Bellamy and Evolution/Filthy Dreamers

Learning Resource Type

Classroom Resource

Subject Area

Social Studies

Grade(s)

6, 9, 10, 11, 12

Overview

Some professor and their lessons at Florida State College of Women were targeted as being subversive and amoral. Professor Raymond Bellamy taught a progressive curriculum in his sociology courses while rumors that he was teaching controversial and subversive topics spread among fundamentalist activists who wanted the teaching of Creationism introduced on campus.

Social Studies (2010) Grade(s): 6

SS10.6.9

Critique major social and cultural changes in the United States since World War II.

UP:SS10.6.9

Vocabulary

  • Brown vs. Board of Education
  • Montgomery Bus Boycott
  • Freedom Rides
  • Selma-to-Montgomery Voting Rights March
  • Motown
  • AM/FM radio
  • protest songs
  • demonstrations
  • genre
  • political assassinations
  • latchkey children
  • Civil Rights Movement

Knowledge

Students know:
  • The key figures involved in the Civil Rights Movement.
  • The major social and cultural changes that occurred in the United States post WWII.

Skills

Students are able to:
  • Critique multiple points of view to explain the ideas and actions of individuals and ethnic groups to gain equality.
  • Cite evidence to support changes in social and cultural traditions using primary and secondary sources.
  • Evaluate the contribution of technology and mass methods of communication to influence people, places, ideas, and events.

Understanding

Students understand that:
  • There were important the social and cultural changes that occurred in the U.S. after WWII.
Social Studies (2010) Grade(s): 11 - United States History II

SS10.US2.2

Evaluate social and political origins, accomplishments, and limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]

UP:SS10.US2.2

Vocabulary

  • textual evidence
  • evaluate
  • cite
  • Progressivism
  • muckraker
  • trust
  • antitrust
  • suffrage
  • temperance movement
  • civil rights
  • trust-busting
  • conservation

Knowledge

Students know:
  • The social, economic, and political origins, accomplishments, and limitations of the Progressive.
  • The impact of the Populist Movement on the role of the federal government in American society.
  • The impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell.
  • The influence and impact of social movements, including: women's suffrage, temperance movement, and civil rights for African-Americans.
  • The influence of specific social groups and influential individuals on the Progressive Era, including: Ida B. Wells-Barnett, the Niagara Movement, the National *Association for the Advancement of Colored People (NAACP), Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, and Carter G. Woodson.
  • National legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act.
  • The significance of the public education movement initiated by Horace Mann.
  • The impact of the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining passage of measures regarding trust-busting, the Hepburn Act, the Pure Food and Drug Act, the Federal Trade Commission, the Federal Reserve Act, and conservation.

Skills

Students are able to:
  • Effectively evaluate the complexities, origins, limitations, accomplishments and affects of social and political movements such as the Progressive and Populist Movements.
  • Evaluate the influence of prominent individuals and groups from specific historical time periods on public opinion, social and political movements, and national legislation.
  • Explain national legislation that was influence by and that affected social and political movements.
  • Assess the significance of the public education movement initiated by Horace Mann.
  • Compare the presidential leadership during specific historical periods.
  • Analyze primary and secondary historical sources.
  • Cite specific textual evidence to support analysis of primary and secondary sources.

Understanding

Students understand that:
  • There were political, economic, and social origins, accomplishments, and limitations of the Progressive Era and these have impacted American society through the present.
Social Studies (2010) Grade(s): 09-12 - Contemporary World Issues and Civic Engagement

SS10.CWI.5

Analyze cultural elements, including language, art, music, literature, and belief systems, to determine how they facilitate global understanding or misunderstanding.

UP:SS10.CWI.5

Vocabulary

  • global understanding
  • cultural elements
  • evidence
  • analyze
  • belief system
  • globalization
  • perspective
  • diversity

Knowledge

Students know:
  • The elements that form a culture.
  • Differing cultures around the world.
  • Culture conflicts throughout history.
  • The meaning of globalization as well as how globalization has provided a need and an avenue for global/cultural understanding.

Skills

Students are able to:
  • Analyze elements of culture using a variety of techniques.
  • Support analysis with global perspective of culture.
  • Identify cultures throughout the world through locating.
  • Form an argument with evidence to determine if cultural elements facilitate global understanding or misunderstanding.

