Giving up the Gun

Abstract

In 1988, the Social Science Consortium, Inc. (SSEC) published Science/Technology/Society: Model Lessons For Secondary Social Studies Classes. Edited by Robert D. LaRue, Jr., these thirty-six lessons were part of the SSEC project Building Support Networks for Im proved Science/Technology/Society Education and were funded by a grant from the National Science Foundation to infuse science and technology into social studies courses. The impetus came from both social studies and science teachers. The former recognized science as a social issue, while the two groups argued that the nation required a public educated to deal with scientific and technological questions to maintain the vitality of American democracy. As important, educators increasingly came to understand that technology and science have played as crucial roles in the past and present as they are likely to do in the future. Each of these lessons requires anywhere from one class period to one week to complete. They employ a variety of teaching strategies, including case studies, role playing, debates, discussion groups, decision-making, simulations, small-group work, and data analysis. A complete set of lessons can be obtained at a nominal charge from SSEC Publications, 855 Broadway, Boulder, Colorado, 80302. Reprinted below, with permission, is a sample lesson plan for world history classes. Introduction The Japanese are known for intense devotion to their values. Through the course of history, those values have changed as the times have changed. Notable among those changes was Japan's decision to eliminate guns from its arsenal in the seventeenth century. This lesson examines that process of stepping back and explores possible reasons for that decision. The lesson is most effectively used after students have acquired some knowledge of Japanese history, culture, and geography. Objectives Students will be able to: 1. Make persuasive presentations. 2. Explore traditional Japanese values. 3. Discuss the role of values in influencing choices in science and technology. Subject/Grade Level World history/grade 10 Time Required 2-3 class periods Materials and Preparation Make copies of Handouts One and Two for all students. Make one set of the role cards. Provide poster paper and crayons for visual aids. You may also wish to become familiar with the content background before beginning the lesson. Procedures 1. Write this statement on the board: Alas! Can we ring the bells backward? Can we unlearn the arts that pretend to civilize and then burn the world? There is a march of science; but who shall beat the drums for its retreat? (Charles Lamb). Have students read and discuss the quotation. Following the discussion, poll students to determine how they would answer Lamb. Tell the students they will be examining one retreat from technology in this lesson. 2. Distribute Handout One and allow time for students to read it. Divide the class into five groups and give each group one role card. Have students begin planning. Encourage students to develop charts, drawings, or other aids to help support their positions. 3. At the beginning of the next class period, reconvene the groups and allow ten minutes for final preparations. 4. Distribute Handout Two to each student Begin the presentations, allowing five minutes for each group. The teacher or a student may act as the Shogun. Remind students to address the Shogun with dignity and respect. Audience members are to summarize each group's argu ments on Handout Two. 5. Following the presentations, the Shogun should announce the decision (provided in the Teacher Back ground Information) and outline how it will be carried out. Students are to summarize the announcement on Handout Two. 6. Discuss the strong and weak points of each argument. Which was most persuasive? Least persuasive? Why? Which of the arguments (if any) were economic?