A New Social Studies Program for the Seventh, Eighth, and Ninth Grades of the Schools in the Town of Babylon

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LD3907 ,E3 Northrop, James Howard. 1942 A new social studies program for the ,K7 seventh, ei-hth, and ninth jrrades of the schools “in the town of aabylon... Nov; York, 1941. lp.l.,iii,192 typewritten loaves, map, tables, forms. 28cm. Pinal document (Ed.D.) - New York university, School of education, 1942. Bibliography: p.123-131. *•r» r>o A n i •copy-2 .• ^

-

Xerox University Microfilms,

ore.i usi

Ann Arbor, Michigan 48106

T H IS D IS S E R T A T IO N HAS BEEN M IC R O F IL M E D E X A C T L Y AS R E C E IV E D .

A 3 Pinal Document’ Accepted, Date—

A NEW SOCIAL STUDIES PROGRAM FOR THE SEVENTH, EIGHTH, AND NINTH GRADES OF THE SCHOOLS IN THE TOWN OF BABYLON

JAMES H. NORTHROP

Submitted in partial fulfillment

of the

requirements for the degree of Doctor of Education

in the School of Education of New York University

1941

P 1942 .—

PLEASE NOTE: Some pages may have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company

ACKNOWLEDGMENTS

Grateful acknowledgment for their helpful suggestions is hereby made to Dr. Dudley F. McCollum, professor of Edu­ cation at New York University and to Dr. Rollin H. Tanner and Dr. John Carr Duff, whose interest and assistance as members of the writer's sponsoring committee made the final completion of this educational document possible Acknowledgment is also given to the members of the committees in the social sciences in the Third Supervisory District of Suffolk County and in the Town of Babylon for their preliminary investigations into the needs of pupils in the Babylon area and the efficiency in which the social studies program was meeting these needs.

TABLE OF CONTENTS

Chapter I

Page PURPOSES OF THE STUDY

1

To Develop a Social Studies Program That More Adequately Meets the Needs of Youth in the Modern Socio-Civio World 1 To Construct a New Social Studies Course for the Seventh, Eighth and Ninth Grades of the Schools of the Town of Babylon 5

To Coordinate the Elementary Social Studies Programs in the Schools of Babylon, North Babylon West Babylon, Deer Parle and West Islip 9

To Develop Local Tests to Take the Place of the Established Regents' Examinations II

III

BABYLON AND ITS NEIGHBORING COMMUNITIES

V

17

The Village of Babylon, New York

17

School District Niap 0f the Town of Babylon

19

North Babylon, West Islip and West Babylon

23

The Village of Deer Park

24

THE EDUCATIONAL FACILITIES OF BABYLON, NEW YORK AND ITS NEIGHBORING COMMUNITIES

IV

12

OBJECTIVES OF SOCIAL-SCIENCE TEACHING

25 31

General Objectives

37

Specific Objectives

39

PRESENT ORGANIZATION OF SOCIAL STUDIES CLASSES IN THE PUBLIC SCHOOLS OF THE BABYLON AREA

i

43

Page

Chapter

VI

The Elementary Schools

43

The High Schools

45

SOME DEFECTS OF THE PRESENT SOCIAL-STUDIES PROGRAM

48

How the Social-Studies Program in the Babylon Schools Fails to Meet the Objectives of Social-Studies Teaching 48

VII

Testing Program Used for Evaluation in 1937 and 1938

50

The Need for Course Unification

51

A Recent Test to Determine the Success of Social-Studies Teaching in the Schools of the Town of Babylon

54

General Indications

57

Specific Indications

60

DEVELOPING THE NEW SOCIAL-STUDIESCURRICULUM

72

Minimum Requirements to be met by the SocialStudies Courses as Established by the Division of Secondary Education of the New York State Department of Education 84 VIII

TEACHING THE SOCIAL STUDIES

86

Pupils1 Need for Knowledge of the Social Sciences

86

Teaching Methods for the Social-Science Classroom

89

Vocational and Personality Guidance in the Social Studies

99

Correlations with the Social Sciences ii

102

Page

Chapter

IX

ADMINISTRATION AND SUPERVISION

108

Creative Supervision

110

Supervision of Teaching

116

Some Administrative Aspects in Developing the New Curriculum

120

CHARTS Number 1 - Pupils Tested

55

Number 2 - Test Results

58

Number 3 - Test Results by Questions

66 132

APPENDIX Accepted Social-Studies Course for the Seventh Grade

132

Accepted Social-Studies Course for the Eighth Grade

143

Accepted Social-Studies Course for the Ninth Grade

155

Copy of Warren W. Knox’s Letter Accepting the Seventh, Eighth and Ninth Grade Syllabi as Meeting the Requirements of the New York State Education Department

171

Tests Used in the Babylon Schools in October 1941-to Evaluate the Success of the Social-Studies Program in Meeting Its Objectives

172

Answer Key to Tests

179

iii

CHAPTER I PURPOSES OF THE STUDY In making this study of the schools of the Babylon area the writer has four main purposes in mind: The first objective will be to develop a new socialstudies program that will more adequately meet the educational needs of youth in the modern socio-civic world than former programs offered in the junior and senior high schools in the town of Babylon. History, geography and other social studies have constituted an integral part of New York State's common-school program for

more than 100 years.

As the common-school period has been

extended from the elementary to what is now known as the secondary-school level, special provisions for citizenship

training have likewise been extended.

Shortly following the

last World War, civics ’was introduced as a constant subject

for all pupils in the first year of the New York State high school program.

A few years later all high schools of the

state were required to offer American history, although it was not until 193U that this subject was made a constant for 1 all pupils who reached the twelfth year.

In recognition of

the need for a more effective program of citizenship training, the New York State Board of Regents in 1934- approved a second­ ary school curriculum that stressed the significance of social studies for all pupils throughout the six year secondary period. Geography was required in the

1. Bulletin 1189 Bureau of Curriculum Development Division Secondary Education New York State Education Department p.10

2

seventh year while United States history was required in both the seventh and eighth years.

Other requirements were civics

and economic citizenship in the ninth year and American History in the twelfth year.

World history, course A and course B,

could "be elected in the tenth, eleventh or twelfth years. Some schools in the state also offered economics, political science and other electives. Later use of this program of studies clearly indicated that although it had many values, it was failing to meet the objectives of modern education.

Most educators are agreed that a course in

the social studies should help prepare individual pupils for our democratic way of life.

In general, they would agree that the

social-studies courses should teach historical information to en­ able pupils to interpret the present in terms of the past.

These

courses should develop desireable traits of character such as: fair-play, tolerance, open-mindedness, honesty, courtesy, democracy and cooperation.

They should give information regarding governmental

institutions and practices necessary for the functioning of a demooracy and provide situations where these facts may he used In realistic experiences of democratic government. They should teach certain fundamental truths.

They should make pupils acquainted

and vitally concerned with their own local problems and in the inter­ relation of these problems build a foundation for the understanding of social problems of the city, the state, the nation, and the world.

The social-studies courses should give pupils an appreciation

of past civilization and the efforts our predecessors

3 expended in creating the nation and institutions we enjoy today. It is also hoped that through social-science teaching, such a lively interest in the various phases of our social and economic life may be developed, that this interest will be kept vigorous and active throughout the lifetime of the pupils involved. It will later be shown that the social-studies program as set up by the New York State Education Department and used in the schools of the state has not been meeting these objectives.

It

was evident from an examination of the program that only for those pupils who reached the twelfth, year was there any assurance of an opportunity for their becoming thoroughly acquainted with .American history and government.

Because of the increasing number of pupils

who now attend senior high school, the elementary courses offered in geography and United States history in the seventh and eighth years and the one year of social studies in the ninth year were no longer adequate to fill the needs of pupils in an educational program directed towards education for citizenship. ’’Since the vast majority of our high school pupils are enrolled below the twelfth year level and since less than one-half reach the twelfth year where they would have American history, the necessary for so reorganizing the social-studies program as to train all pupils for responsible citizenship in our American Democracy is

1 apparent’.'

The American heritage is too rich a possession to be

taught effectively in a single year or postponed until pupils reach the twelfth grade.

1. University of the State of New York Bulletin No. 1189 Albany-The University of the State of Hew York Press 1940 p.10

u

Pupils expect to develop, live and express themselves fully in our democratic society.

To be able to function

properly with the greatest amount of personal freedom they must have meaningful experiences which give them practice in adjusting their desires to the various requirements of our customs, laws,: and institutions as well as to the personal rights of others.

Aside from the basic necessities of life,

such education is one of the greatest needs of youth.

It cannot

be taught like a science or mathematics but must come as a result of give and take relationships somewhere during youthful develop­ ment . Many of the adult situations may be developed within the school for the express purpose of giving pupils experience in handling situations such as they confront as adults.

Citizenship

education may comefrom the home, the church, associates or the school but we will all agree that in times like these when our American institutions and culture are being constantly attacked from within our country and threatened from without by people of opposing ideologies, the importance of such education cannot be minimized. Such a program will include the development of diagnostic tests to measure informational knowledge, attitudes, and character traits.

These will attempt to determine the success of all the

agencies in accomplishing a desirable social education of the child. The new program will be sufficiently variable to provide new or supplementary training to aid the other agencies.

5

It will also give more experience and training to unsocial individuals along the lines that would seem to make them more acceptable citizens in our democratic society. It is, then, the first objective of this educational study to create a new social-studies program that will meet the edu­ cational needs of modern youth. 2,

The second purpose of the study is to construct a new social studies course for the seventh, eighth and ninth grades of the schools of the Town of Babylon. Very recently the Bureau of Curriculum Development in the New York State Department of Education prepared a brief list of 10 topics for each grade covering six years of social-studies work. (See pages 84 & S5.)7 This outline lists the main units to be covered by the schools in grades seven through twelve,, but leaves considerable freedom to the teachers in the selection of the material to be included within the units.

The six-year

social-studies program is suggestive at present, but will become mandatory within a very few years."'The outline prepared by the New York State Department of Education is the culmination of years of investigation, study, testing, and consideration by members of the New York State Edu­ cation Department and the many other educational leaders whom they selected to aid in the exhaustive study pertaining to the new social-studies program. It will be noted in the state’s outline (p.84) that the

1. Report of Miss Mildred McChesney, Head of the Bureau of Curriculum Development of the New York State Department of Education at a meeting of principals in Babylon High School, October 24th, 1940

6

seventh year social-studies course begins within the area of a child*s closest experiences: the home, school, church and village. By means of this first-hand relationship to school, home, church and other social groups, it is hoped each pupil will acquire a real appreciation of the privileges and opportunities of citizen­ ship in his own community. A careful study of materials that relate to community living, functionally selected and presented, should lead to a vital interest on the part of each pupil and result in a more intelligent attitude toward other members of the community.

With a better

understanding of the local community and a study of the problems arising as a result of many people living together in a restricted area, the pupil should be able later to visualize and understand the problems relating to county, state and national governments. If the child understands the life of the local community he will be able to understand American civilization and its many complex­ ities.

The State Education Department has suggested that the

community to be studied may vary with the concentration of popu­ lation and the school organization.

It may be a village, town or

county or even narrowed to a section of a city or to a neighbor­ hood.

For uniformity in the seventh grade social-studies course

in the Babylon area, the community to be studied will include the local sohool district first, then the incorporated village of Babylon and then the township of Babylon, so that in each school nil pupils will cover approximately the same ground only in a slightly different order.

7

The state's list of topics provides for a study of the historical background of the localities as pupils study the community, the county, and finally, the state, knowing that with an understanding of the historical background, pupils will appreciate more fully the privileges thoy enjoy. The seventh-year course provides for a general understanding of governmental units within the state and the powers and func­ tions of each.

The course also provides for a thorough study of

the geography of the entire United States.

This study will in­

clude topography, climatic conditions, resources, population, agriculture and many other important factors.

This information

should help each individual to know about life within economic and political conditions that may affect him. The seventh-year course seems on the whole to be an excellent introductory study to open up to the pupils whole vistas of social inter-relationships while starting at a place familiar to all, the home and its immediate community. The eighth-year social studies follows the seventh in logical sequence and goes further into the study of our American heritage. Here the state which has been carefully studied in the seventh grade is subjected to a minor place in a great nation whose rise fron humble beginnings is carefully developed.

In the eighth

year the history, geography, economy, and social development of the United States is studied with special emphasis placed on the development of democracy and the rights of individuals.

8

One oannot help but notice the logical sequence adopted by the State Department in organizing its new curriculum in the Social Studies.

First, the individual’s place in the community,

then the community’s place in the county and state, and finally the place of the state in the development of a great nation. This program leads directly to the ninth-year program which aims to develop an understanding of our nation's place in the world and its relationship to the many other nations, each struggling for a place of leadership and security.

Such a study

is apt to make students wonder, ’’What makes the countries of the old world act

as

they do?"

As a result, the tenth year course

takes up the study of prehistoric times, the Mediterranean and Oriental civilizations and the eleventh-year course completes the study of foreign countries up to the present. After a survey of the world in the 9th, 10th, and 11th years an introductory course in American History in the eighth year, more mature twelfth year students are prepared to make a meaningful study of problems of democracy and the relation to the United States to the rest of the world. The second purpose of this study-is to create acceptable seventh, eighth, and ninth grade units around the brief lists of topics furnished by the hew York State Department of Education* These, will be offered as courses of study in the Babylon Schools next year.

When completed, the three-year junior high

9

school social-studies courses which the writer and his assist­ ants have prepared will be the first half of the full six-year required program when such program goes into effect in the near future, 3,

The third purpose of this study is to coordinate in so far

as possible the social studies programs in the schools of Babylon, jSiorth Babylon, .west Daoylon, Deer Park and West Islip, Since the five elementary schools sending pupils to Babylon High School are graduating them from programs of study which vary greatly in method, scope and content, orientation in high school has been found very difficult because of the differences in the educational backgrounds of the pupils. Since 1939> -Babylon Elementary School which annually pro­ motes about sixty rjupils from the eighth year into the ninth year has not been giving ; the Regents’ examinations as a basis for promotion.

All pupils in the junior high school study a social-

studies course developed by the school and accepted, by the Hew York State Education Department for the seventh, eighth and ninth years.

Seventh and eighth grade pupils are given three

periods of science, two of art and three of shop or hone-raalcing weekly. Geography and history as such are eliminated in the seventh and eighth years and the ninth-year course in social studies is based on a continued study of the work set up for the seventh and eighth year social science courses.

All work

is departmentalized with 45 minute classes. In Deer Park Elementary School the old type school pro­ gram is still in use with one teacher to a grade, teachiig all .subjects within the grade.

10

Seventh-grade pupils study geography and history and in the eighth grade they study elementary United States History with civios.

All pupils take the Regents' preliminary examination

in geography at the end of the seventh grade and the history Regents' examination at the end of the eighth grade.

Classes

are approximately thirty minutes long and there are no pro­ visions. ;for science, art, shop or homemaking except as these subjects are brought in, in correlation with one of the reg­ ular subjects. In the North Babylon Elementary School departmental work is given to the pupils of the seventh and eighth grades with forty minute^periods for classes.

Geography and history are

taught in both the seventh and eighth grades with pupils taking the Regents' examinations at the completion of the work 6t the eighth grade.

Provision is made for five periods of science

weekly for eighth grade pupils, but no provision is made for shop or homemaking. In the West Islip Elementary School a departmental program similar to North Babylon's is used except that pupils in both

the seventh and eighth grades have three periods of science weekly and two of either shop or homemaking.

Geography is

completed in the seventh grade and history in the eighth. West Babylon which operates a two-year high school runs on an entirely different plan fticm the Babylon Junior High. The West Babylon pupils study geography and history in the

11

seventh grade in a departmental program, take the Regents' examination in geography at the end of the seventh grade and the Regents in history at the end of the eighth grade.

The

pupils are then advanced to first year high school in West Babylon where they study civics and economic citizenship. They are given no shop, homemaking or science in the elementary department.

At the completion of two years of high school the

West Babylon pupils enter Babylon High School for the junior and senior years. It is quite evident that the pupils of Babylon, Deer Park, North Babylon and West Islip enter the ninth year of study in Babylon High School with entirely different backgrounds of preparation. These differences in preparation have in the past caused the pupils to be placed in three separate divisions during the freshman year while attempts were made to more adequately ad­ just their educational backgrounds in an attempt to give all pupils a similar educational foundation before promotion into the tenth year. After considerable orientation has taken place during the freshman and sophomore years they are met by approximately fifty students from the West Babylon school during the junior year with different educational backgrounds.

The .entire group

moves forward for the twelfth year of work which includes American History and problems of democracy.

12

The difference in introductory preparation hinders effi­ cient progress of the entire group because of time consumed in adjusting the informational backgrounds of the pupils. It is, therefore, a major purpose of this study to develop a social-studies course to be adopted and used in the seventh and eighth grades of the elementary schools of Babylon, Babylon, North Babylon, West ISlip and Deer -^ark.

West

As a result

of studying the new course, all pupils will have, in so far as possible, the same educational background, in the social studies when they enter Babylon High School.

Alllpupils will then be able

to continue their three-year social-studies sequence in the high school during the ninth year along the lines of development outlined in the three-year junior high school social-studies pro­ gram.

This is but one part of a general attempt at co-ordinating

the entire elementary programs of the five schools which send their graduates to Babylon High School. 4.

The fourth purpose of this study is to develop local tests to take the place of the established Regents Preliminary examin­ ations. Many prominent educators feel that the Regents* Preliminary examinations which have been given for many years in New York State to determine the fitness of elementary school pupils for entry into the high schools have in various ways hindered good edu­ cational procedures.

They have pointed out that where the success

or failure of a year or more of work is determined by one exam­ ination, in many instances the magnitude of the test becomes so great that pupils develop a pronounced fear of the examin­ ation.

-^he results achieved in such a case are not true

13

indications of the students’ actual ability. Many Regents' examinations in the past have been tests of memory rather than application of facts learned.

Since

teachers have learned what to expect many of them have vOffeed long periods of drill to just the facts expected on the examinations.

Such methods are undesirable since they waste

pupils' time when the same period could have been spent on new materials. When schools and pupils have been forced to meet the requirements of the Regents' examinations they have been more or less forced to adhere to rigid areas of educational material studied because there was always the examination to be passed at the end.

This procedure has stunted to some extent individual

initiative on both the part of pupil and teacher because neither has dared to wander too far from the required materials on topics of personal or,community interest for fear that the time consumed would detract so much from the regular required work that the final Regents' examination would be failed by the students taking the course.

Such failure would have dire

consequences for the students who would have to take the en­ tire course over again.

It would also detract from the pres­

tige of the teacher and the school.

The goal in many schools

in New York State to-day is the same as it has been for many years.

It is for the pupil to pass the Regents' examinations

with the highest possible mark in hopes of getting prizes or a scholarship, for the teacher to get 100% of his pupils

14

through the Regents' examinations so as to warrant the school’sretaining him or giving him a raise in salary, and for the school to set a record by having the highest percent­ age pass the examinations and to obtain the greatest number of scholarships. "Proportions of pupils passing and failing from each school in New York State are published each year.

The

State Education Department has in the past used the examination scores as a basis for its supervisory inspection of individual schools.

The supervisors for the Department analyze the

examination records before making a visit to a school and frequently discuss the work of the school with its principal and teachers in the light of those records.**■ Schools with better than average records consider their programs satisfactory enough and on the average make little effort to improve their courses of study. Some of the undesirable features of the Regents' examin­ ation system were very clearly pointed out in Dr. Warren Knox's study for the Regents' Inquiry into the Character and Cost of Public Education in the State of New York. Dr. Knox left no doubt as to the unfairness of the examinations which in the beginning were expected to be as objective as possible in measuring the ability of all students throughout the state.

1.

To make them almost flawless in their

Francis T. Spaulding,

High School And Life

p. 195

15

fairness, many rules and regulations were set up regarding the administration of the tests.

However, Dr. Knox says,

"The Regents* Examinations are subjectively weighed, subject­ ively weighted, and subjectively scored.** The examinations generally follow stereotyped forms with total credits always totaling 100, seventy-five of which are needed for college entrance and sixty-five for high school credit• Over-conscientious teachers throw out answers that the committee making out the original examination may have had

in mind as being acceptable when they were making out the test.

In various studies teachers have marked the value of

a twenty-point essay question as being worth from four points to nineteen. Since the general intelligence of pupils is on the average the same in all subjects the great difference in failures should not appear.

For example, in 1935, 27.3# failed mathematics

2 17.8# failed Latin and 10.2# failed modern languages. discrepancy should not exist.

This

If the Regents'had been pre­

pared with equal foresight in all subjects the percentage of failures should have been approximately the same in all sub­ jects.

It is quite apparent that an examination of the type

the Regents' examination represents should not fail 27# of the pupils in one branch while failing only 10# in another.

1. Francis T. Spaulding, High School and Life p. 192 2. Ibid p. 193

16

The percentage of failures varies greatly from year to year showing again a lack of uniformity of examinations.

One

could hardly blame it on the ability of pupils throughout New York State when millions are involved and would no doubt aver­ age the same from year to year. It is, therefore, the fourth purpose of this study to develop syllabi for the social-studies curricula of the seventh, eighth, and ninth grades which will be acceptable to the New York State Department of Education as adequately meeting all of their specific standards and requirements. When such a program is accepted by the Bureau of Curriculum Development in the State Education Department, Regents' Exam­ inations may be waived by permission of the District Superintend­ ent and pupils from the eighth grade will be permitted to en­ ter the ninth grade of any accredited high school in New York State without having had to pass the Regents' Examinations in history or geography.

Local or sectional school examinations

offering more flexibility that the Regents' could then be used as a basis for promotion.

These would not only have a tendency

to eliminate many of the evils of the Regents' system but would tend to be more efficient in measuring the results of social-science teaching as to desirable attitudes, interest in social problems, ideals, ability to cooperate, and appreciation of our heritage.

CHAPTER II

BABYLON AND ITS NEIGHBORING AREAS

The Village of Babylon. New York Since the main objective of the new social-studies program for the seventh, eighth, and ninth years in the Schools of the Town of Babylon is to prepare a social-studies course that will more adequately meet the needs of the youth of the Town of Babylon in the preparation for efficient living in a democracy, the community to be served will first be carefully considered by the writer. In later chapters and in the course of studies outlined, the various topics discussed will be more readily understood by the reader if he has some knowledge of the type of community about which the material centers.

As an example, under

"Industries", a main topic in the seventh year outline, such items as dahlia farming, clamming, boat repairing and other topics significant to our particular town are mentioned. For clarification and better understanding of later chapters the writer has included a brief description of the communities for which the new social-studies program is in­ tended.

