LeonLard S.
lKenlworthy: A:n Early
Source of Ideas and Activities for
Teachinrlg Social Studies
DONNA A. BEARDSLEY-
eonard Stout Kenworthy was born
to Quaker parents in Richmond,
Indiana, in 1912. His father, Murray
Kenworthy, was a faculty member in the
religious studies department at Earlham
College in Richmond. After spending
time in New York, Ohio, and Washing-
ton, DC, Kenworthy enrolled in a Quak-
er boarding school not far from
Philadelphia. After graduation, he
attended Earlham College. In 1933,
Kenworthy enrolled at Columbia Uni-
versity in New York and received a mas-
ter's degree in U.S. history. For several
years, he was a faculty member at the
Friends Select School in Philadelphia,
the Brunswick School in Greenwich,
Connecticut, and the Friends Central
School in Overbrook, Pennsylvania.
Kenworthy, his father, and his brother
spent many years working in other coun-
tries for humanitarian causes. His father
led relief work in the Soviet Union dur-
ing the blight of the Volga region in
1922, and his brother Carroll worked for
two years during the 1920s in the Far
East on the staff of the English-based
newspaper in Tokyo. In 1940, when the
DONNA A. BEARDSLEY is a professor of
secondary education at Southwest Missouri
State University in Springfield, Missouri.
American Friends Service Committee in
Philadelphia asked Leonard to direct a
relief agency in Berlin for the aid of Jew-
ish people who wanted to emigrate from
Germany, he accepted the position.
After Kenworthy ended his yearlong
stay in Berlin, he returned to the United
States, where, before long, he was
drafted. As a conscientious objector, he
spent the next few years in the Civilian
Public Service, a Friends program for
pacifists. In the Civilian Public Service,
Kenworthy worked with emotionally
disturbed children for a year and then
volunteered in medical experiments at
Yale University.
At the end of the war, Kenworthy
took a position with the United Nations
Educational, Scientific, and Cultural
Organization (UNESCO) in Europe. He
was the first head of its Division on
Education for International Understand-
ing and wrote the first book commis-
sioned by UNESCO. After his work at
UNESCO, he taught social studies
methods and international education for
thirty years as a professor of education
at Brooklyn College of the City Univer-
sity of New York. He died in 1991. He
was active on the international relations
committees of the National Education
Association, the Association for Cur-
riculum, and the National Council for
THIE SOCIAL STUDIES
i
the Social Studies (Kenworthy 1977).
He also wrote scores of books and arti-
cles on education issues, the teaching of
social studies, events in world affairs,
and Quaker practices. Unfortunately,
others have written little about him
(Beardsley 1993, 159).
Among his many books, his Guide to
Social Studies Teaching in Secondary
Schools (1973) is a particularly rich
source of interesting ideas and activities
for teaching social studies. Although no
longer in print, it is still in most libraries
at the collegiate level and remains a use-
ful and popular reference among preser-
vice and inservice teachers. Of particu-
lar interest are the lesson starters and
extensions. He frames his suggestions
and beliefs about good teaching within
the larger context of aims: the behavior
to be affected, the attitudes to be
changed, the skills to be developed, and
the knowledge to be learned (Kenwor-
thy 1973, 225-26).
Aims of the Social Studies
Kenworthy states that if the guiding
purpose of teaching social studies is to
encourage social and civic participation,
then the focus in teaching should center
on behavioral aims. He notes that for
their entire lives, individuals choose
JULY/AUGUST 2004 155
leaders, whether in social situations or
in political arenas. Therefore, the social
studies should have as one of its guiding
principles the study of the qualities
needed for different leadership posi-
tions. The school and the community
should be places in which the outcomes
of those efforts are applied.
In a similar manner, students will
participate as members of informal
groups, as individuals in a family, in
the workplace, in labor organizations,
in business associations, and in social
situations. To prepare students for these
aspects of everyday living, it is impera-
tive that teachers provide students with
opportunities in which they take part in
the skills of cooperative living. In addi-
tion, students will need to act as people
of moral character, good judgment, and
clear conscience. Teachers will have to
teach them to honor themselves, to
form basic beliefs about life that will
be important to social and civic
improvement, to focus on their
strengths, and to understand their
weaknesses as individuals.
Kenworthy believed that those pur-
poses should always be in the forefront
of social studies teachers' thinking and
should be viewed as necessary aspects
in teaching, rather than as aims in com-
petition with content. He tied to the
behavioral aims the numerous attitudi-
nal purposes to be addressed in social
studies classes, ranging from courtesy
and consideration for people of diverse
backgrounds to respect for legal author-
ity when democratically determined.
An attitude on which individuals are
usually in consensus is the need for
respect of people of various religious
persuasions. Kenworthy wrote that it is
imperative for teachers to encourage
understanding and respect for all peo-
ple. He also believed that teachers need
always to be on guard to thwart the idea
that all individuals involved in politics
are inherently corrupt, although he
acknowledged that some dishonest peo-
ple may be in public service. Kenworthy
maintained that the teacher had opportu-
nities for attitudinal influence every day
in the classroom, whether those were
written into the lesson or whether the
teacher was conscious of them. At every
156 JULY/AUGUST 2004 THE SOCIAL STUDIES
opportunity, the aims should be the
focus of the lessons.
Kenworthy identified fostering skills
as a separate goal. He stated that many
skills need to be emphasized in the
social studies, ranging from understand-
ing map symbols to leading a panel. For
their entire life, individuals use maps,
whether flight maps or road maps, maps
from an architect or a geologist, or maps
of a neighborhood or a city. The maps
may be polar projection maps or Merca-
tor projection maps. Teachers need to
familiarize students with the specifics of
maps and give them the time needed to
acquire the skills for understanding and
successfully using maps.
Throughout their lives, people must
think critically and make choices,
whether at the store or in the voting
booth for a local tax levy. They have to
judge the credibility of their sources of
information and make decisions on can-
didates at election time. They must
assess the merits of an issue and decide
whether they agree with the position of
an editorial in the newspaper. They must
take a stand on issues in their social
groups and their professional lives.
Kenworthy believed that all lessons in
the social studies classroom include cer-
tain skills that are either central to the
day's lesson or are an implied outcome,
making skill development an important
part of good social studies teaching.
The final category in social studies
aims is the learning of knowledge. Ken-
worthy believed that the knowledge to
be emphasized ought to be selected on
the basis of the behavior to be affected,
the attitudes to be changed, and the
skills to be developed. For example,
when a teacher plans to spend two days
on the contributions of Franklin D. Roo-
sevelt and the impact of the New Deal,
the teacher's task is to choose from the
accumulation of major points about
Roosevelt and the New Deal and to pre-
sent them to the students. Any number
of points can be made, and hundreds of
sources can be consulted. If the students
have negative views about the New
Deal, the teacher needs to present infor-
mation about why people in large num-
bers supported Roosevelt so that stu-
dents acquire a deeper appreciation of
the effect of the New Deal. If the stu-
dents believe that any political activity
is suspect and that individuals enter pol-
itics only for personal gain, the teacher
needs to point out that Roosevelt was an
aristocrat and yet related easily to the
poor. If the students believe that Roo-
sevelt was universally supported, they
need to learn about the backlash, even
from a number of his most impassioned
supporters, when he attempted to
change the composition of the Supreme
Court. According to Kenworthy, these
points need to be brought out in any dis-
cussion of the New Deal and Roosevelt,
but he believed that the ideas empha-
sized do change or should change with
the makeup of the students in class,
which must be intelligently and
unselfishly recognized by the teacher.
Kenworthy offered many strategies
through which the teacher can affect
behavior, change attitudes, develop
skills, and teach content (Kenworthy
1973, 231-33, 252-58).
Starting a Lesson
Kenworthy noted that teachers, espe-
cially new teachers, often discuss their
concerns about motivation. He found
that acceptable because it indicates that
they are interested in teaching well, yet
worrisome because it suggests that they
believe that a powerful beginning means
that the rest of the lesson will go
smoothly. In their concern to get a les-
son off to a good start, teachers often
turn to a gimmick and then stop the
effort. With purposeful motivation, a
teacher endeavors to inspire students
throughout a lesson.
Students can be motivated to learn
when they are relaxed yet ready to
learn; when they choose or help choose
issues and objectives of a lesson whose
topic interests them; when they can
learn through real-life experiences;
when they are asked to do things within
their capabilities; when they are aware
with their hearts as well as with their
heads; when a new idea is connected to
an old idea; when they have pondered
the implications of their actions and
engaged in an assessment of them;
when their learning leads to a social
consequence related to it; when a con-
cept is made clear through repetition;
when they have a sense of individual or
group success; and when there is an ele-
ment of newness or surprise. In its other
sense, motivation is the means that the
teacher uses to start a lesson.
