ED 051 032

TITLE

INSTITUTION

SPONS AGENCYPUB DATENOTE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOC BEET RESUBE

SO 001 283

Familes Around the World. Two Year Sequence inGrade 1 and 2. Teacher's Guide.Minne:ota Univ., Minneapolis. Project Social StudiesCurriculum Center.Offim of Education (DHEW) , Washington, D.C.6869p.; Revised following field testing in theChelmsford, Mass. Public Schools

EDRS Price MF-$0.65 HC-$3.29Cognitive Objectives, Community Study, *ConceptTeaching, *Cross Cultural Studies, *Currir-ulumGuides, Elementary Grades, Ethnic Studies, *Family(Sociological Unit) , Family Role, Grade 1, Grade 2,Human Geography, Human Relations Units, *SocialStudies Units, Social Systems, Social Values,Sociocultural Patterns, Teaching Guides*Values Education

This general guide for teachers explains thestructure, content, rationale and objectives of a social studiessequence for grades 1 and 2. Selected cultures on the theme FamiliesAround the World point up cultural diversity, help children recognizeuniqueness of culture, show that culture is learned, teach childrenabout norms and values, and emphasize cultural universals and thepsychic unity of mankind. A comparative study approach is used andthe different site locations provide content for teaching physicalgeography concepts, as well as map and globe skills. The units forgrade 1 are: 1) Hopi Family, 2) Algonquin Family, 3) Quechua Familyof Peru, 4) Japanese Family. Grade 2 units include: 1) ColonialFamily of Boston, 2) Soviet Family in Moscow, 3) Hausa Family inNorthern Nigeria, 4) Kibbutz Family of Israel. The sequence isdesigned to introduce pupils to the idea of cultural change. Alsoincluded in this handbook is information for teachers on the use ofthe individual resource guides for each unit and ways of adaptingunits for specific needs. Appended are charts which show thesequential development of objectives covering: generalizations,concepts, skills, and, attitudes. The resource guide for the unit TheKibbutz Family of Israel is described in SO 001 287; relateddocuments in this curriculum series are SO 001 275 through SO 001287. (Author/JSB)

Chelmsford Public Schools U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

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

LC-1

C=IUffit

111::.CEER'S GUIDE TO THE

TWO YEAR SE cu ENCE

in

GRADES ONE AND TWO

on

. FAMILIES AROUND THE WORLD

These courses are part of an articulated curriculum for gradby the Project Social Studies Curriculum Center at the Universityspecial grant from the United States Office of Education. The resfollowing field testing in the Chelmsford Public Schools.

1968

isis

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

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

TEACHER'S GUIDE TO THE

TWO YEAR SECUENCE

in

GRADES ONE AND TWO

on

FAMILIES AROUND THE WORLD

part of an articulated curriculum for grades Y-12 that was developedStudies Curriculum Center at the University of Minnesota under aUnited States Office of Education. The resource units were revised

g in the Chelmsford Riblic Schools.

1969

FOREWORD

The basic responsibility of the Chelthsfordsocial studies program is the development ofinformed citizens fully aware of the need forinsuring the dignity and worth of the individ-ual, for personal involvement in improving thesociety they have inherited, and for r?cog-aiZing the interdependence of all peoples. Inthe largest sense, then, the goal of the socialstudies program in the Chelmsford PublicSchools is to prepare students for intelligentparticipation in a free society.

order to develop a program to achievethis goal a variety of materials were examinedal'Jng with recent research and curriculumdevelopmeit in social studies education. Astrong feel2ng developed as the result of thisstudy, that materials finally selected for usein the Chelmsford Schools should develop con-cepts and skills from both the affective andcognitive domain, that the materials fosterthe development of the prc ;:ess of inquiry, andthat the program incorporate the systemsapproach in its use of media.

Following extensive field testing inChelmsford classrooms, materials developed atthe Project Social Studies Curriculum Centerat the University of Minnesota were selectedto provide the curricula framework for theChelmsford program. The resource units thataccompany this guide were revised in light ofclassroom experiences by teams of classroom'teachers working during the summer of 1968.

3

These unitsteacher in his uthat are found ithe 16 mm filmsthrough the Chelstrongly suggestwith the prograntwo things beforstudents: readon the culture aits related materesource units,their own ideasstrategies. Teadevelop resourceframework of geattitudes outlir

The Chelmsf.to Dr. Edith WesProject Social Smaterials availher advice andperiod. Specie]the classroom rcrevised the res.Chelmsford Soho(

CharCoor

August 1, 1968

FOREWORD

of the Chelmsforddevelopment ofof the need for

h of the individ-in improving theand for recog-all peoples. Ingoal of the socialford Publics for intelligentty.

gram to achieveals were examinedd curriculumeducation. A

he result of thisselected for use

.uld develop con-e affective andIterials foster-s of inquiry, andthe systems

testing inials developed atarriculum Centerto were selectedmework for theource units thatvised in light ofs of classroom

summer of 1968.

These units are designed to guide theteacher in his use of the multi-media kitsthat are found in the classroom and in use ofthe 16 mm films and videotapes availablethrough the Chelmsford media center. It isstrongly suggeted by the teachers who workedwith the program that the classroom teacher dotwo things before introducing the unit to hisstudents: read the background paper providedon the culture and then survey the unit andits related materials. Since these units areresource units, teachers are encouraged to addtheir own ideas for media and teachingstrategies. Teachers are also encouraged todevelop resource units of their own using theframework of generalizations, skills, andattitudes outlined by the program.

The Chelmsford Public Schools are indebtedto Dr. Edith West, Director of MinnesotaProject Social Studies, for making the Project'smaterials available for field testing and forher advice and counsel during the field testperiod. Special thanks are also extended tothe classroom teachers who field tested andrevised the resource units for use in theChelmsford Schools.

Charles L. MitsakosCoordinator of Social Studies

August 1, 1968

1 -

GOALS FOR THE COURSES

The resource units make it clear that thesecourses are designed to teach attitudes andskills as well as generalizations and concepts.This section deals briefly with objectives forthe two-year sequence. Charts appended tothis guide indicate more specifically the wayin which the specific goals are developed in anumber of units.

Behavioral Goals Related to Values

The two-year sequence is designed to helppupils develop a number of the values identi-fied by the Center's staff as goals for theentire social studies program. For example,the units are built to try to developcu.fiosity about social data and respect forevidence even when it contradicts prejudicesand preconceptions. The choice of units atthis level also indicates rather clearly thestaff's concern for developing an appreciationand respect for the cultural contributions ofother countries, races and religions; forhelping pupils learn to accept diversity asnatural; and for helping them learn to valuehuman dignity.

Teachers working with these courses forthe first time may be bothered by how tohandle comments and questions which indicatethat children are upset by the values andpractices of people in other societies. Oreof the main purposes of these courses is tounderstand why. people act differently thanwe do, why they believe and value differentthings, and to understand that to these peoplesuch behavior seems natural and right.Children should learn to accept diversity ina nation and in a world in which they must

live with diverselearn that our wayways' to live and tipeoples of the wornot to get childreJthese other culturunderstand withoutthinking that allpeople of the othecultural relativitanthropologists.written "one may nshould on the mChildren should leother people wouldWe should not expesame way. Nor wousince they must leof their own socieit without experie.Children must lean:bad in and of itsedo in other societin our own societywould be acceptabl

The teacher sho'tion of a practicenot like it. Chilabout the consequebehavior for the psociety. The teacever, to avoid anymay Lake people unwoul.'9 make hex orunhappy. Most Arnelive in a polygamcmean that this forwomen dissatisfies;effects of certainfeelings is a que:7

1 -

live with diverse peoples. They shouldlearn that our ways are not the only possible

ar that these ways to live and that we can leal:n from otheritudes and peoples of the world. Fowever, the goal isand concepts. not to get children to adopt the values of

bjectives for these other cultures. We wish children topended to understand without adopting them or evenally the way thinking that all of the ways are good for theeveloped in a people of the other society. The idea of

cultural relativity is no longer accepted byanthropologists. As one anthropologist haswritten "one may not accept what is as whatshould be on the mere grounds that 'it is so.'"

ned to help Children should learn to ask themselves howlues identi- other people would think and feel about things.is for the We should not expect children to feel theor example, same way. Nor would we really want them to,elop since they must learn the values and normsexpect for of their own society if they are to live inprejudices it without experiencing serious difficulties.

f units at Children must learn that diversity is notclearly the bad in and of itself, but that what othersappreciation do in other societies might not be acceptable

_ributions of in our own society any more than our behaviorions; for would be acceptable in some other societies.rversity asrn to value The teacher should try to avoid condemna-

tion of a practice merely because she doesnot like it. Children can be asked to think.

urses for about the consequences of different types ofy how to behavior for the people who live in theich indicate society. The teacher must be careful, how-alues and ever, to avoid any suggestion that a practiceieties. One may make people unhappy merely because iturses is to would make her or even most American peopleently than unhappy. Most Americans would not like toe different live in a polygamous society. This does noto these people mean that this form of man7iage makes Hausaright, women dissatisfied. The question of thediversity in effects of certain practices upon people'sthey must feelings is a question which can be investi-

2 -

gated through empirical methods. For example,there is evidence that some of the Kibbutzwomen are not very satisfied with their roleas mothers. Some couples leave the Kibbutzin part because of such dissatisfactions.However, many remain and most of the childrenbrought up in the Kibbutz choose to join aKibbutz movement as adults.