17

18

The Town of Babylon is a rapidly growing suburban community on the South Shore of Long Island in New York State.

It consists of three large incorporated villages

and approximately forty square miles of land.

Most of

this is in the hands of real estate developers and is rapidly being built up with small bungalows, cottages and chicken farms.

Since this document is interested chiefly in the

Village of Babylon and the adjacent districts of Deer Park, North Babylon, West Babylon and West Islip, all of which send their high school pupils to Babylon, the writer will confine his introductory description to those areas. By examining the school district map one may see how Babylon Village, Union

Free

School

District no. 1;is

the

business and educational center for the surrounding area. This area would include North Babylon, District no. 3, and Deer Park, District no. 7> to the north; West Babylon, District no. 2, to the w&st and

West

Islip,

District no. 9,to

theeast.

Since the Babylon

High

School

was establishedin

1876

it was only logical that parents in the residential district growing beyond the village limits would seek a secondary education for their children in the schools of Babylon. Babylon was not only the cultural center for the surround­ ing area but also the business center, the seat of the town government, the railroad terminal from which many of the outside

C m ^ H A G S m M COMPANY. INC.. N.Y,

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a

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20

residents take the daily train to New York, and the source of police and fire protection for neighboring communities.

As a

result of its central location and well-organized secondary school, adjoining districts on all sides have contracted with Babylon District no. 1 for the high school education of their children.

This procedure has proved very successful and un­

doubtedly will continue for some time. Babylon village is an incorporated part of the town situated on Great South Bay, thirty-eight miles east of New York City. According to the census of 1940 there were four thousand eight 1 hundred ninety-five residents in the village. Most of the residents are of American stock and are in fairly well-to-do circumstances.

There were in 1940 approximately one hundred

eighty Negroes, many of whom are employed in laboring and domestic positions.

There are approximately four hundred families of

Italian descent and about half that number of Hebrews.

No

accurate records are available of the former, but the Babylon Congratational Beth Sholem has a membership of six hundred forty-three members from one hundred ninety-four families, some of whom reside outside of the village. The majority of the wage-earners are employed in New York City, to which they commute daily by means of the electrified branch of the Long Island Railroad.

The fact that they can

afford to own homes in the suburbs seems to indicate that a large percentage of the people belong to the middle and upperlT

Recordss

Office of Village Clerk

Village of Babylon, N.Y.

21

middle classes.

Many residents along the shore may be classed

as very wealthy while a few of the workers employed locally in various businesses are in the lower income brackets. 1

Not more than thirty families were receiving relief in May 1941. Babylon has few industries.

Many people make their

living as a result of proximity to the Bay through fishing and providing accomodations for fishing parties and vacationists. A fastener company, laundries, dry-cleaning establishments and small dress factories offer employment locally to some workers but the majority of local employees work in the many stores, garages, service stations and other businesses which make up the comparatively large business section of the village.

Since

Babylon is a terminal of the electrified division of the rail­ road, many employees of that transportation system reside in Babylon. The largest single payroll in the Babylon area is paid by the New York State’s Long Island Park System which has its headquarters at Belmont Park in North Babylon.

The engineering

division of the State Highway Department is located in the village of Babylon.

This organization also brings a large

monthly payroll to the Community. Babylon village boasts of an unusually well-equipped volunteer fire department and a police department of seven members who are provided with cars, radios and excellent police headquarters. T~.

The civic center of the Village is made

Babylon Town Welfare Department

May 1941

22 up of six churches, a fine village library, a town hall, a village hall, a Masonic Tenple, an American Legion Hall and other fraternal buildings. The churches are well supported and are thus able to secure religious leaders of real ability who in turn rally support to the churches.

The Episcopalian, Methodist and

Presbyterian Churches also maintain excellent recreational rooms for gymnastic work, parties, games, meetings and other work'which has becoine a part of modern religious training. The Catholic Church is by far the largest and the best attended religious institution.

It is beautifully constructed

in a park-like area of its own which also contains a large parochial school, a priest's home and a sisters' residence, all of the same style of Spanish mission architecture. The streets of the village are laid out in a checker board design.

They are spacious, well-landscaped and very beautiful.

A large park area has been reserved in the center of the village in which an artificial lake has been built,

To add to the

scenic effect a small bridge has been constructed over a portion of the lake and many flowers and shrubs have been planted along the shore. The public schools are east of the park and almost in the center of the village.

Enough space has been allowed, however,

for play fields and lawns.

The buildings show the growth of

the school by the additions which have been attached to the original school built in 1893.

Recent improvements include a

large auditorium, a boys' gymnasium and several new classrooms which were added to the high school wing in 1926.

23

North Babylon. West Islip and West Babylon North Babylon, West Islip and West Babylon might be con­ sidered as rural suburban areas of the Village of Babylon. North Babylon has a population of 1,400 but is without business sections, churches or other community institutions except a small voluntary fire department.

It is populated to a large

extent by Italians and people of Italian and German descent. North Babylon is not an incorporated village but rather an extensive school and fire district which was laid out north of the village.

The homes for the most part are small cottages

of skilled and unskilled workers who are employed in the build­ ing trades, greenhouse work or in the factories located in New York City and in other Long Island villages.

North Babylon

contains Belmont Lake State Park, an agricultural experimental station supported by the federal government, and two of the largest bulb-growing organizations in the United States.

One

of these raises and sells over 2,000,000 daffodils yearly. West Islip, adjacent to Babylon on the east, is very similar to North Babylon.

Since it is situated on the Bay, it has a

finer type of home as a result of settlement there by professional and salaried people.

With the exception of the school and one

store, there are no Institutions to serve its population of 1,550. North of the Merrick Hoad in West Islip, one finds a large number of people of Bohemian descent. West Babylon, a heavily populated area

adjacent to

Babylon on the west, contains a population of over two thousand

24

inhabitants made up for the most part by Italians, Negroes, Germans, and Americans of the laboring classes.

These people

make their living by working in the farms, in the greenhouses, factories, garages and other local concerns,

^est Babylon has

three stores, two large garages, a Lutheran church and two small factories. Deer Park, adjacent to North Babylon on the north and four miles from Babylon is on the Central division of the Long Island Railroad so has its own small business district, depot, and institutions.

The population of Deer Park approximates one

thousand people made up of a mixture of American, German and Italian stocks.

Many of the residents are employed by Brentwood

State Hospital for the Insane which is located only two miles away.

Others work in neighboring villages or in New York City.

The homes are very small and scattered over large areas on sandy soil.

Many of these homes were sold by speculators to

people of modest means who were looking for a home in the country. Deer Park has several small grocery stores, a hotel, several restaurants, a fire department and a Catholic church.

CHAPTER III THE EDUCATIONAL FACILITIES OF BABYLON, NEW YORK, AND ITS NEIGHBORING COMMUNITIES Inhabitants of Babylon receive their education from many sources aside from the formal education they receive in the school. Sunday Schools sponsored by the various religious denom­ inations reach approximately sixty per cent of the Children from the ages of four to eighteen with a gradual diminishing number after the age of fourteen.

These figures show that

a small percentage of pupils of high school age attend Sun­ day School regularly.

To offset the lack of religious train­

ing reoeived by high school age pupils, one period a week has been set aside in the junior and senior high school program so that each pupil may receive religious instruction at that time in whichever church he chooses.

A higher percentage of

village children attend religious services than do those liv­ ing in the outlying district.

The Catholic Church reaches

more of Babylon youth than do the Protestant churches.

About

fifty per cent of the adults are members of a church although less than fifteen per cent attend regularly.

Again the Cath1

olios are more regular in attendance than are the Protestants.

1. First Quarterly Conference Reports Methodist Episcopal Giiurch— Babylon, Long island, April, 1941.

26

The Boy and Girl Scout troops have been organized for several years.

Since both the leadership and attendance are on

a voluntary basis, both suffer.

As most of the local business

people are commuters and very active, they find little time for either of these organizations.

Without proper leadership and

well-planned programs, interest lags, so that only one hundred forty-seven pupils out of nearly three thousand

in the five

schools studied avail themselves of the educative advantages 1 of Scouting. The P'ire Departments are some of the finest as far as equipment and trophies are concerned.

Several sponsor Juvenile

Departments for both boys and girls over the age of twelve. Little of educative value is acquired through participation in this department except that of a socializing nature through experience in working with others. The Police Departments do not try to teach, but rather to correct. village.

There are no local police forces outside of the

These communities are policed by deputy sheriffs and

State Troopers with headquarters at Belmont Lake State Park. The State Police are assigned to a barracks for a short period of time, seldom for more than a year or two before they work up to a higher rank in the service or are transferred to another location.

Consequently, the officers change frequently

and as a result, even the possible verbal instruction and advice

1.

Records: Suffolk County Council - Boy Scouts of America 404 - Port Jefferson, L.I.

which might be given children through close acquaintanceship is lacking* Babylon has a Democratic Club, a Republican Club and other civic organizations, such as the Lions Club, Rotary Club, and Civic Improvement association.

The Democratic and Republican

Clubs are for the election of members to public office and the securing of desirable

government jobs.

To help persuade voters,

much proragandum is spread through newsnarers, on the radio, end in conversation and speeches.

This nropagandun, while beirn

educative, calls for further education for the evaluation of propaganda.

The civic organizations carry on a great deal of

charitable work.

The members of these organizations are leaders

in the various clubs, so the charitable enterprises often tend to foster political ambitions through aid to constituents. As was mentioned previously, the moving pictures are of great educative influence, but of not such great importance as in many towns, for the many other types of recreation offered residents of Long Island attract people from the theater• In search of companionship, a great many secondary pupils congregate at hamburger emporiums, beer gardens, and dance halls in town and in neighboring villages.

Nearly as many youths prefer

roller-skating on a commercial rink as moving pictures or dancinw.

28

The radio today can be one of the most notent educational mediums from all angles.

It can increase factual knowledge,

acquaint people with the news, encourage a desire for adver­ tised articles and constantly bombard its listeners with all types of propaganda. On auestionaires presented to nuoils by the schools and the nublishers of school weeklies, a majority of nuoils has shown a oreference for programs of an educational variety. Many nuoils show a fondness for quiz programs, historical 1 dramatizations, and news reoorts. Jitli careful censorship of radio programs by the snonsors, the broadcasting comoanies, and the federal Communications Commission, programs of a detrimental nature are eliminated to a great extent from the air waves. The school can, however, do a great deal to expand the educative value of the radio by teaching how to irmrove listen­ ing habits, teaching better program selection and develoning the ability to analyze statements to find the truth in the volumes of propaganda. newspapers and magazines play a great part in education. Kearly every family has at least one daily paper while many have both morning and evening editions,

ivith the improvement

of photographic process, transmission and printing, publications have never before had the resources for educating that they have at present. 1.

Study made in 1959 by Junior Scholastic Magazine Scholastic Corporation, Dayton, Ohio

29

The Village of Babylon owns a very fine small library, well stocked with old books of merit.

It also makes available

as fast as they are published, most of the "best-sellers" of both fiction and non-fiction as well as many of the outstanding children’s newer books.

However, since a five-dollar charge is

made to non-residents, comparatively few outsiders avail them­ selves of this library service. In addition to the public schools, there is a large ele­ mentary parochial school, serving the entire Babylon area and one large private school in Vest Islip.

These schools repre­

sent the only local schools but many of Babylon’s older youth commute to colleges or universities in the City of New York. The most important of all educational influences is the home.

Here individuals learn their language, listen to their

radios, carry on conversations with others, learn to adjust their desires to the wishes of others, receive visitors who express their own ideas, and carry on private educational experiments and enterprises. The average child enters school in the Town of Babylon for the first time at the age of five years and seven months. In the village of Babylon where a kindergarten is maintained, the average child enters school at the age of five years and 1 two months. Upon arrival at school, punils have already learned considerable of our spoken language.

They have learned

• Kecords: Town of Babylon Union Free School Districts Kumbers l,f;,3, and 4 1940

many of our customs, habits and ways of life and their moral oatterns are fairly well established.

In the normal home

these educative influences continue to mold the child*s life throughout his school career. Henorts from the Suffolk County Social Service Index would show that while only six per cent of the homes in North Babylon could be considered as broken homes and another eight per cent could be considered as troubled, the children from these homes create seventy per cent of the discinline problems and approximately sixty per cent of the problems

I

requiring educational or personality adjustment. a 11

evidence would seem to substantiate the fact that

punils from well-adjusted happy homes tend to be welladjusted happy individuals with many of the valuable qual­ ities for responsible citizenship already learned before entry in school.

Then as education progresses, fine home

life strenejthens and reaffirms the desirable attitudes and 2

ideals which are developed in school.

1. 2.

Records: Suffolk County Social Service Index, F©urth avenue Bayshore, New York Permanent Records: North Babylon School, Babylon, New York For years 1939. 1940, 1941

CHAPTER IY

OBJECTIVES OF SOCIAL*SCIENCE TEACHING A great many articles and books have been written on the new social-studies program and the objectives that should be achieved through the teaching of this program in the schools. Dr. Howard R. Anderson in his article, "An Experimental Program in Social Studies for Grades I to XII", published in the 1939 yearbook of the National Council for the Social Studies,listed three great aims for social-studies teaching.

They were:

(1)

development of knowledge of the community, state, nation and world, (2) inspiration of social ideals and (3) training in methods of work. Dr. R. 0. Hughes, past-president of the National Council for the Social Studies,lists five main objectives to be achieved through social-studies teaching: 1.

To present definite knowledge essential to intelligent

citizenship and to an understanding of current conditions and problems 2.

To promote worthwhile civic ideals, attitudes, habits, and

skills which will operate helpfully in the lives of the pupils 3.

To provide practice in constructive thinking, reasoning, and

critical judgment 4.

To fit the pupil for effective participation in the activities

of his community, state and nation and of the world 31

32 5. To help the pupil to develop sound economic ideas and 1 apply them to everyday life. Dr. Harold Rugg in his book, "American Life and the School Curriculum," has summarized the needs for studying history under six main headings which he feels will bring about his one great aim of building education upon the unsolved problems and 2 unpredictable trends of a world in tumult and chaos. Rugg’s objectives to be achieved through the study of social studies are as follows: 1. To provide every person with an opportunity to use all of his powers of assimilation, that is, the social studies course will consist of many-sided activities and varied materials 2. To organize these powers of assimilation on the principle of integration, assembling together in close relationship all the meanings needed for understanding 3. To provide for verbatim repetition of all socially worth­ while skills 4. To give constant practice in confronting the important problems and issues of modern life 5. To recGgnize the competitive self-defensive drives of most people and build a program of social co-operaticn through selfgoverning school communities 6. To provide frequent opportunities for creative expression and the building of aesthetic awareness 1. R.Q.Hughes A Social-Studies Program 1939 Yearbook The Rational Council for the Social Studies p.42 2. Harold Rugg American Life and the School Curriculum pp.28,29

33

In his book, "The Teaching of History", Paul Klapper does not point out the specific objectives that should be reached through social-studies teaching, but rather, lists the outcomes that are acquired through the study of history.

These outcomes

could in reality be. classed as objectives since a history course properly organized and taught should achieve these outcomes in most instances.

Klapper mentions the following seven benefits

derived from the teaching of history: 1.

History gives useful knowledge

2.

Learning history socializes the child

3.

The studying of history teaches the art of study

4.

History trains the imagination

5.

Studying history develops the ability to think

6.

The study of history traces logical consequences and

geographic influences 1 7.

The learning of history gives spiritual values Under his seventh outcome of history teaching, Klapper

mentions many of the objectives that are quite prominent in the lists of objectives outlined by current social-studies experts.

Klapper points out how moral education results from

history study because it is so intensely human.

He also

says that history makes an emotional appeal, develops moral attitudes and teaches social living.

Dr. Klapper further

shows that the study of history develops patriotism and Americanism while at the same time developing an understanding 1.

Paul Klapper

The Teaching of History

pp. 25-82, 105-114

34

and appreciation of the ways of other nations. Dr. Charles A. Beard is much more detailed and specific in his objectives than are most authors.

He lists eight main

headings of informational geographical facts which should be learned in the social studies.

They include earth facts,

economic geography, political geography, cultural landscapes, relation of geography as knowledge and thought to economics and thought, relations of geography as knowledge and thought to political science as knowledge and thought, relations of geography as knowledge and thought to cultural sociology as knowledge and thought, and fundamental conclusions. Beard also lists eight main groups of objectives under economics, nine under cultural sociology and eight under political science. For objectives of history study, Beard divides his objectives into two divisions and lists eight groups of objectives under history as epochs and eleven under history as forms and 1 functions. In Beard’s Chapter X, "Objectives as Qualities and Powers of Personality," he points out objectives of social-science teaching which are much like those developed by other modern writers.

These objectives are as follows:

1. The sound body 2. The development of intellectual powers- acquisition of skills 3. Acquisition of habits making for efficiency and stability 4. Acquisition of attitudes that promote welfare of individuals and the commonwealth

1. Charles A. Beard The Nature of the Social Sciences pp.195-225

•35

5.

Cultural allegiances such as the worth of human life, the

worth of work and the effective and wise use of money and leisure 6.

Esthetic appreciation for the enrichment of life

7.

Special powers of leadership These powers of leadership include independence and strength

of purpose, will-power and courage, alertness, imagination, creativeness and watchfulness for opportunities. The Commission on the Social Studies of the American Histor­ ical Association has prepared two groups of objectives.

The

first one is called "the goals which the American nation seems to have set for itself".

In abbreviated form they are as

follows: 1.

National planning in industry, business, agriculture, and government

2.

Social insurance

3.

Universal education for every age level

4.

Improved transportation

5.

Local, state and regional planning

6.

The development of parks and playgrounds

7.

Preventative medicine and universal hospitalization

8.

The encouragement of the sciences and arts

9.

A reasoned equality of opportunity X International cooperation

10.

The other list of objectives consists of those social 1.

Edgar Bruce Wesley

Teaching the Social Studies

pp 165, 166

36

objectives that the Commission feels should he accepted by the American people. 1.

Abbreviated and rephrased they are as follows:

To so utilize our resources, material and technical, as to

raise the standard of living 2.

To raise the level of living in order to promote the good

life for all 3. To promote the cultural enrichment of the American people 4. To subdue acquisitive individualism in order to promote utility and beauty 5.

To combine aesthetics with utility in developing the potential­

ities of American life 6. To prevent regimentation in ideas, culture, and Invention 7. To preserve individuality and freedom for personal and cultural growth 8.

To fulfill the promise of American democracy

9.

To cultivate toleration in order to lessen tension and to

diversify culture 10.

To promote the spread of accurate knowledge and informed

opinion among the masses 11.

To develop an enlightened attitude toward international re­

lations 12.

To emphasize the cultural and economic unity of the world -

13.

To check economic imperialism

14.

To emphasize the necessity of freedom of expression

15.

To emphasize the importance of the scientific method

16.

To infuse the social studies with the best possible plans

and ideals.

37

After a careful study and analysis of social-acience objectives advanced by such leaders in the field as Anderson, Beard, Hughes, Klapper, Rugg, Wilson and others, the invest­ igator found that they agreed in general on almost every point. From them he summarized the following: General Objectives The main objective of secondary education to-day is training the individual to take his place in society.

This

training should be of such character as to develop future citizens that will in turn improve our social order. "Unless young people can be produced who are inclined and able to participate in the general democratic process, the American

1 tradition will become only an idle dream." The school should not only give its pupils a cultural back­ ground of fundamentals of knowledge upon which they can establish their vocational careers, but should also, in the main, prepare them to cooperate with their fellow men, to accept responsibilities, to be intelligent voters in a democracy, and to be patriotic,loyal citizens, anxious to protect their country, government, and

1.

Howard E. Wilson, Education for Citizenship. New York: Me Graw Hill Book Company, 19^8, p. 6

38

institutions against undesirable and destructive forces which are everywhere apparent.

This instruction is the work of every

department of the school, but the contents of the social-studies courses should be so constituted

that they become the source

for the greatest part of the information presented, the attitudes and ideals to be developed, and the life situations to be ex­ perienced by the high-school pupils in their training for becoming well-adjusted members of society. There are a few educators who believe that the secondary school should concern itself only with teaching knowledge, and should in no way accept the responsibility for developing attitudes and ideals.

They believe that so much factual material is neces­

sary for the business of earning a living that the schools cannot spend time developing attitudes through time-consuming experience situations.

They also contend that such attitudes, if they are

taught at all, should be developed before the child reaches the fifth grade. However, progressive educators are of the general opinion that the main objective of education is the creating, developing, and strengthening of proper social attitudes, and that this work falls, for the most part, directly on the shoulders of the socialscience teachers. "It is true that knowledge is power, but there is often 1 little relationship between factual knowledge and conduct?

With-

T~. Howard A. Anderson, An Experimental .Program In Social Studies"" for Grades I to XII. The National Council for the Social Studies, 1939, p. 6

39

out a doubt, every man in Sing Sing Prison knows right from wrong, yet. each one has so conducted himself that he has been forced to be removed from society because of some unsocial act. The reason for the incarceration of these criminals can be traced directly to the fact that wrong social attitudes were developed early in their career.

Had proper attitudes been

developed somewhere in the educational program of these men, they would not now have to be restrained from social contact while acceptable social standards are forced upon them.

Social-

studies teachers should make a pointed effort to study the atti­ tudes of pupils, to work for the elimination of the undesirable and to develop the highly beneficial attitudes and ideals. Specific Objectives of Social Science Teaching Authorities in the field of social-science teaching also agree in general on the more specific objectives in their teach­ ing sphere.

In expressing their ideas, some emphasize the impor­

tance of one particular objective over another, but on the whole the following seem to summarize the most desirable objectives of social-science teaching, as advanced by experts in the field: 1.

The social studies should teach sufficient historical infor­ mation to enable pupils to interpret the present in terms of the past.

People govern their actions in the light of

past experiences, either direct or vicarious.

The human

race has built up such a culture of experiences, institutions, and ideas that the best of these can be most economically

40

transmitted, to youth through a social-science program organized for that purpose. 2.

The social studies should teach certain economic truths. Most of the wars, human suffering and unhappiness can be traced to a lack of knowledge or failure to recognize economic laws.

Pupils should be taught early cause and effect relation­

ships to aid them in solving their own economic problems and in understanding national and international problems. 3.

The social studies should develop desirable attitudes and ideals. These include fair-play, tolerance, open-mindedness, honesty, courtesy, democracy, patriotism and many others that will lead to a harmonious social living.

4.

The social studies should teach cooperation.

With the increase

in population and speed of transportation and communication human contacts are much more frequent and more intense than years ago.

People are inter-dependent to such an extent

that there is no place in this world for a person who refuses to cooperate in economic or social life.

One might say

that the real objective of all education is cooperation, and thus, the social-studies program should lend its valuable assistance in achieving this all-important aim. 5.

The social studies should give information regarding govern­ mental institutions and practices necessary for the functioning

41

of a democracy, and also, provide situations where these facts may he used In realistic experiences of democratic government.

Here, the question of indoctrination may arise,

hut until the rest of the world has developed to our high standards of democracy, self-preservation is necessary, With constant threats from without, American schools must teach patriotism, and love for our democratic ideals.

To

guarantee the continuance of our government, future voters must learn our democratic principles, the function of the government and its many component parts.

If pupils are

expected to continue democracy, they must experience dem­ ocracy in the school through study and actual participation in student government and school affairs. 6.

Pupils should be made acquainted with and vitally concerned with their own local problems.

(As enlightened residents

of the community, they will in time under our democratic system, be the ones who will have the opportunity of correcting local problems.)

Even as minors in school, they can do a

great deal to correct existing conditions, but in later years as voting adults they can do a great deal more. 7.

The social problems of the immediate community, the county, the state, and the nation should be made meaningful to the pupils so that they realize how they as individuals are affected by political, economic, and social forces.

U2

8.

To be functional, the entire social-science program must be presented in such a way as to enliven an interest in the various phases of our social order to such an extent that this interest be kept vigorous throughout a lifetime.

9.

The social studies should give pupils an appreciation for past civilizations end for the struggles their ancestors faced in creating the nation and institutions they enjoy to-day.

Recognizing the sacrifices and effort put into

the creation of things Americans enjoy at the present time, they would never allow subversive elements to destroy our American heritage.

CHAPTER

:T

PRESENT ORGANIZATION OP SOCIAL*STUDIES CLASSES IN THE PUBLIC SCHOOLS OP THE BABYLON AREA

THE ELEMENTARY SCHOOLS

In general, the elementary schools of Babylon, Deer Park North Babylon, West Islip, and West Babylon have similar course arrangements in geography and history which are classed as the social studies. History is started in the fourth grade and continued through the eighth.

The work begins with a study of the early peoples

of ancient history in the fourth, the period of discovery and exploration in the fifth, the Thirteen Colonies in America in the sixth, United States to the Civil War in the seventh, and the United States up to the present time in the eighth.

History is

taught almost entirely on the studv-recitation-drill methods with little or no provision made for projects, dramatics, movies, cooperative study, or enrichment. is

A wide assortment of facts

over-learned, so that when facts are asked on the Regents'

examinations, the pupil will immediately know the answer. Little effort is made on the part of the teachers to connect history of the past with the interpretation of present de­ velopments.

Infrequently educational movies of an historical

nature are shown to all students at an assembly.

43

u

Geography is started in the third grade and continued through the seventh.

The third grade is usually begun with a

study of local surroundings.

Some project work is done in the

creating of a farm and other scenes by means of sand-table enterprises.

Very little c£ nothing is attempted in the way

of individual reports, correlation, trios, displays, and dramatizations.

In the fourth grade, geography becc >es more

formal, increasing in formality with each grade, as the final Regents’ examination approaches.

The fourth grade studies

home life in far-away lands; the fifth grade learns in great detail about New York State and the United btates; the sixth grade ac­ quires knowledge concerning the seven continents and the leading countries of the world; while the seventh grade sums up by reviewing all of the geography studied previously.

This is

approached more from an economic standpoint with a special effort to learn the several thousand facts thought essential for jjassing Regents. liith all the effort put into learning facts, one finds that pupils know very little geography in relation to themselves. Although they will know rivers on the west coast of Africa, the width of degrees of longitude, and the products of Geylon, recent tests have shown that they will not know how they would go by automobile frora Babylon to Albany, the general directions they would travel, the river they would follow, nor the approximate distance.

They seem to have

45

either no idea or a distorted picture of almost all physical geography in relation to their own location.

A lack of real

meaningful educational situations has caused a lack of com­ prehension of cause and effect relationships in regard to economic ana social phenomena. THE HIGH SCHOOL The high-school social-science program is partly elective and. partly mandatory.

To graduate, all pupils must take civics

and economic citizenship in the freshman year and American History in the senior year.

Ancient and Modern European Histories

may he elected during any of the upper three years.

Since no

Regents1 examinations are required in civics and economic citizenship, considerable time may be spent on broader aspects of the more interesting phases of a prescribed course of study without the prospect of rigid requirements having to be met before the close of the term.

A workbook is used along with

a text to encourage pupils to think,while some provision is made for individual initiative and expression.

Projects are

developed to some extent in the study of highway safety, occu­ pations and governmental organizations.

Some opportunity for

dramatics, creative writing, and drawing is provided. History A or ancient and medieval history is taught methodically with a view of memorizing names of men and their deeds, battles, and events of antiquity in preparation for a

46

Regents' examination at the end of the course of study.

Pupils are allowed a choice of outside reading within bounds and given an opportunity of reporting on these and expressing their views, all of which approximates a continuance of the old study-recitation type of procedure. History B or Modern European History is more easily motivated because the many exciting current events cannot fail to sharpen pupils' interests along certain lines and thus en­ courage individual reading, thought, and discussion.

However,

there is a maximum of recitation, explanation, and drill to ensure that all pupils will pass the finals at the end of the year.

When drills and reviews are conducted at a pace so

that the slower students will absorb the information, no provision is made for substitute enrichment for the bright pupils. By the time the pupils are ready for History C or American History, they have become thoroughly passive. They accept daily assignments without question, learn them, and prepare for their final examination.

It becomes very

difficult to arouse a discussion on even a very controversial subject because the pupils have been taught to accept the facts of the book without question as to their validity or importance. Oral reports and individual points of view are difficult to secure since pupils have learned to accept and do definite

47

assignments, and not to delve deeply into unexplored areas because of their own interests. The material studied covers the political, international, and economic phases of the United states from the discovery of America to the present time.

The same field is gone over as

in the eighth grade except that it is plowed a little deeper. Many hundreds of facts must be learned for the final Regents' examination.So pupils generally memorize facts like chemical symbols rather than as material of interest or of significance to their own social and economic situations. With the emphasis of the social-studies courses of Babylon High School based chiefly on factual knowledge, one cannot but doubt if these many unrelated facts are really giving the stu­ dents relative comprehensive information and experiences that will aid them in solving their personal problems now as well as in the future.

Are the pupils developing desirable attitudes

that will lead to their happiness and well-being in the constant improvement and progress of society and our country as a whole?

CHAPTER VI SOME DEFECTS OF THE PRESENT SOCIALSTUDIES PROGRAM How the Soclal-Studles Program In the Babylon Schools Falla to Meet the Objectives of Soclal-Studles Teaching. It was quite definitely pointed out by the "Regents' Inquiry into the Cost and Character of Education in the State of New York", 1935-1938, that the teaching of social studies in most instances, was failing to meet the objectives set up for it by the New York State Education Department. The investigators for the Regents' Inquiry found that the state-supported public schools could not recommend for citizenship one-fourth of the pupils leaving before graduation nor approximately ten per cent of the pupils who remain to

1 graduate.

The pupils in the schools knew many facts of history

and the news of the day, but they were not acquainted with recent changes in government and foreign affairs or how these changes would directly affect them.

Their lack of understanding

of sociological terms indicated a lack of information concerning social problems while community-affairs tests showed a great inadequacy of acquaintance with their own local economic and political problems.

1.

Spaulding, F.T. . High School and Life. New York: McGraw Hill Book Company, 1538 p. 26 48

49

An attitude of open-mindedness had not been developed sufficiently In any section, while In rural areas pupils showed great conservatism and a tendency to stick to their preconceived opinions. The pupils showed unmistakable evidence that they did not wish to assume responsibility for civic cooperation nor to commit themselves to action which would Involve personal effort or sacrifice.

This tendency for shirking responsibilities in­

creased as education progressed.

Where nearly one-third would

be willing to co-operate to accomplish something requiring some sacrifice in the junior high school, only one-sixth were willing

1 to accept the same responsibility in the twelfth grade. The report showed that not sufficient interest In political and social affairs was built up during the period of secondary education to lead the graduates to do anything to keep alive

2 their knowledge of civic affairs after leaving school. As part of the Regents' Inquiry made under the direction of Dr. Luther H. Gulick, the schools in the Babylon area were some of those carefully studied and found to be lacking to a more or less degree in the same areas of social-studies education as the other schools'studied throughout the state.

The tests given to

determine the degree of social competency developed In the schools of the Babylon area were:

1. Wilson, H.E., Education for Citizenship. McGraw hill Boole Company, T93B 2. Spaulding, P.T. High School and Life. McGraw Hill Book Ciompany, 1938

New York:

New York

50

A. Tests of Information: 1. American History Test. Based upon Cooperative American History Test: Form 1935, by H.R. Anderson and E.F. Lindquist, Published for the American Council on Education by the Cooperative Test Service. (Used in 1936) 2. Civics Test. Based upon Elementary Civics and Government Test, by Francis E. Mordy, H.E. Schrammel, and H.E. Dewey. Bureau of Educational Measurements, Kansas State Teachers' College: Emporia, Kansas. (Used in 1936) 3. Cooperative Contemporary Affairs Test: form 1936, by Alvin C. Eurich and others. Published for the American Council on Education by the Cooperative Test Service. (Used in 1936) 4. Cooperative Current Public Affairs Test for High School Classes: Form 1937, by Alvin C. Eurich and others. Published by the Cooperative Test Service for the American Council on Education. (Used in 1937) 5. Test on Community Affairs, especially constructed for the Regents' Inquiry by Roy A. Price and Robert F. Steadman. (Used in 1937) B. Test of Concepts: 1. Wesley Test in Social Terms: form A, by Edgar B. Wesley. Published for the American Historical Commission on the Investigation of the Social Studies in the Schools by Charles Scribner's Sons, 1932. (Used in 1937) C. Test of Skills: 1. The 1936 Iowa Every-Pupil Test of Basic Skills: Test B, Parts II, III, and IV by Ernest Horn and others. Published by the State University of Iowa, 1936. Test of Ability at reading maps, at reading charts and diagrams, and at using reference materials. (Used in 1937) D. Tests of Attitudes: 1. Scale of Civic Facts and Beliefs, by J.W. Wrightstone. A previously unpublished test designed to measure attitudes toward race relations, politics, internationalism, and nationalism. (Used in 1936) 2. What Would You Do?, a Survey of Student Opinion, constructed

51

especially for the Inquiry by Ruth E. Eckert and Howard E. Wilson. A test of student reaction to in-school and outof-school situations involving free speech, free assembly, protection of property, and participation in group affairs. (Used in 1937) To further examine the results of the teaching program of the Babylon Area Schools in view of meeting the desired ob­ jectives, a commission from the New York State Education Department consisting of Warren W. Knox, Burton D. McCormick, William K. Wilson, and Arthur W, Schmidt was secured in 1937 to study the whole situation and make recommendations for improvement.

This

commission examined needs of pupils, courses given in the various schools, plant facilities and educational results achieved in the schools of Babylon, West Babylon, Eeer Park, North Babylon, West l8lip, Dix Hills and Wyandanch. After a careful study, the commission recommended course changes, unification of programs in the elementary schools sending pupils to Babylon High School and certain changes in buildings and personnel. The Need for Course Unification One of the most outstanding difflclencies discovered by the investigators was the lack of similarity of programs in the various schools.

In the Village of Babylon an attempt had been

made to develop a three year social-studies course for the junior high school which included the geographical and historical knowledge that it was felt the pupils should have as well as a

52 great many other desirable educational factors.

Since it was

a three-year course, it had its continuous elements which tried to develop the information taught systematically without too much repetition and overlapping.

Permission was given by the

State Education Department for the use of this program by the village schools and the Regents Preliminary Examination was eliminated as a basis for promotion at the end of the eighth year. In the meantime, the outlying schools of Deer fcark, North Babylon, and West Islip which send their high-school pupils to Babylon High School have clung to the conventional geography and history classes.

In these schools a Regents' Preliminary Exam­

ination is given at the close of the seventh grade in geography and an elementary United States history and civics examination is given at the end of the eighth year. As a result of these two entirely different preparatory programs, the pupils from the outlying schools are unprepared to enter the freshman social-studies class with the ninth year Babylon-village pupils, but have to be placed in classes of their own while adjustment can be made to prepare them for the ninth year's work.

Such an arrangement prevents the high school

authorities from reaching their objective in the ninth-year course and also causes the pupils from other schools to miss the desirable influences of integration that would result from contact with village pupils.

53

In West Babylon a two-year high school Is maintained* The pupils are educated In the conventional geography and history program.

After the Regents' examinations have been

passed in both subjects, the pupils study civics and economic citizenship during the ninth year.

Although many of the same

elements would be covered in this program as in the Babylon village soclal-studies program, the results achieved in relation to the desired objectives would tend to be very different. .As a result when the pupils of West Babylon enter Babylon High School as juniors to continue their work there, it is found that their social-studies background is very different from both that of the village pupils who have come up through the junior high school soclal-studies program and also from that of Deer Park, North Babylon and West Isllp pupils who have completed soclalstudies work under the conventional program in their own schools and a ninth-year revised course in Babylon, Prom the evidence secured, it could be plainly seen that if the schools of the Babylon area were to meet the desired objec­ tives of soclal-studies teaching during the elementary and high school period, they would not only have to construct a new curriculum that would more nearly meet the objectives, but must also adopt it uniformly in the various schools involved in the education of the pupils.

54

A Recent Study of the Outcomes of Soolal-Studles Teaching In the seventh. eighth, and ninth grades of the schools in the Babylon area During the months of September and October 1941, the writer gave an examination to all of the 520 Junior high school pupils in the schools that send their graduates to Babylon High School* The pupils numbered 270 from Babylon, 49 from North Babylon, 110 from West Babylon, 42 from Deer Park and 49 from West Xsllp. (See chart no. 1).

^he pupils were divided as follows:

165

from the seventh grade, 175 from the eighth grade and 182 from the ninth grade. The investigator had four main purposes for giving the examination and studying the results. 1.

They were:

To see, in so far as possible, whether the pupils in the town of Babylon showed the same educational deficiencies as when examined by the New York State investigators four years previously.

The investigator wished to get first

hand information to use as a basis for comparison with the report of the Regents’ Inquiry on their findings in a great many schools of New York State. 2.

To use the information secured this year as a basis for an examination to be given next year and in following years to determine whether improvement results under the new soclalstudies program.

55

CHART I FUPIIfl TESTED

Grade

Deer Babylon North West 3abylon Babylon Park

V/est Islip

Total

7

60

25

36

20

24

165

8

63

24

40

22

25

173

9

148

Total

270

182

34 49

110

42

49

520

56

3.

To indicate where emphasis should he placed to enable the soclal-studies courses to better meet the objectives set for them.

4.

To find what the majority of junior high school pupils believe in regard to a great many controversial questions. The test given consisted of four sections.

The first

was

Wrlghtstone's Scale of Civic Beliefs— Form A which attempted to determine whether the pupils were liberal minded and how their liberalism changed as their education progressed.

This

test also was used to determine what beliefs pupils felt the most strongly and to show the proportion of pupils in each grade that agreed or disagreed with each belief. The test consisted of eighty statements.

In each case

the pupil was to indicate whether he agreed with the statement by placing a circle around the T or if he disagreed by placing a circle around the F.

(See appendix page 172).

It is freely admitted by the examiner that many of the statements are very controversial.

However, since this section

of the examination is to measure the liberal attitudes of pupils, all answers not indicating true liberalism are marked incorrect. Wrlghtstone's answer key is used as the basis for determining the correctness of answers in this part. The second part of the test was to determine whether pupils could Interpret economic or social change in terms of the faotors involved.

In other words, the pupils are experiencing

57

the effects of economic and social change and in this test of knowledge and judgment they were expected to select the most significant cause that is bringing or has brought about these changes.

The test consisted of ten questions in which

a statement was presented followed by a group of three possible explanations to validate the statement. In several of the questions two possible answers were suggested, one of which was a much better answer than the other.

In each case where the better answer was given two

points were allowed.

One point was allowed for the other

significant factor when that one was indicated by the pupil, instead of the primary factor.

A total of twenty points was

allowed for the ten question group. Test III attempted to indicate whether pupils know, much about the government and economy of their own immediate community.

In Test IV the questions dealt with larger areas

in an effort to determine the amount of desirable information pupils have acquired in relation to their own town and country. After marking the papers and tabulating the results many significant and interesting facts were revealed.

The eighth

grade students in the schools examined in the Town of Babylon were less liberal than the seventh grade pupils, the ninth graders were more liberal than the eighth but less liberal than the seventh. The scores made by the Jmpils seemed to indicate that they did not become more liberal in their attitudes as education progressed

58

CHART II TEST RESULTS

Grade

Test Number

7

I

165

80

47

47.43

II

165

20

13

13.06

III

165

10

u

4.35

IV

165

20

12

11.86

I

173

80

45

44.86

II

173

20

15

15.81

III

173

10

6

6.32

IV

173

20

13

12.16

I

182

80

47

46.28

II

182

20

16

16.22

III

182

10

6

4.92

IV

182

20

9

8.03

8

9.

(Key)

Number Possibl ) Medial Mean Tested Score Score Score

I. Civic beliefs II. Judgment through interpretation of social and economic factors III. Community information IV. Town and county information

59 but had a tendency to remain about the same or become even more prejudiced. Considering the type of questions asked in Tests III and IV, the pupils of all three grades seemed to know very little about their community or immediate town, county, or geographic area.

The results showed that pupils had not learned the

most significant facts with which all pupils should be familiar. The eighth grade pupils knew slightly more than the seventh, but the ninth grade pupils in the schools studied knew much less about their communities than either the seventh or eighth grade pupils.

Since the eighth grade pupils had studied Long

Island and their more local communities unaer the new syllabus for a period of two months before the examination, their better scores may (be''-undoubtedly) explained by the fact that they had better instruction in the field of information covered by the test than had the other two grades. It would seem that an interest in local affairs and the reading of local papers should have resulted in a much higher degree of achievement on the part of ninth grade students. Although

the ninth grade pupils studied Long Island quite

thoroughly as part of their seventh grade work,

the subject Way

not have been presented to them in such a manner as to stimu­ late the pupils to keep alive their interest in their community.

60

In Test II which was organized to test cause and effect relationships based for the most part on current economic factors, the score made by the eighth grade pupils was consid­ erably better than that of the seventh grade pupils and that of the ninth graders wa.s superior again to that of the eighth. In examining the scores made by pupils on the test of civic beliefs, one cannot fail to notice several very inter­ esting results.

One of the most noticeable results seems to

be the effect of recent emphasis on patriotism by the schools and other organizations and its reaction on the attitudes of pupils.

Newspaper and magazine writers, parents, teachers

and others have of late made every effort to develop patriotism in the children of the United States.

As a result the answers

given on this test would seem to show that in their emphasis on patriotism educators may be closing the doors to liberalism and investigation, two of the mainstays of democracy. 84.9# of the children examined in the Town of Babylon say that democracy is the highest form of government devised by man, 71.5# say we should give unquestioning loyalty to public officials,85.2# say the United States Constitution is the greatest document produced by man, 67# say we should give unquestioning obedience to our country, and 80.7# state that any person talking or writing against our nation should be arrested.

61

Educators may well examine these results very closely for in over-emphasizing patriotism and loyalty to keep out foreign isms they may he developing the type of unquestioning blind follower that will be ideally suited to accept facism, nazism or some other type of dictatorship. Further evidence of the mistaken impression being devel­ oped, that our country can do no wrong seems to be brought out by the results of questions in which 61.756 of the pupils say the United States

had no selfish interests in the Philippines,

67.7# say the United States should keep Europeon nations out of South America, 55*9# say the United States freed Cuba from Spanish rule because of unselfish motives, 73# say we should help ourselves by levying high tariffs on imports coming into our country, and 51*5# say that in every respect the schools of the United States are better than those of any other nation. Another very interesting result shown by the answers given on the examinations was the influence of war propaganda on pupil’s thinking in regard to potential enemies of the United States.

War propaganda seems to have had a great in­

fluence on formulating the attitudes of {junior high school pupils.

62.8# say that the Germans have always been more

militaristic than other nations, 70.4# say that the United States had no selfish reasons for entering the World War and 85.2# say we should maintain a large army and navy at all times.

62

Results of the tests given in the schools in the Town of Babylon seemed to indicate that a great many junior high school pupils may know the correct answers but when they are called upon to use this knowledge in a different situation calling for liberalism they will fail to use it.

In other words, they

know what is considered right and wrong, but when pinned down to a method of action they may react with the same prejudices that they have reacted to in the past.

The results seemed

to show that the pupils were not actually liberal minded but rather knew what the right answer should be and indicated it as such.

Then when they were called upon to interpret

their liberalism in another situation they showed quite clearly that they were not actually in accord with what they professed to believe. As examples of this tendency, 97.5% of the pupils tested agree that the negro is as good a citizen as any other pprson, yet 37.9% say that negroes are incapable of learning much arid 85% say that the white race is superior to all other races. 88.9% of the pupils state that most prisoners would be helped by eduoation and guidance and then 35.6% go on to say that the only way to pure criminals is to punish them severely.

63

The pupils taking the examination showed evidence that they knew very little about their own community, township or county*

They showed a distinct lack of historical,

geographical, social or economic knowledge about their own immediate surroundings.

Most of the pupils knew who settled

Long Island but the majority did not know where or why. 41.6$ did not know the chief agricultural occupation of their own town, one in which it leads the United States, while 66.5# did not know about the raising of ducks, an occupation in which Suffolk County raises over six million yearly.

53.5/6 of the students did not know an oyster shipping

center from inland towns, nor did 55# know that Blue Point is the trade name under which oysters from Long Island are sold throughout the world. 43/6 did not know the only large lake on Long Island and 58# did not know of the important radio receiving and sending stations at Rocky Point, Riverhead and West Sayvllle. 23# did not know the name of the large state park within 3 miles of the sohool of anyone taking the examination, 35.4# did not know the seat of the county government and 83.8# did not know the title of the chief executive officer running their towns.

30.6# did not know the meeting piac* of the town

government while 69.6# could not name the third incorporated village in Babylon township in a question where two were already given.

64 76.1# could name potatoes as one of Suffolic County*s

chief agricultural crops but only 28.7# could name cauliflower as the other crop even though one-third of the world's supply, over a million crates, is produced annually within a few miles of their doors. At Brentwood and Central Islip, seven and ten miles away respectively, are two of the largest hospitals in the world yet only 42# of the pupils were aware of it. The answers given on the test showed quite conclusively that the social-studies courses in the five schools of the Babylon area are not meeting the objectives set up for socialstudies instruction.