Starting with MaterialThings
When the teacher's friend brings a
five-Reich mark German stamp from the
1920s surcharged at five thousand Reich
marks to class, the teacher invites several
students to look at the stamp and explain
their observation. To answer questions
about the reasons for the surcharge, the
students do research about the causes and
consequences of inflation.
The teacher and the students assem-
ble a variety of personal and household
items on a table in the classroom. The
items include gold jewelry, silver flat-
ware, copper wiring, steel wool, lead
piping, nickel plating, zinc tubing, and
aluminum siding. They place the items
on a table and discuss them, focusing on
their uses and origins. Then they place
each item at the base of the chalkboard
and string colored yarn from each object
to the places on a map where the raw
material is found.
Starting with ProvocativeStatements
or Questions
At the start of the lesson, the teacher
announces that Franklin D. Roosevelt
was one of the most loved as well as
most despised figures in U.S. history.
For the remainder of the period, the
teacher and the students examine why
that assertion is true. On another day,
the teacher begins with the statement,
"Imperialism is dead, but it hasn't been
buried yet:' Then the students respond
to the statement and give examples of its
validity. Teachers can write such state-
ments on the board so that students may
refer back to them throughout the dis-
cussion period.
Opening with Maps and Globes
For a unit on South America, the
teacher can refer the students to a map
and begin the lesson by having them
describe what they see of interest on the
map or by asking where they would like
to live, work, or play and explain why.
Showing the class a polar projection
with Russia and the former Soviet
Union in the center catches most stu-
dents' attention. After the teacher men-
tions that this map might be the kind
used in Russian classrooms for social
studies or history classes, he or she can
lead into a discussion of how students in
Russia view other countries and begin a
lesson on the relationship between a
nation's political life and its geography.
Starting with a Role Play
When starting a lesson about the
Supreme Court, the teacher explains the
plan to serve on the mock court and then
asks the following questions before
assembling the group for a role play:
How many volunteers will be needed?
What are the necessary job qualifica-
tions?
Who nominates the judges?
Who confirms them?
What are the responsibilities of the
justices on the court?
If some students do not participate, the
teacher can ask them why they do not
want to be justices of the Supreme Court
or why they do not believe they are qual-
ified. The teacher can also use the role-
play method to have the students assume
the roles of famous Supreme Court
judges or of great inventors of the past or
present and make presentations about
how they came to invent the reaper, the
telephone, and the cotton gin. They can
explain the impact associated with their
inventions now or in the past. For this
technique to work well, the teacher
should assign students to learn about one
of the inventors in advance of the role-
playing. Throughout the lesson, students
remain in their roles.
Involving Students in Problem Solving
At the start of the period, the teacher
explains the problem. For example, the
teacher announces that the state is in
serious financial trouble, so the students
THE SOCUL STUDIES
are to research ways to improve its eco-
nomic outlook. The important questions
are: What do you do in the short and
long terms? and Why? In another class,
the teacher asks the students to identify
ten people from Greece for a Greek Hall
of Heroes. For the remainder of the peri-
od, the students can do research to sup-
port their choices.
Beginning a Class with a Tape
Recording or Music
A recording of a famous speech or a
stirring piece of music can catch stu-
dents' attention. When studying the Mid-
dle East, the class can listen to Ben-
Gurion's speech when Israel became a
sovereign nation and then discuss the
meaning of his words, their context, and
the eventual conflict that arose. If a stu-
dent in class plays a guitar or some other
instrument for the folk music, the
teacher can arrange for that student to
accompany the class as they sing a folk
song. Should the song be "The Erie
Canal," the teacher continues the class
with a discussion of why the canal was
built, what it cost to construct the canal,
where it was located, and what its impact
was on the American people at the time.
Beginning with a Chalkboard
Presentation
Students arrive in the classroom and
find an equilateral triangle drawn on the
board. The teacher begins class by
telling the class that the triangle sym-
bolizes the social hierarchy of French
society at the beginning of the French
Revolution. The students complete the
chart, with the peasants at the base, the
nobility in the middle, and the king at
the top. Through a series of questions,
the teacher can show how the French
Revolution had the effect of turning the
visual upside-down. As a follow-up, the
class can discuss whether the French
Revolution actually had that effect.
Beginning a Class with Controversial
Statements
Certain statements can serve as
openers to a lively class discussion.
JULY/AUGUST 2004 157
The students receive the statements in
one class and prepare to discuss them in
the following class. Statements such as
the following can spur students to a live-
ly discussion:
The Crusades were the most success-
ful failure in history.
