This Curriculum Unit was developed in part during a National Endowment for the Humanities Summer Workshop, Lincoln NE.
Unit Scope
This unit helps to meet the goals of the 8th grade Social Studies (American History) Curriculum - see pages 31 - 35 in the Guide. Specifically, it can be an integral part of Unit 3 Westward Movement. [LPS curriculum guidelines] {Geographic Theme}
Length of Unit : Approximately 5 - 6 days
Rationale
Throughout American history, groups of people have sought their own version of the Great American Dream. For some, it was freedom from slavery. For some, it was the opportunity to work hard, buy a piece of land and raise a family. For others, a new kind of society in a new land was their dream. Such was the case for George Rapp, Robert Owen and others who literally carved a new settlement from the land in what would become Indiana, then known as the Northwest Territories. George Rapp and his followers came to America to await the millennium, and created in ten years a unique social community like none other in the United States. A few years later, Robert Owen and his friends sought a secular utopian community, found it and named it "New Harmony". Unfortunately, they were unable to create an economic environment strong enough to sustain itself against the tide of human nature. This unit exposes the students to a small group of rugged individuals who sought freedom and equality in an unusual way.
Overview
This unit will give the students opportunities to read, study and discuss Father George Rapp, Robert Owen, their followers and friends, and how they tried to put their goals of a humanist classless society into practice in early nineteenth century America. The students will read primary and secondary accounts of the Harmonists and their lifestyle. The students will discuss risks associated with working for an unpopular or misunderstood goal. Students will then be asked to create their own "New Harmony" community, based on their own concepts of what an ideal settlement should be like. Opportunities will be given for discussion, planning, creativity, and presentation to the class. Work will be conducted individually and in small groups and will be assessed daily for effort on task. The final product will be an oral and written presentation, followed by a class debriefing session.
Unit Goals
The students will read the handouts, observe the SFS, as well as other primary and secondary material as available - see References listed below. [Know the location of the areas above (early US expansion) by placing each on a blank map.] The students will know the social and economic order of the times by explaining in their own words. The students will analyze the difficulties of creating the settlement of New Harmony by identifying major obstacles to such a plan. [Comprehend reasons why the U.S. acquired each area by explaining in own words.] The students will appreciate the five fundamental themes in geography by giving one example of each theme in context with the New Harmony unit. The students will evaluate the level of success of Rapp and Owen and their associates by taking part in a "public hearing" regarding New Harmony and its future. The students will apply their decision-making skills by planning and creating a visual image of their own "New Harmony" community which meets their own goals. [Comprehend the culture of the whites by describing the following cultural components in own words: land ownership; religion; family life; government; farmers; industrial society.]
Unit Objectives
Day 1 - Introduce unit by reviewing text materials, early U.S. expansion movements {movement}, and events contemporary to the times. Read handout(s) in class and discuss. {location} Discuss unit goals and criteria for completion. Assign groups to begin work on the creation of their own model community. Students begin planning their presentation. [The learner will demonstrate the ability to comprehend the Westward Movement in the U.S.]
Day 2 - students identify problems which Owen and his friends had in sustaining the New Harmony settlement. {Human-Environment Interaction} Students will create a retrieval chart describing characteristics of community planning and development. Continue work on their written/oral presentation.
Day 3 - students spend the period planning and working on their presentation.
Day 4 - students complete their work on the presentation and practice presenting it for the public hearing. [ When you are ready to view some of the presentations, send me an email and I might send you a URL to view them. ]
Day 5 - students begin their oral presentations by displaying their maps and posters {region}, reading from their papers, and taking on the part of citizens of their own community which they helped to create. Each student should be prepared to speak for 5-10 minutes, depending on size of the class and time available.
Day 6 - students complete their oral presentations and participate in a brief public hearing simulation which gives them an opportunity to decide the success or failure of their peers' created communities. {place} [Apply a decision-making sequence to a question related to the westward movement...] The teacher provides closure by explaining the changing nature of communities and of their importance in the life of the nation. A take-home evaluation form is given to students to complete and return the following day.
Required Materials
1 per student:
optional: computer software for term paper, desk-top publishing software
Previous students' work
New Harmony map, student presentations videotape (40 minutes), examples of the New Harmony Mayor's Office stationery, Golden Rose Business calling cards, others
Notes to teachers
This unit stretches the students in several ways. It gives them an opportunity to use their study skills as described in the curriculum guide. My students say for many of them, this is the most interesting and useful lesson of the semester. They enjoy the group work and planning their presentations. Many of them create a map of their community, showing the location of vital elements of the settlement. Their written work usually takes the form of a group paper (5 - 10 pages), often with illustrations of their own "New Harmony" sights (and sites!), and their rationale for locating things in certain ways. They enjoy the freedom to create an environment to their own liking and of trying to defend their ideas at the open hearing simulation. A short test, such as the one included with this unit, may be administered to the students if desired. I have videotaped their presentations and have shared this lesson with teachers in other districts, who have also found it very useful. See me for examples of student work. This teaching unit accommodates the range of ability levels of students, and permits all students to succeed. As a member of the AAG, Geographic Education National Implementation Project (GENIP) and GEON, I invite your comments and questions on how to utilize geographic education in your daily curriculum. Please feel free to contact me regarding exciting events taking place in this field of study!
References