In each instance the findings of the

writer's study substantiated the findings of the Regents' investigators both in Babylon and throughout New York State. With one examination it would have been impossible to get comparisons with all of the Regents' discoveries, but in those fields, namely, attitudes, community knowledge and inter­ pretation of social and economic factors, in which the writer made his investigation, he found a very close correlation with the results made by the Regents’ examiners. The fact that the eighth-grade pupils knew more about their community than either the seventh or ninth grade pupils seemed to indicate a step in the right direction.

These pupils

had experienced some well-organized instruction under the new

65

syllabus

and the results indicate that the pupils may have

gained some valuable information from this source.

One of

the greatest defects of the former social-studies program as pointed out by the Regents' Inquiry was a lack of community knowledge taught to the pupils in the schools of Kew York State.

The results of the writer's examination seem to show

that this defect may be eliminated to a great extent. If correction of inadequacies of instruction is possible in this field of social-studies instruction, by careful plan­ ning, study and reorganization, the new program can be set up to eliminate many of the deficiencies of instruction that have been pointed out.

When this is done the social studies

will be meeting more completely the great objectives set up for them.

66

CHART III TEST RESULTS BY QUESTIONS Question Number

Number Nb.Correctttfo. Inof Uestn..; Answers i correct

Percent Wrong

1

520

507

13

2

520

240

280

54

3

520

239

281

54.3

4

520

184

336

64.6

5

520

78

442

85

6

520

325

195

37.6

7

520

414

106

19.8

8

520

189

331

63.8

9

520

394

126

23.1

10

520

141

379

73.2

11

520

417

103

19.2

12

520

380

140

27

13

520

370

150

28.9

14

520

220

300

57.6

15

520

406

114

22

16

520

325

195

37.6

17

520

411

109

20.9

18

520

47 8

42

8.1

19

520

477

43

8.9

20

520

324

196

37.9

21

520

352

168

32.3

2.5

67

CHART III (Cont.) Cuestion Number

Number of Tests

No.Correc b No. In­ Answers correct

Percent Wrong

22

520

199

321

61.8

23

520

90

430

83

24

520

168

352

67.7

25

520

350

170

32.8

26

520

383

127

24.5

27

520

270

240

48.1

28

520

270

250

48.1

29

520

326

194

37.3

30

520

80

440

84.9

31

520

142

378

72.7

32

520

230

290

55.9

33

520

315

205

38.7

34

520

328

192

36.7

35

520

338

182

34.9

36

520

140

380

73

37

520

77

443

85.2

38

520

293

227

43.7

39

520

323

197

38

40

520

243

277

53.4

41

520

149

371

71.5

42

520

76

444

85.2

68

CHART III (Cont.) Question Number

Number of Tests

No.Correc . No. In­ Answers correct

43

520

237

283

54.5

44

520

405

115

21.7

45

520

376

144

27.8

46

520

246

274

52.9

47

520

317

203

39.1

48

520

372

148

28.7

49

520

326

194

37

50

520

. 313

207

38.9

51

520

252

268

51.8

52

520

437

83

15.9

53

520

468

52

10

54

520

369

151

28.9

55

520

384

136

25.6

56

520

171

349

67

57

520

336

184

35.4

58

520

353

167

32.3

59

520

258

262

45.1 ,

60

520

441

79

14.2

61

520

494

26

5

62

520

423

97

18.6

63

520

264

256

4 8 .4

Percent Wrong

CHART

III

(Cont•) Question Number 64

Number fo.Correct No. Inof tests Answers correct 520 360 260

|Percent Wrong 50.1

65

520

458

62

11.9

66

520

461

59

11.4

67

520

275

245

47.3

68

520

335

185

35.6

69

520

215

305

57.6

70

520

156

364

70.4

71

520

371

149

28.7

72

520

343

177

34.3

73

520

294

226

43.5

74

520

383

137

26.7

75

520

294

226

43.5

76

520

253

267

51.5

77

520

199

321

60.1

78

520

101

419

80.7

79

520

416

104

20.2

80

520

468

52

TEST

NUMBER

10

El

1

520

416

104

20.2

2

520

453

67

12.2

3

520

407

113

21.7

1

70

CHART III (Cont.) Question Nnmher

Number of Tests

.... 17 No.Oorreo t No. In­ correct Answers

Percent Wrong

4

520

457

63

13.1

5

520

478

42

8.1

6

520

449

71

13.6

7

520

483

37

7.2

8

520

459

61

11.7

9

520

348

172

32.9

10

520

499

21

3.9

TEST

NUMBER

I II

1

520

398

122

23.4

2

520

336

184

35.4

3

520

85

435

83.8

4

520

332

188

30.6

5

520

158

362

6 9 .6

6

520

396

124

23.9

7

520

150

370

71.3

8

520

343

177

34.2

9

520

302

218

42

10

520

295

225

43.4

324

196

37.6

386

134

25.9

TEST

1

520

2

520

NUMBER

L

.....

I7

1

71

QHART III (Cont.) Question Number

Number 'Jo.Correct No. In­ of Tests Answers correct

Percent Wrona

3

520

113

407

78.5

4

520

221

299

57.5

5

520

364

156

3 0 .2

6

520

158

362

6 9 .6

7

520

239

281

41.6

8

520

277

243

4 6 .8

9

520

431

89

10

520

196

324

58.2

11

520

174

346

66.5

12

520

242

278

53.5

13

520

233

287

55.1

14

520

296

224

43

15

520

384

136

26.2

16

520

383

137

26.7

17

520

338

182

35

18

520

393

127

24.5

19

520

218

302

58

20

520

407

113

21.7

1__________ t

17

CHAPTER VII

DEVELOPING THE NEW SOCIAL-STUDIES CURRICULUM The business of making a social-studies curriculum that would meet the needs of youth in the modern world is not something new, but a task that has been entered upon by many historians and educators.

For years the leadership was

assumed by the historians who declared not only what should be taught but also in what grade it should be taught.

From

time to time the historians received some assistance from other social scientists.

Proceeding on the assumption that

the school program should faithfully reflect the systematically organized bodies of knowledge from which the contents were drawn, the social scientists merely did what everyone assumed they should do.

As soon, however, as education became critical

and somewhat objective, the educators began to regard the domination of the social-studies curriculum by social scientists as undesirable. It appeared that the social scientists were placing too much emphasis on scholarship, and seldom took into consideration the immaturity of pupils.

They tended to stress the content

and to minimize method and the learning process.

They wanted

well-informed citizens and were impatient with the process that educators declared was necessary to achieve the desired results. The social scientists seemed to represent the adult approach

73

and. were not students of children or of the learning process. The rise of the scientific movement in education, with its stress upon the learning process and upon the characteristics of boys and girls,'led to the development of the idea that educators should make the social-studies program. The educators assumed that the major problems of the social studies were primarily those of the pupil's ability, the selection and arrangement of materials, and methods of teaching.

Without

hesitation they took over th9 leadership in making the curriculum. They realized, however, that the making of a social-studies program was a serious and complicated undertaking, one that could not be completed without research, investigation, and experimentation.

As a result they undertook a serious study of

the whole field and practice of education.

They made numerous

studies and investigations of the curriculum and demonstrated the need of constant revision.

They had also the advantage of

being in a position to evaluate the whole program as it was developed in the school's program of studies. As has been pointed out in various chapters of this document grave defects of their leadership in the social studies have been apparent.

Proceeding on the assumption that a "Curriculum

Expert" could make or direct the making of a curriculum in home economics, science, mathematics, or the social studies, they inevitably placed major emphases upon administrative arrangements, committee procedures, and external paraphernalia, and upon the supposed need3, desires, and interests of pupils.

Even the

74

worn out phrase about "teaching boys and girls instead of history" did not save the day but only served to obscure the vision and confuse the issue.

This attitude led to the minimizing of

content and to the stressing of organization and the intentional crossing of subject lines for the sake of crossing them.

The

many activities and projects worked out in the activity programs became ends in themselves.

The results as has been pointed out

by the Regents’ Inquiry and other investigations have been very unsatisfactory.

Courses of study consisting of illogical outlines,

unsystematic connections, insignificant details, trivial activity lists, and ever present lists of alleged objectives appeared in considerable numbers yet with all the attempts at teaching children the objectives of social-studies teaching were not reached.

Pupils were not trained for the fullest, most

satisfactory living in a democracy. Neither the social scientist nor the educator has to date made a really satisfactory social-studies program.

We are more

and more beginning to realize that cooperation between the two is necessary.

Teachers who are both social scientists and

educators should assume the leadership in developing the new curriculum and coordinate the contributions of other social scientists and other educators in creating the new program. The recent move on the part of the New York State Education Department! in making its state-wide survey and the development of the new social-studies syllabi by the Bureau of Curriculum

Development is a good example of the cooperation of experts in many fields of activity.

The present interest which school

principals and teachers are showing in making new programs for the social studies in cooperation with the Bureau of Curriculum Development would seem to indicate that at last something really constructive would he achieved. The problem of developing a new curriculum is not one that can be easily met or lightly passed over.

As was mentioned in

the chapter on administration and supervision, the task requires infinite patience, careful development and constant change. There are several steps which must be taken in up and inaugurating any new course of studies.

setting­

Although the

following steps are not always taken in the order given below, they are generally necessary in their entirety. ofthe new curriculum at Babylon the 1.

In the organization

following steps were taken:

The shortcomings of the existing program were pointed out and some values of a new one were made evident.

2.

Administrative consent, interest and support were secured. This step was necessary not only to secure necessary appropriations, but also to insure the acceptance of the revised program.

The district superintendent and the

prinicpals were able to offer valuable suggestions, especially in regard to local feelings, customs and resources.

The

administrators were also able to furnish valuable help in adjusting the social-studies program within the frame work

[newYORKUNIVERSITY: | SCHOOLOFEDUCATION| I O

LIBRARY

C

!

76

of the whole system.

In faot, without administrative

support and leadership it is more than doubtful that any thorough-going revision would have been undertaken. 3.

The scope of the revision was next considered.

In Babylon

it was decided to make the new social-studies curriculum for the seventh, eighth and ninth grades first with the idea of setting up the senior high school social-studies program as soon as the junior high program is working satisfactorily. Soon after the new program goes into effect in the junior and senior high school, it will be extended down into the lower grades in the hope of developing a continuous program of ed­ ucating for democratic living from the kindergarten through the twelfth grade. 4.

The extent of the revision was next decided on.

No formal

organization or administrative consent seemed necessary if the revision was to consist of merely adding a few topics, revising a few units, and adding a few references.

The committee found

that it was not obligated to stay within the limits or to follow the general framework of the existing curriculum, but that it was free to produce a fundamentally different program. 5.

A time limit was decided on so that all the schools in the Babylon area could adopt the new program simultaneously in September 1941.

This meant that all preliminary work, devel­

oping, and revision had to be done during the school year 1940-41 so as to get the new program of studies accepted.

77

by the New York State Education Department before the fall term.

6.

A plan of organization had to be worked out.

This included

the duties and responsibilities of the chairman, the amount of time he could allot to the work, the organizing of sub­ committees and the duties of each, and the organization of a steering committee. 7.

A plan of procedure had to be drawn up.

This plan took

care of the dividing of work among the chairman and sub­ committees, the scheduling of meetings of 8.11 committees and the allotting of time for completing phases of the work. Care had to be taken that the obligations on the teachers were not too heavy.

On the other hand, It was planned that

their participation was extensive and frequent enough to insure understanding and sympathy.

Several of the following

steps will indicate some definite ways in which every teacher was able to participate. 8.

The schools of Babylon, North Babylon, 'West Babylon, ’ West Islip and Deer lark were surveyed to secure information concerning total enrollment, enrollment in the various social studies, class size, attendance records, age distribution, mental ability, economic and social status, health records, and other matters that would throw light on the question of a suitable curriculum.

9.

The existing curriculum was carefully and thoroughly surveyed and the present provisions were explored for both vertical and

78

horizontal correlation.

Frequently it was found that neither

the high school teacher nor the elementary teacher had any definite idea of what the other was doing.

It was found that

the committee could not assume that the existing course of study, whether organized by local or state authorities, was the real course pursued in the classrooms.

A rather thorough­

going surrey of text books, supplementary readings, workbooks, notebooks, and teacher practices was necessary to ascertain the present status of the curriculum. 10. The individual teachers and committees surveyed the work of other systems and examined courses of study and instructional materials.

Later definite and brief summaries of pertinent

suggestions, units, and approaches were prepared for the whole committee.

A reasonably wide acquaintance with courses of study

and an intimate knowledge of a few of them, had a tendency to increase interest and facilitate the work. The survey of other systems was done accurately and thoroughly but not exhaustively so as to wreck the work of the curriculum committee by centering its study for too long a period upon the work of other committees.

It has been found that wholesale

borrowings and loss of interest in the local problem may follow too much study and use of other programs.

This was one thing

that the Babylon Committee wished to avoid in its efforts to build a program for Babylon schools fitted to the needs of Babylon youth.

11.

The research studies in the field of the social-studies curriculum were carefully reviewed.

This did not take

long because it was found that the studies of fundamental value were not very numerous.

However, the committee

members did discover many significant sidelights, helpful techniques, and suggestive devices.

It was found that

the review of research could best be carried out efficiently by allotting various studies to sub-committees, who should make systematic reports and furnish mimeographed digests of significant materials. 12.

It was always necessary to keep close watch of social trends and current developments for the purpose of seeing what new aspects or topics of national, state, or local significance should be Included.

This step was facilitated

by the review of research studies which prepared the committee for up-to-the-minute changes by furnishing techniques and citing pertinent literature. 13.

One of the most important tasks was to make a survey of local resources.

This involved a combination of social

survey, a census of industry, a geographical analysis, and a historical survey.

This step had to be taken with

tact, energy, and resourcefulness.

The survey was planned

to make every member of the committee keenly conscious of the educational possibilities of the local environment. It has been found that teachers operate as though their

80

school were in a typical city, such as Middletown rather than in a particular city, consequently they do not modify, adjust, and localize their instruction.

Such teachers are also likely

to ignore the fact that rich resources in the way of industry, art, geography, government, and history are near at hand; and the utilization of this rich laboratory does not necessarily involve frequent field trips and extensive visits. It should be noted in the new social-studies course for the seventh grade (see appendix) that every effort is made to use local resources to create interest and start off t>he whole junior high school program. 14. An ideal program was then outlined.

The committee by this

time had already taken the preceding steps and had gathered the many ideas and formulated, at least tentatively, many parts of the program which it would like to see in operation. Every member of the committee was asked to prepare a general outline, with the major headings and principal sub­ divisions noted, of the program that he would like to see tried out.

The outlines covered every grade for which the

new curriculum was intended.

Few details were given, but the

outlines were full enough to insure that every member secured a birds-eye view of the whole program and also some realization of the entire project.

81

The first outlines were found to furnish little practical guidance but they served a useful purpose in training the committee. 15. A list of objectives was formulated by studying the lists prepared by experts in the field, revising them and finally interpreting them the way the committee members saw fit. Objectives of historians, economists, and social scientists were considered as well as those set up by the New York State Education Department. (See chapter on objectives). It was found that there was a great similarity of objectives advanced by experts in the field.

After

carefully considering these and adding additional ones that committee members felt should be included, a summary list of objectives was drawn up and accepted.

(See

Chapter IV ) 16. One problem that had to be decided upon early was that of selecting materials.

Care had to be taken to limit the

text-books, and supplies to available resources and financial conditions in the community. 17. One of the most difficult steps to work out was that of grading.

Today only preliminary work has been done because

of the difficulty in devising tests that will measure what we want to teach, that Is, desirable attitudes, ability to interpret historical trends, desire to x>articipate in democratic governing, etc. As is pointed out in another chapter the developers of the new social studies hope to create examinations which are superior to the Regents Examinations in de-

82

termining the success of the new social-studies courses in meeting the objectives set up for them to meet. 18. Another problem which created some controversy was the placing of materials considered valuable for learning on the proper grade level,

For example, should the Constitution of the

United States be studied at the eighth year level when the pupil is studying the "Growth of Democracy" in his own country or left until the twelfth year when a pupil is more mature and is studying the "Problems of Democracy" ? 19. It was also necessary to appoint a committee on form and style to set up the new outlines in such a fashion that they would even be considered by the Bureau of Curriculum Development of the New York State Education Department. 20. The committee members also had to decide on the contents of the revised program.

The members questioned whether it

should contain a mere outline or should it contain expanded and detailed subdivisions, projects and problems, questions, references, and suggested methods and devices. The Babylon Comittee finally decided to have them all, but to develop them over a period of years.

To start with

they had the original short outline furnished by the State Department of Education.

This outline was expanded into an

outline course of studies which was accepted by the Department. The new program was introduced in September 1941 and was ex­ ploratory for both pupils and teachers. During the period of teaching the new courses, teachers have built up reference-book lists and hit upon satisfactory

83

projects, problems, activities, methods, questions, etc. As fast as desirable things are discovered they are passed on to other teachers at the frequent meetings of socialstudies instructors in Babylon High School.

After a year

of exploring and developing, the outlines will be again ex­ panded to include all types of £>ro'jects, activities, and fully developed units of instruction. 21. Every effort was made to have the new program inaugurated with enthusiasm.

Much publicity was given in the newspapers, and the

new program was introduced to the jjublic and teachers at P. T. A. meetings, faculty meetings and wherever it was possible to show what desirable objectives were going to be gained through the use of the new curriculum in the schools. 22. When all the preliminary work had been completed it was decided to adopt the new curriculum in its entirety thus eliminating the tendency of some schools or teachers adopting only the phases of the program they liked best and ignoring the rest. Should this type of thing have been allowed, it would have defeated one of the four main purposes for which the entire

84

work was started; (See Chapter I) that of creating a like i

program of studies in all of the schools in the Babylon

j

area, so that pupils entering Babylon Senior High School will have, in so far as possible, the same preparatory education. After the curriculum has been developed, adopted and set in motion it must be constantly revised and enlarged to meet the demands of changing social, economic and political conditions.

The new program cannot remain static but must

be in a constant state of development, experimentation and evaluation. In building the new social-studies curriculum for the seventh, eighth and ninth years of the schools of the Town of Babylon, the committee was limited to some extent by the specific requirements of the New York state Department of Education. The State Department listed the following topics to be covered during the junior high school grades: 1. Unit curriculum areas to be developed in the seventh year social studies syllabus in the field of community life (Topics below are those required by the Bureau of Curriculum Development of the New York State Department of Education). a. Primary groups and local institutions b. People of the community c. Resources of the community d. Economic life of the community e. Local government and social controls f. Historical background of local community and state g. Population of New York State h. Natural environment of the State i. Economic life of the State j. New York State Government k. Contributions to culture i

I I

85

2.

Unit Curriculum Areas to be developed in the eighth year in the study of our American Heritage a. Colonial life b. Beginnings of a new nation c. Establishing the nation d. Development of an American Nation e. The frontier and the westward movement f. The South g. The Industrial North h. The conflict between the North and the South i. Changes in post-Civil War America j. The United States of today k. Citizenship in a democracy

3.

Unit Curriculum Areas to be developed in the ninth year in the field of our economic world a. Distribution of the earth's population b. Distribution of the earth's natural resources c. World trade d. Travel and communication e. The exchange of goods and services f. The buying of goods and services g. Budgeting h. Business organizations i. Government protection j. Preparation for economic life

CHAPTER VIII

TEACHING THE SOCIAL STUDIES Pupils' Need for Knowledge of the Social Sciences The student who has the greatest fund of Information and wealth of experience is the most easily taught.

Likewise, in

the teaching of social science, a knowledge of many historical, political, and economic facts is very beneficial to the student in his interpretation and understanding of events of to-day. These facts are of great importance for comparison, and a vocab­ ulary of terms and a knowledge of institutions, geographical facts, and historical characters is quite necessary for the full expression of social thought.

However, these fscts should

not be made an end in themselves, but should be studied or learned only incidentally with the study of some great problem. One could take for an illustration to-day the great problem of unemployment, and how one aspect of it results from the passing of the frontier which deprives the unemployed indi­ vidual of the chance to take free land in the West to solve his economic troubles.

Unemployment is very vital to every high-

school pupil, for, without a doubt, each one has been affected to some extent by it, either through actual want, reduced luxuries, or the problem of what to do after graduation.

Then,

in the study of this one contributor to present unemployment, historical facts may be studied and remembered.

Students will

87

read of the Demarcation Line of 1763, the Treaty of 1783, the Northwest Ordinance of 1787, the Louisiana Purchase, the Cumberland Road, the Oregon Trail, the Llexicun Cession, the I-Iomestead Act, and the others, all in terms of how a pioneer, a landless farmer, or unemployed laborer was able to solve his problem in the past.

History will then cease to be a memory

course as it has so often been where a pujjil was tested on great masses of unrelated dates, deeds, and politics. American History, especially, can be made alive and appeal­ ing to. every high-school student if properly taught, and good judgement used in the selection of text-books and reference readings.

The fact that historical movies have become so

popular recently attests to the fact that there is a great deal of interest and appreciation in the dramatization of the historical story. The findings of the Regents1 Inquiry state that of the hundreds of graduates questioned regarding their liking for 1 social science, only one in twenty said that he disliked it. If more care is used in selecting readings that not only appeal to, but actually thrill the reader, even the five per cent who indicate a dislike for the courses will undoubtedly change. In choosing the text-book for a course in history, it will be found that American History can be interpreted or developed in several different ways and still meet the objectives as set by

1. Howard E. Wilson, Education for Citizenship, p. 103

88

the Regents' Inquiry, especially in the development of the pupils' understanding of how problems affect him. listing

Instead of

and explaining chronolocical facts as historians did in

in the past, modern text-book authors write history in units with an interpretation along some particular line as American History, the struggle for personal freedom, America —

a land of frontiers,

the development of democracy, history resulting from the influ­ ence of great men, development of America through immigration, or our social order as it resulted from the change from a rural to an urban population. Any such book written by a capable author would be suitable because it is history with a purpose.

Mo one factor made America

what it is, so the study of previous events along any of several lines will reach the same objective, namely, America to-day. In selecting reference readings, the teacher should use great care in making the selections.

Some historians and biogra­

phers have the literary ability of presenting the story in such a vigorous and interesting style that it becomes difficult to put the volume aside.

Such books might be Eminent Victorians, Boys'

Life of Abraham Lincoln, Robber Barons, The Revolution, Damaged Souls, and many others.

Some interesting event in this type of book need

but be mentioned casually when it is in some way related to the discussion, and the desired reference reading will take care of itself.

89

A knowledge of government is very essential for all citizens.

