Date of Award
5-1986
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Jeanne M. Donovan
Second Advisor
Nancy Polette
Abstract
Courses in history can be nothing but memorizing facts, and courses in literature can be writing without roots . The author proposes a correlated curriculum for high school American literature and history, specifically in the Civil War time frame to change this situation.
The purpose of this curriculum, "American Studies: Civil War," is to make the history of our country live for the student, giving him/her a feeling for the mood of the times and motivating him/her to become politically active as a young citizen.
To validate the proposal, the author has interviewed experts in the fields of literature, history and administration . Most of these people have used such curricula and have found them to be rewarding for both teacher and student. Successful examples of curricula in correlated studies that have been used across the country were used as a basis for the curriculum composed by the author.
This curriculum is divided into four parts: (1) Antebellum Era, (2) Lincoln, (3) Civil War, (4) Reconstruction. Northern and Southern literature is inserted into the history to give the student both points of view in discussing and evaluating the methods used in solving issues of the Civil War period. These same methods can give the student insight for solving similar problems in our own time. Ultimately, it is hoped that these will be memorable activities and will motivate the student in adult life to become politically active.
Recommended Citation
Kellogg, Arlene, "American Studies: Civil War, The Correlation of Literature and History Studies in High School" (1986). Theses. 900.
https://digitalcommons.lindenwood.edu/theses/900
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