When children express prejudices, theteacher should make every attempt to helpthem understand the behavior and also under-stand that other people may think our waysstrange. Indeed, it might help at times togive children examples of norms in our society_which other peoples find upsettiAg or foolish.It should also help to have children discusssome of the differences which exist in.behavior of different families in this country.The teacher may also need to ask children tothink once again about the ways in whichother people are like us as well as differentfrom us.

It should not be thought that some of theattitudinal goals are neglected completelymerely because there is no check against themunder a specific unit in the chart on attitud-inal goals. The checks indicate those unitsin which the goals have been kept in mind indesigning specific activities and sometimesthe entire unit approach. ,Many of the otherswill be reinforced in units in which they werenot checked. Two of the qOals are starred inthe chart because they were a major reason forthe focus of the courses but were notstated as individual goals within unit

objectives.

Skills

This two-yeardevelop many skilare related to meof the geographicin the kindergartand developed morone and two. Theat later levels-

The.chart showelopment of skillquence is presentthis guide. Itof these skills aiv es in more than(e.g. orients a mlunits give pupilsand improve the sthat they shouldskill in a numberthen list it as a,teaching units.

Some of the sktaught in all ofare listed. Thesrelated to inquirclassifies data,concepts and gengeneralizes fromagainst data). Mgraphic skills sh

2

ample, objectives.,tz

role Skillsutz

This two-year sequence is designed to.ldren develop many skills. A number of thesei a are related to methods of inquiry. Some

of the geographic skills were introducedin the kindergarten and are reviewedand developed more intensively in grades

.1) one and two. They are also taught againLder- at later levels- in the curriculum.tys

to The chart showing the sequential dev-moiety elopment of skills in this two-year se-?olish. quence is presented on pages 3I-33 of;cuss this guide. It should be noted that some

of these skills are not listed as object-:ountry. iv es in more than one unit during the year

to (e.g. orients a map to the north). Laterunits give pupils opportunities to practice

!erent and improve the skill. Teachers may findthat they should work intensively on theskill in a number of units. They should

the then list it as an objective of the later;-1y teaching units.[-I them.ttitud- Some of the skills objectives should beInits taught in all of the units for. which theyad in are listed. These are the thinking.skillsImes related to inquiry (e.g, sets up hypotheses,Dthers classifies data, applies previously-learnedey were concepts and generalizations to new data,red in generalizes from data, and tests hypothesesson for against data). Moreover, some of the geo-

graphic skills should be emphasized in each

3

unit in order to teach pupils to use themeffectively and to develop the habit of usingthem.

Although some of the other skilir. are listedfor more than one unit, the teacher may decideto postpone teaching the skill in the first unitin which it is listed. Or she may feel that itis unnecessary to teach it to all childzer. inthe next unit even though she may wish to workon it witl. a small group of children who stillneed help with it.

Goals Related to Concepts and Generalizations

The Center has chosen to identify importantconcepts and generalizations from the varioussocial sciences and has tried to provide forsequential development of them in the K-12 curri-culum. The sequence for grades one and two isinterdisciplinary. It is designed to teachchildren important concepts and generalizationsfrom the fields of anthropology, sociology, andgeography. The concepts taught in the twocourses do not constitute a structure for anyone of the di,-7iplines but are important to oneof them or in some cases to several of them.The staff's point of view about structure insocial science disciplines and the place of struc-ture in the social studies program is presented inbackground papers #'s 1 and 2. Teachers inter-ested in structure in individual disciplinesshould read the backgrOund papers on those fields.It should be pointed out that as children movethrough the curriculum, they will develop somestructure for each of the disciplines. It was notthought wise to introduce separate structures inthe first two grade levels.

It is important to remember that the cultureconcept from anthropology has been used to tiethe entire curriculum together. Even though theobjectives for a particular procedure within a

9

unit dois desigconcept,most ofd ev elopeabout honot becadetails.that al]versal)eat maytural dimay be ithey arcappreciaAlgonquithe diffAlgonquidetailsthat pichelp thsourcesdetailsbecausecepts, awhich ar

The Rat.)

Thesein partizationrememberforced Eit is ntime clone uni.and holas hypostudy o.

I

the endbe able

se themit of using

- 3 -

is are listedmay decide

the first unitfeel that it

children inwish to work.en who still

eralizations

ify importantthe various

provide forthe K-12 curri-

ne and two is1 to teacheneralizationssociology, andn the twoture for anyportant to oneal of them.tructure inle place of struc-

is presented ineachers inter-discipliness on those fields.children move

1 develop somelines. It was notto structures in

hat the cultureen used to tieEven though the

educe within a

unit do not show clear ! that the procedureis designed to teach p pile about the cultureconcept, the teacher should keep in mind thatmost of the two-year sequence has beendeveloped to do just this. Many of the detailsabout how people eat, for example are includednot because it is important to know thesedetails. They are included to teach childrenthat all people must eat (a cultural uni-versal) but that what they eat and how theyeat may differ from .society to society (cul-tural diversity). Data on Algonquin utensilsmay be interesting in and of themselves, butthey are not important except to develop anappreciation of the skills and culture of theAlgonquin and to teach children someting aboutthe difference in economic functions betweenAlgonquin families and our own. Or somedetails can be used to help children learnthat pictures may not be accurate and so tohelp them see the importance of evaluatingsources .of information. In other words,details about cultures are included onlybecause they are needed to teach certain con-cepts, generalizations, skills and attitudeswhich are important goals of the program.

The Rationale for the Number of Objectives

These resource units differ from many unitsin part because of the large number of general-izations to be taught. The teacher shouldremember that these generalizations are rein-forced at later grades also. This means thatit is not necessary or wise to spend too muchtime clinching a single generalization in anyone unit. Rather, children should generalizeand hold these generalizations as tentative- -as hypotheses to be tested more fully as theystudy other families around the world. Atthe end of the second grade level, they shouldbe able to generalize more fully because they

10

4

will have studied a number of families in Thdifferent cultures. They should still under- emphastand that generalizations may need to be couramodified later, that they should be held them:tentatively, always subject to change in the the alight of new evidence. ready

drenBecause of this reinforcement and further draw

development of concepts and generalizations, it and qis important for the teacher to read through ideathe objectives of all the units for grades one themand two before she begins either course. The Theysecond grade teacher should read through all mightof the units, not just the objectives since data,she will need to ask children to make compar- and uisons with families they studied in the firstgrade. The charts on goals, which'are found Ti

at the end of this guide, are keyed to show two-which were also taught at the kindergarten lieflevel. by tl

goaL-1Teaching Strategies infor

carefThis course relies heavily upon an inquiry talki

approach to teaching. For a more complete deveidiscussion of inquiry strategies in teaching, an acthe teacher should read a number of the back- placeground papers. Background Paper #1 analyzes whatin more detail the Center's point of view dataabout inquiry as a teacing strategy and what teac'inquiry involves. Background Paper 410 examines or b,./

learning theory in relation to the use of in- storiquiry. Background papers on the individual the c.disciplines focus upon inquiry approaches to stancteaching. However, they discuss inquiry are ntechniques which might be taught to pupils andin some of the courses. teac

11

er of families iny should still under-as may need to bey should be heldect to change in the

orcement and furtherand generalizations, itcher to read throughe units for grades ones either course. Theuld read through allhe objectives sinceldren to make compar-studied in the first

als, which' are found, are keyed to showt the kindergarten

avily upon an inquiryor a more completerategies in teaching,a number, of the back-nd Paper #1 analyzes's point of view

ng strategy and whatround Paper #10 examinesion to the use of in-s on the individualnquiry approaches todiscuss inquirye taught to pupils

The first and second grade coursesemphasize a teaching strategy which en-courages pupils to find out things forthemselves rather than one which emphasizesthe absorption of generalizations presentedready-made by the teacher or a book. Chil-dren are asked to set up hypotheses bydrawing upon previously-learned conceptsand generalizations. They decide that someidea they have learned in the past might helpthem make sense out of this new situation.They cannot be-sure, but they think that thismight be so. Inquiry also involves gatheringdata, evaluating sources, testing hypotheses,and generalizing from their findings.

The staff does not believe, nor does thetwo-year sequence of courses reflect a be-lief that all learning must be developedby this type of teaching strategy. Somegoals call for having pupils learn to gaininformation by watching films or listeningcarefully to stories or someone who istalking to them. Other goals relate todeveloping a value for human dignity andan acceptance of diversity. There is aplace, therefore, for children to find outwhat others think about certain kinds ofdata. They may do so by listening to theteacher read a story or to a guest speakeror by seeing films. As they listen tostories, they are likely to identify withthe children in the stories and so to under-stand their feelings and viewpoints. Thereare many goals of a social studies programand some would be neglected if only oneteaching strategy were followed.