This information may he secured when the need is

found during the setting-up of student governments and organ­ izations which will be considered in detail later in this f

chapter.

It would be impossible to set up a student state,

court, or federal government without an understanding of the procedures involved, the names of governmental bodies and of those holding various responsible positions.

Again the learn­

ing of these facts should not be an end in itself, but a means of setting up pupil activities which are in turn preparations for life-time experiences. Teaching Methods for the Social-Science Classroom As to the actual class-room procedures, the investigators found that the discussion method and a good lecture with explana­ tions are about equal in the results achieved. teaching techniques, such as:

As for the special

teaching inductively, deductively,

in large concepts of society, or from the individual to a large social group, individual instruction, etc. these had little bearing on the case since the main goals to be achieved were attitudes, ideals, experiences, and knowledge.

Some type of

unit, problem, or project teaching must be used to accomplish the main objectives of social study, as we consider it, since our principal aim is to secure cause and effect relationship which cannot be learned by studying cold, isolated facts.

90

The class-dlscussion method is excellent both from the standpoint of teaching facts and the development of interest in social, economic, and political problems,

^his type of procedure

develops attitudes of critical consideration of facts, openmindedness, social justice, free speech, etc.

It takes a great

deal of training and practice before pupils take an active part in discussion.

Much also depends on the type of school.

In

schools where self-expression has been free since kindergarten, class discussions and socialized recitations come easily.

Where

pupils have always been teacher-ddminated, much encouragement and careful stimulation is necessary to get freedom of discourse. In the discussion type of class the teacher may from time to time have to enter the discourse to insure that the dis­ cussion centers around the problem under consideration.

If the

discussion method is used, the teacher must by various means, see that all pupils take some part in the discourse.

Since one

learns by doing, and we aim to have each pupil take an active part in society later, we must educate each pupil to have his part in the socialized recitation. Social-studies programs in New York State were found to take little recognition of mental abilities, bright pupils seldom

1 doing more than a minimum.

1.

In this case a teacher should

Howard E. Wilson, Education for Citizenship,

p. 106.

91

stimulate the superior students so that they do extra reports on outside reading and take more difficult parts in socialized procedures.

This can easily be done if desirable and challenging

books are selected and properly introduced.

The teacher will

also find that if additional work is given as a substitute for the routine required work, that the pupils will do the extra reading and assignment, and at the same time check over the routine material so as to be acquainted with it for the discussions or next examination period. Pupils like to be active and doigg things that require physical energy as well as thought..

Social-science activities

that appeal to secondary pupils are the following in order of preference; making note-books, projects, making maps, giving special reports, writing themes, dramatics, research, reading, 1 field trips, making models, drawing, and debating. The ranking of note-books is a useful activity that has been overworked in many schools.

Yocational, safety, health,

and other types of note-books are good, but when they are completed, they should be used as a teaching device, otherwise the activity has only added to the skill of cutting pictures, mounting and pasting. As an illustration of the use of note-books as a teaching aid that directly meets the objedtives suggested on page four, one might consider the ecomonic problem note-books

1. Howard E. Wilson, Education for Citizenship. p. 203

92

prepared and studied by the economic citizenship classes in some high schools. With the improvement of photographic processes, the large number of picture magazines that devote many pages to economic and social problems And the great number of photographs pub­ lished in newspapers offer an unlimited source for securing suitable pictures for projects of various kinds. The pupils develop a list of some twenty-five or more economic, social, and political problems that vitally concern the country to-day such as:

the "dust-bowl refugee", unem­

ployment, the governmental debt, crime, corruption in govern­ ment, agricultural poverty, housing, etc.

liach student selects

a topic that appeals to him and proceeds to secure pictures and material that illustrate his problem in its true light.

For

a student to make a note-book on every problem would be im­ practical while to make one touching on some phase of each, would be to make one so Incomplete as to be valueless. The pupils collect all types of material and exchange with one another.

Although one boy may be working on the agricul­

tural problem, when reading a newspaper he is alert to other subjects and may clip an article on crime to exchange with a classmate for something in his field of study. After the note-books are completed, the instructor work­ ing with the pupils prepares a study sheet for each note-book problem.

This study guide asks significant questions about

the contents of each booklet.

Then during directed study

93

periods the pupils study the contents of each note-book in order to secure the solutions or answers to the questions asked.

Each pupil works individually in searching for solutions

to problems so that in a class of twenty-five, if there have been the full number of note-books prepared, each pupil can be studying the contents of one, and when finished can exchange with another.

When the questionaires are completed, they are

the basis for discussion of the entire social order of the United States today. Typical questions might be: Booklet 6 - Governmental Expenditures 1.

40

questions

List at least seven ways in which your family is directly or indirectly taxed to carry on the government.

2.

Point out some of the benefits that have resulted from the government’s spending program.

3.

Why may you and future generations have reason to resent present spending activities? In the note-books will be found graphs of where the tax

dollar goes, pictures of hidden taxes, illustrations of housing projects, dams, W. P. A. activities, graphs of the mounting debt, and a great wealth of other illustrative material.

The

pupils will study the note-books because of curiosity as well as the fact that high-school pupils really like to study life as it is. In an activity such as this, it will be found that it will be instrumental in achieving every objective set up for a

94

social-science course besides particularly doing the task that the Regents’ Inquiry found lacking, namely, showing how economic and social problems affect them directly. This type of note-book problem is very helpful for teach­ ing History 0 in relation to current political, economic, and social problems.

If time does not warrant the making of book­

lets, those prepared by other classes are valuable for illustra­ tive and discussion purposes. The note-book method of studying economic problems has an advantage in that it affords the study of changes that have oc­ curred since the publishing of the most recent text-books, in fact the pupils make their own text.

Such a project will in­

crease the knowledge of sociological terms, and will tend to Interest the pupils in the facts of every-day living to the extent that they will continue their reading along these lines after graduation, both of which outcomes are considered import­ ant by the Regents' investigators. Many of the teaching methods or devices mentioned on page 89 are used by most teachers in the presentation of their work. However, it will be noted that pupils enjoy map work consider­ ably although little provision for organized map study is pro­ vided In most secondary school social-science books. In map use it seems that geography In relation to where the pupil is, and then spreading out into increasingly greater areas

95

is very helpful.

In the beginning free road maps that can

be secured from most oil companies are very useful because they tie up with experiences that the pupil has had, and offer avenues of map travel into, first, the neighboring towns, then, on throughout the state and finally the United States.

The geography, the interests of the people, the

products, the manufacturing, etc., should be considered to show the economy of the country, what the people of a certain region need and why, and how these geographic and economic factors tie up with the pupils’ own lives.

This understanding

leads to two very definite things that we wish to bring out, namely;

how economic and political problems affect the pupils

and help to create more consideration for others in open-minded­ ness, fair play, tolerance and many other similar characteristics. As an example, one could cite the milk situation which is the most vital economic agricultural problem in New York State.

Prom the geographical angle the dairy section is

brought out by map study in relation to where the pupils who are studying the problem, live.

It is shown how the economy of

hilly country rich in fodder-growing soil, but not too well suited for cash crops, comes to depend upon milk production for its entire income.

Economic aspects of the situation in over­

production, distribution, profits and governmental control are developed.

Finally, the pupils are lead to discover the ways

96

that stabalization is being brought about, and how it has raised the price of milk from seven cents a quart to twelve cents.

It will be the solution of the question of "Why do

I have to take more change to buy a quart of milk?", for the city pupil, and an explanationof

why more comforts of life

can be afforded by the parents of

the rural pupil.

In a unit ofstudy such as this, many desirable teaching methods may be used readily in the form themes, field trips, discussions,

of variousprojects,

and debates, but one of the

main objectives is to give the pupils the point ofview of the others concerned as they are affected by the economy de­ termined by geographical location.

Pupils should learn how

governmental regulations while seeming to do harm to some, in reality are ofbenefit to society as a whole. The field ofdramatics opens great avenues of teaching the social studies especially in the development of attitudes and ideals.

An attitude differs from an ordinary fact learned

in that it is always attended by a feeling or emotion.

Ideals

are the larger conceptions, those generalizations, conscious or unconscious, which, on the basis of experiences and the individual's emotionalized attitudes, tend to arrange themselves, and in turn, once present, serve to give significance to these attitudes.

Drama is drama only in so far as it recreates life

and stirs the emotions and imagination of the audience to

97

similar feeling.

The field of teaching through the emotions

is comparatively new, hut the possibilities are very challenging. Since one of our main objectives is to teach desirable attitudes and ideals which are emotional, dramatics lend themselves superbly

to this purpose.

Dramatics are not

only lndlspenslble in the development of an appreciation of the past and the great deeds of others, but probably our most satisfactory way of teaching patriotism, open-mindedness, cooperation, tolerance, and similar desirable attitudes is through this medium. Teachers should not only recognize the use of movingpictures in teaching the desired objectives, but should also recognize the part that the poorer commercial films play in developing undesirable personality traits.

With this in mind

there must be more teaching on the part of Instructors in regard to moving-picture selection and propaganda analysis.

Since schools are trying to train children to do more things by themselves and to do more independent thinking, research should play a more significant part in our 3ocialstudies courses.

The pupils should not be expected to accept

all the facts in a text without question, but rather to secure evidence to support or disprove the facts.

Research can be

very effectively carried on within a givfen community, creating an interest, a feeling of responsibility, and increasing the

98

pupil*s knowledge, all of which factors were found lacking in many of the schools

studied by the Regents* Inquiry.

To illustrate, one might use a social-science unit '•Crime and Crime Prevention" •

on

Teachers will find that most

law-enforcement agencies are very willing to cooperate with schools in an effort to reduce crime because anything the school may accomplish will be of just so much benefit to them.

Then instead of studying prepared statistical reports

of crime in New York ‘■'ity, Chicago, or the whole United States as is given in most text-books, the World Almanac and other sources, pupils should find out about crime in their own town or city by going to the police department and data of crime in their community.

courts to get the actual

The information should in­

clude statistics of boys and girls of high school age as well as adult criminals, the types of crime and the amount, the juris­ diction of cases, and the effect of education on criminal tendencies. This type of activity will do more to create an interest and knowledge of local affairs than any one other procedure ahd in most cases it will arouse a feeling of "What can we do about it?", and also a responsibility of working towards a betterment of conditions. In the teaching of social-sciences, we are concerned directly with the teaching of desirable attitudes and ideals, some of the most important of which are open-mindedness, fair-

99

play, tolerance, desire for free speech, and consideration for others,

These attitudes can he very effectively taught hy de­

bating.

Both the participants and the members of the audience

learn to do logical and reflective thinking.

They become ac­

customed to letting others speak their opinions, to accept the evidence for its true value, and finally to accept or reject the proposition in terms of the reasoning and evidence presen­ ted.

The policy of free speech becomes natural, pupils learn

to tolerate and consider the opinions of others, although at first, they may feel strongly prejudiced against their oppo­ nents1 theories. Vocational and Personality Guidance in the Social studies One fact brought out very clearly by the Regents’ Inquiry is the necessity for more guidance, both vocational and personal. The examiners found that the majority of pupils are vague as to the relation of their curriculum to any type of vocation, that they Co not know how to prepare for a job, how to go about get­ ting one, and how to succeed when once a job iff; secured.

There

i-Sj no unity of purpose in any of their vocational endeavors. They ohoose sub jects haphazardly, plan

on entering careers

which they could never attain, and after graduation depend on hit-and-miss methods of locating work. The social-science courses can and should do a tremendous amount of work in vocational guidance.

In most high schools the

study of vocations is taken care of by a unit in the economic

100

citizenship course.

However, the results indicate that vocational

information is not taught thoroughly enough to really give pupils a fundamental background for planning their educational and vocational careers. Pupils make career-books and discuss various occupations. This is not enough. people at work.

The pupils should be taken on trips to see

So much has been said of late regarding the W.P.A.

that many pupils got the notion that much work consists of loafing. It should be brought to their attention how hard some people have to work to make a living in this highly competitive economy of ours.

This realization may in turn cause the pupils to use more

care in considering their own education and future plans. If journeys to the various industries are impossible, it would be of benefit to have speakers who are well acquainted with the various vocations come in and discuss vocational problems with the pupils.

In this case care must be exercised to have the

speaker come down to the children's level and give enough descript­ ive detail so that the pupils can visualize the occupation. We must not minimize the value of a career booklet in addi­ tion to speakers.

This booklet is developed as an individual pro­

ject wherein a pupil examines many vocations and then selects one for definite study.

He then gathers all the available information

and pictures for constructing a booklet which when finished will in­ clude a description of the work, preparation necessary, possibili­ ties of growth and advancement, respect in a community, desirable

101

and undesirable features, salaries, reasons for selection and why the pupil is particularly suited for this type of en­ deavor.

As many pictures as possible illustrating various

phases of the written material should also be included. Even though not more than one pupil out of five takes up the vocation studied, it is a very worthwhile enterprise in bringing to the attention of pupils the necessity of long-term planning and the many things one should consider in making a vocational choice. It is generally considered that most of the personality guidance should come from the class-and home-room teachers. Social-studies teachers are admirably fitted for this work through the very breadth of their education and general-teaching field.

Social-studies teaching offers an opportunity of exam­

ining life in all its aspects, what makes for success in civic affairs, what type of person is chosen for leadership in class­ room activities, who becomes the financial genius, how does dependency demand social cooperation, and hundreds of other ways wherein life’s successes and personality traits are closely allied. Since the social-studies teachers are so well suited for guiding, they should take a leadership in the guidance movement and not leave to other teachers, the moulding of personalities which most social-studies teachers are prepared to guide.

102

Correlations with the Social Sciences "Active: group activities within the school seem to con­ tribute to the development of liberal attitudes and willing1 ness to assume responsibilities in group lining.” In consider­ ing this statement, the intelligent social-science teacher will provide many group activities, some of which have been previously mentioned in connection with the study of note-books, research, dramatics, and debate.

In addition to these and countless

others that may be taken up during classroom activities, one should also consider the possibilities of social-science clubs which may concern themselves with any phase of social-science ranging from history to sociology. Many social-science classes operate a journalism club which may carry on in either of two valuable ways.

Under one plan

the pupils carry on a bulletin-board newspaper where pupil-written articles and clippings are arranged on the bulletin board and kept up to date by pupils on the staff.

Certain ones will be

responsible for the editorial department, others for the sports, political news, local news, etc. Other social-science classes work independently or in cooperation with the English Department in publishing a weekly or bi-monthly newspaper which may concern itself both with school news and news summaries and editorials from the papers

1. Howard E. Wilson, Education for Citizenship, p. 209

103

rewritten from the point of view of how events will affect the boys and girls.

As to the construction and contents,

fertile youthful minds will take care of the problem.

The

teacher's place will be in the 9arly organization and later guidance.

He should see that there are plenty of jobs to be

taken care of, and then give as many pupils as possible departments to head, and in every case a title so that the pupil will know what hi3 duties are, and what contributions he is responsible for.

Titles seem to be very motivating.

A

pupil gets a great deal of pride in telling other schoolmates that he is assistant sports editor, business manager, assis­ tant publisher in charge of mimeographing, etc. This type of activity provides excellent training in punctuality, in cooperative enterprise, and the acceptance of responsibility, .When a person has accepted a responsibility, he should be expected to meet it in every way.

If he doesn't

in an activity such as this, he quickly encounters the wrath of the social group which generally will have more influence than any admonition by the teachers. Many excellent results are bound to materialize from this type of newspaper work such as:

the habit of reading papers

for news and comparison, the ability to select important things in the news, the habit of cooperating fully, the acceptance and meeting of responsibilities, and an interest in human ac­ tivities that should last many years after graduation. If educators are to expect pupils to function well in

104

government after leaving the secondary school, they must pro­ vide governing experiences in school that will develop the characteristics necessary for governing later.

In this con­

nection student councils, strident courts, chambers of com­ merce, class organizations, and advisory boards may be set up.

"In reality all the authority of these organizations

will be under the authority of the principal who is in turn under the authority of the board of education, so in reality there can never be more than student participation in self1 government." However, when certain vested authority is delegated to a school group, the group should be allowed to function and be held responsible for the outcomes of such functioning.

In

other words, give the general organization or student council control of matters within their ability to govern, and then let them really organize and run their governmental body without undue direction and influence.

These activities to be meaning­

ful, must be real and not just playing at government. A great deal of preliminary education will be necessary before an attempt at partial student control is possible, and even then responsibilities of governing can be turned over only as fast as the organizations are able to provide for them adequately.

1.

George A. Coe, Law and Freedom in the School. Chicago: University of Chicago Press, 1924. Chapter V.

105

"To participate in student government, pupils must be educated in many of the school’s policies and regulations. They must understand the non-transferable discretionary powers of the teachers and officials, they must learn not to discriminate against the pupil who makes a frank dis­ closure and tries to enforce the rules of the governing body, they must realize the technical and professional problems of teaching, supervision, and administration, and then regulate their activities to reenforce the school's policies.

Finally, there must be free interaction with

school boards, superintendents, principals, teachers, and pupils, all working for the same objective, the most de1 sirable government of the school possible at the time. " The social-science department should work directly with the various school-governmental organizations, for it is from this department that governmental knowledge comes.

In the social-studies courses there should be units

dealing directly with the local, state, and federal govern­ ments in which parliamentary procedure, organization of governments, lawmaking, constitutions, and other important information Is taught, but at all times the other organi­ zations should look to the social-science department for assistance whenever needed to inaugurate, organize, and

1.

George A. Coe, Education for Citizenship. pp. 43-44.

106

operate any governmental type of activity.

Likewise, the

social-science department, both teachers and pupils, should be anxious to help any other organization that is working for development of pupils' knowledge of government. An example of what can be done in political training for future life is shown each year at the forming of the new "state" in Syracuse, New York.

This activity has the cooperation of

30cial-science teachers of both high-school and college levels working with American Legion officials.

The entire program

is one that could be worked out very nicely on a smaller scale in a civics or American History class. should include girls as well as boys.

In the classroom it Of course, when worked

out locally, it would lack the feeling of importance and the influence of strangers from the distant sections of the state, yet the general program could very well be carried out. In 5yracuse, about six hundred sixty boys between the ages of fifteen and seventeen, from the state's sixty-two counties, assemble for a ten-day experiment in citizenship training.

To simulate actual conditions, the "state" is

divided into seven counties each embracing three cities.

The

first task of the young citizens is to name municipal officials. As a lesson in the two-party system, the youths are divided into two groups designated as the "federalists" and the "nation­ alists" . Within a few hours the state-fair grounds where the

107

gathering ia quartered, blossoms out with home-made political signs and slogans.

Offices to be filled in each of the twenty-

one cities include mayor, president of a common council and four councilman.

Later the winning parties have the privilege

of dealing out "patronage". Party caucuses for designation of county and state officials follow with a "state" election scheduled for the first Tuesday. Voting is carried out on regulation voting machines loaned by the city of Syracuse. The "citizens" receive lessons in the economics of govern­ ment as well as in politics.

Each boy receives "property" of

an assessed valuation of !»10,000 bringing a total assessment roll for each of the twenty-one cities of ^320,000. On this basis the controllers and auditors work out their municipal budgets.

Each "citizen" also receives a check book

with a mythical ^500 to his credit to meet the payment of his 1 mythical taxes. A thorough study like this of the political functions of a state whether by an outside organization or by a school, is certain to increase the knowledge of the ioarticipants, develop a lively interest in politics, and political problems, develop a sense of responsibility, show the pupils the power of the ballot, and strengthen the desirable attitudes that the schools have been encouraging.

1.

New York Herald Tribune. July 8, 1939.

p. 7.

CHAPTER IX ADMINISTRATION AND SUPtuRVISION OP THE SOCIAL-STUDIES PROGRAM

A need for a new social-studies program has been developed throughout preceding chapters.

However, when the final changes

are brought about in the school, they can be accomplished only through the efforts of an enlightened board of education, an administrator who believes sincerely in the value of the new program and capable supervisors who will see that the new course is successfully developed in the school. The board of education must first give its permission for the curriculum to be changed to provide for the new courses. This may cause the elimination of some of the old classes to make class rooms and teachers available for the new and it may entail some additional expense for materials and equipment. However, these changes can be made in spite of custom and questioning by people who are opposed to change if proper educational groundwork is laid in advance. Even before the board of education is reached the principal or superintendent must be thoroughly convinced that the new program is much more desirable than the old, for it is he who will have the problem of selling the new courses to the members of the board and the local residents. 10S

When the preliminary

109

steps have all been taken the educational development of the new courses may be initiated.

There seems to be so much in­

volved in the new social-studies program that adding it to a school curriculum is something entirely different fhctm adding a tangible course such as bookeeping, penmanship, mechanical drawing or solid geometry.

Here one is dealing with intangibles

such as personalities, desirable attitudes, interests, carry­ overs into adult life, reaction, habits and countless other hoped-for values.

Such a program of studies demands real

teachers who can exemplify the type of results desired in the way of being well-adjusted individuals.

Since the outcomes

depend more on the way the materials are used in accomplishing desirable citizenship training than on the materials themselves, the new social-studies program is bound to be a plastic mass of materials and information manipulated by various instructors to secure what they have set up as desirable results.

No

teacher can be sure he is on the right path because he can only determine his success over a course of years as he sees his students develop into better citizens than they otherwise might have been# The ability of a teacher to present the courses successfully will come as a result of education to be sure, but to the greatest extent, it will come through his own experiences in dealing with social problems and in evaluating for himself the outcomes of his methods of instruction in terms of his own ideals.

110

The problem of educating the teachers already in service to their great responsibility in making the new social-studies program the vital influence it should be in molding students lives for their place in our democratic society will fall on the shoulders of the supervisors. Creative Supervision In relation to this program of making the social studies more valuable in teaching for citizenship, what is the place of the supervisor?

The Regents’ Reports have shown very defin­

itely that there are deficiencies of instruction in the social studies, and that the teaching methods and curriculum should be changed to meet the newer objectives of education.

However,

the average classroom teacher will not go deeply into the problem and try to reorganize his work in light of the recent studies. The bringing about of these desired changes will fall to a large extent on the shoulders of the supervisor who will take the leadership and responsibility of rebuilding social-studies courses to meet the aims of education that are considered best today. The supervisor's big problem will be how to stimulate the teacher to desire to do the improved teaching he feels worth­ while.

"for without desire and cooperative effort on the part

of classroom teachers, they are no more improved through super­ vision than are pupils in a class advanced toward the goals of education, unless they are motivated by a purpose and encour-

Ill 1

ed to participate in their own education." Fortunately, in this case the facts are so obvious both by the figures presented, and in almost every case by actual teacher observation, that motivation for improvement should come quite naturally.

