal XV--

HISTORICAL:

1. In every great civilization, as a leisure class developed, menturned to aesthetic expression in various media. While usefulforms and accepted standards differed from one culture toanother, men in each one were seeking spiritual and aestheticvalues.

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2 IMportant standards of aesthetics, beauty, and intellectualachievement are part of our heritage from Greece and Rome.They came from cultures which rested upon slave labor fromwhence came the wealth and leisure for the patrons and prac-titioners of the arts.

3 The Renaissance began as a revival of classical art and lit-erature but ito central contribution was that it conceived thefree mind ofman. The scholars of the Renaissance loved thefine arts but they also believed that the proper study of manis man. To the humanist whom the Renaissance created, knowl-edge was important for its own sake. The Renaissance sired thedevelopment of inductive reasoning which men coupled with aninsatiable intellectual curiosity. Thus were pushed back thehorizons not only of geography but of scientific experimentation.

4. In the modern western world, with the democratization of leisure,broader and broader sections of the population have shared inaeothetic expression either as consumers or producers or both ondifferent levels.

5. Research has its moments of great insight, bold conception, andbig ideas but it entails much drudgery, thoroughness, and cross-checking. As the accumulation of research mounts, scholars digdeeper and deeper and stir lesser bones. The essence of induc-tion is that the process can take these little findings andmoving to the general conclusion, integrate them into meaning-ful new concepts.

6. The scholarly disciplines are so-called because these specializedbranches of learning have each created its peculiar technique ofresearch, pattern of organization, and even its particularizedvocabulary or jargon. In addition, they impose upon their dis-ciples the acceptance of the dedication of scholarship to care-fulness, accuracy, and responsibility.

SOCIO-CULTURAL:

7. The developing science of psychology emphasizes the importancefor the full development of man's personality of creative activ-ities in many areas of endeavor.

8. An important and often overlooked aspect of discriminatory treat-ment of minorities is the injurious effect of such treatment onpersonality, on self-respect, and on the ability to develop satis-fying human relations.

9. In the cultures in which slavery existed, work, especially thatwhich involved manual labor, was considered degrading. In ourfree society, partly because of a Calvinistic theology and inpart from the influence of the frontier, work is considered asocial good and in terms of our values, an end rather than a

means. We scoff at our idle rich and are puzzled even by thosewho work at home or at unconventional hours. As medical research

has lengthened life expectancy, an increasing number of men facethe problem of "empty days" after retirement and find it diffi-cult to come up with satisfactory solutions.

10 !Yen may live more richly through developing their capacities forwarm, satisfying human relationships as well as through art,music, and other forms of aesthetic expression.

11. In their efforts to "live more richly", Americans search for self-understanding as evidenced by the popularity of magazine articlesand books devoted to personal psychology.

12. The past century has seen the work week drop from seventy-two ormore hours to forty or less. The "wise use of leisure time" hasthus become a problem directly facing society and the schools.The problem is made difficult by the traditional value-distinctionbetween "work" and "play". For many, leisure must be devoted toplay which is frivolous and entertaining, rewarding with amusementrather than enjoyment, with avoidance of thought instead of intel-lectual or aesthetic growth. On the other hand, many people areattempting "stretching exercises" in intellectual and aestheticfields as a means of relaxation. About a quarter of our popula-tion are students in one way or another, many adulta spend leisuretime in studies ranging from handicrafts to creative writing orphilosophy.

13. As our population has grown and become more urban, there has beenan increase in the more passive uses of leisurethe spectatorsports have grown tremendously in popularity, art and musicappreciation has spread more rapidly than the creative aspects,the movies and television each claim their millions of devotees.On the other hand, the "do-it-yourself" movement has expandedrapidly also. Not in order to save money, for often it is nota saving, but for the relaxation and creative expression involvedin planning and building a bookshelf, sewing a dress, or even inpainting a ceiling.

14. The commercialization of aesthetics has created the problem oflevels of maturity. The mass media such as cinema, radio, andtelevision are accused, often with validity, of pandering to alow level of tastes. There is a real procedural difficultyinvolved when the men who control an amusement industry try toserve two or more levels of enjoyment.

15. Increasing the ability of a whole society to live more richlyfaces three sets of difficulties. The first is from the intel-lectual snob who, as a member of a tiny aristocracy of aesthetics,has the only true insight into art; those who do not agree, orunderstand, or feel, are simply Philistines. The second difficulty

comes from the zealot who espouses the cause of an avant-gardeart movement with such fervor and fuzzy-ball enthusiasm that theentire area suffers from this lunatic fringe. The third stum-bling block is the bureaucrat who would standardize all tastesand preferences. The art programs of the public schools of ageneration ago suffered from this standardization. Happily the

trend in aesthetic education has changed.

16. With all of the mediocrity and vulgarization that is present inAmerican society, today's circumstances open doors for enrichinglife that the ordinary person could never have had access to inpreindustrial revolution days. Never have so many lived sorichly as today; and even more important, never has the opportun-ity to develop one's interests, levels of appreciation, andcreativity been so widely and easily available.

ECONOMIC:

17. Our economy has grvm, and grown again, as it has taken the dis-coveries of pure science and applied them to the enrichment ofmaterial aspects of living. This trend has been both the effectand the cause of a great increase in technicians and engineersin a proliferation of engineering specializations and a greatincrease in technical schools and engineering colleges.

18. Modern business has adopted the aesthetics of functionalism.The principle has been applied to the architecture of officebuildings and factories and to "dressing up the product" forconsumer appeal. The level of aesthetic taste of the generalpublic has been affected, for the better in many cases, by thistrend.

19. It has been pointed out earlier that consumer desires, as dis-tinguished from needs, have been an important factor in expand-ing the economy. So as men live more richly--enjoy literature,music, recreational travel, and the like--the whole economy isstimulated.

POLITICAL:

20. Government may be employed to strengthen the desirable culturalaspects of the society. During the New Deal, the Works ProgressAdministration made the federal government a patron of the arts.Unemployed artists, writers, musicians, and actors were givenwork in their specialities, not only as a stimulation of aestheticexpression and appreciation, but so that their stipends from theWorks Progress Administration might swell the national purchas-ing power. Only the scale and range of the project made it note-worthy; our governments at all levels have long records of patron-izing sculptors and painters of murals. Thus in a democracy, thepeople through their government can cooperate as patrons of thearts.

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21. Respect for the individual and his beliefs must also operate ininternational arnirs. As a nation, our relations with under-industrialized areas of the world must take the needs and desiresof their people as well as our own into account. There is someevidence that as we send experts to improve health and increasefood supplies, we are inclined to impose our standards of cultureand aesthetics. This attitude is not a new one. Nineteenth-century missionaries were shocked to find tropical people scant-ily clad; and as they saved their souls, they wrapped theirbodies in high-necked, long-sleeved dresses and pantaloons.Actually, we Americans have a great deal which we could andshould learn from other cultures. Just as in economic inter-national trade, all concerned can benefit through cultural inter-change.

22. If the goal is to live more richly, those who sincerely seek itwill find that a conscientious performance of civic obligationscarries as its genuine reward an inner satisfaction of dutieswell done.

23. A society based on a respect for the individual and embodyingsafeguards of individual rights is more likely to survive thanis a crassly materialistic society. As the intelligent indi-vidual cultivates qualities of character and personality thathave a high value in his culture, he will strive to be honestin his relationships with others and considerate of their rightsand feelings. He will ask for no personal advantage, will playfair, and refuse to cheat. He will remain loyal to these idealsand will cultivate physical and moral courage. These are qualit-ies which add both breadth and depth to living.

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