Peter N. Herndon
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1. In your own words what is a community? (Name a community you belong to. If you belong to more than one, list them.)
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2. Name two things that help make a community a good place. (Give an example of a successful community or community organization and why you think it is successful.)
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3. Why do some communities or community organizations fail? (Give an example and why you think this community or organization no longer exists.)
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4. Are good leaders necessary in a community? Why or why not? (What leadership qualities should leaders have?)
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5. Are rules or laws necessary for a community to exist? Explain. (Name three or four rules you think communities should have.)
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6. Should people be required to work in the community? Why or why not? (Should work done by men and women be the same or different? What about children working?)
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7. Should communities have goals that everyone is trying to accomplish? Explain. (Name a goal that a community could work together to get done, OR Explain why communities do not really need goals to work toward.)
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8. Besides working, what community activities will help keep members happy and satisfied? (Should all community members be expected to participate in community events?)
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9. Do families and family life play an important role in a community? Explain your answer. (Should family life or marriage be regulated in anyway? Explain.)
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B.
Lesson Two
: Constitution-Making: The Basic Rules (2 days)
Objectives
Students should be able, after this lesson
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1. To list organizing principles of a community;
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2. To list some requirements for good citizenship in a community;
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3. To observe differences in the ways different communities are organized.
Lesson Procedures
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1. Write the word “constitution” on the chalkboard. Ask the students what they remember about our constitution. Point out that many organizations and clubs have organizing principles that they choose to write down. What kinds of things might be included in these lists of basic rules? What are the advantages/disadvantages in writing these fundamental ideas down on paper? Would it make more or less sense as membership got larger and larger?
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2. Tell students they will examine (in their groups, preferably) one or more sets of Articles or Covenant Agreements (constitutions) of some Independent Communities in the 1800’s. As they read , they should outline the document (each has numbered articles) and summarize the main point(s). Discuss each article in your group and see if all agree as to whether this is a “good” or “bad” (or unnecessary) article.
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3. After reviewing the entire Articles they have been assigned, they are to prepare a set of Articles for their own “utopian” community. Each member of the group should be assigned something to write up for the entire group’s approval the next class day.
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4. The next class day (Day 2) the group is to report to the rest of the class (1) a Summary of their “Community Articles” and (2) how their Articles are different/similar to the Articles they studied. After reporting, as time allows, members from other ,“Communities,” can respond. The teacher or another group member should summarize main points on the chalkboard.
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5. Assignment: (Day 2) Reading on nineteenth century community life and history. Either the New Harmony or the Perfectionist Communities for discussion the next day.
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C.
Lesson Three
: Community Goals and Methods
Objectives
Students should be able
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1. To list several essential ingredients which are part of any community;
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2. To distinguish between methods and goals;
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3. To predict results based on preliminary facts (logical thinking).
Lesson Procedures
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1. On the chalkboard, the teacher writes “Model Communities,” on the board, with three subheadings: “Garden” (agricultural); “Machine” (industrial-technological) ; “Model Home” (design and style). Ask students to write down ideas for communities that fall under one of these three headings.
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2. Ask students to discuss their responses. The teacher should explain that some community experiments in the American past had similar goals. Ask students which of the three “Models” would probably be more successful today? Why? Would your answer be the same in the early nineteenth century?
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3. Factors or ingredients of a successful community. Ask students to evaluate the following in terms of a community being successful (lasting):
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1. Site (land, water, proximity to markets, etc.)
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2. Leadership (qualities necessary) and Organization
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3. Membership (qualifications?)
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4. Capital (investment)
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5. Purpose (goals: social, economic , religious)
In light of these observations made by class members, examine more closely the two main communities in this unit, the Owenites at New Harmony, and the Perfectionists at Oneida.
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4. Homework: Students should write why the communities mentioned above eventually did not last. What circumstances and events led to their breakup? (The teacher can expose the students to as much information as he or she wants, but should withhold the actual “demise ”of each community for the next class period)
