Intended for administrators and policy makers, as well as teachers, this digest examines the current state of humanities instruction and the evolving place of humanities in the high school English classroom. The digest first explores differing definitions of the humanities, and discusses reasons for the decline in emphasis on humanities…

This article provides some practical information on use of poetry to teach such subject areas as history, literature, philosophy, social studies, minority and foreign studies, and the social sciences. Reference is made to the Watershed Foundation, which has a large collection of poetry on cassette tapes that feature the original authors reading…

This set of lessons accompanies a series of 30-minute films for teaching about Germany. Available to educators throughout the United States upon request, the 17 films and accompanying instructional activities focus on culture, politics, economics, society, and sports and are appropriate for middle and high school students. Permission is granted to…

A teacher reflects on his experiences teaching American Indian literature and offers advice to other teachers: (1) clearly defining "Native American literature," noting diversity of Indian nations; (2) teaching works in their cultural context; (3) paying attention to continuance and Native time sense; and (4) being wary of translations. (SV)

The humanities, an area of study often left out of the elementary curriculum, is essential as society becomes more global in nature. Because of the time restrictions in elementary teaching schedules, the humanities must be incorporated into the school program, not as an extra class, but as an enrichment of what is already taught. The purpose of…

Amidst the controversy surrounding the fate of the humanities in modern society, a program has evolved at Dawson College and four other English "colleges d'enseignment general et professionel" (CEGEP) that features a compulsory humanities core. The original purpose of the humanities program was to provide a broad general liberal arts…

In an effort to help basic skills students learn the skills they need to survive in college-level studies and remediate critical areas as quickly as possible, many community colleges have overlooked the value of other studies and the more general literacy that is essential to any education. By rushing to comply with students' utilitarian goals,…

Describes a secondary English unit on the rural heritage of the United States that sharpens knowledge and skills in the humanities, including English, art, music, and history. Rural music, magazines and literature, historical materials and biographies, and field trips are suggested. A bibliography of materials is included. (DF)

A collection of reports on 12 classroom-based research projects is presented, representing the individual and collaborative efforts of faculty, advisors, and program coordinators from Sacramento City College and Irvine Valley College, California. First, a final report is presented on the Cooperative Classroom-Based Research project, including…

This curriculum guide for secondary-level gifted students presents curriculum alternatives which are interdisciplinary and which emphasize a comprehensive study of major content areas through the humanities. The curriculum demands from the student complex learning, critical thinking, in-depth inquiry, creativity, and active participation. The…

A wide range of instructional methods for teaching haiku poetry is described: readings from a text, lecture on the background and structure of the haiku form, comparisons between modern poetry and haiku, examining contemporary haiku written in English, showing a film, and writing haiku in a workshop setting. (MLW)

Describes the use of epic poetry in a combined English/history humanities class. Concludes that epic poetry, the combination of history and verse, helps students understand the continuity and meaning of the Western tradition. (CFR)

Ways in which secondary level humanities teachers can incorporate information and materials on pacifism and nonviolent action into their existing courses are discussed. To improve their abilities to think creatively about how to change the world, students must learn about nonviolence and the strategies used by pacifists in the pursuit of their…

Offers suggestions for teaching critical thinking in writing and humanities courses. Explains the rules of freewriting as they are presented to students, compares left- and right-brain qualities, and describes assignments involving focused freewriting and metaphor, and efforts to make assignments relevant. Describes the evaluation process and…

Proposes that dance is a language with its own symbols, gestures, and aesthetics with the power to communicate complex ideas and thoughts. Outlines how discussion, analysis, and criticism can be crafted from three major elements of dance: (1) space; (2) time; and (3) energy. Asserts that students can learn to read dance as a visual text. (CFR)