A single bullet has cheated history.
The future of Italy is in the past.
Kenworthy hoped that by describing noteworthy
lessons, he would inspire teachers to make better
lesson plans. He urged teachers to adapt the
ideas of others to fit their own situations.
The League of Nations was not a fail-
ure of machinery but of men.
Those who use the tactics of the
enemy become the enemy themselves.
Franklin Roosevelt salvaged capital-
ism rather than destroying it.
There is no Asia.
Latin Americans are prisoners of their
geography.
Kenworthy also reminds his readers
that not all lessons need a powerful
beginning. His aim is to motivate teach-
ers to tum an ordinary lesson into an
interesting one.
Extending the Learning
Over the course of his long career,
Kenworthy taught thousands of lessons
in secondary schools, supervised hun-
dreds of lessons taught by inexperi-
enced teachers, and participated in
lessons taught by veteran teachers. He
judged several lessons to be particularly
interesting and the type that would be
appreciated by students. He recognized
that one cannot reproduce exactly the
lesson of another teacher but can adapt
ideas from the lessons to fit the situa-
tion and teaching preferences. Kenwor-
thy hoped that describing noteworthy
lessons such as the following would
inspire teachers to make better lesson
plans.
158 JULY/AUGUST 2004 THE SOCIAL STUDIES
The Northwest Ordinance (Eighth-
Grade U.S. History Class)
For students reading about the Ordi-
nances of 1784 and 1785 and the North-
west Ordinance of 1787, it is difficult to
understand the terms because the North-
west of today is not the Northwest of
old and because space relationships are
the same. The teacher in this report
began the lesson by putting construction
paper over the area of the Northwest of
old on a U.S. map. The paper corre-
sponded to the map that the teacher was
using. The action immediately caught
the students' attention, and they saw the
area affected by the ordinance. As the
lesson continued, boundaries were
added to the paper to show the states
that had once been territories.
Propaganda(Ninth-Grade Civics Class)
Halfway through a lesson, the
teacher asked the students if any state-
ments made in the past twenty minutes
were examples of propaganda. The stu-
dents looked at one another for a
moment, then began to consider the
possibility. The teacher waited until the
students mentioned the uses of propa-
ganda. Instead of lecturing about the
topic, the teacher gave the students the
opportunity to do some careful thinking
about the practices of deception that
were being discussed.
Installment Buying (Twelfth-Grade
Economics Class)
A group of students not especially
interested in social studies came to a bet-
ter appreciation of the subject one day
when a young teacher entered the room
carrying a large box. The teacher
explained that he had a compact disc
player in it, which he would be willing to
sell to anyone who had enough money.
Several students said that they wanted to
buy the player but did not have the cash
for it. The teacher then took on the role of
a salesperson. explaining that a student
could get the player for a small amount
down and a dollar a week. Several stu-
dents were interested, and the teacher
asked one to come to the front where the
teacher tried to get her to agree to a con-
tract. Before long, the other students
were telling her not to be swayed by his
manner. After the role playing, the
teacher discussed the positive side of
installment buying and then the negative
side, listing the advantages and disadvan-
tages on the board.
The Life of Napoleon (Tenth-Grade
World History Class)
When an interested group of students
was about to study the triumphs and
tragedies of Napoleon and his influence
on world affairs, the teacher gave out
copies of two statements about
Napoleon. One glorified him to the end;
the other vilified him as one of the crim-
inals of history. For the next several
days, the students' task was to collect
information supporting each statement.
The students spent some of their time in
the library and some working in class.
In a formal discussion on the last day,
the students presented their research in
support of the two statements, citing
sources for their opinion. The students
had gained knowledge in the context of
critical thinking.
Discoveringthe Mediterranean
Countries (Seventh-Grade World
Geography Class)
After three days of reading about
Mediterranean countries, a teacher
came to class with a set of thirty pic-
tures with the captions removed. Once
the students received the pictures, they
discussed the pictures and the country.
Most of the students were convinced
that the photographs were scenes from
Spain, but there were several pictures
that a few students thought could have
come from that part of the Mediter-
ranean. The assignment for the following
day was to determine whether any of the
pictures could be photographs of Spain.
The Accomplishments of John E
Kennedy (Eleventh-Grade U.S. History
Class)
Before class, the teacher drew a stone
monument on the board with John F.