1 9

- 5 -

A careful study of the resource units will when ashow that the kinds of telling called for in teacheprocedures is not telling pupils the general- mayizations suggested in the objective. For ex- interesample, in the Hausa unit the teacher must tell childrchildren a good many things about the Hausa. all ofHowever, what she tells them consists of con- encour,crete data about how the Hausa families live in man-and what they are like. She does not tell has CCTthem that they have similar functions to thosethey have found in other families or that the AtHausa people are very like us in certain generaspecified ways. The procedures in the units at fausuggest kinds of questions which can be used supporto help children generalize from the data pre- the sosented by the teacher. should

childrThere are many occasions in the units for have p

grades one and two when children view pictures as posand are asked to make inferences about things Indeedfrom these pictures. Questions in the guides childrshould help them make these guesses or infer- coverences. Stories and other materials can be used izatioi.to help them check on their guesses. ized a

in famTeachers should attempt 'co encourage chil- genera

dren's guesses as being as worthwhile at familycertain stages of thinking as statements which learnpresent a commentary on facts seen in pictures tentator heard in stories. At other times, childrenshould be asked to listen to or look for things Whewhich can be used to test these guesses or whichhypotheses. Even at this stage, however, the techildren should be rewarded for coming up with First,new ideas about possible hypotheses or for unitsasking questions which have not been raised help tearlier. Whether or not pupils will learn to that cask questions, set up hypotheses, and general- of theize for themselves depends in part upon whether hypothor not such behavior is discouraged or rewarded courseby teachers. Fowever, the teacher should not to helalways say "yes," "that's right," or "good" For ex

13

5 -

its will when a child suggests an idea which thefor in teacher thinks good. Rather, the teacher

general- may wish to suggest that this is a new orFor ex- interesting idea and ask what ideas other

must tell children have. Then children can testHausa. all of the ideas. Teachers can reward orof con- encourage the kinds of behavior desired

les live in many ways besides saying that the childtell has come up with a "correct" answer.

s to thosethat the At times children may fail to limit

tain generalizations" sufficiently or may arrivehe units at faulty generalizations which cannot bebe used supported by present data and knowledge indata pre- the social sciences. If so, the teacher

should not feel obligated to correctchildren immediately. Rather she should

nits for have pupils think of these generalizationsw pictures as possible hypotheses to be tested later.ut things Indeed, at times it is, beneficial forhe guides children to over-generalize and later dis-or infer- cover that they must modify their general-can be used izations. Thus if they have over-general-

ized about the functions found universallyin families, they may have to modify their

-age chit- generalization when they study the Kibbutzle at family. This experience should help thements which learn the need to hold generalizations

in pictures tentatively.s, childrenk for things 16hen children arrive at generalizationssses or which are obviously contradicted by data,wever, the teacher needs to consider two questions.ing up with First, do later parts of this unit or lateror for ,

units during the year provide material ton raised . help them test these generalizations so1 learn to that children should be permitted to thinknd general- of them as tentative generalizations orupon whether hypotheses until then? Second, do lateror rewarded courses in the curriculum provide materialshould not to help them test and limit generalizations?

"good" For example, will units in grade two help

1 4

6

them limit a generalization which they havearrived at in one of.the first grade units?Or will study of one of the communities inthe third or fourth grades help them limita generalization which they make in gradetwo?

If the answer to either question is "yes,"it may be wise to let pupils hold these gen-eralizations tentatively but to remind themthey should think of them as hypotheses tobe tested in later units. This is probablythe procedure to use if the generalizationrepresents an over-generalization which doesnot take into account some of the moresophisticated limitations which a socialscientist or, even an older child might placeupon it.

In the other hand, suppose the answer toboth questions is "no." Or suppose that thegeneralization is not just too broad but isobviously contradicted by data which.childrenhave already come across or which could bepresented to them in an understandable formwithin the unit being studied. The teachershould then spend more time helping childrentest their generalization at this time. Ratherthan merely telling children that their general-ization is wrong or needs to be limited, theteacher might confront children with data. Forexample, she could read excerpts from books,tell stories, show pictures or films or merelyrelate certain facts. This data should be suchas to lead children to modify their generali-zation or arrive at a better generalizationwithout the teacher telling them what is wrong.

THE FOCUS OF THE TWO-YEAR SEQUENCE

This two year sequence focuses upon "FamiliesAround the World." Children will study families

15110111210111111111111

from different societifamily from a non-westgrade level. They willcomparisons with theirthe end of each year, tover the families theywill be asked to generain their own communitythe world.

The family is beingto teach a series ofscience concepts relatorganization, social pr(See pp. 27-30.) The fbeen selected carefullydiversity, to help chi-uniqueness of culture;is learned, to teach cand values, and to empuniversals and the psycThe selection of familent structures and rolwill help to emphasizehuman behavior. The stshould also teach ideaF.,,role, role differentiaDespite the diversity,cultural universals.all people have to sat'needs, but that they s,They will learn that alfamilies and some wayschildren.

The families to be .

chosen with a view toent site co,Icepts. (Ssequently, children wildifferent types of phyEincluding mesas in a dareas, a high plateau

- 6 -

h they haveade units?nities inthem limitin grade

ion is "yes,"d these gen-remind them()theses tois probablyralizationn which doese morea socialmight place

e answer toose that theroad but ishich .childrenh could bendable formThe teachering childrens time. Rathert their general-limited, thewith data. Forfrom books,ilms or merelyshould be sucheir generali-eralizationwhat is wrong.

QUENCE

s upon "Families1 study families

from different societies, including afamily from a non-western culture at eachgrade level. They will be asked to makecomparisons with their own families. Atthe end of each year, they will look backover the families they have studied andwill be asked to generalize about familiesin their own community as well as aroundthe world.

The family is being used as a vehicleto teach a series of important socialscience concepts related to culture, socialorganization, social process, and site.(See pp. 27-30.) The families studied havebeen selected carefully to point up culturaldiversity, to help children recognize theuniqueness of culture; to show that cultureis learned, to teach children about normsand values, and to emphasize culturaluniversals and the psychic unity of mankind.The selection of families with very differ-ent structures and role differentiationswill help to emphasize the variability ofhuman behavior. The study of these familiesshould also teach ideas about structure,role, role differentiation, and function.Despite the diversity, children will noticecultural universals. They will note thatall people have to satisfy certain basicneeds, but that they satisfy them differently.They will learn that all societies havefamilies and some ways of socializingchildren.

The families to be studied have also beenchosen with a view to. teaching pupils differ-ent site concepts. (See pp. 8-11.) Con-sequently, children will study families indifferent types of physical environments,including mesas in a desert area, forestedareas, a high plateau in a mountainous area,

16

7

a flood plain, a grassland area and a seaport. is pThey will study families in large cities and plannin small towns and Indian villages. Each in -L._

unit begins with some study of the site char- tionsacteristics of the place where the family theselives. Children will also review and extend and ttheir map and globe skills as they study conteeach unit. advan

sophiThe two-year sequence has also been designed conce

to introduce pupils"to the idea of cultural creaschange. Children study a colonial family in aboutBoston. This unit is included to show how thefunctions of American families have changed. ThThe Hopi, the Algonquin, and the Japanese units familcontrast families in these cultures in two As ofdifferent periods. By showing change- among the matersame group in the same area, the units also and acontribute to the idea of the cultural use of hooksthe environment rather than the deterministic a teaviewpoint which at one time dominated the She steaching of geography. ever.

shoulThe purpose of having children study more in fa

families than those included in grade one is rolesto make sure that they will be able to general- to prize about cultural diversity, uniqueness and typesuniversals. Time should be saved at the end if diof the second grade for a culminating period teachin which children will fit together all that teachthey have learned about families and about as thculture, social processes, .and social organiza-tion. Th

gradeChildren do not get bored by this two-year those

sequence on families, since each unit focuses couldupon a very different culture. Children are similnot just studying the family as an institution readfor two years. It is important to note that studithis is not the last time that children willstudy the concepts and generalizations identifiedfor these two courses. This two-year program

17

area and a seaport.in large cities andvillages. Eachy of the site char-here the family

o review and extends as they study

has also been designede idea of culturalcolonial family iniuded to show how theilies have changed..and the Japanese unitse cultures in twoowing change-among theea, the units alsothe cultural use of

an the deterministice dominated the

thildren study moreded in grade one is11 be able to general-ity, uniqueness andbe saved at the endculminating period

t together all thatamilies and about,and social organiza-

red by this two-yearce each unit focusesture. Children areily as an institutionrtant to nOte thatthat children willeralizations identified

his two-year program

is part of a K-12 curriculum which has beenplanned to provide continuity and sequencein the development of concepts, generaliza-tions, skills and attitudes. Therefore,these concepts are introduced in grades oneand two but are reinforced through othercontent at later grade levels. As childrenadvance in school they will become moresophisticated in their understanding of theconcepts and generalizations and will in-crease the number of their generalizationsabout each concept.

The teacher could substitute differentfamilies for those chosen for this course.As other curriculum projects developmaterials on families around the world,and as films, filmstrips, and children'sbooks become available on other families,a teacher may wish to make substitutions.She should be very careful in doing so, how-ever. At least some of the families chosenshould illustrate rather dramatic differencesin family structure, functions, values, androles. The families chosen should continueto provide opportunities for study of variedtypes of site characteristics. Moreover,if different families are substituted, theteacher should handle the units so as toteach the same concepts and generalizationsas those identified for the present program.

The teacher could have very able secondgraders find out about other families thanthose studied by the class. These childrencould tell the class about differences andsimilarities between the families they haveread about on their own and the onesstudied by the class.

18

8

GENERAL OUTLINE FOR TWO-YEAR SEQU&NCE aggra po

The units for the two-year sequence are rulelisted below, with brief descriptions of some fromof the characteristics of each type of family teacand site. conf

Grade One aspe

Unit 1 The Hopi Family Ti

mesa.The study of the Hopiin the early ]Oth Ariz

century provides an example of a culture in chiliwhich roles in the family are differentiated carry(

in a very different fashion from the ways we Chilassign them. Thus it provides an excellent primexample of the possible variability in humancultures. The family structure among the T.

