Part 1: Getting Started
This part introduces students to some of the methodology of the course, i.e. using primary material as the basis for inference of important information, and using a
analytic model to organize information and find relationships. (A free download)
Part 2: Analyzing Spanish Colonial Society
Analysis of historical primary sources begins with Christopher Columbus’ letter to King Fernando and Queen Isabella describing events during his first voyage. From it, students can infer elements
of native "Indian" and Spanish culture.
A main exercise in the first part is "Planning a Spanish Town." Students use the Royal Ordinances set out by King Felipe II to lay out a colonial town, then use the plan thus created to infer important
ideas and ways of acting of the Colonial Spanish. (Also a free download)
Part 3: Analyzing Colonial Virginia Society
This section provides data for student description and analysis of the English who emigrated to Virginia and adapted to the Chesapeake Bay environment. It also reflects
their attempt to cling to elements of the stratified social structure of their native England.
Part 4: Analyzing Puritan Society
This section provides data from which can be inferred much about the culture of the Puritans in Massachusetts Bay. It emphasizes their reasons for emigrating to America
and their adaptation to the environment of New England.
Part 5: Colonial Differences
This section’s activities and investigations compare the beliefs, values, and ways of acting of the colonial Spanish, the Virginians, and the Puritans, with additional data about the slave population.
As with all other sections, the activities help students elaborate and refine their general descriptive-analytical Model of Reality.
Part 6: Exchange Patterns, Colonial America, 1720-1776
This section introduces students to patterns of society and culture related to economics—the holding, distribution, and exchange of goods and wealth. The British policies of mercantilism and taxation,
and colonial responses to those policies, are introduced, exhibiting the intensifying feelings which would ultimate lead to the Revolutionary War.
Part 7: Actions, Emotions, Values: Roots of Revolution, 1765-1775
When societal values are threatened, members respond with aroused emotions, usually accompanied by actions designed to protect those values. This process is explored in colonial responses to the Stamp
Act and other British legislation.
In the analysis of primary sources related to the "Boston Massacre" and other events prior to the outbreak of war, students identify data bias due to value differences and aroused emotion.
Part 8: Controlling Power: Constitution/Bill of Rights
Differing ideas of the "Founding Fathers" about the holding, uses, and limits of power led to debate, but all shared a general fear of its abuse. As excerpts from their debates and written documents
show, they created a Constitution reflecting that concern.
Part 9: Regions: Northeast, 1800-1850
Ideas and ways of acting of Americans differed in important ways from region to region. This section and the next two investigate these regional differences, clarify "wedge" issues, and trace increasing
tensions.
Primary data in this section relates particularly to the Northeast, to its commercial and industrial development, and to the physical environment.
Part 10: Regions: South, 1800-1850
Some of the differences between the South and the Northeast originated in English regional and social class differences. Others grew out of the Southern slave-based, agricultural economy.
The second focus of primary data is the shared experiences of the slaves living under the plantation system.
The final investigation focuses on the environment of the South, and the relationships between it Southern society.
Part 11: Regions: West, 1800-1850
This Part parallels the two previous Parts, but focuses on the frontier culture of the West, especially what was then called the Northwest—Ohio, Indiana, Michigan, and the other territory north of
the Ohio River and east of the Mississippi River. As with the other two regions, primary data describes the people, their way of life, demographic characteristics, and environment.
Part 12: Comparing Regions, 1800-1850
Technology affected all three of the regions studied in Parts 9 through 11. New inventions and developments—canals, railroads, the reaper, the cotton gin, textile machinery for spinning and weaving—all
had huge effects on regional society. Students investigate the relationships between technology and regional culture.
Regional differences led to the growth of political differences, and primary documents illustrate contention over such issues as tariffs on imports, internal improvements, slavery, and state’s rights,
providing background for the next Part.
Part 13: Polarization: Moving to Civil War
Polarization is one of the most powerful human processes on earth. Part 13 explores the process of polarization leading to the Civil War. Students infer elements of the process—the development of
ideology, stereotypes, and growing hostilities.
Part 14: Autonomy & Stress, 1865-1900
Groups lacking feelings of autonomy—of control over their own fate, experience stress. This was true of industrial workers and other groups in the period after the Civil
War. New technology and the ideologies of industrial leaders made the situation worse, as did the prevalence of frequent business cycles and the accompanying unemployment.
Part 15: Responses to Stress, 1865-1900
People under stress respond in a variety of ways—may join together and organize to increase their autonomy, may take violent action, or scapegoat—blame a group that
is not directly responsible. They may move to gain political power, or, failing, may develop psychological ways of coping.
This part explores some of the ways that workers and others responded to the stressful situations they faced during the final third of the nineteenth century.
Part 16: African-Americans and Autonomy, 1865-1910
Former slaves faced special problems related to their autonomy after the Civil War. This part explores actions of the dominant white society, and the reactions of former
slaves.
Part 17: Cultural Interaction: Native Americans, 1865-1900
When societies of highly unequal power come into conflict, the weaker one’s options are limited. This part explores some native American tribes’ reactions to domination.
Part 18: Cultural Interaction: Immigrants, 1870-1920
During this period, large numbers of immigrants from eastern and southern Europe came to America. Data in this Part trace demographic changes, and cultural differences
between immigrants and other Americans.
Part 19: System Change, 1916-1940
This Part explores ideas and patterns of action related to America’s economic system during two contrasting periods—the 1920s and the 1930s. Students explore systemic
relationships between elements of the economy, such as prices, sales demand, unemployment, and related ideas and ways of acting.
Part 20: System Change: Cities, 1945-1990
American cities changed in fundamental ways after World War II. This unit explores relationships between the baby boom, growth of suburbs, downtown deterioration, and
related situations and issues. Students trace these changes, and identify systemic interrelationships between them.
Part 21: Trends
Using statistical data from 1980 to the present, students project future possible changes, in matters such as population, immigration, air pollution, crime, energy,
and business cycles. They apply the model they have been refining to various present-day situations to project probable and possible futures.
