Peter N. Herndon
This unit of study contains certain basic concepts associated with the topic which students will be expected to define and use:
A. Core Concepts
Bible communism
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“law of love” (Perfectionists)
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capitalism
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Millennial Church
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celibacy
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“millennial kingdom”
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collective ownership
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model community
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commune
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“mutual criticism” (Perfect-
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communism
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ionists)
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communitarian
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nonsectarian
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“complex marriage”
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Oneida Perfectionist
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constitution
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Owenite
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cooperative
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property ownership
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environment, physical and social
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Puritan
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family, nuclear and communal
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revival, religious
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Fourierist
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sect
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Harmonist
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Separatist
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housing, private and public
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Shaker
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idealism
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site plan
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individualism
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“scientific socialism”
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Industrial Revolution
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social reform
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industrialization
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utopia
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“utopian socialism”
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B. Learning and Behavioral Objectives
Students will be challenged to carefully examine the writings of the utopian idealists of the nineteenth century and present arguments defending or attacking these ideas. This unit, if successful, will enable students to develop critical thinking skills which are often neglected in history classes. Utopian ideas, which are often quite contemporary and stimulating to students, should provide ample fuel for the fire of coherent and logical classroom debate. Students should not be able to complete this unit of study without having been exposed to methods which are intended to increase their abilities to analyze, think and write in a more careful and critical manner.
In addition to the above-mentioned critical thinking skills, the unit will challenge students in other ways. The student will be expected to learn certain basic concepts associated with this topic (see above “Core Concepts”). Students will be challenged to examine present value systems with the value systems of the past and to perceive underlying and immediate causes which challenged these value systems. Realistically, could a community be set up around principles that would be flexible and practical enough to last, coupled with committed leaders who could be trusted to carry out fairly the objectives of the community?
This unit is designed to expose students to certain primary source materials from which they will be expected to summarize the important principles and ideas of communal societies. Also, by viewing slides of community architecture, community living, community craftsmanship and artistic work, students will use observation skills to hypothesize about community life and lifestyle. Through role-plays, group work and debates, students should become more deeply immersed in utopian community life as far as they can in the time they have.
Students will keep lists of vocabulary words and concepts within their groups. Glossaries will be available for them to consult. Research will be encouraged independently. The teacher will hand out specific questions to answer based on group readings to help students accurately summarize the facts.
Maps will be handed out to each student, so that he or she can locate the communities under study.
The topic is intended to be inductive in nature, i.e., to raise historical questions and then allow students to examine historical documents to arrive at conclusions based on the information available to them. The topic lends itself to such innovative and creative methods as the teacher wishes to use. Appropriate methods of student involvement include debates (secular reformers and Christian separatists); role-plays (a “mutual criticism” session typical of an Oneida meeting); news reporter interviews of community members and hostile townspeople on audio or videotape; and small group activities (see above).