Hopi was a matrilineal extended family. It Hopiincluded more than one nuclear family of of tmother, father, and children. It often to gincluded several families of married sisters, contplus grandmothers and maternal aunts and their

Unitgroup and cooperating for many purposes, somehusbands all living together as a residence

of which are not the responsibility of thechil

relatives such as the child's mother's brother funce

family in our society or are functions ofour families to a.much lesser degree. Certain

had responsibilities for socialization, of the own.child which belong to the child's own father fathin our society. Productive tasks among the theirHopi differed in assignment by sex from our forown. For example, men wove cotton cloth and It pmade clothes for their brides and othermembers of their families.

Ti

Hopi ethics and values stressed many Newqualities which are analagous to our own, but suchin other ways they were quite different. They riveemphasized the avoidance of violence and dis -putes. The Hopi rarely engaged in physicalviolence of any sort. They approved of non-

19

8

EAR S EQU ENC E

sequence areiptions of sometype of family

e early 10tha culture in

13

differentiatedom the ways wean excellentility in humane among thefamily. It

family ofIt often

arried sisters,aunts and theirs a residencepurposes, some

ility of theunctions ofdegree. Certainmother's brotherlization of thed's own fathersks among thesex from our

tton cloth andand other

ssed manyto our own, butdifferent. They(Dlence and dis-ad in physicalpproved of non-

aggressive behavior even when provoked toa point we would consider extreme. Hopirules for behavior were different enoughfront our own to provide a contrast forteaching about concepts of cooperation andconflict and for teaching about rules andpositive and negative sanctions as universalaspects of human society.

The Hopi lived on plateaus on top ofmesas in the desert region of northeastern.Arizona. The unit can he used to teachchildren about plateaus, mesas, cliffs,canyons, streams, springs, and irrigation.Children also learn about one type ofprimitive farming.

The unit also includes material on theHopi of today. This contrast with the Fopiof the early 20th century permits pupilsto generalize about cultural change andcontinuity.

Unit 2 - The Algonquin Family

This family provides a contrast with thechildren's on families in terms of theindependence of the family unit and the manyfunctions of the family fulfilled on itsown. The Algonquin family unit of mother,father, and children provided almost all oftheir raw materials and processed materialsfor food, clothing, shelter, medicine, etc.It provided almost all training for thechild's future life.

This unit :Douses upon life in southernNew England. Children will study conceptssuch as softwood and hardwood forests, lakes,rivers, swamps, and the seashore.

20

9

Unit 3 The Quechua Family of Peru

The Quechua are the modern descendantsof the Inca - the South American Indians whose

ofThe

Empire extended over much of modern Peru, a

Bolivia, and Fcuador until they were conquered amountby the Spanish. "Quechua" designates the is permlanguage still spoken by these people who the famnumber several million at the present time. They th,

attitudThe highland Indians live in peasant Hopi.

communities which are fairly isolated, auto-nomous, and cut off from the intimate contact Thewith the larger society of which they are part. of a pe(They produce their own food and most other in thethings they use. However, they also sell a a numhesmall amount in the market to acquire cash for valleysthe things which they wish to buy. They are ences,largely self-sufficient and self-containedand suspicious of the outside world. Unit 4

clear baccordi

The peasant community generally consistsof several extended families which are relatedthrough marriage (the ayllu). In contrast toour system, the whole community or ayllu isessentially a family group. An individual hassome sort of kin relationship with reciprocalresponsibilities and norms of etiquette witheveryone else in his community.

The Quechua nuclear family group makes upthe household. It provides an excellentexample of children's roles which differ fromthose in our society. For example, malechildren begin to work in the fields at theage of five or six. Girls can often do mostof the essential household tasks by the timethey are the age of the average first graderin this country. Sexual differentiation ofroles is very marked even by this age in con-trast to our own society where boys a.nd girlsoften do many of the same tasks and playsimilar games. Among the Quechua there are very

2 1

Thismarked (

studied.systemoatrilindescentat marrjwho, ifto liveJapaneseideallylished,allowedtainedmore thamarriedusuallythe famidepartedmembers.enshrinto func

9 -

y of Peru

ern descendantserican 'Indians whoseof modern Peru,they were conquereddesignates thehese people whothe present time.

ye in peasantly isolated, auto-he intimate contactwhich they are part.

d and most otherthey also sell ato acquire cash forto buy. They are

d self-containedide world.

enerally consistses which are relatedu). In contrast toanity or ayllu is. An individual haship with reciprocalof etiquette withcity.

ily group makes upan excellentwhich differ fromexample, male:he fields at thecan often do mosttasks by the time_rage first grader,fferentiation ofy this age in con-ere boys and girlsasks and play?ilechua there are very

clear boundaries of permissible behavioraccording to sex at any early age.

The Quechua also offer a good exampleof a culture in which a relatively greatamount of outward expression of conflictis permitted in relationships both withinthe family and within the community.They thus offer a useful contrast to theattitudes toward conflict found among theHopi.

The Quechua provide a colorful exampleof a people who live on a very high plateauin the mountains. Children can learn abouta number of site concepts such as mountains,valleys, plateaus, vertical climatic differ-ences, and terracing.

Unit 4 - The Japanese Family

. This family was chosen because of certainmarked contrasts with the other familiesstudied. The traditional Japanese familysystem is characterized by an extendedpatrilineal and patrilocal family. That is,descent is traced in the male line and bridesat marriage go to live with their husbands,who, if they are the family heir, continueto live ideally with their parents. TheJapanese household is a corporation thatideally has perpetual existence. Once estab-lished, a household line should not beallowed to lapse. The household group con-tained in the past and often still containsmore than one nuclear family. Even whenmarried sons live elsewhere, as non-heirsusually do, they often act as members ofthe family group. The household includesdeparted deceased members, as well as livingmembers. All regular household members areenshrined at the family altar and continueto function as family members in several

10

ways. For example, Japanese children aretaken before the household shrine and asked:"Do you think you can give the ancestors anyexcuse for doing that?"

Outside of such a family group a humanbeing in Japan would be said to be sociallynon-existent. Within the group he is a memberperpetually, even after death. Thus thehousehold group provides an atmosphere ofpsychological security which the family systemof our society does not provide, since oursystem emphasizes the husband-wife relation-ship and the establishment of new nuclearfamilies by its children.

The Japanese family is also a religiousunit, providing the congregation for ritualrecognition of ancestors.

The structuming of relationships amongliving members differs considerably from thoseof our families. For example, the position ofaged members was and is one of authority andprestige. Moreover, new brides are broughtinto a family at the bottom of the rank orderof authority in most situations. Although thefocus of this unit is on the traditional family,the unit attempts tp show change in the fartlilyand its ways of life in the modern day.

Grade Two

Unit 1 The

This unitfrom which tchanges andAmerican famclearly, forfunctions offamily proviclothing, shalso illustrpossessionsThe colonialdifferent ncmanners, behpeople, etc.recognize alationshipsresemble the

This unitconcepts ofand ways inphysical envin large arepeninsula ondren can alsrivers and h

Most of this unit deals with family life in Unit 2 ThEa village on a flood plain. surrollnded bymountains in the interior of one of the This unitJapanese islands. However, the unit also pre- tunities tosents a brief contrasting picture of life in a city in whicfishing village along the coast and life in a life in Amermodern city. The unit can be used to teach structure isgeographic concepts such as the ocear., islands, States, althmountains, hills, floodplains, rivero, terraces, working. Thrice paddies, farming, fishing, villages, many ways bycities and population density. economic sys

- 10

ldren aree and asked:ncestors any

p a humanbe sociallyhe is a memberThus thesphere offamily systemsince our

fe relation-nuclear

religiousfor ritual

_ips amongbly from thosehe position ofuthority andare brought.ho rank order

Although theditional family,in the faMilyn day.

family life inunded byof the

unit also pre--e of life in aand life in a;ed to teachocean, islands,ivers, terraces,villages,

Grade Two

Unit 1 The Colonial Family of Boston

This unit provides children with datafrom which they can generalize aboutchanges and cultural continuity in theAmerican family. It illustrates veryclearly, for example, changes in economicfunctions of the family. The colonialfamily provided most of its own food,clothing, shelter, and utensils. The unitalso illustrates great changes in materialpossessions from Colonial times until now.The colonial family illustrates verydifferent norms and attitudes (about tablemanners, behavior on Sundays, unmarriedpeople, etc.). However, children willrecognize a number of ways in which re-lationships between parents and childrenresemble those of today.

This unit permits pupils to study thecon,::epts of harbor, peninsula, and seaportand ways in which man has changed hisphysical environment (for example, by fillingin large areas of water around the originalpeninsula on which Boston was built). Chil-dren can also review site concepts such asrivers and hills.

Unit 2 The Soviet Family in Moscow

This unit provides children with oppor-tunities to study family life in a largecity in which life differs in many ways fromlife in American cities. However, familystructure is much like that in the UnitedStates, although wives are more likely to beworking. The Soviet family is ,ffected inmany ways by the Soviet political andeconomic system. Children will see these

.4,7181anar4trACINS24RSIMONMOVIRVIVIERNOMa

differences in such concrete terms as housing, a familystores, government services, nurseries, youth be foundgroups, socialization, role of women, etc. This not all 1unit also provides a sharp contrast with some of are broug:the other families children study in the first and in hogtwo grades. separated

their socMoscow is located on a river in an area which members o

has very cold winters. The city illustrates the providesway in which cities are divided into a number of which fam'sections which differ from each other in terms the Kibbuof types of buildings and functions. functions

affectionUnit 3 - The Hausa Family in Northern Nigeria It retain

AlthoughThe Hausa family has a very different type of usual eco

family structure than any which children have dustriali,studied earlier. The family is polygamous, with to the co.the man having more than one wife. Each wife for commuhas her own house within a larger compound. The family alattitude toward women differs markedly from that This unitin our own society. used to t.

conceptsThe Hausa have a settled agriculture rather etc.). C

than the slash and burn type practiced in many the entirparts of Africa. They also have important trade tended falrelations with other people. They produce goods communityfor market in order to buy goods which they do vides a unot produce themselves. "Communit

The Hausa live in northern Nigeria in a The Kigrassland area of scanty rainfall. The area located i.has more precipitation than that found in a des- dry summe2ert region. The unit can be used to teach childrenpupils about the effects of oceans upon rain- in desertfall and temperature and the effect of precipita- more aboution upon vegetation within the different regionsof Nigeria.

Unit 4 The Kibbutz Family of Israel

This family was chosen because it illustrates

housing,, youthetc. Thisth some ofhe first

area whichtrates thenumber ofin terms

Nigeria

ent type ofren haveamous, withach wifepound. Thev from that

re ratherd in manyrtant tradeoduce goodsh they do

a family with about as few functions as canbe found anywhere. The family members donot all live together in one home. Childrenare brought up from babyhood in nurseriesand in homes for children. They areseparated by age groups and receive much oftheir socialization from women who are notmembers of their family. The communityprovides the food, clothes, and other thingswhich faMilies need. However, a study ofthe Kibbutz family shows that some familyfunctions remain. The family has an imoortantaffectional and emotional support function.It retains some of the socialization function.Although the individual family has lost theusual economic function found even in in-dustrialized societies, parents contributeto the community, economy which then providesfor community members. Of course, thefamily also retains the procreation function.This unit, like that of the Hausa, can beused to teach children a number of economicconcepts (division of labor, interdependence,etc.). Children will learn that in one sensethe entire Kibbutz community is like an ex-tended family. Since children study thecommunity to study the family, this unit pro-vides a useful transition to the course on"Communities Around the World" in grade three.

in a The Kibbutz on which this unit focuses ishe area located in a Mediterranean climate of hot,d in a des- dry summers and wet, cool winters, althoughteach children will find out that others are locatedon rain- in desert areas. Children will learn muchf precipita- more about irrigation as they study this unit.rent regions

illustrates

.6

- 12 -

THE PLACE OF THE SEQUENCE IN THE ELEMENTARY coCURRICULUM wi:

fi.

It is important to note the way in which this ec,

two -year sequence f it s into the entire el em wi_tary curriculum. It follows a kindergarten go\program which is designed to acquaint children the.

with the general idea of varied peoples in the a.=world and with simple geographic concepts and chaskills. Children will have studied their own shineighborhood, learned something about directions litand distances, made simple maps and learned to ecouse simple globes and maps. They will have foundout that communities and countries are dependentupon each other for many goods and resources. tutThey will also have been introduced to the idea insof change in the environment which results both earfrom natural forces and from man's activities. Man

theIt seems appropriate to have children begin the

their study of culture by focusing upon only chione institution -an institution which is close vilto their lives. The two-year sequence of

fi"Families Around the World" does introduce sorC

several other institutions in a simple way as viichildren focus upon the family. Children will mornotice differences in education and to some ex- thetent in religion. They will be introduced to sim- witrple economic concepts, such as specialization andeconomic interdependence. However, they willwait to study other institutions in greater mordepth until grades three and four. sam

envGrade three uses the theme of "Communities gra'

Around the World" to introduce children in more Latdetail to social and politcal institutions.Again some economic concepts are developed, butthe major focus upon economic institutions doesnot come until grade four.

The fourth grade course uses the same themeof "Communities Around the World" to introduce

27

a

setteacobj c

12

E ELEMENTARY

,qay in which thisentire elemen-

',:indergartenquaint childrenpeoples in theconcepts and

lied their ownabout directionsand learned tocy will have foundies are dependentind resources.aced to the ideaich results bothl's activities.

children begining upon onlywhich is closecquence ofs introducesimple way asChildren willand to some ex-introduced to sim-

specialization andJer, they will3 in greater

"Communities;hildren in morelstitutions.'e developed, butistitutions does

the same theme" to introduce

contrasting economic .systems. Childrenwill spend a large portion of their timefinding out in simple terms hov our owneconomic system operates. However, theywill discover that in some societies thegovernment plays a much greater role andthat traditional reciprocal relationshipsamong people are more important for ex-change than our type of market relation-ship. They will see how the total way oflife, including cultural values, affectseconomic systems.

In each of these grade levels, insti-tutions are added to a study of otherinstitutions which pupils have examinedearlier. That is, as children look at theManus or Paris community in grade three,they will also notice some things aboutthe family life in these communities. Aschildren look at economic life in thevillage of India in grade four, they willfind out much about the family life and thesocial and political life in an Indianvillage. In this fashion, children studymore institutions in each grade level untilthey are able to look at total cultureswithout too much confusion.

In grade five, children study in muchmore detail how different cultures or thesame people over time use the same physicalenvironment. The focus is upon the geo-graphy of the United States, Canada, andLatin America.

THE FORMAT OF RESOURCE UNITS

The main body of each resource unit isset up in a doublepage format to helpteachers to see the relationships amongobjectives, content, teaching procedures,

13

and materials of instruction. The first columnof objectives on the left-hand page answers thequestions: Why should we use this procedure orteach this content? What should be the focus ofthe procedure? The second column on the left-hand page presents an outline of content whichanswers the question: What topics should weteach? The first column on the second page in-cludes teaching procedures. :rt answers thequestion: How can we teach these objectivesand this content? The last column on materialsof instruction answers the question:: With whatmaterials can we teach the objective and contentand handle the procedure?

In the objectives column generalizations arepreceded by a G and are in plain type. Skillsare preceded by an S and are underlined.Attitudes are preceded by an A and are in capitalletters. If no objective is found in the left-hand column for a particular procedure, theteacher should look at the last objective(s)listed in the column for a single procedure. Anobjective is not repeated until a d:Lfferent ob-jective intervenes. Most of the generalizationsto be developed are presented in the terms ofthe social scientist. No attempt should bemade to have children learn the statements aspresented here. Rather, they should be asked togeneralize in their own words.

It should be noted that any one teachingprocedure may help develop several generalizations,one or more skills, and one or more attitudes.Indeed, the most useful procedures are frequentlythose which help achieve several types ofobjectives .

By knowing what generalization (s) are listedfor a particular procedure, the teacher candirect his handling of the procedure to appro-priate ends. However, he should not feel that

29

childrenthe resuprocedurmerit ofnever thplishingthe Hopiall desizationsdrives,ently.in gradedevelopthe Hopgeneralidrives adiffered.:size theother pcz e. more

pletedon page.,act iviti

The r.completebe fount:the unitother bein teach

ADAPTING

The uresourceexpectedideas foThese unbilitiescourse.

Since

13

_ion. The first column-hand page answers the, use this procedure orshould be the focus of

ad column on the left-c..line of content which

topics should weon the second page in-s. It answers thech these objectives.:st column on materialsne question: With what-:e objective and content

I.:,mn generalizations arein plain type. Skillsare underlined.an A and are in capital

9 is found in the left-lar procedure, the

ne last objective(s)a single procedure. AnI until a different ob-of the generalizations

anted in the terms ofo attempt should beam the statements asthey should be asked to

words.

at any one teachingseveral generalizations,

one or more attitudes.procedures are frequentlyseveral types of

alization(s) are listedre, the teacher canhe procedure to appro-e should not feel that

children should learn a generalization asthe result of this one procedure. Theprocedure should help lead to the develop-ment of the generalization but is almostnever the only procedure aimed at accom-plishing this end. For example, withinthe Hopi unit, activities #19 and 26-2R areall designed to help teach the generali-zations that all people have certain basicdrives, although they satisfy them differ-ently. Moreover, each of the other unitsin grades one and two have activities todevelop this generalization further. Inthe Hopi family unit, children can onlygeneralize that the Hopi have the same basicdrives as we have and that they satisfy themdifferently than we do. They can hypothe-size that the same thing might hold true ofother peoples of the world. They can general-ize more completely after they have com-pleted the second grade course. The charton pages 17-27 indicates which units haveactivities to teach each generalization.

The materials column does not includecomplete bibliographic data. This data canbe found in the bibliography at the end ofthe unit. The bibliography includes manyother books which will also prove helpfulin teaching the unit.

ADAPTING RESOURCE UNITS TO SPECIFIC CLASSES

The units provided by the Center areresource units. Naturally, teachers areexpected and encouraged to add their ownideas for materials and teaching procedures.These units are intended to suggest possi-bilities, not to 17:resent a cut-and-driedcourse.

Since these units are resource units,

teachers are not expected to use all of the upon:suggested procedures. Indeed, they could not of schdo so in any one class. Rather, he should museumselect and add procedures which are most beforesuitable for each class. They should consider economa number of factors as they make this selec- (b) eation: whethc

earlie1. The objectives which they wish to

emphasize in the unit.

