II. Crossroads Social Studies Methods Syllabus: American History Themes In Historical Inquiry Methods For Teaching The Crossroads Curriculum

1. Unit XI: Leader of the Free World and Unit XII: A Nation in Quandary
   

1. Problem-solving exercises should be used such as categorizing, developing hierarchies of categories, researching case studies, looking for inference in news articles, or identifying point of view on TV. As in other activities, teachers should first do these exercises and then adapt them (if necessary) for students of varying ages and abilities.
   
   
2. Colonialism, the Cold War, and the new immigration
   
   
   1. Use the concept teaching model for these concepts; work on descriptive terms to develop definitions.
      
   2. Review approaches to multiculturalism in light of these concepts.
      
   
   
3. Develop cases/problems involving the "smallness" of the current world. Go to a large store and find out where the items are made. Do the same in a supermarket. Develop a series of scenarios about the environment throughout the world and the impact on America.
   
   
4. Have students role play travel agents for Americans going to particular countries. What problems will be encountered?
   
   
5. Point of view: Plan a unit for students in third grade or higher that focuses on information about our world gathered from television. Units for younger students may use programs that feature news for kids and "specials" on current issues. An alternative or addition to this unit is a unit using newspapers and magazines. Eventually, both types of units should be supplements to CROSSROADS for Themes IV and V.
   
   
   1. Develop a series of questions for your students that will help them to identify point of view. For example, what statements does the journalist make that are clearly factual? How do you know? What statements are made that are not clearly factual? How do you know? What kinds of evidence are offered (e.g., one or two people are interviewed about a situation).
      
   2. While you develop this unit, work on your own awareness of point of view. By choosing certain programs and/or newspapers for your students to view, you are already demonstrating point of view. How will you convey this to your students? You may, of course, use sources from a wide spectrum of viewpoint, but you should clearly understand beliefs and feelings so that they do not interfere with student learning.