Describes two double-period humanities courses taught in the 10th and the 11th grades (based on the rigorous New York State Regents standards) that interweave literature, history, political philosophy, art, historical documents, and personal experience. Describes the 10th-grade course that includes Western civilization and the 11th-grade course…

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)

Four teachers comment on (1) the humanities as works of art, (2) ways to use multimedia programs in emphasizing the humanities, (3) the lifelong influence of one humanities course, and (4) the need to concentrate on each separate humanities discipline in teaching an interdisciplinary course. (EL)

Presents a fictionalized true story about the creation of an interdisciplinary humanities program at a small Nebraska private high school. (TO)

Describes a high school Humanities program for the study of Man's dilemmas, demonstrated in current problems of alienation, and reflected in literature, art, music, and drama. (Author/GB)

Describes classroom experiences while teaching a unit on Matisse to gifted students. (EL)

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)

Describes a series of procedures that can objectively measure student growth in interdisciplinary humanities courses at the secondary or college level. Preinstruction and postinstruction assessments determine student attitudes, responses to literature, art, and music, and knowledge of course content; midcourse individual conferences are also used.…

Describes the techniques used by an American literature teacher to expose students to the influences that shaped American literature.(EL)

Delineates the valid emphasis placed on humanities. Discusses and defines three modes of thinking particularly well-suited to the study of humanities and to helping students analyze, imagine, and question and that help them create value and meaning in their lives. (CRH)

Describes interdisciplinary English programs in the following areas: reading, study, and communication skills; career exploration; humanities instruction; and social concerns. A bibliography is included. (DF)

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 four student projects carried out in one English department's humanities program in l968. (EL)