Suppose the teacher discovers thr chil-drtm need much more help on certain map-reading skills. She may wish to addsome objectives which are not includedin the resource unit. On the otherhand, suppose she discovers that chil-dren have developed considerable abilityto use a specific map-reading skill.She may then wish to omit this skill asan objective or at least merely reviewits use rather than using all of theactivities designed to teach it.

2. The general ability level of the class.

For example, in a class of largely low-ability children the teacher may wish Some pto spend more time on some of the if nee,activities which call for making concrete or ifitems, manipulating things, or drawing. tuted.

attemp3. The differing abilities and interests of anothe

class members.

This criterion is particularly importantin selecting individual and small groupactivities.

5. The rein soc

The toquestiare chand mathem :Lit

are thin onethe masomethapplieof thestand

6. Materi

4. Previous experiences of children.

The selection of objectives, content, pro-cedures, and materials will depend in part

- 14 -

11 of the-y could notle shoulde mostuld consider:his selec-

t.

that chil-rtain map-to addincludedother

uat chil-Die abilityskill.

s skill asly reviewof the

Lt.

..he class.

rgely low-Alay wishthe

ing concreter drawing.

nterests of

y importantmall group

ren.

content, pro-epend in part

upon: (a) previous experiences outsideof school, such as trips, visits tomuseums, where children have livedbefore coming to the community, socio-economic background of children, etc.,(b) earlier school experiences, includingwhether or not children have come throughearlier courses in the curriculum.

5. The rest of the school cuiricul...m, bothin social studies and in other fields.

The teacher will need to considerquestions such as the following: Whatare children learning in their scienceand mathematics units which might helpthem in social studies? For example,are they learning anything about mapsin one of the new math programs? Doesthe math program call for teaching themsomething about sets which might beapplied in studying families? Does anyof the work in science help them under-stand globalism or climate, etc.?

6. Materials available for the course.

Some procedures will have to be omittedif needed materials are not availableor if other materials cannot be substi-tuted. (However, the teacher canattempt to obtain such materials foranother year.)

32

- 15

THE PREPARATION OF THESE MATERIALS

The Curriculum Center at the University ofMinnesota had as its major goal the develop-ment and try-out of a new curricular frameworkfor grades K-12. The basic assumptions of thestaff and the criteria for selecting topicsare discussed in the Center's BackgroundPaper n. A tentative curricular frameworkwas used in developing a series of resource

is and sample pupil materials at variousels where they were needed. No attempt wasie to develop a complete set of material,;

for children. Rather, the aim was to try outthe curriculum, using as many materials avail-able from other sources as possible, andsupplementing these materials with a fewdeveloped by the Center only where they wereneeded in order to teach the units.

The resource units and stories for childrenwere developed by a number of people. ShirleyHolt, Jennette Jones, and Genevieve Berkhoferwrote the background papers for those preparingthe units. These papers are attached to eachunit to help teachers build their own back-ground. Teachers arm not expected to andshould not try to teach all of the ideascontained in them.

Following a period of field testing in theChelmsford Public Schools, the units wererevised by teams of Chelmsford teachers duringthe summer of 1968. Mary Priest and MaureenSanders revised the first grade units whileClaire McCrady, Patricia Simonson, MargaretKane, and Jane Markiewicz revised the secondgrade units.

33

- 17 -

CHART SHOWING UNITS IN WHICH GENERAL

Grade

HopiAigon-quip

1. Things can be located at sk.ecificpoints on the earth's surface. X X

2. Places can be located in relation-ship to where we live in terms oftheir distance and direction from us X X

3. No two places are exactly alike.Each place looks somewhat different'.drom other places. X X

4. Temperature is affected in part byelevation; air is cooler at higherelevations than at lower elevationsif latitude and distance from thesea are the same.

5. Temperature and seasonal differencesare affected in part by distancefrom the equator; temperature rangesare smaller near the equator thanfurther from it; seasons change verylittle near the equator.

1stpart

#

6. Vegetation is affected in part bytemperature and rainfall.a. Trees need more water than

grasses do in order to_grow.T

b. Deserts may be caused by toolittle rain.

7. Soil is affected in part by the typeof vegetation in the areas. X

X means that it is stated as an objective.

# means that it is taught even though not stated as

* means that one aspect of it or part of it was intr

- 17

CHART SHOWING UNITS IN WHICH GENERALIZATIONS ARE TAUGHT

Grade One Grade Two

HopiAlgon-Quech-quin ua

Japan-ese

Colo-nial soviet Hausa

Kib-butz

an be located at specificn the earth's surface. X X X X X X #an lie located in relacion-where we live in terms ofstance and direction from us. X . X X Xlaces are exactly alike.ce looks somewhat differenter places. X X X X # 4ure is affected in part byn; air is cooler at higherns than at lower elevations:de and distance from the:he same. X-are and seasonal differencesoted in part by distanceequator; temperature ranges

ter near the equator thanfrom it; seasons change veryear the equator:

j

1stpart

I# X

X

1stpart

X

1stpart

X

X

'31-1 is affected in part byure and rainfall.s need more water thanses do in order to grow.

X

its may be caused by tooie rain.affected in part by the typeation in the areas. X

that it is stated as an objective.

that it is taught even though not stated as an obj(active.

that one aspect of it or part of it was introduced in the kindergarten course.

43 3 5

- 18

Grade One

HopiAlgon-2uech-quip ua

8. Some things can be produced betterin one place than in another becauseof climate, resources, access,people's skills, etc.a. Some types of crops require much

more human labor than othertypes do.

b. Different crops need differentamounts of water.

c. Some crops need longer growingseasons than others r-io.

g.seasX

temp.X

. High mountain plateaus can beused more easily for grazingthan for growing crops.

9. The people of the world are inter-dependent.

* a. People in most societies of theworld depend on people who livein other communities and coun-tries for certain goods andservices.

* b. The people who five in onecommunity depend upon each otherfor different goods and servicesand for markets for goods andservices.

10. Certain physical features of siteare more desirable than otb,rs forthe development of a port city.

X means that it is stated as an objective.

# means that it is taught even though not stated as an ob

* means that one aspect of it or part of it was introduce

18 -

Grade One Grade Two

HopiAlgon-puech-quip ua

Japan-ese

Colo-nial oviet Hausa

Kib-butz

.ced betterDther becauseaccess,

require muchan other

X1 different

.

pfer growingdo.

g.seasX

temp.X

.11.1s can be

grazingTs .

are inter-

,2ties of theple who live.J and co,in--)ods and

#

in oneDn each otherand servicesgoods and

X # X #

..s of siteothers forrt city. X

ad as an objective.

ht even though not stated as an objective.

of it or part of it was introduced in the kindergarten course.

19

Grade One

HopiAlgon-uech-quin ua

11. Both man and nature change thecharacter of the earth.

ManX

a. Irrigation makes it possible togrow crops on land which other-ise would be too dry. X

b. Terracing enables man to. growcrops on steep slopes and alsoslows down water erosion.

12. A division of labor makes it possi-ble to increase production.

13. Machinery and power make possiblegreater production per person andmore complex products. X

14. People living in the same physicalenvironment or in the same type ofphysical environment use it differ-ently, depending upon their culturalvalues, perceptions, and level oftechnology. ,

15. Airplanes can follow the shortestdistance between two points moreeasily than can other types of trans-portation because they can fly overboth land and water and over hin-drances to land transportation suchas swamps, mountains, or ice. Theyare also faster than land transpor-tation.

16. The earth's rotation produces nightand day. # X X

X means that it is stated as an objective.

# means that it is taught even though not stated as an objt-

* means that one aspect of it or part of it was introduced

19

Grade Ohe Grade Two

HopiAlgon-Quech-quip

1

uaJapan-ese

Colo-nial Soviet Hausa

Kib-butz

3nge the ManX X X

ManX

. possible towhich other-iry. X #

nan to. grow?es and also:osion. X X(es it possi-:.ion.

.

(e possibleperson and

X Xme p ysicalsane type ofe it differ-_heir cultural_d level of

X X X X X X,e shortestA.nts moreLypes of transcan fly over

1 over hin-:)rtation such

ice. Theyand transpor-

Xroduces night

# X X X X X X X

zed as an objective.

ght even though not stated as an objective.

t of it or part of it was introduced in the kindergarten course.

20

Grade One

HopiAlgon-puech-quin ua

J

17. Ways of living differ from onesociety to another and within thesame society. (They differ from

. one time to another within the samecountry; the society is not thesame.) Each culture is unique. # X Xa. Families differ widely from

society to society as co howthey are organized (in theirstructure). X . X

b. Families in the same countrydiffer from one period toanother; the society is not thesame.

c. Each family has ways of doingthings which are unique, al-though most of its ways areshared with other families inthe same society.

d. Although certain family func-tions are found in all societiesLother functions of the familyvary widely from society tosociety. # X X1) Families usually have some

economic function, but theeconomic function differsgreatly from one society toanother. X X

X means that it is stated as an objective.

# means that it is taught even though not stated as an obj

* means that one aspect of it or part of it was introduce()

40

bra one4thin theEfer from4n the samenot theunique.ly froms to how(in their

countryhod tois not the

of doing.i.gue, al-1,,Yays are

rimilies in

func-11 societies

Ethe familyciety to

I have someD r', but theD r' differs

society to

20

Grade One Grade Two

HopiAlgon-Quech-guin ua

Japan-ese

Colo-nial Soviet Hausa

Kib-butz

,

X X

4 X X X X x X X

x x x #

ed as an objective.

ht even though not stated as an objective.

of it or part of it was introduced in the kindergarten course.