What real teacher has not worried

over the pupils that repeatedly failed and were thrown out upon the world almost totally unprepared to face life's problems, or sympathized with graduating students, educated to a high degree in some respects, yet floundering dismally in that great task of securing a job in which they can make a decent living? Every true teacher feels that his work is worthwhile, and hopes for as much success for the individual pupil as that boy or girl deserves. The supervisor must use much careful thought, planned procedures, and great diplomacy to achieve his goal, but with care and consideration, it can be accomplished.

He will find

that most teachers are of such high professional calibre that they are as anxious to improve the quality of their work as the supervisor is to have them. In the first place the supervisor should know the objectives and methods whereby these objectives can be attained.

In other

words, he should be a superior teacher, acquainted with the best procedures for social-science instruction.

He need not

necessarily remember all the facts in connection with the course 1.

Cox and. Langfitt, High School Administration and Supervision.* New York: American Book Company, 1934, p. 582

112

content, but he should know how to teach so well that his suggestions at all times will secure respect and warrant following. Secondly, he must have the personality that inspires others to follow his leadership.

He must have tact, enthusiasm, sym­

pathy, understanding, intelligence, and all of the other fine traits that will motivate his associates to improve by coopera­ ting with him. Since the Hegents' Inquiry has pointed out some very defin­ ite faults in the outcomes of social-science instruction, the supervisor should immediately take steps to improve instruction so as to eliminate inadequacies.

In many reppects the failure

of the social-science program to meet the needs of the pupils is the fault of the supervisors and administrators more than of the teachers, for it is they who outline the program of study and see that it is followed out.

In respect to social

studies in New York State, In most instances, the supervisors and administrators arrived at no definite philosophy, and when they did, they were weak in securing its fulfillment. At the beginning of the fall term the supervisor will call a conference of his social-science teachers.

There he will

welcome the new members of the group anu introduce them to the other teachers.

The conversation will be brought around to the

question of what the social-science teachers plan for their particular work of the year, whether definite goals in instruc­ tion, changes in curriculum, or improvement of methods.

113

The supervisor will then open the discussion of the Regents1 Inquiry and its findings in regard to social-science teaching. He will not tell the discoveries hut will arouse the teachers* curiosity to discover what was in the Gulick Report that per­ tained to social-science teaching.

If properly motivated,

certain members will volunteer to find out, so working with the supervisor, a committee will he appointed to study the Gulick Report and make recommendations to the social-science teachers at the next meeting. The following conference of social-science teachers will he one of real activity for the committee members are bound to be excited over the findings of the Regents’ Inquiry.

There will

be discussion and consideration of the whole problem of teaching social science to meet the pupil needs.

The supervisor will have

no difficulty in bringing the attention to what the teachers them­ selves can do to improve their teaching methods to eliminate some of the undersirable results pointed out by the Inquiry. The supervisor will ask for suggestions for planning the attack on the problem.

The first step will undoubtedly be to

draw up a set of social-science objectives that meet the newer educational philosophies.

These can be drawn up either by a

committee or preferably by the whole group of social-science teachers.

These objectives should be written, revised, and dup­

licated so that each teacher has several copies for reference and constant reminders.

The specific objectives, in the main,

114

will be similar to those outlined at the beginning of the article, if they are to meet the main objectives set by leading educators today. After the objectives are well established in the teachers’ minds, they should work cooperatively in finding methods and procedures that will bring about a fulfillment of these aims. This can be done by drawing on the resources of several of the teachers’ knowledge and experiences as well as through selecting members to find out what has been successful in other schools. The procedures in use should be critically analyzed by all the social-science teachers in the light of meeting the objec­ tives.

When methods fail, they should be dropped, and others

which have been found to meet the needs,should be 'suhstitutediBitU’ing the conference each procedure used by the individual teachers should be brought up for examination by the group.

If its values

are not great enough to defend it, it should be discarded and other methods that have proven more successful, should be. adopted. When the objectives are definitely established, and methods of teaching to meet the objectives are organized, a long-term plan of instruction should be developed, so that History C does not too much repeat Elementary United States History, so that civics does not over-emphasize the government studied under constitutional history, so that economic and social phases may be studied in relation to historical problems, etc.

Each social-

science course will have its definite work in meeting the objec­ tives of the entire program while efficiency resulting from not

115

repeating material will afford much broader aspects of study in each subject.

It would be wise to have a full four-year social-

science program, but since this is impossible under the present curricular program in most four-year high schools, the supervisor and teachers can organize the courses as they are now taught, to supplement each other in working for the same objectives# The Regents' Inquiry has reported where the social-science courses have failed to meet the needs in a great many communities. The supervisor and teachers should investigate their own community using the same or similar tests to see how their school would rank in achieving the objectives of education.

From the basis of their

discoveries they could ascertain which phases of instruction needed change or particular emphasis to meet the desired objectives. Many educational problems can be solved by the cooperation of the school and other community agencies.

During parent meet­

ings, problems developing from vocational guidance work, how to find jobs, recreational interests, etc., could be discussed and suggestions secured for solving them cooperatively.

It would also

be well to have discussion meetings with the parents' support for curricular changes that are to be brought about as a result of the findings.

It should be made clear to the parents just what

objectives the school is trying to achieve and how it is going to attain them.

Then if procedures are reported to them b y pupils

which seem different from those used during their own school, period, the parents will not be surprised and antagonistic.

To

carry on any creative teaching program, it is necessary to have

116

the support of the local community which pays the costs and must bear the results whether good or bad# The teachers working with the supervisor should adjust the contents of the various social-science courses so that they more adequately meet the objectives they have set out to reach.

All

courses offer so much and so varied material that it is wise frequently to weed out the non-essentials and add new items in keep­ ing with the most recent findings and theories of social-science education.

A standing committee should be organized to survey

the progress made in various phases of social-science education and to report these findings at department meetings. The general trend of education today is along the lines of orientation courses, guidance, and the social sciences.

These

are so closely allied that the teachers of social science should be acquainted with the work in the other related fields.

Since

the movement is gaining considerable importance, the teachers should be prepared to lead and to develop their program so as to create very close cooperation and unity of purpose. Supervision of Teaching The setting up of the objectives, the most satisfactory methods of teaching, the meeting of community needs, and the long-term plan of instruction will mean the conscientious work of committees and the whole group over a long period of time.

How­

ever, after the preliminary work is all done, it is the job of the supervisor to encourage the teachers to introduce the new ideas

117

and methods into their own classroom teaching.

He will find the

new system of education as challenging to him as to the teachers since many of the new methods will be experimental.

All he

will he able to do is hope in regard to the outcomes. The program of change must necessarily be very slow.

Only

one new development will be taken at a time to be used experimen­ tally by the teacher and finally adopted as a regular means of instruction.

For an example, we might consider debating which

has been pointed out in the early pages of this article as a method of teaching tolerance, open-mindedness, logical thinking, and other desirable skills and attitudes. The supervisor will not openly infer that he wants all of his teachers to begin to try debating as a teaching method. However, on one of his classroom visits he might over-hear a heated classroom discussion on some economic or political issue in the social-science field.

In commenting on his visit to the

teacher later, he might refer to the interest the pupils evidenced in regard to the economic question.

He might continue by wonder­

ing if they would not like to debate the subject because it seems that certain ones could do a very fine job if given the opportun­ ity.

He would show by his interest that if a debate were held, he

would like to be able to visit it.

His entire attitude will be

one of cooperation with the teacher in trying a new method to improve the education of the children.

He will not take a place

of an instructor teaching the teacher to teach the pupils, but

118

rather as an assistant to the teacher trying to find the best way to help the pupils develop. If the supervision has been carried on effectively and en­ thusiastically enough, the debate will be held, the supervisor will be invited, and a new experiment in pupil development in­ augurated.

At the first opportunity after the visit, the super­

visor will commend the teacher on the excellence of the whole activity, on the attitude and cooperation of the pupils, and on her inspiration for such fine effort.

If there were definite

faults they will not be mentioned, but instead the supervisor will suggest more desirable procedures as substitutes.

For

example, if there were noticeable errors in the presentation of material, he will not criticize the pupil or the teacher for mis­ takes of the past, but will suggest ways of improving such as, "The second speaker of the affirmative could have convinced every­ one in the audience if he had faced his listeners.

I wonder what

we could do in English to improve his oral presentation."

When

new methods are developed and tried cooperatively, a failure is as much a reflection, or more so, on the supervisor 'asi on the they teacher. Failures may sometimes be good because /. will make the teacher realize that they are in the trouble together, and they must work their way out together.

A few failures and successes

will develop a feeling of confidence in the supervisor that will eliminate all the undesirable elements of supervision that teachers often ftBitiiCize*

119

Prom time to time more debates will be held, more conferences will follow, then more cooperative effort to improve the debates, and finally, near perfection will result.

In the meantime the

supervisor has started to encourage some other desirable teaching device throughout his department.

Again he will encourage, visit,

commend, motivate, visit, commend, encourage, etc., until the teachers have accepted the method as their own. Care must be taken not to digress too rapidly from the es­ tablished curriculum for the sake of both the pupils and the teachers.

It will be necessary for the supervisor gradually to

work with the teacher in the use of the new, and the teacher In turn must slowly educate the pupils in their use. Gradual change with commendation and encouragement will de­ velop the teacher's self-confidence so that she will gain satis­ faction from the first activity ahd the satisfaction of success will cause her to want to try other new ideas.

Should desirable

new projects like the debate receive public recognition, the teacher should receive full credit and the supervisor be satis­ fied to be known only as a competent guide. As the new program of instruction is brought into being, the teachers will be developing new measurements to test the out­ comes of their teaching.

They should be able to notice more co­

operation on the part of pupils, more interest In work, evidence of more desirable attitudes, and more liking for the socialstudies courses and consequently the school.

120

Some Administrative Aspects In Developing the New liurrlculum The Regents’ Inquiry found that social-science teachers on 1 the whole were well prepared for teaching their subject. They were found to be intelligent, well-educated, and progressive. Most of them will cooperate whole-heartedly in developing the social-science courses to meet the most recent demands of educa­ tion, and will work diligently to establish a program that will meet the objectives they have set up.

However, before any steps

may be taken, there must be administrative consent.

This consent

will hinge directly on the philosophy of the principal and his consideration of the issues involved.

Issue IX as set up by the

Department of Secondary School Principals of the National Educa­ tion Association reads "Shall secondary education seek merely the adjustment of students to prevailing social ideals, or shall it seek a reconstruction of society?"

The principal's attitude

towards this issue will have a great deal of weight in deciding his opinion regarding curricular changes. If he believes in the status quo, following the tested and approved procedures, leaving well enough alone, he may insist that the social-studies program follow the general plan that has been used for many years.

However, if he believes that there is

no such thing as standing still educationally, but that growth must come to prevent regression, and that growth is bound to

1.

Howard E. 'Nilson, Education for Citizenship, p.

203

121 change and reconstruct society in time, he will give his whole­ hearted support to changes that will best meet the needs of teaching the social studies which are given for the purpose of aiding pupils to become better members of society, and thus to improve society as a result.

Society must change, but whether

for good or bad, will depend upon the type of citizens that have been trained for the changing society. It is true that some indoctrination will result, but children should be made to see that in all fairness certain goals have been set up by our most intelligent citizens towards which all really unselfish and patriotic individuals are striving. The setting up of goals is necessary both for organized effort to achieve great things without which a democracy must fail, and also as a protection against others who may be motivated by sel­ fishness and greed to destroy the ideals and institutions we have established. Considering that the principal is in favor of growth and de­ velopment, he can take several positive steps in directly aiding the social-studies teachers in improving their work.

It has

been found that social-science teachers do not take an active part in community social, civic, and political affairs, and as a consequence are not sufficiently well versed in local matters to give the type of education in community living that is con­ sidered most desirable for the pupils In preparing them for good 1 citizenship. The principal should reduce the routine duties of 1. Howard S. Wilson,

Education for Citizenship, p. 203.

122

the social-science teachers so as to give them more time for community interests, and then he should encourage a very active participation in civic affairs. As was mentioned in connection with clubs and student government, the administrator can and should delegate some of his authority to the school-governmental groups, and then give such groups free hand in exercising that authority so that they will be actually responsible for something and not just playing at government.

After proper development this procedure will

both lessen the burden of the principal, and give the pupils real experience in the type of civic responsibilities we hope they will enjoy lat9r. There are many organizations today that are working for the fullest and finest development of youth.

The principal

as head of the most important of such organizations should do everything within his ability to secure a unity of program and full cooperation of all agencies working for the common ob­ jective, making our country a better place in which to live.

TEACHING THE SOCIAL STUDIES Bibliography Bagley, William C., "The Task of Education in a Period of Rapid Social Change." Educational Administration and Supervision. 19:561-570, November, 1933. Warns against the tendency to exaggerate the possibilities the social studies have of curing the ills of society; shows the possibilities and limitations of the schools in relation to social progress. Balch, G. T., Methods of Teaching Patriotism. New York: Van Nostrand Company, 1932. Stresses Americanism and love of democracy. Barnes, Harry Elmer, ed., The History and Prospects of the Social Sciences. New York: Knopf, 1925 A cooperative attempt to discuss the history, methods, and interrelations of the various social sciences. Bayles, E. E., "Inculcation of Education?" Educational Administration and Supervision, 21 : 299-308, April, 1935 Cites the publication of the Commission's Conclusions and Recommendations as one of three recent events signifying a trend toward greater social con­ cern among educators; warns against indoctrination and insists that teachers must maintain reserved judgments. Beard, Charles A., A Charter for the Social Sciences. New York: Scribner, 1932 The entire book shows how the school offering must be responsive to social change, but the' most illuminating sections on this point are those headed "Requirements Set by the Social Realities of Our Times." 21-52, and the "The Climate of American Ideas", 52-81 Beard, Charles A., The Nature of the Social Sciences New York: Scribner, 1934 Contains a critical discussion of the social sciences and shows wherein they differ from the physical sciences.

124 7.

Bobbitt, Franklin, How to Make a Curriculum. Boston: Houghton Mifflin, 1924 Chapter VII deals with the social studies and includes a list of detailed objectives.

8 . Bode, Boyd, Democracy as a Way of Life. New York: Macmillan 1937

9.

Bogardus, E. S., A History of Social Thought. Los Angles: University of Southern California Press, 1922 An extensive treatment of the historical de­ velopment of social theories. Illuminating in­ terpretations of the contributions of the great sociologists.

10 . Briggs, T. H., Improving Instruction. New York:

Macmillan Company,

The

1938

An excellent method book for elementary, junior high and senior high school levels. 1 1 . Caswell and Campbell, Curriculum Development. New York:

American Book Company 1935

Chapter 15

1 2 . Caswell, H. L. and Campbell, D. S., Readings in Curriculum

Development. American Book Co.

1937

13.

Coe, G. A., 'Education for Citizenship. New York: Charles Scribner's Sons, 1932

14.

Coe, G. A., Law and Freedom in the School. Chicago: University of Chicago Press, 1924

15.

Counts, George S., Dare the School Build a New Social Order? New York: John Day, 1932 An appeal to the schools to assume a more aggressive role in promoting social reform.

16.

Davey, J. R., and Hill, H. C., The Unit and the Unit Method in the Social Studies, National Council for the Social Studies Eighth Yearbook, Cambridge, Massachusetts: 1937

17.

Dawson, Edgar, Teaching the Social Studies. New York: Macmillan, 1927 The various social sciences are described in very general terms by several contributors.

125 18.

Dewey, J. Democracy and Education. New York: Macmillan Company, 1913

The

Presents the underlying philosophy behind the whole modern educational movement. 19.

Dewey, John, "Education for a Changing Social Order," Proceedings of the National Education Association, 1934, 744-752 America’s outstanding educational philosopher calls for more realistic teaching and for curricular reorganization: "the entire curriculum should be oriented toward social ends."

2 0 . Draper, E. M.

Principles and Technique of Curriculum Making. New York: Appleton Century Company, 1936 Chapters 7-15 Offers many basic ideas for curriculum construction.

21 . Ellwood, R. S., The Unit Assignment in the Social Studies. Bulletin of the Illinois State Normal University, Normal 111. July 1937 2 2 . Encyclopedia of the Social Sciences, "Introduction."

I 1-349, New York:

Macmillan, 1930

This introduction contains analyses, historical facts about the growth of the subjects, interpretations, and excellent summaries of various divisions and schools of thought. 25.

Fancier, D. G. and Crawford, C. C., Teaching the Social Studies. Los Angeles: C. C. Crawford, 1932 Discussion of the field of history teaching since 1892.

24.

Frederick, R. W. and Sheats Paul, Citizenship Education Through the Social Studies. Row Peterson 1938

25.

Gift, Elmer Birdwell, The Changing Conception of Teaching United Staoes History. Ann Arbor, Michigan: Edwards Bros., 1933 Pages 4-79 are devoted to a history of the teaching of United States History from the Re­ volutionary War to 1930.

126

26.

Halter, Helen, Society In Action. New York:

27.

Hanna, Paul ft., Youth Serves the Community. New York: Appleton-Century 1936

28.

Harap, Henry and others, The Changing Curriculum. New York: Appleton-Century, 1937

29.

Hayes, E. C. ed., Recent Developments In the Social Sciences. Philadelphia: Lippincott, 1927

Inor, 1936

A cooperative description of trends in theory and methods. One of the several hooks designed to show the unity of the social sciences. 30.

Hopkins, L. Thomas, Integration. Its Meaning and Application. New York: Appleton-Century, 1937

31.

Horn, E., Methods of Instruction in the Social Studies. New York: Charles Scribner’s Sons, 1937

32.

Hubbard, E., The Teaching of History through Dramatic Presentation. New York: B. Sanborn Company, 1935

33.

Hughes, R. C., Changing Methods in Civic Education, National Council for the Social Studies, Fifth Yearbook. Cambridge, Massachusetts: 1934

34.

Johnson, Henry, An Introduction to the History of the Social Sciences in Schools. l>few York: Scribner. 1932 Chapter XI, "History In the Integration of School Studies," presents a brief historical sketch of the movement toward correlation and integration, showing that it began in very early times, thus providing a better perspective for judging the significance of the roles played by the Herbartians of the 1890's and the fusionists of the 1920's.

35.

Jones, Grizzell, Grinslead, Principles of Unit Construction. New York: McGraw Hill Book Company, 1939

36.

Judd, Charles H., "The Curriculum in View of the Demands on the Schools," School Review, 42: 17-25, January. 1934 Advocates a study of social trends as the primary basis for making a course of study; proposes that it be made scientifically and that its aim should be to make pupils intelligent about social institutions and to give them a scientific attitude.

127

37.

Kilpatrick, W. H., Education for a Changing Civilization. New York: The Macmillan Company, 1926

38.

Kilpatrick, W. H. Remaking the Curriculum. New York: Newson, 1936

39.

Klapper, P., The Teaching of History and Civics. New York: D. Appleton Company, 1926

40.

Knowlton, D. C., "Building a Course in the Social Studies for the Junior High School," Historical Outlook. 15: 356-360, November 1924 Contains a discussion of the correlation of history, geography, and civics.

41.

Knowlton, D. C., Motion Pictures in History Teaching. New Haven,Connecticut: Yale University Press, 1929

42.

Krey, A. C., "History in the Machine Age," Historical Outlook. 24: 301-310, October, 1933 A philosophical essay, holding that the advance of technology demands an increased study of the past, both for cultural values and practical uses. The article originally appeared in Minnesota History, 14: 3-29. March, 1933

43.

Kurzband, T. K., "Art and Social Studies", Junior-Senior High School Clearing House. 9:17-19, September, 1934 An art instructor shows the value of the social studies as an aid to both the appreciation of great art and the creative work of school pupils.

44.

Lane, R. H. and others, The Progressive Elementary School. Houghton-Miff1in, 1938

45.

Merrian, Charles E., The New Democracy and the New Despotism. New York: McGraw-Hill Book Co. 1939

46.

Michener, J. A., ed. The Future of the Social Studies National Council for the Social studies, 1201 16th St. N.W. Washington, D. C.

47.

Michener, J. A. and Long, H. M., The Unit in the S o c i a l Studies. Harvard Workshop Series No. 1. Harvard Graduate School of Education, Cambridge, Mass. 1939

48.

Milligan, Nancy G., The Relationship of the Professed Philosophy to the Suggested Educational Experiences. Columbia University Press: 1937

128

49.

Moehlman, A. H., "Social Studies and the Cultural Lag," .Educational Method. 16:99-104, December, 1936 The author describes the contemporary cultural lag of social control behind physical science and shows, with concrete illustrations, how instruction in the schools, and particularly in courses in the social studies, should synthesize recent trends and lessen the lag.

50.

Morrison, Henry, The .Practice of Teaching in the Secondary School Chicago: University of Chicago Press 1931

51.

National Council for Social Studies. Eighth Yearbook, Contributions of Research to the Teaching of the Social Studies. 1937

52.

National Education Association, Cardinal Principles of Secondary Education. U. S. bureau of Education, Bulletin, 1918, No. 35. Washington: Government Printing Office, 1918 Perhaps the most influential formal statement of educational objectives ever published. This pamphlet constitutes part of the report of the N.E.A.Commission on the reorganization of secondary education.

53.

National Education Association, Department of Superintendence. Fourteenth Yearbook, Washington: National Education Association, 1936 Chapter IX, "The Internal Organization of the Social Studies Program", emphasizes the need for so organizing course materials as to show relation­ ships, but does not recommend any specific scheme. Contains numerous examples of actual courses from different parts of the country, thus illustrating various types of organization.

54.

Newer Types of Instruction in Small Rural Schools. 1938 Yearbook. Department of Rural Education, N.E.A. Gives many valuable suggestions for teaching the Social studies; emphasis on correlation.

55.

Norton, J. H. and Norton, M. A. Foundations of Curriculum Building. Ginn, 1936

56.

Oagley, E. B. Professional Contacts and In-Service Growth, National Council for the Social Studies, Tenth Yearbook, Cambridge, Massachusetts: 1939

129

57.

Phillips, B. W., Investigation in the Field of Methods, National Council for the Social Studies, Eighth Yearbook. Cambridge, Massachusetts: 1937

58.

Phinney, J. T., "The Scientific Reconstruction of the Social Studies Curriculum," The Social Studies. 25: 107-111, March, 1934 Largely devoted to "debunking" the so-called "objective" and "scientific" methods of curriculum construction, with emphasis upon the necessity and desirability of making subjective judgments as to values.

59.

Rosander, A. C., "Implications of the Recent Social Trends Survey", The Social Studies. 25:225-231, May, 1934

60.

Shotwell, James T., An Introduction to the History of History. New York: Columbia University Press, 1922 A description of some outstanding sources and accounts of the work of some great historians.