Understanding

Students understand that:
  • Cultural elements facilitate global understanding or misunderstanding for any given culture.
Social Studies (2010) Grade(s): 09-12 - Human Geography

SS10.HG.3

Identify the characteristics, distribution, and complexity of Earth’s cultural mosaics.

UP:SS10.HG.3

Vocabulary

  • characteristics
  • distribution
  • complexity
  • cultural
  • mosaics

Knowledge

Students know:
  • How the belief systems, languages, social structure, customs, traditions, art, food, architecture, and technology all shape culture.
  • The role of popular culture and the impact it has on local culture.

Skills

Students are able to:
  • Compare and contrast differing cultures around the world.
  • Identify the role that belief systems, languages, social structure, customs, traditions, art, food, architecture, and technology have in shaping culture.
  • Identify major cultural regions of the world.

Understanding

Students understand that:
  • There are essential components that make-up culture.
  • Culture plays an important role in the human mosaic.
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.18

Explain how culture and gender influence behavior.

UP:SS10.P.18

Vocabulary

  • culture
  • norms
  • individualism
  • collectivism
  • interdependent
  • gender role
  • gender identity
  • gender schema theory

Knowledge

Students know:
  • The relative similarities and differences among cultures and between genders.
  • That culture and gender influence behavior and mental processes in a variety of ways.

Skills

Students are able to:
  • Cite specific research-based evidence to support analysis of theories regarding culture and gender and their influence on behavior and mental processes.
  • Summarize complex theories regarding culture and gender into simpler, yet still accurate, terms.
  • Integrate research and information to address a key issue related to culture and/or gender and its influence on behavior and mental processes.
  • Synthesize research and evidence from multiple sources to provide a coherent understanding of key issues related to culture and gender and their influences on behavior and mental processes.

Understanding

Students understand that:
  • There are ways in which culture and gender influence behavior.
  • There are differences between genders and among cultures.
  • There are ways in which gender is both inherent and environmentally influenced.
  • There are specific ways in which gender roles can be assigned in different cultures.
Social Studies (2010) Grade(s): 09-12 - Sociology

SS10.S.9

Explain the purpose of social systems and institutions, including schools, churches, voluntary associations, and governments.

UP:SS10.S.9

Vocabulary

  • social systems
  • social institutions
  • schools
  • churches
  • voluntary associations
  • governments
  • power
  • coercion
  • authority
  • charismatic authority
  • traditional authority
  • rational-legal authority

Knowledge

Students know:
  • The different types of social systems and institutions.
  • The many different religious traditions.
  • The definitions of power, coercion and authority.

Skills

Students are able to:
  • Discussing the purpose of social institutions.
  • Demonstrating understanding of various religious traditions.
  • Distinguishing among types of power and authority.

Understanding

Students understand that:
  • There are important but different social institutions.
  • There are many impacts of different social institutions.
  • There are many different origins and beliefs of different religious traditions.
  • There can be specific impacts of power, coercion, and authority.
  • There are many different types of authority.
Social Studies (2010) Grade(s): 09-12 - Sociology

SS10.S.10

Describe social movement and social change.

UP:SS10.S.10

Vocabulary

  • social movement
  • social change
  • collective behavior
  • mobs
  • riots
  • fads
  • crowds
  • Civil Rights movement
  • women's movement
  • gun rights movement
  • green movement
  • other minority movements

Knowledge

Students know:
  • The many historical movements related to social issues.
  • Several examples of collective behavior.
  • The ethical issues facing modern society.

Skills

Students are able to:
  • Discuss the factors leading to various social movements.
  • Understand how collective behavior works.
  • Analyze ethical and social issues facing modern society.

Understanding

Students understand that:
  • There have been many factors influencing the development of various social movements throughout history.
  • There are many examples of how collective behavior has worked.
  • There are a variety of dilemmas involved in the different social and ethical issues facing modern society.

CR Resource Type

Audio/Video

Resource Provider

PBS

License Type

Custom
https://aptv.pbslearningmedia.org/resource/bellamy-and-evolution-video/filthy-d…

Custom License Type (URL)

https://aptv.pbslearningmedia.org/help/terms-of-use/#.YGKPdlVKjIX

Accessibility

Video resources: includes closed captioning or subtitles

Comments or Notes

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