Teacher Exchanges: Teaching "Billy Budd" as Secondary School Social Studies.

Autor/in	Allen, Rodney F.
Titel	Teacher Exchanges: Teaching "Billy Budd" as Secondary School Social Studies.
Quelle	(1998), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cooperative Learning; Curriculum Development; Drama; Law Related Education; Novels; Secondary Education; Social Studies; Staff Development; Student Needs; Units of Study + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kooperatives Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schauspiel; Novel; Roman; Sekundarbereich; Gemeinschaftskunde; Personnel development; Personalentwicklung; Lerneinheit
Abstract	The question of why only English teachers and their students study Herman Melville's novel, "Billy Budd," is raised in this paper. The book offers insights and fundamental social questions for students in secondary school social studies. Suggestions are offered as to how social studies teachers (with their perspectives, concerns, and curriculum goals) could design and conduct teaching and learning using "Billy Budd" for secondary school students in history, law, sociology, and other social studies curriculum contexts. It describes a collaborative staff development experience that used the drama form of "Billy Budd" for discussion and for Internet and library research. The paper states that the teachers gradually focused upon the most meaningful linkage to their students' life space. The discussions are focused on four separate social studies approaches to the study of "Billy Budd": (1) taking a stand; (2) taking liberties; (3) taking offense; and (4) taking action. Each lesson is based upon a "mega-question" linking Melville's story, the social studies curriculum, and students' life concerns. Each lesson is taught "authentically" with students constructing their own meaning using disciplined inquiry and prior knowledge. The four approaches are described in detail. Contains a figure and 16 references. (BT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC