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• W1916252016 abstract "In the opening paragraph of their best-selling book, Teaching as a Subversive Activity, Nell Postman and Charles Weingartner wrote 40 years ago: In 1492, Columbus Discovered America ... Starting from this disputed fact, each one of us will describe the history of this country in a somewhat different way. Nonetheless, it is reasonable to assume that most of us would include something about what is called the process, and how Americans have valued it, or at least have said they valued it. Therein lies a problem: one of the tenets of a democratic society is that men be allowed to think and express themselves freely on any subject, even to the point of speaking out against the idea of a democratic To the extent that our schools are instruments of such a society, they must develop in the young not only an awareness of this freedom but a will to exercise it, and the intellectual power and perspective to do so effectively. This is necessary so that the society may continue to change and modify itself to meet unforeseen threats, problems, and opportunities. Thus, we can achieve what John Gardner calls an ever-renewing society. (1) If you experienced the 1960s, flash back 40 years ago--where were you and what were you doing? Social scientists and social studies educators were taking on the challenge of helping develop that ever renewing society. As for your authors, Charles Mitsakos was experiencing that challenge as a social studies curriculum coordinator in Chelmsford, Massachusetts. He was also working as a curriculum developer with Dr. Edith West to adapt the interdisciplinary social science concept-based primary grade program produced by the University of Minnesota's Project Social Studies as The Family of Man. He came face to face with that challenge to the profession as a whole 36 years ago while attending his first Social Science Education Consortium Conference or Round-Up, as it was called then. Ann Ackerman was facing similar issues as a new social studies teacher. Schools in the late sixties and early seventies had many options and were engaged in implementing a variety of programs rooted in the social science disciplines with effective pedagogy drawn from social studies educators. At the elementary level, schools had a variety of choices. Larry Senesh's Our Working World introduced economic concepts to elementary school students in a most engaging manner, while the Education Development Center's Man: A Course of Study had a strong anthropological and behavioral science focus. Chuck Quigley's Your Rights and Responsibilities as an American Citizen contributed meaningful case studies in law and civic education. A dozen publishers offered more traditional narrative textbooks. Secondary schools could implement Edwin Ted Fenton's inquiry-based Carnegie-Mellon social studies program, each text of which had an historical, political, economic, or other social science focus for grades 9-12. A stimulating, innovative ninth grade new civics program drawn from political science with day-to-day applications was American Political Behavior, developed by Howard Mehlinger and John Patrick. Alan Kownslar and Donald Frizzle's eighth grade Discovering American History was filled with primary source documents. As an alternative, students might also read the 50th edition, or so it seemed, of Todd and Curti's more traditional narrative history text, Rise of the American Nation, for high school juniors. Teachers and social studies specialists attended summer institutes with social scientists sponsored by the National Science Foundation and funded by the federal government under the Elementary and Secondary Education Act. (2) Curriculum coordinators and school administrators at that time were looking for teachers who had a strong liberal arts background, especially in the social sciences, and had been trained in effectively using these teaching materials. …" @default.
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• W1916252016 title "Teaching Social Studies as a Subversive Activity." @default.
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