21

Grade One

HopiAlgon-Quech-quin ua

,

2) Families in some societieshave religious functions.

e. The kind and amount of conflictpermitted in the family variesfrom one culture to another.In some cultures children arenot permitted to fight oneanother and do not fight. X

f. Although age and sex are prin-ciples used in all societies todifferentiate status and rolewithin the family, the specificroles differentiated by theseprinciples are Organized verydifferently from society tosociety. X

g. Within the family in our society,the parents and older siblingsdirect expectations (organizedinto roles) toward the child.In some societies aunts anduncles or other relatives alsoplay a part in teaching rolesto children. #

h. People in different societiesdiffer as to how they expectpeople to act and as to whatthey think good and bad.

i. Human heings have the potentialto exhibit extremely variable

X means that it is stated as an objective

# means that it is taught even though not stated as an ob

* means that one aspect of it or part of it was introduce

societiesnctions.f conflictly variesnother.dren aret oneht.

are prin-cieties toand rolee specificby thesezed veryety to

our societsiblings

organizede child..ts andives alsong roles

ocietiesexpectto whatad.potentialvariable

- 21 -

Grade One Grade Two

HopiAlgon-2uech-gain ua

Japan-ese

Colo-nial Soviet Hausa

Kib-Butz

Y.

x

X X X X

# X X

x X x x x x

as an objective.

even though not stated as an objective.

f it or part of it was introduced in the kindergarten course.

/V)

- 22 -

Gr

HopiAlgonquin

behavior, depilding upon theirnatural and cultural environ-ment; they satisfy their drivesand needs differently.

18. All people, regardless of where orwhen they lived or to what race,nationality, or religion they havebelonged, have (had) many thingsin common. Xa. All people, everywhere, have

certain basic drives, althoughthey satisfy them differently. X X

b. Human beings exhibit the samekinds of emotions (anger, fear,sorrow, hatred, love) althoughthey may express the in diff-erent ways and the emotions maybe aroused by different things. X

c. Human beings everywhere haveacquired the need for positiveaffect (affection) and inter-action with other human beings(gregariousness).

I

Xd. The broad outlines of the ground

plan of all cultures are aboutthe same because men always andeverywhere are faced with cer-tain unavoidable problemsrising out of the situationgiven by nature.

X means that it is stated as an objective.

# means that it is taught even though not stated

* means that one aspect of it or part of it was in

44

- 22 -

Grade One Grade Two

HopiAlgon-Quech-Tuin ua

Japan-ese

Colo-nial Soviet Hausa

Kib-butz

depending upon their-nd cultural environ-y satisfy their drivesdifferently. X X X

egardless of where or'ed or to what race,or religion they have'e (had) many things

X X X X. X Y, Xe, everywhere, haveasic drives, althoughsfy them differently. X X X X X X # X,ngs exhibit the sameemotions (anger, fear,Iatred, love) althoughexpress the in diff--s and the emotions may,,c1 by different things. X

X

X

X

X

X

X

X X

X

X

X

X

ngs everywhere havethe need for positive.ffection) and inter-th other human beingsJusness).outlines of the groun

all cultures are aboutbecause men always and:e are faced with cer-ioidable problemsIt of the situationnature. X X X X X

it is stated as an objective.

it is taught even though not stated as an objective.

one aspect of it or part of it was introduced in the kindergarten course.

23

Grade One

HopiAlgon-uech-quip ua

Japan-ese

1) Every culture must providefor the satisfaction of theelementary biological re-quirements such as food andwarmth, and the need forpositive affect andgregariousness.

2) All cultures require a cer-tain minimum of reciprocalbehavior for cooperation toobtain subsistence and otherends of social life.

3) All societies have some kindof fel-idly. Certain familyfunctions are found in allsocieties. #

a) The protection andsocialization of chil-dren is a universalfunction of the family.

b) Families generally pro-vide affection andemotional support fortheir members. X

c) Families usually havesome economic functions.

d) Families in most socie-ties have other familyfunctions in addition tothose which are univer-sal.

X means that it is stated as an objective.

# means that it is taught even though not stated as an objecti.

* means that one aspect of it or part of it was introduced in

61

provideLion of theyical re-as food andseed forend

lire a cer-reciprocalaeration to[:e and othefe.e some kin:in familyand in all

bn andof chil-

.0Tersal

E:rally pro-pn andpport for

ally havefunctions

post socie--ler familyaddition tire univer-

23

Grade One Grade Twoi

Algon-uech- Japan- Colo- Kib-Hopi quip ua ese nial soviet Hausa butz

,

X

# X X X X X

X. X X X

# X X

o

X X

t as an objective.

even though not stated as an objective.

;f it or part of it was introduced in the kindergarten course.

24..7

Grade C

HopiAlgon-gouechquin ua

4) Families in all societiescontain overlapping genera-tions; sometimes there areonly two generations, andsometimes there are threeor four, and sometimes, ifancestors are included, thenumber of generations maybe very large.

5) Families in all societiesdelegate responsibilitiesand rights (specific roles)to different family members;age and sex are principlesused in all societies todifferentiate family rolesand status. X

6) In all societies people areexpected to behave in cer-tain ways and not to behavein certain ways; they areexpected to believe thatcertain things are good andcertain things are bad.

7) All societies have somemeans of socializing chil-dren. X

'es) All societies develop rulesfor tracing kinship andthus the group to which

X means that it is stated as an objective.

# means that it is taught even though not stated as an

* means that one aspect of it or part of it was introdu

48

Grade One Grade Two

HopiAlgon-Quech-quin ua

Japan-ese

Colo-nial Soviet Hausa

Kib-butz

n all societieserlapping genera-etimes there areanerations, andthere are threend sometimes, ifire included, thegenerations mayrge. Xn all societiesasponsibilities(specific roles)

nt family members;:: are principles1 societies toate family roles

X X X X X X Xieties people areD behave in cer-and not to behaveways; they area believe thatings are good andings are bad. X X X X X X X Xies have someocializing chil-

. X X X Xies develop rulesg kinship androup to which

stated as an objective.

taught even though not stated as an objective.

3pect of it or part of it was introduced in the kindergarten course.

dq

25

Grade One

HopiAlgon-quip

uech- ,ua

people can turn first forhelp in time of need. X

19. People everywhere must learn to be-have the ways they do just as welearn to behave in the ways we do.(Culture is learned, not inborn.) # X #

a. In every society human beingslearn a culture !la the processof growing up; this culture isthe learned behavior patternsshared by members of theirgroup. X

b. Within the family group, parents,older siblings, and/or otherrelatives direct expectations(organized into roles) towardthe child. X X X

c. Both positive and negativesanctions are used to teach thechild to act in certain ways. # X X

d. In almost all societies someaspects of socialization areentrusted to people outside ofthe child's family.

20. Culture changes, although it changesmore rapidly and drastically in someplaces and times than in others.a. Innovations occur in all socie-

ties; they occur in ideas andbehavior, not just in things. # # X

X means that it is stated as an objective.

# means that it is taught even.though not stated as an obj

* means that one aspect of it or part of it was introduced

50

25

Grade One Grade Two

HopiAlgon-uech-quip ua

Japan-ese

Colo-nial Soviet Hausa

Kib-butz

..rn first forof need. Xt learn to be-just as we

e ways we do.not inborn.) # X # X X Xhuman beings,n the processis culture isfor patterns

. of their..

group, parents,'nd /or otherexpectationsholes) toward

d negativeEd to teach the .

Fertain ways. # X X X X:ieties somelization areple outside ofly.dough it changesIstically in somen in others.r in all socie-in ideas and

st in things. # # X X X

tated as an objective.

aught even.though not stated as an objective.

ect of it or part of it was int -ed in the kindergarten course.

51

26 -

Grade One

HopiAlgon-Duech-quip ua

Japan-ese

b. Innovations may come about asa result of diffusion orborrowing from other people. X X

c. Although culture is alwayschanging, certain parts orelements may persist over longperiods of time. X

d. Changes in one part of a cul-ture bring changes in otherparts. X

X means that it is stated as an objective.

# means that it is taught even, though not stated as an objective

* means that one aspect of it or part of it was introduced in th

52

26

Grade One Grade Two

HopiAlgon-Duech-quin ua

Japan-ese

Colo-nial Soviet Hausa

Kib-butz

e about ason or

people. X,s alwaysarts or:t over long

_ of a cul-in other

X

.

.

wed as an objective.

;ht even though not stated as an objective.

t of it or part of it was introduced in the kindergarten course.

27

CHART SHOWING PLACEMENT OF CONCEPTE.

Grade One

HopiAlgon-uech-quin ua

Japes.

CULTURE1. Norms and values X X X2. Learned behavior patterns X X X3. Diversity X X X4. Uniqueness5. Universals (including psychic, unity

of mankind)6. Change !including diffusion) X X X7. Continuity (persistence of traits) X XSOCIAL ORGANIZATION (STRUCTURE)1. Roles X X2. Division of responsibility and

labor .

3. Status .

4. Institutionsa. Familyb. Educationc. Religion

5. Functions XSOCIAL PROCESS1. Socialization2. ConflictGEOGRAPHIC CONCEPTS1. Globalism . #

2. Diversity # r.

3. Spatial or Areal Location* a. Position X X #

* b. Situation X X_ # X

* c. Site X X #

X means that it is stated as an objective.