61. Smith, D. V. and Frederick, R. W. Live and Learn? Social Education in the Elementary School: New York: Charles Scribner’s Sons, 1938 62.

Smith. D. V., Social Learning. Scribner's Sons: New York 1937

63. Snedden, D. S., Education for Political Citizenship. New York: Bureau of Publications, Teachers College, Columbia University, 1932 64.

Snedden, David, Sociological Determination of Objectives in Education? Philadelphia: Lippincott, 1921 Emphasizes the social nature of the fundamental aims of all education: discusses the particular role of history in Chapter X, and of the other social studies in Chapter XI.

65.

Spaulding, F. T., High School and Life. New York: McC-raw Hill Book Company, 1938 Points out the deficiencies of social studies teaching in New York State and shows where im­ provement is necessary to meet the objectives of modern education.

130 66.

Swindler, Robert e ., Social Studies Instruction. New York: Prentice Hall, 1933 Part III Is devoted, to objectives. It consists largely of a useful and systematic summary of the literature in the field.; contains an extensive bibliography. The most distinctive contribution is the statistical summary of objectives as stated in courses of study and the author's "final master list of objectives for social studies".

67.

Tryon, Rolla M. The Social Sciences as School Subjects. New York: Scribner, 1935 Divisions Two, Three, and Four discuss the history of history, political science, economics, sociology, and social studies; a particularly useful reference for this topic, containing many tables and citing numerous stidoes; perhaps the most important single reference on the history of the social studies curriculum.

68

.

Umstattd, J. G., The Social Studies Teacher and Ex­ perimental Teaching, National Council for the Social Studies, Tenth Yearbook, Cambridge, Massachusetts: 1939

69.

Utilization of Community Resources in the Social Studies. Ninth Yearbook. National Council for the Social Studies, 1938

70.

'Waddell, Charles W., Seeds, Corinne A., and White, Natalie, Major Units in the Social Studies for the Intermediate Grades New York: John Day, 1932 A 390 page book containing units for use in an integrated course for the middle grades; primarily devoted to social studies.

71.

Wesley, E. B., Teaching The Social Studies. New York: D. C. Heath, 1937 A very complete survey of all areas.pertaining to social studies teaching including objectives, methods, bibliographies, history of the social studies movements and other material.

72.

Wesley, Edgar B., "Workbooks in the Social Studies," Historical Outlook, 22::151-153, April, 1931 A critical description and both the values and limitations distinguishes between "general" books; questions the utility of

appraisal, discussing of workbooks; and "specific" work­ general workbooks.

131

73.

Wilson, H. E., Education for Citizenship. New York: McGraw Hill Book Company, 1938 A complete report of the findings of the Regents' Inquiry pertaining to social-studies teaching in New York State.

74.

Wilson, Howard E., "The Use of Notebooks in American History Classes", Historical Outlook. 17, 124-127 March, 1926 The author reports from experience on the use of notebooks; organised course around pupil notebooks; concluded that advantages outweighed disadvantages.

75.

Wrightstone, J. W., Appraisal of Newer Elementary School Practices 2d. ed. T. C. Bureau of Publications,. 1938, Junior High School A discussion based on the means of testing the social studies outcomes and the needs for tests that more adequately measure the outcomes tnat are desired by educators.

132

APPENDIX

THE ACCEPTED SOCIAL STUDIES COURSE FOR THE SEVENTH GRADES IN THE SCHOOIS OF BABYLON, NORTH BABYLON, WEST BABYLON, DEER PARK AND WEST ISLIP

133

OBJECTIVES

1.

To give pupils an understanding of how people live together and how they are dependent upon each other.

2.

To show how communities are dependent upon each other.

3.

To show that people are constantly becoming more dependent upon each other for the necessities of life.

4.

To teach pupils how to live healthfully in a community.

5.

To instill in pupils, the desire to live well, happily and cooperatively with each other, in classroom, home, school and village.

6.

To inspire pupils to take an active interest and a part in all worth-while efforts to better their community.

7.

To make pupils conscious of improved social conditions and to help them to learn the true meaning of good citizenship.

8.

To show that people live differently, do different work, and have different needs in different parts of the country.

9.

To show that no matter how far apart people live they are brought closer together by modern means of rapid communica­ tion and transportation.

10.

To develop in the pupil the ability to think, to organize materials independently, and to use references profitably; with the ultimate idea that in so doing, he may become a better, a more Independent and a more useful citizen.

134

I.

The Community We Live In A.

Its General Geographic Setting 1.

Location as to: a. b. c.

B.

Town-Country State-Nation Continent-World

Its History 1.

The Native Indians a. b. c.

d.

Character and appearance Tribes found on Long Island 1. Division of territory Homes 1. Permanent and temporary

Clothing 1# 2.

e.

f. g. h. 1. 2.

Work of braves in securing skins Work of squaws in preparing and sewing them 3. Implements used Food and ways of securing it 1. Duties of men in hunting and fishing 2. Duties of women in preparing food to eat, planting seeds, storing food for winter, and gathering nuts and berries. Ways of traveling and communicating Writing and language Games, dance and religion Education of their children

Early Pettiers a. b. c•

Reasons for coming Places settled first Homes 1. Use of materials in neighborhood 2. Furnishings 3. Advantages over Indians d. Formation of villages and government e. Food and ways of securing it f . Clothing 1. Spinning and weaving g. Traveling and communicating h. Amusements i. Educating their children j. Relations with the Indians k. Whaling

135

C.

Physical Setting 1. 2. 3. 4. 5. 6.

D.

Chief Industries 1. 2. 3. 4. 5. 6. 7. 8. 9.

E.

Area Topography Soil Drainage Rainfall Climate

General farming Nurseries Bulb Farms Dahlia farms Fishing Clamming Boat building Motor boat repairs and storage Aircraft factories

Transportation Facilities 1. 2. 3.

Passengers Bus lines to New York City Freighting by train and truck

Our Present Mode of Life 1. 2. 3. 4. 5. 6. 7. II.

Houses Furniture Heating, cooking, lighting Water supply Foods Clothes Modern conveniences

The Reasons Why People build Up Communities Like Ours A.

Their Natural Gregarious Instincts

B.

The Comforts end Conveniences that a Large Group Can Finance 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Fire protection Health protection Police protection Lighted and paved streets Gas and Electric Service Water System Churches Schools Libraries Recreational opportunities Good shopping centers

136 III.

Problems That Arise When People Group in a Community A.

Ample Supply of Water

B.

Protection of Health by Controlling 1.

2. 3. 4. 5.

IV.

Purity of food and milk Health of handlers of milk Contagious diseases Garbage disposal Sewage disposal

and food

C.

Prevention of Accidents

D.

Control of Crime

E.

Highway Maintenance

P.

Reconciling Varying Political, Religious, and Racial Viewpoints

How Our Community Organizes to Solve These Problems A.

Its Government 1.

Mayor and Board of Trustees a. b. c.

2.

Their qualifications Method of election Duties and powers

Village police judge a. b.

Election Duties

3. Appointive officers a. Police Department b . Highway Department c. Assessors d. Village Counsel e. Village Treasurer f. Inspector of Buildings g. Health Doctors h. Fire Department B.

Important Laws Governing the Community 1.

Traffic regulations

2. Parking rules 3. Zoning restrictions

137

4. 5. 6. 7. 8. 9. C,

The Cost of Running Our Community 1. 2. 3.

D.

3. 4.

VI.

The total annual budget The various items of the budget Special bond issues for long term improvement

Financing our Community Government 1. 2.

V.

Garbage disposal Sewage regulations Building restrictions Handling of food Display of food Quarantine of contagious diseases

Licenses and special fees Property taxes a. Assessing for property values b. Figuring the tax rate The direct taxpayer The indirect taxpayers

Problems In Securing Good Community Government A.

Nominating and Electing Honest, Capable Candidates

B.

Informing Citizens of the Campaign Issues

C.

Getting All Citizens to Vote

D.

Eliminating Graft

S.

Securing Obedience to Laws

The Schools of Our Community A.

The Elementary Schools 1. 2. 3.

B.

The High School 1. 2. 3.

c.

Purpose Curriculum Enrollment

Purpose Curriculum Enrollment

The Board of Education 1. 2.

Election Powers

138

D.

The School Faculty 1.

Selection

2.

Qualifications

3.

Organization

E.

The School Budget

P.

Financing The Schools 1. 2.

VII.

Other Agencies Affecting Community Life A.

The Churches

B.

The Welfare Department

C.

Community Charitable Organizations 1. 2. 3.

VIII.

State aid Local taxes

The Red Cross The PTA Special private charity groups

The History of New York State A.

History of the Indian Tribes in New York 1. 2.

Location of various tribes Characteristics

B.

The Early Trading Days

C.

Settlement by the Dutch 1. 2. 3.

Rule of Minuit Rule of Kieft Rule of Stuyvesant

D.

Conquest by England

E.

New York under British Rule

P.

New York in the Revolution

G•

New York As An Independent Nation - 1783-1789 1. 2. 3. 4. 5. 6.

Increased prosperity and renown Growth of population New York City made the center of American Government States Rights - Quarrel with New Jersey New York defies the Continental Congress New York's opposition to the Constitution

139

H.

The Days of Hamilton 1.

The organization of the national government a. b.

Part played by Hamilton New York loses national capital

2.

Growth of New York State during this period

3.

Beginning of political parties a.

I.

The Second Struggle Against Great Britain 1.

J.

New York's part in the struggle

Rise of

2.

New York's part in theCivil War Attitude toward the War Noted New Yorkers in the ““ar

The Reconstruction Period New York's loss of power Political reconstruction The period of government dishonesty Overthrow of the Tweed Ring

Importance of New York State Today 1. 2. 3.

IX.

Issue

New York's attitude toward the slavery question

1. 2. 3. 4. L.

the Slavery

1.

a. b. K.

Burr vs Hamilton

Economically Politically Physically

General Development of New York State A.

Size

B.

Location

C . Regional Studies 1.

Long Island a. b.

Topography Climatic conditions

c. d. e. f. g. h. i. 2.

Hudson Valley a.

3.

Same topics as under above

Champlain Valley a.

6.

Same topics as under above

Lake Plains a.

5.

Same topics as under above

Adirondack Region a.

4.

Recreational areas Distribution of population Racial distribution Standards of living Agricultural regions Trade and industrial regions Transportation and communication

Same topics as under above

Mohawk Valley a.

Same topics as under above

The Government of the State of New York Is Similar to That of any Community in the State. A.

The People of a Community Elect Their Officials; the People of the State Elect the State Officials 1. 2. 3.

B.

A Community Makes Laws for the Things Which Affect That Community; the State Legislature Makes Those Which Affect All Communities, such as: 1. 2. 3.

C.

Mayor— Governor Village Board— Assembly Local Justices of Peace— State Court

General control of education to make sure of school standards throughout the ^tate. Control of transportation within the State Licensing of automobiles

The State, Like the Community Raises Taxes to Pay the Cost of Services It Renders; 1. 2. 3.

Income Tax Tax on gasoline Other taxes and fees

HI D.

Services the State Renders 1. 2. 3. 4. 5.

E.

6.

State agricultural schools

7.

Special schools

State Constitution 1. 2. 3. 4. 5.

P.

State police State highways Health department Mental hospitals State normal schools

The people - the sovereign power in the State Bill of Rights Provisions for the organization of the government Miscellaneous provisions Provisions for amendments

State Organization of Government 1.

2.

Legislative a. b. c.

Form and structure System of lawmaking Lobbyists

d.

Direct legislation

Executive a. b. c.

3.

Judicial a. b. c. d. e.

XI.

How elected - term of office Qualifications Duties and powers

Justice’s Court County and Circuit Courts District and Appellate Courts Supreme Courts Special Courts 1. Juvenile 2. Small claim courts

New York’s Contribution to Culture A.

Literature 1.

Washington Irving a. b.

Made Hudson River famous Made pictures of the Dutch

U2

2.

Edgar Allen Poe

3.

James Eenimore Cooper

4.

a.

Leatherstocking Tales

b.

The Spy

Walt Whitman a. b.

5.

B.

More Recent Authors a.

Walter Edmonds 1. Drums Along The Mohawk 2. Chad Hanna

b.

Lancaster 1. Guns of Burgoyne

c.

Kenneth Roberts 1. Northwest Passage

Art 1.

C.

Native of Long Island Home still stands

Hudson River School of Painters a.

Church, Gifford, Cole, and Martin brought fame to Hudson River Valley with their paintings of the scenery.

b.

George Inness

Social Reforms 1. 2. 3.

Labor Unions Education Newspapers

143

THE ACCEPTED SOCIAL STUDIES COURSE FOR THE EIGHTH GRADES IN THE SCHOOIS OF BABYLON, NORTH BABYLON, WEST BABYLON, DEER PARK AND WEST ISLIP

1U OBJECTIVES Units I, II, III. 1.

To gain some idea of the privileges we enjoy by living in a democracy.

2.

To find out how this democratic country of ours originated.

3.

To learn of its early problems of government, protection, industry.

4.

xo learn of the ^evolutionary War.

5.

xo study the origin, passage and content of our Constitution.

Units IV. 1.

To learn of early industrial and social changes in our nation.

2.

To show that our nation has been continually changing from its very beginning.

3.

To learn of industry's leading position in our country and problems that arose with it.

4.

To find how early education began in our Country.

Unit V. 1.

To learn of the territorial growth of the United States.

2.

To understand how the frontier was the release to problems that came out of over-populated areas.

3.

To show the connection of early history of the west with the geography of the nation.

4.

To learn of occupations connected with the soil, in a vocational sense.

Unit VI. 1.

To learn of the underlying causes of the Civil War.

2.

To understand how the South was brought back into the Union.

3.

To study the conditions of the North and South at the close of the »'ar.

H5

Unit VII, VIII.

1.

To learn of the growth of industry in our country after 1865.

2.

To see the problems of government which this industrial growth produced.

3.

To understand the creation of corporations and big business.

4.

To understand why our country is a leading country of the world.

Unit IX, X. 1.

To find genuine values the individual derives from living in a democratic country.

2.

To learn of the value of human life in a civilization.

3.

To find out what types of governments are offering their citizens.

4.

To develop an interest and responsibility in maintaining and advancing the principles for which our country's leaders gave their lives.

5.

To develop an appreciation of our country.

The Beginning of Democracy in America

A.

Reasons for early peoples coming here to colonize 1. Religious freedom 2. Civic freedom 3. Economic opportunities

B.

Government of the early colonies 1. Character of early settlers a. Various backgrounds b. Several nationalities 2.

Factors influencing development of the Colonies a. Soil b. Climate c. Isolated areas d. A degree of self-sufficiency e. Natural resources a. lumber b. fish and game 1. Geographic aspects of these regions 2. Colonial methods 3. Similar regions of the world 4. Chief fishing grounds of the ocean 5. Shore, inland, river fishing 6. Fishing parts of the world 7. Seal and whale fisheries 8. Oysters, lobsters, clams 9. Use of fish a. food b. oil c. fertilizer 10. Fish in world Commerce 11. Chief hunting grounds of world 12. Modern and primitive hunting compared

3.

Typical democratic experiments a. New England Town Meeting a. Advantageous and disadvantageous features b. Democracy at its best c. Impractical on a national scale b. House of Burgesses a. Representative government b .Difference from New England Town Meeting c. Attempts at Union a. Albany congress b. Stamp Act congress c. First Continental Congress d. Second Continental Congress e. Articles of Confederation 1. Origin 2. Weakness

147

4.

5.

II.

The Revolution - A struggle for Self Government in America A.

B.

C. D.

III.

Factors tending to draw Colonies together a. In Union there is strength a. Safeguard from Indians b. Protection from foreign invasion b. Common interests c. Distance from old countries Factors tending to draw colonies apart a. Difficulties of communication b. Limited means of transportation c. Various nationalities d. Differences of religion e. Separate colonies great distances apart

Causes 1. Personal liberties restricted a. Burdening taxes b. Quartering of soldiers c. Resort to force Campaigns of Revolutionary War 1. New England 2. Thrust at New York 3. Peninsular campaign Aid of foreign nations Outstanding men of the Revolution Washington, Jefferson, Patrick Henry, Philip Schuyler, Benedict Arnold, Greene, Morgan, Baron von Sten, Lafayette, John Paul Jones, George Rogers Clark

The Constitution for a Democracy A.

B.

Federal Convention of 1787 1. Leading men present a. Franklin, Washington, Madison, Hamilton 2. Settling disputes by compromise The Constitution 1. Purposes as given in Preamble 2. Three great departments - composition, function and powers a. Executive b. Legislative c. Judicial 3. A system of checks and balances 4. Change by Amendment a. Bill of Rights - first ten amendments 1. Guarantee personal privileges and justice b. Colonial history through most Important of first ten amendments c. Discuss remaining amendments as they appear in history

148

5. 6. C. The 1.

2. 3. 4.

IV.

Adoption Tends to stabilize our government constitution in "Motion" Administration of our first president a. Choosing a cabinet b. Varying opinions of cabinet members c. The monetary problem 1. Hamilton and the Federal Bank 2. Tariff d. First Supreme Court First Political parties Washington’s Farewell Address Danger from foreign entanglements a. French Revolution and Washington’s Attitude toward it b. Adam's policy of foreign affairs c. Jefferson’s attempt to stay out of Napoleon's European War 1. Embargo of 1807 d. Trouble with England 1. War of 1812 a. Causes b. Results e. Issuing of the Monroe Doctrine 1. Occasion for it 2. Received by foreign powers 3. Subsequent effects

Industrial and Social Development in the New Nation A. The 1. 2. 3.

Industrial Revolution comes to the New England States The days of the stage coach Extended use of iron Inventions a. Steam engine b . Steamboat and railroad c. Cotton gin 4. Growth of cities and their improvements 5. Changes in working conditions 6. Social life from 1800-1850

B. Free education 1. Growth of free elementary schools 2. High schools and colleges 3. Newspapers, magazines and books C. American Literature 1. Early writers 2. As reflecting the New Nation D. Social Reforms

149

v.

Gaining New Territory A. Routes to the West 1.

B.

Cumberland Road

2. Settlement of Kentucky 3. Louisiana Purchase 4. Santa Pe Trail 5. Ohio-Mississippi-Missouri Route 6. Oregon Trails Other territory added 1.

The Plorida Purchase

2. The New South C . Motives for going to the West 1. Crowded cities on Atlantic Coast 2. The Frontier as a release 3. New opportunities - free land D. Life on the Frontier 1. People learned self-reliance 2. Became individualistic 3. Hardships endured 4. Developed a new type society E. Westward to the Pacific 1. Lewis and Clark expedition 2. Annexation of Texas 3. Oregon dispute 4. Mexican conquest 5. Gadsden Purchase 6. Gold In California a. Gold rush of 1849 b. Transportation by covered wagon c. Rapid settlement of far west 7. New states added to the Union F. Typical grazing regions of the World 1. Rich farm land in Central and Great Plains 2. Natural grasslands 3. Animals of grassland regions 4. Ownership of grazing lands G. Permanent settling of land 1. Farming a. Dairy farms of west b. Vegetable growing c. Fruit growing d. Use of irrigation 2. Lumbering a. Rocky mountain region b. Forest regions of the World 1. Distribution 2. Relation to industries 3. Living conditions 4. Other general aspects VI.

The conflict between the North and the South A. Underlying causes 1. The industrial East with its tariff protection

150 2. 3. 4. 5.

B.

C.

VII.

The agricultural South and “est The "Cotton Kingdom" Slavery controversy Social and economic differences of Northerners and Southerners 6. Dispute over "States Rights" flhat the War accomplished 1. Comparison of North and South in I860 2. Geographical factors 3. Services of Lincoln, Grant, Robert E. Lee, Stonewall Jackson 4. Deciding Battles 5. Foreign relations during the war 6. Slavery abolished a. Lincoln’s Emancipation Proclamation b. Thirteenth Amendment 7. The Cost of the War 8. Women and the war Reorganizing the nation after the war 1. Conditions at close of war in: a. North b . South 2. Process of reconstruction 3. The problem of: a. Debts b. Freed slaves c. Carpetbaggers and corrupt politics d. Poor white-trash

Changes in Post-Civil War America A. Industries flourish from 1865-1900 1. Agriculture a. Western lands taken up b. Problems of western farmers c. Grange organized d. Scientific farming e. Crop rotation 2. Trade, transportation, communication a. Perfecting the railroad b. Railroad to the West c. Evils of railroad business d. Development of river, lake and canal transportation 3. Communication a. Primitive methods b. TJ. S. Postal System c. Newspapers d. Telegraph e. Telephone f . Wireless g* Radio h. Television

151

B.

C.

VIII.

Manufacturing develops 1. Primary factors 2. History of manufacturing 3. Classes of manufactured goods a. Steel b. Textiles c. Leather d. Printing trades e. Paper 4. Regions of the United States 5. Manufacturing outside of the United States 6. Problem of factories a. Safety, health of workers, etc. b. Source of raw materials c. Supply and demand 7. Problem of tariff a. As protection to industry b. As source of revenue S . Problem of labor a. Panic of 1873 b . Unions c. Wages Difficulties of carrying on a democratic government 1. Problems of wealth a. Definition of capital and property b. Sources of wealth c. Importance of wealth d. Producing and using wealth 2. Lack of education 3. Immigration a. Reasons for leaving home b. Type of first immigrants c. Restricting immigration in 1882 d. Second great wave of immigration in 1890 1. Problems of these groups 4. Political Parties a. Republican b. Democratic c. Populist 5. Corrupt politicians in business 6. Attempts at a more democratic government a. Interstate Commerce Act b. Anti-Trust Acts c. Civil Service d. Australian Ballot e. Direct primary

The United States of today A. Geographical factors that make a nation strong 1. Location, area, climate, resources, characteristics of people B. The part played by the natural resources in making the U. S. a great nation

152

1. 2.

Vast resources in U. S. a. Land, coal, oil, iron, forests, etc. Conservation and planning in natural resource usage a. State and Federal governments cooperate in using resources economically

C.

Inventiveness of early people creates great industries 1. Developments in agriculture, textile, food, industries, steel, oil, etc.

D.

