Peter N. Herndon
There will be a certain core of information that all students are expected to know, e.g., the differences and unique qualities of three communitarian groups in the nineteenth century. They should be able to define and use certain “core concepts” that are essential to their ability to communicate with one another intelligently. A list follows
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A. Core Concepts
capital (capitalism)
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“law of love” (Perfectionists)
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commune (communism)
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Oneida Perfectionist
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“Complex marriage” (Perfectionists)
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Owenite
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constitution
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radical
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heredity v. environmental determinism
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Rappite
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family, communal and nuclear
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Separatist
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Fourierist
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Shaker
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idealism (idealist)
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ocial reformer
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individualism (individualist)
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stripiculture
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inclusive v. exclusive membership
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utopia
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joint ownership (of property)
B. Learning and Behavioral Objectives
Students will be applying critical thinking skills, as well as becoming conversant with the above Core Concepts. Analytical thinking research, writing and listening skills will be emphasized. I have already discussed the importance of group process skills, which are central to the goals of this particular unit of study
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The classroom, for a major part of this unit, will be set up into several “mini-communities” (groups) in which students will help each other solve certain common problems (writing basic rules, choosing a leader) and anticipating others. By using the historical narrative, they can choose to improve on ideas and schemes from the past by interpreting from history what they believe will work and what will not
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Here, in a very real sense, the students should realize that indeed we can “learn from history.” Their ideas will then be scrutinized by other members of the class for their suggestions and criticisms.
Observation and interpretation of historical information, maps, pictures, slides will aid the student in arriving at valid conclusions and help him or her substantiate his arguments. Students are given very little opportunity, in my opinion, to plan and organize their thoughts in such a way as to convince others that their ideas have merit, based on facts (and figures if available). This unit, if successful, can help students in building these important life-skills
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