# means that it is taught even though not stated as an objec

* means that one aspect of it or part of it was introduced

54

27

2 SHOWING PLACEMENT OF CONCEPTS

Trade One

: unity

:aits)

ld

Grade Two

HopiAlgon-quin

uech-ua

Japan-ese

Colo-nial oviet Hausa

Kib-butz

# X XX X X X X # X XX X X X X # X X

X #

XX # X

X X # #

X X X # X x

X X X X X X

XX

#

# # .

# X X #

X X # X X # X XX # X X # X X

an objective.

though not stated as an objective.

t or part of it was introduced in the kindergarten course.

5

28

Grade

HopiAlgon-cruin

ueu

* 1) Landformsa) Mountainb) Hillc) Plaind) Plateau Xe) Cliff X

.

f) Canyon Xg) Valley Xh) Mesa X1) ContinentD) Islandk) Peninsula1) Harborm) Lowlands .

n) Elevation* 2) Water

a) Oceanb) Lakec) Riverd) Streame) Swam'f) Springg) Sea ,

* 3) Climatea) Temperature #

b) PrecipitationSnowRainfall

c) Growing season andseasonal variation

X means that it is stated as an objective.

# means that it is taught even though not stated as z.1

* means that one aspect of it or part of it was intro

56

28

Grade One Grade Two

HopiAlgon-Quech-quin ua

Japan--ese

Colo-nial Soviet' Hausa

Kib-butz

1

X X # XX # XX #

X XXX #X X

I XX X

1

I

X

1X X

1X

1

IX # X X

X1

X XX X # X X X X

I X X!

1

X X

X1

X X

1

1 # X # # # #

nI

X X

IX #

on andiation

1

# #

d as an objective.

t even' though not stated as an objective.

of it or part of it was introduced in the kindergarten course.

57

29

Grade One

HopiAlgon-Duech-quin ua

Japan-ese

d) Mediterranean4) Soil Types X5) Natural Vegetation

a) Desertb) Grasslands (prairie)c) Forest (coniferous,.

hardwoods, softwoods)d) Forest (rainforest)

6) Man-made featuresa) Villageb) City #

c) Stated) Natione Capital-F' Population densityg) See below under change

4. Interrelatednessa. Trade

* b. Interdependence5. Change

a. Drainageb. Terracing X Xc. Irrigation X X #

d. Canal6. Cultural use of environment

a. Ways of making a living1) Hunting #

2) Farming j # # X Xa) Intensive 1

X means that it is stated as an objective.

# means that it is taught even-though not stated as an objective.,

* means that one aspect of it or part of it was introduced in the

58

)11

prairie)ferous,.

Ixftwoods)forest)b

ansityler change

anting

29

Grade One Grade Two

HopiAlgon-2uech-quin ua

Japan-ese

Colo-nial Soviet Hausa

Kib-butz

.

,

x

x xft x

xx

x

,

x

d as an objective.

t even-though not stated as an objective.

of it or part of it was introduced in the kindergarten course.

59

- 30

Grade One

HopiA1gon -uech-quin ua

Jap-est,

3) Fishing4) Handicrafts5) Manufacturing

a) Factory

X means that it is stated as an objective.

# means that it is taught even though not stated as an object

* means that one aspect of it or part of it was introduced in

60

30

Grade One Grade Two

HopiAlgon-Quech-quin ua

Japan-ese

Colo-nial Soviet Hausa

Kib-butz

# X# # # # #

# X# X

ed as an objective.

ht even though not stated as an objective.

of it or part of it was introduced in the kindergarten course.

31 -

CHART SHOWING SEQUENTIAL DEVELOPMENT OF SK

Grade One

HopiAlgon-Nech-quin ua

Japan-ese

APPROACHES PROBLEM IN RATIONAL MANNER1. Sets up hypotheses. X Y.

IS SKILLED IN LOCATING AND GATHERINGINFORMATION1. Uses the table of contents in a

book..

2. Gains information by studyingpictures and films. X X X X

3. Gains information by observing theworld around him. X X X

4. Gains information by listening. J X X X X5. Interprets pictographs.6. Gains information by using models. 1 X XIS SKILLED IN ORGANIZING AND ANALYZINGINFORMATION AND DRAWING CONCLUSIONS1. Identifies differences in data. X2. Classified or categorizes data. j X X .X X3. Generalizes from data. X X X X4. Tests hypotheses against data. j X X X X5. Applies previously-learned concepts

and generalizations to new data. X X XHAS A SENSE OF THE PASSAGE OF TIME

E X X X1. Differentiates between past, pres-

ent and future. X 'X2. Notes durations of .eriods of time.3. Understands measured periods of:

time such as decade and century.4. Interprets timelines.

.----

-

X means that it is stated as an objective.

# means that it is taught even though not stated as an objectiv

* means that one aspect of it or part of it was introduced in t

12

31 -

IART SHOWING SEQUENTIAL DEVELOPMENT OF SKILLS

Grade One

HopiAlgon-Quech-quin ua

Japan-ese

Colo-nial

Grade Two

Soviet HausaKib-butz

ONAL MANNERX X X X X

GATHERING

ents in a

Xtudying

X Xbserving the

istening

sing models.ND ANALYZINGNCLUSIONSin data.zes data.

X X Xst data.rued conceptsnew data.OF TIMEpast, pres-

Xiods of time.erio s of'd century.

X

ted as an objective.

ght even though not stated as an objective.

t of it or part of it was introduced in the kindergarten course.

32

Grade One

HopiAlgon-quin

Quech-ua

Japan-ese

USES GEOGRAPHIC SKILLS EFFECTIVELY1. Has a sense of direction

a. Notices directions in relation-ship to own town. X X X

* b. Knows cardinal directions.c. Knows intermediate directions.d. Orients a map to the north.

2. Interprets maps.* a. Locates places on maps or globe.* b. Understands use of map symbols

to represent reality.* c. Recognizes map symbols for land

and water.d. Understands the use of color-

layer symbols to show elevationabove sea level.

e. Interprets color layer symbolson map in terms of legend. X

f. Uses legend to interpretsymbols.

g. Understands use of scale onmaps.

X

X

X X

X

X

X X X

X

X* h. Identifies pictorial and semi-

pictorial symbols.* i. Tells directions from maps and

globe.j. Differentiates between small-

scale and large-scale maps andknows when to use each.

X means that it is- stated as an objective.

# means that it is taught even-though not stated as an objective.

* means that one aspect of it or part of it was introduced in.tt

CTIVELY

in relation-

ctions.directions.e north.

orglobemap symbolsv.ols for land

of color-ow elevation

yer symbolslegend.rpret

scale on

and semi-

om maps and

een small-le maps andach.

32

Grade One Grade Two

HopiAlgon-Quech-quip ua

Japan-ese

Colo-vial Soviet Hausa

Kib-Butz

,

,

x

.

'

X

X

X

I

1

Y X

X X X X

X

as an objective.

even-though not stated as an objective.

of it or part of it was introduced in the kindergarten course.

ttNiaLiNEINIIMSMEMIKNRIMENIMEMEZWIMMIONOMMONNIE

- 33 -

Grade One

HopiAlgon-puech-quin ua

Japan-ese

Colni

k. Orients large-scale maps onsmall-scale maps. X

3. Has a sense of distance and area.a. Compares distances with known

distances. X X Xb. Compares areas with known areas.

4. Visualizes basic map patterns.COMMUNICATES EFFECTIVELY1. Presents effective oral reports.WORKS EFFECTIVELY WITH OTHERS1. Is able to empathize with others,

seeing things through their.eyes,whether he accepts their view-points or sympathizes with them ornot. X

EVALUATES INFORMATION1. Checks on .Lie bias and competency

of witnesses, authors, and pro-ducers of material.

2. Checks on the completeness of data.

X means that it is stated as an objective.

4 means that it is taught even though not stated as an objective.

* means that one aspect of it or part of it was introduced in the

68

3.3 -

Grade One Grade Two

HopiAlgon-quin

uech-ua

Japan-ese

Colo-nial Soviet Hausa

Kib-butz

_e maps onX

:e and area.with known

.

X X X X:h known areas. X Xpatterns. X X X

11 reports.1ERSpith others,their.eyes,it view-with them or

competencyand pro-

Xmess of data.

ten as an objective.

ght even though not stated as an objective.

t of it or part of it was introduced in the kindergarten course.

- 34 -

CHART SHOWING ATTITUDINAL GOALS

Grade One

HopiAlgon-Quech-quin ua

japa,i-ese

1. Is curious about social data. X X2. Respects evidence even when it

contradicts prejudices and precon-ceptions.

3. Appreciates and respects thecultural contributions.of othercountries, races, and religions. X X X

4. Evaluates information and sourcesof information before acceptingevidence and generalizations. X

5. Values initiative and hard work.6. Accepts diversity as natural. ## ## X ##7. Values human dignity. ## ##

X Stated as an objective.# Taught in the unit but not stated as an objective.

## A major reason for the focus of the course and units, but notunit objectives.

* An objective in the kindergarten course.

G8

- 34 -

CHART SHOWING ATTITUDINAL GOALS

Grade One Grade Two

HopiAlgon-quin

uech-ua

Japan-ese

Colo-nial Soviet Hausa

--1

Kib-butz

ta. X. X X # X # x #

n itprecon-

heotherions.

_

X # X

sources-ptingns. X

.

x

work. X

al. ## ## X ## ## ##

## ## x ## ## ## ## ##

not stated as an objective.focus of the course and units, but not specifically stated under

dergarten course.