New business practices aid in the development of the country 1. Formation of big business combinations a. Corporations, trusts, holding companies, etc. 2. Evils of big combinations 3. Regulations of big business by government

E. Tariffs and assistance to infant industries 1. The functioning of tariffs 2. Tariffs and price levels 3. Politics and tariffs 4. Upward tendency of tariffs in history F. The difficulties of the farmers 1. The farmers and the railroads a. High rates - bad service b. Granger laws - Interstate Commerce Commission 2. The farmers and the money problem a. Scarcity of money 1. Greenback party 2. Free Silver Question 3. Populist Party 3. The railroads and government control a. Government Assistance b. Abuses of government aid c. Government regulation

G. Political and Economic change 1. The Merit System and secret ballot solve problems of government a. The Spoils System - evils b. Demand for reform - Civil Service c. Introduction of secret ballot 2. Solution of problems of the period under Theodore Roosevelt and Woodrow Wilson a. Increased regulation of big business b. Power of Interstate Commerce Commission increases c. Income tax amendment d. Formation of Federal Reserve System e. Inauguration of definite conservation program f. Introduction of direct primary g. Initiative, referendum, and recall adopted by some states. h. Direct election of Senators i. Women suffrage permitted

153

IX.

X.

Education for Citizenship in a Democracy A. Meaning of Democracy 1. Individual pupil expression 2. Lincoln's Gettysburgh Address 3. Washington's Farewell Address 4. Freedom a. Why we desire freedom 1. Happiness 2. Independence 3. Initiative 4. Regularity of life b. Economic Freedom 1. Opportunity for everyone 2. Wide selection of occupation 3. Public education 4. Insurance a. Old age pension b. Social security c. Personal freedom 1. In school 2. In home 3. In neighborhood 4. Of religion, speech, press d. Political freedom 1. Government a. Individual's part 1. Wide use of ballot 2. Voting for officers of one's choice b. Departments 1. National 2. State 3. Local c. Individual's duties 1. Help make laws 2. Obey laws 3. Enforce laws B. Weakness of democracy 1. Makes changes slowly 2. Masses do not understand Issues 3. Dependence upon integrity of Individual C. Causes of change from democracy to other forms 1. Discouraged or discontented people 2. Strong leader proposes program 3. Influence of hereditary forms of government Conditions Necessary to Preserve Democracy in America A. Reasons for our preferring a democracy 1. Supreme value of individual 2. Equal opportunity for all 3. Freedom of the individual B. Sound educational plan 1. Decisions made by reasoning instead of emotion

154

2.

Mediums of education a. Schools b. Newspapers, books, magazines, etc c. Radio d. Advertising e . Public addresses f . Propaganda

155

THE ACCEPTED SOCIAL STUDIES COURSE FOR THE NINTH GRADES IN THE SCHOOLS OF BABYLON, NORTH BABYLON, WEST BABYLON, DEER PARK AND WEST ISLIP

156 ACCEPTED SOCIAL STUDIES - NINTH YEAR BABYLON HIGH SCHOOL I.

Objectives A. To make students conscious of true value of home. B. To instill in each pupil the importance of his be­ havior toward making a happy home life. C. To assist pupils in orienting themselves with regard to the many duties and responsibilities encountered in their school organization. D. To encourage and develop worthy habits of work and conduct. E. To enlarge the pupils1 vision of the educational and occupational opportunity open to them. P.

To furnish pupils with definite and reliable informa­ tion regarding the different school courses available and to encourage careful planning of a school program in accordance with ability and future plans.

G.

To encourage pupils to remain in school until they can enter occupational life advantageously and with suitable training.

H.

To study the factors of government in such a way as to emphasize the need of the social virtues.

I.

To discuss citizenship with its privileges and re­ sponsibilities .

J.

To attempt to produce young men and women able to fulfil these responsibilities.

K.

To impress upon each pupiltd mind the responsibility for the wise choice of a proper vocation.

L.

To teach pupils some of the principles which should guide them in choosing a life work.

M.

To impress upon the pupil his duty to become a self supporting citizen and the proper use of his Income.

N.

To observe safety rules at every chance.

157

II.

Outline of year's course A. The citizen and the Home 1. What the family teaches a. Language, religion, opinions, habits of work, etc. 2. What "Home" means a. Have pupils develop their own conception of "What Home Is" by writing a composition on that topic. 3. Present day dangers to thehome. a. Bad housing and lack of home ownership (1) Does Babylon have any serious housing problems? (2) What steps are being taken In Babylon to improve housing? (3) Discussions of the Gliding and Loan Association of Babylon and its attempts to help the community. (4) Advantages of home ownership to a community.

b.

(5) Discussion of housing problem In large cities: in U, S. (a) Sharecroppers and tenant farmers. (b) H. 0. L. C. Work outside the home (1) What can the school or churches in Babylon provide to overcome this problem?

c. Outside amusements (1) Are there any amusements in Babylon that seem to interfere with home life? d. Divorce (1) How do the children of the family suffer? (2) How can this danger of divorce be lessened or removed?

How can you help at home? a.

Do you share In the work about the house? What Is your job?

b.

Do you contribute to events that are celebrated in your family?

c.

Are you kind at home?

d.

Are you courteous and appreciative?

Safety in the home a.

Causes of accidents in the home (l) What are some of the dangers in the various rooms of the house?

b.

What are some of the remedies to overcome the causes of accidents? (1) Example— If scatter rugs are to be used, something should be used under them to prevent them from sliding.

c.

Study of remedies and proper treatment for: (1) Burns— 1st, 2nd, 3rd degree (2) Palls (3) Cuts (a) Tourniquet (4) Asphyxiation (5) Shock

d.

Girls or boys who are Scouts demonstrate first aid.

e.

Causes Of1 fires and precautions (1) Spontaneous combustion (2) Careless placing of matches (3) Faulty wiring, etc.

f.

Have charts made on: (1) Import ant don11s (2) Statistics of accidents, number of accidents occurring in various age groups, etc.

Special Class Projects a. On map of world have pupils trace the migration of their grandparents and parents from the country in which they were born to this country.

159

6.

B.

b.

Have pupils bring in pictures portraying causes of accidents, and ideal home, amusements in the home, etc.

The Citizen and the School 1.

Meaning of education

2.

Importance of education a. Stress economic value, cultural value, great importance to our government and to people, of an educated person.

3.

Educational opportunities available a. State colleges and universities, etc. b. Museums, art galleries, radio programs, libraries. (1) Brief discussion of Babylon school library and public library as to the value to be derived from them, correct usage, etc.

4.

Babylon High School a.

Homeroom organization (1) Importance of homeroom (2) Of what value to the pupils is a home­ room organization? (3) What can be accomplished by homeroom organization? (4) Cooperation a leading factor in a success­ ful organization a. Discussion to bring out examples

b.

Courses offered to pupils (1) College entrance— purpose a. Subjects taught (2) Commercial— purpose

(3) General-purpose c.

Extra curricular activities (1) Athletics a. What organized athletics does Babylon sponsor? b. Importance of athletics to the individual c. How much time should you devote to athletics? d. What are the vital requisites for success­ ful school athletics?

160

(2) Clubs a. What clubs does Babylon High School have? b. What is the work of each club? c. On what basis should you selectyour club? d. Of what value are these clubs to the pupils? (3) Orchestra— Band— Glee Club a. Value to pupils b. Work accomplished d.

Part played in school by pupils who are not active participants in sports, clubs, etc. (1) Assemblies a. Courteous attention (2) Athletics a. Attend games b. Good loser c. °upport A.A. (3) Pull cooperation at fire drills.

e.

How you can succeed in school (1) Learn good study habits a. Formulate a group of rules to follow, known as '‘Study Helps" (2) Have pupil3 make out a budget of time for a week to help them to judge the correct allotment of time to be given to studies, extra-curricula work, etc.

f . Causes for accidents in school (1) Foolish pranks— disastrous outcome a. Tripping, etc. (2) On athletic field— good sportsmanship always (3) Science laboratory (4) Manual training and Home Economics courses

161

g. Remedies for accidents (1) C.

Report cases to school nurse or doctor

The Citizen and His Life Work 1.

Importance of properly choosing one’s life work a. Why should a person choose a vocation rather than drift into one?

2.

Broad preliminary knowledge of occupations a. Have pupils read about vocations in which they are interested. b. Have a number of people speak to the class on their particular choosen work and encourage questioning and dlscudsion at the end to enable pupils to discover handicaps, etc. to the vocation.

3.

Selection of a desirable vocation

4.

Abilities and traits required of a worker in the choosen field.

5.

Analysis of individual to ascertain his suitability for the chosen vocation. a. Analysis of abilities and traits (1) Have each pupil make out a chart divided into two main headings, abilities and traits. After each of the traits and abilities have five spaces where a pupil can check himself as possessing first, second, third, fourth or fifth degree of each ability and trait.

6.

After pupil’s self analysis, have each child make a list of the abilities and traits he found es­ sential for a worker in that field. Each pupil’s list is to be handed to a high school teacher who is best suited to give valuable information about that particular individual and who will check the degree of each ability the child has. The checking by the pupil and teacher is compared.

7.

Report from each child's parents a. Characteristics of the child b. Things in which the child is interested at home and other facts to help us to give wise guidance.

162 8.

Pupil's analysis-teachers' analysis— parents' report compared.

9.

Study of the single vocation a. Requirements (1) Age (2) Height, weight, etc. (3) Mental or physical labor (4) Degree of Intelligence required (5) General education needed (6) Special b. Conditions of work (1) Duties required (2) Steps of advancement (3) Hours of work (4) Seasonal work or not (5) Unhealthy features (6) Unethical features (7) Overcrowded or not (8) Likely to grow c. Rewards (1) Basis of salary (hour, piece, day) (2) Average beginner's pay (3) How often is salary paid? (4) Vacation (5) Rewards of a non-financial nature

1 0 . Discussion of school suitable for training in

the various occupations. a. Have pupils get ratings of schools from State Education Department and Department of In­ terior . b. Have pupils send for catalogs. 11 .

Personal requirements for success a. Read lives of people successful In various lines of work and discover reasons for success.

12.

Letter of application a. Have each pupil write a letter applying for a position in his chosen field. (1) Discussion of purposes (a) Sell oneself (b) Invite action (2) Correct form

163

13.

Personal Interview a. Factors upon which a successful interview depends. (1)

D.

Dramatize personal interviews

The Citizen and His Government 1.

Lo cal government a. Village (1)

What is an incorporated village?

(2)

Whet are the services of a village to its citizens?

(3)

What are the obligations of a citizen to the community? (a) Obey ordinances (b) Vote (c) Help to keep community clean

(4)

Suggestions to improve Babylon (a) Have pupils take trips around village to places where improvements are needed, 1. 2.

Bad intersections Fire hazards, etc.

(5)

Make a visit to Village Board meeting

(6)

Discuss important village officials and their main duties.

(7)

Form class into a Village Board and have them conduct it as though they were ac­ tually the legislative department, dis­ cussing the observations from the trips, etc. a. Township government (1) Develop this by using the town­ ship of Babylon as an example (a) What is a township? (b) What does the township of Babylon include? (c) What are the services per­ formed?

164

(d) (e)

Who are the important officials and what are their duties? Is there any overlapping of power between village and town?

(2) Safety on the highway (taken up at time of local gov't) a. Study of number of accidents and causes (1) Incorrect signaling a. Correct signaling by using diagrams. (2)

Incorrect turning a. By diagrams work out correct turning b. Discuss questions such as: —

(2)

b. 1. How should a right turn be made? 2. If you are turning left at the nextintersec­ tion, whdre should your car be?

(3)

Speeding a. Correct speeds to be used b. In what distance can a carstop proceeding at 30 miles per hour, 50 miles, 60 miles, etc.

(4)

Unusual driving conditions a. Ice, rain, wet leaves

(5)

ThePedestrian a. If you must walk along the highway, on which side should you walk? Why?

(6)

Defective vision

(7)

Is "showing off" as a driver an indication of driving skill to be admired or condemned?

(8)

Bicycle riding a. Important rules in regard to side of road on which bicycle rider should be.

(9)

Drunken drivers

165

c.

City government (1)

Mayor--council government (a) Defects

(2)

City commission (a) Organization (b) Advantages

(3)

City manager (a) Organization (b) Advantages

County government

2.

(1)

Viihat are the two purposes of county government?

(2)

What are the services of the county?

(3)

Important officials and duties

(4)

What are the criticisms of county government?

(5)

What are some of the proposed remedies? (a) County— manager

State government a. Organization (1)

Legislative departments a. Two houses 1. Number of members 2. Term 3. How chosen 4. State Senator and Assemblyman from your district 5. Duties of legislature

(2)

Executive department a. Governor 1. Qualifications 2. Term 3. Duties a. Special power that the President of U. S. does not have b . Lieutenant Governor 1. Duties c.

Chief executive officials

166

3.

(3)

Judicial department a. Three kinds of state courts 1. Kinds of cases tried 2. How judges are chosen 3. Term

(4)

What are initiative, referedum, recall? a. Work of the state for: (1)

Conservation (a) State Parks (b) Forest preserves (c) Game and Bird sanctuaries

(2)

Education (a) Regents Board (b) Education laws

(3)

Labor (a) Workmen's Compensation Act (b) Minimum Wage Law (c) Working conditions

(4)

Care (a) (b) (c)

of defectives Penitentiaries Reformatories Treatment of criminals

Federal government a. Constitution (1)

What is the purpose of it?

Where is it stated?

(2)

Body a. Organization of our government la. Legislative department a. Congress lb. Two houses a. Qualification of members b. Membership c . Term d. Special powers of each house e. Officials of each f. General powers of Congress g. How many senators and representatives does New York State have in Congress? h. How are the laws of the United States made?

167

1. What are some of the practices and problems of Congress? 1. Congressional Record 2. Filibustering 3. Lobbying 4. Quorum 2a.

3a.

(3)

Executive department a. President 1. Qualifications 2. Term a. How many terms is the president permitted? 3. Steps in election of president a. Dramatize in class 4. Power of president 5. What is a pocket veto 6. Presidential Succession Act b. Vice President 1. His important duties 2. How can a president or vice president be removed from office? c. Cabinet 1. Is it mentioned in the Constitution? 2. How do cabinet members get their office? 3. What is the purpose of a cabinet? 4. Study ten departments and their duties Judicial department a. Cases that can be tried in federal courts b. Federal courts 1. Supreme a. Number of judges b. How chosen c. Term d. Jurisdiction e. Decisions 2.

Circuit Courts of Appeal a. Purpose

3.

District Courts a. What cases are tried b. Where is the nearest district court? c. How can federal judges be removed?

Amendments a. How can an amendment be added? b. General discussion of the changes made in the Constitution.

168 c.

How does the government raise revenue to meet its expenses?

(4) Citizenship a. Who are considered citizens of U. S.? b. What are the important steps in process of naturalization? c. Are any people deprived of the right of citizenship? d. How can a person lose his citizenship? e. What is the law regarding the citizenship of women? f. What are the advantages of citizenship? (1) Protection (2) Justice (3) Freedom of assembly and petition (4) Freedom of expression (5) Freedom of religion (6) Participation in government g. What are the responsibilities of citizenship? (1) Obedience to law (2) Civil service (3) Voting a. Discussion of methods of voting 1. Australian ballot 2. Visit voting polls at election time to see how machines are worked. (4) Civic intelligence (5) Love of country E.

Citizen and Wise Managing of His Income 1.

Plan use of income a. Budget 1. Who should use a budget? 2. What are the Important items in a budget? 3. Have pupils work out a sample budget, adopting their own imagined circumstances.

2.

Learn to buy wisely a.What are the important questions a person should ask himself before making a purchase? b. What are some of the dangers to avoid when purchasing? (1) High pressure salesmanship, etc.

3.

Methods of paying for purchases a. Cash b . Charge account 1. Advantages 2. Disadvantages

169

c.

Installment buying 1. Advantages 2. Disadvantages

4.

Thrift and art of saving a. Requirements for successful saving 1. Definite and worth-while purpose 2. Well thought out plan 3. Stick to your plan 4. Bank regularly 5. Keep your money working b . Amount to save 1. How do the banks safeguard depositors' money? a. Identification b. Certification c. Mechanical protection d. Personnel bonded e. Inspection f. Federal Deposit Insurance Corp. 2. What is a savings bank; a commercial bank? 3. What are the important functions of each?

5.

Investments a. What are the differences between investments and speculation? b. What are the characteristics of a wise investment? c. Bonds 1. Kinds a. Coupon b. Registered 2. Types a. Government b. Corporation d. Mortgage 1. Difference between first and second mortgage e. Stocks 1. Preferred 2. Common 3. What is par value? 4. What is the return from stocks? f . Insurance 1. Purpose 2. Kinds of insurance 3. Main kinds of life insurance a. Ordinary life b. Limited payment c. Endowment d . Annuity e. Term 4. How much insurance should a person carry?

170

5. 6.

6. P.

When should a person "buy insurance? Terms: a. Beneficiary b . Premium c. Double indemnity

How can a person have economic independence at rotirement?

Current events 1. Used throughout the year.

171

COPY

THE UNIVERSITY OF THE STATE OF NEW YORK The State Education Department Albany

Division of Secondary Education Warren W. Knox, Director

May 22, 1941

Mr, A, M. Jones District Superintendent of Schools Huntington, New York Dear Mr. Jones: We are pleased to advise you that your course of study for grades seven, eight and nine in social studies in the schools of the Babylon area is approved for the yeas 1940-41 and 1941-42, Sincerely yours, WWK:EW

Warren W. Knox Director

172

name :

DATS

SCHOOL

AQ-E-

How long have you attended this school? About

years.

What school did you previously attend? ______ Have you had special instruction in the geography or history of Long Island?______

PART

If so, when?________ ______________

SCORE

.POSSi-1 IBLE NORM

II M 'VrO

III IV

. >*.v

tew

DIRECTIONS: You arc to have one full period to complete this test which has been prepared to measure your knowledge of Long Island and your point of view regarding many inr ortcnt questions of to-day. In Part I'you are to road over the state­ ments carefully. If you agroo with the statement draw a circlo arcund the T at the end of the line. If you do not cgroo with the statement make a circle around tho P. If you are uncertain mark the letter you favor and indicate it with a question mark.

1.J

TEST Civic

I

Beliefs

Part I 1, The Negro is as good a citizen as any other person*

T* F,

2, The American Indians should be kept on reservations,

T. F.

3, The Chinese are a backward people who have little cultures, *

F,

1

4, The Japanese are a sly, crafty race,

T, F,

5,• The white race is superior to all other races,

T,- F,*

6, We owe many of our forms of law and government to Eng’ land, 7, France has sho’-vn as many faults as any other nation.

T, F*

8, The Germans have always been more militaristic than other nations, 9, Russians are ignorant and uncivilized,

T. F.

.

’

T. F.

T* F,

10, The United States was justified in talcing Texas from Mexico, 11, American Indians can make contributions to our culture,

T, F.

12, Chinese immigrants should be allowed equal rights with ' others in the United States, 13*, Japanese art is as worthy as that of the United States, 4

T. F.

T, F,

T, F.

.

14, After the United States* England i3 the best and fairT, F, est nation. .1.5, Americans should feel more friendly toward France than T, F. ' toward any other nationf If?, Germany has contributed as much as other nations to T, F, f ? civilization. $.7* The United States acted wisely in recognizing the Soviet T.F, * government of Russia, 18, The United States should be friendly and tolerant toward T, F, r ? Mexico. ’ ' 19, Other races than the white have contributed to ciyili** • T, F, ‘’ zation. 1 gpj. Most Negroes are incapable of learning much, T, F # Part II 21, The Upited States 3hould allow Cuba to decide hey pwn T* F ■ ' policies. p . The United States had no selfish aims in the Philippines,T.F. ^3, The

United States

24, The United States South America,

practically stple Panama from Qqlunbia.T,F.

should koop Europoon nations pu^ of

F,

1 7 4 ';

25* The United States should rerain isolated from EuroT, pean nations• 26. Immigrants have something to contribute to our culture. T.

F. Fc

27. It is probable that free trade (no tariff) among nations might work. 28. The United States is wise to grant independence to the Philippines. 29. War brings out the best qualities of character in men and nations. 30. Democracy is the highest form of government devised by man. 31* War debts owed to us by other nations should bo paid in full. 32. The United States freed Cuba from Spanish rule because • ' of unselfish motives. 33* Europeon nations should"be concerned if wo send sold-* icrs to Central America. 34, South American nations may properly rcsont unasked protection by the United Stf'tes. 35, All immigration to the United States should bo stopped ’ immediately. 36, We should help ourselves by levying high tariffs on imports into our country. 37, We should maintain a large army and navy at all times.

T,

F.

T.

F.

T,

F.

T.

F.

T.

F,

T.

F.

T«

#,

T.

F.

T.

F.

T.

F.

T.

F.

38, ' 39, * 40,

T,

F.

T,

F.

T.

F.

T.

F.

T.

F.

T.

F.

It is desirable for the United States to enter the League of Wations, World War debts held up trade and business revival in Germany. The Soviet dictatorship in Russia has been successful. Part III

41, We should give unquestioning loyalty to public . officials. 42, The United States Constitution is the greatest document produced by man. 43, Private ownership for profit is the best way to operate any industry. 44, Sometimes it is desirable to vote for candidates of a political party other than your own. 45, A patriot will criticize the faults of his country when he seos them. 46 , Conscientious objectors to war should not bo forced to fight. 47* Citizens announcing political beliefs contrary to our * democratic government should bo put in jail. 48, An honest nan vri.ll rarely accept public office. 49* It is useless to vote in cities where elections are 4 controlled by strong political bosses, 50, An industrial society ncods more complex laws to a govern individuals and groups.

T. F. T. F. T.

F.

T. F, T, F. T, F, T, F,

Pag J>7$. ,

51. In general, relatively little'income from taxes is squandered*on political graft. 52. Government should keep ’’hands off” business and industry• 53* The right to vote should be granted to property holders only. 54. A strict interpretation of the Constitution often im' pedes national progress. 55* Some decisions of the United States Supremo Court have been prejudiced. 56. Wo sho\.ild give unquestioning obedience to our country.

T0 F T.

F

T.

F

T.

F

T*

F

T;

F

57. Government production of electrical powor usually T* ' provider, lower ra.tos or costs. 58. Taxes are generally spent on fads and frills in govcrn-T. mont. 59« Laws are rarely wrong: the people who object to them T, are at fault. 60• Women voters have exerted a good influence on polity ’T. ' ical issues.

F

Part

F F F

IT

61. Women have proved to be competent workers in many vocations. 62. Womon should not bo allowed to enter industry; their place is in the home. 63. The Prohibition Amendment was really successful.

T,

F

T,

F

64* Labor unions have caused us more trouble than good.

T. F

65 . Most prisoners would be helped by education and guidance. 66. Every person should have the right to express his opinions in public. 67* Iv£my of our hopes of a continuous prosperity in the United States have proved unfounded. 68. The only way to cure cfiminals i3 to punish them severely. 69 . Divorces should rarely, if ever, be granted.

T, F

70. The United States had some selfish roasons for enterthe World W