The authors present a new young adult novel as a focal point for preparing prospective secondary teachers to employ a rich variety of literacies to enhance literature instruction. The hope is to encourage literature teachers to consider a wide range of useful methodologies available across generations of educational research. By demonstrating how…

Discribes interdisciplinary approach to teaching American Culture by a multi-faceted study of a decade that relates the part to the whole and suggests further curricular possibilities. (Author/GB)

Reports on a four-year-old, team-taught secondary interdisciplinary program that combined English, social studies, biology, and geometry. The course was organized into three phases: (1) the "Paper Chase," teaching learning skills; (2) "Welcome to the Monkey House," which addressed fundamental human issues; and (3) "Phase Out," or personal…

Points out that composition and literature often can be best taught when combined with architecture, philosophy, music, or other subjects. (EL)

Reports on a sample mini-course in the humanities entitled A Several-Circled Search for Self'' which employs the circus as a theme while stressing the importance of student involvement and the development of self-concept. (RB)

Presents a case for incorporating humanities instruction into the study of literature and suggests activities by which teachers can go beyond literary devices in individual works to encompass the humanistic components of the cultures that produced them. (EL)

Argues the importance of the relationships among silence and literature, the arts, and other experiences that point toward transcendence. Suggests that English teachers can expand the repertoire of classroom activities and teaching techniques that make use of silence. (KEH)

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)

Argues that students should exercise criticism in the classroom, but this criticism should not take the form of mere training in technical skills, indoctrination into a particular conceptual system, or theoretical speculation ungrounded in reality. (SRT)