Kennedy's name and dates of birth and
death. The arriving students wondered
about the marker. Their teacher
explained to them that Thomas Jeffer-
son's stone included the inscription,
"Here was buried Thomas Jefferson,
author of the Declaration of Indepen-
dence, of the Statute of Virginia for
Religious Freedom, and Father of the
University of Virginia," an inscription
that Jefferson directed be placed on his
stone. The teacher then asked the stu-
dents to decide three accomplishments
that might be placed on Kennedy's
marker. After a spirited debate, the stu-
dents reached little consensus on the
accomplishments that best reflect his
place in history.
The Versailles Treaty (Eleventh-Grade
U.S. History Class)
Students conducted research on a
head of state who attended the Versailles
Conference after World War I, gathering
information about the person, his phi-
losophy, and his impact on the outcome
of the meeting. At the start of the class,
four students were selected for the roles
of Orlando, Lloyd George, Clemenceau,
and Wilson. Others were chosen to be
journalists to question the individuals
about their views. The question-and-
answer session lasted through the peri-
od, and on the following day, the stu-
dents participated in an open discussion
and review.
The United Nations (Seventh-Grade
World History Class)
To teach about the organization of the
United Nations and its administrative
agencies, a teacher set up a display with
circles of different colors denoting the
major divisions of the United Nations
and rectangles denoting the other agen-
cies. Over a few days, the circles and
rectangles were added to the display as
study focused on the major divisions
and agencies. By the end of the week,
all UN divisions and agencies received
attention, and the class could discuss the
function of the United Nations.
Health in the United States (Eighth- or
Eleventh-Grade U.S. History Class)
The teacher began the lesson with a
bar graph to show life expectancy in the
United States in 1800 (age forty-five),
in 1850 (age thirty-nine), in 1900 (age
forty-seven), in 1970 (age seventy), and
in 2002 (age seventy-eight). Next, the
teacher asked the students to explain
why the change in life expectancy was
occurring, and they spent the next sev-
eral days answering the question.
ClassroomArchaeology (Ninth-Grade
Ancient History Class)
The teacher gave students a handout
about archaeologists finding artifacts on
an expedition to an area of the country
where it was assumed people lived cen-
turies ago. Among the artifacts were the
bones and tusks of an elephant, hand-
sculptured stone figurines, pieces of
earthenware, ashes and charcoal, stone
arrowheads, seeds of grain, fragments
of flint, a person's skeleton, and stone
implements and instruments, a flint axe,
and the skeletons of a dog and a cat. The
teacher told the students to work alone
for part of the period, organizing the
artifacts into strata as they thought they
would have been found in an excavation
of the area. When they finished, the stu-
dents explained how they organized the
items according to geologic time. From
the questions raised, the students con-
ducted research to explain the location
of the artifacts.
JapaneseDesign and Decoration
(Tenth-Grade World History Class)
While reading about Japan, the
teacher invited the Japanese spouse of
an American serviceman to show the
THE SOCIAL STUDIES
students the uses of flowers in Japanese
design and decoration. Although she was
not fluent in English, she was able to
gesture effectively to communicate with
the class. The children had their first les-
son in the culture of another people.
Poverty in the United States (Tivelfth-
Grade ContemporaryIssues Class)
Several students in an advanced place-
ment class on problems in American
democracy developed a television docu-
mentary for their class, along with
charts, graphs, maps, and other visuals to
show the points they wanted to make
about an American problem. One student
in the group was assigned to each seg-
ment of the program, which included the
following topics: What is meant by
poverty? Why should we be concerned
about poverty in the United States?
Where are the concentrations of poverty?
Appalachia, a case in point, and an intro-
duction to poverty programs were also
addressed. For information, the students
used books and articles from newspapers
and magazines. At the end of the docu-
mentary, the class discussed the problem
of poverty and its solutions.
Music in American History (Eighth-
Grade U.S. History Class)
Late in the school year, when stu-
dents are restless as the days of summer
vacation near, a teacher was starting a
review of course content and decided to
review the significant periods of Ameri-
can history through the use of music.
With the help of students, he planned a
four-day program of entertainment and
education. They assembled sheet music
and recordings. Several students and
parents were invited to perform.
Beginning with the early colonial
piece "Old One Hundred," the students
sang, listened to recordings, and
watched their fellow students and
guests play and sing songs about the
railroads and the sea. They sang Negro
religious songs, work songs, and the
Depression song "Brother, Can You
Spare A Dime?" The teacher asked the
students to identify ways in which the
songs helped them better appreciate
JULY/AUGUST 2004 159
history. The program helped maintain
the students' involvement, made them
take a second look at their heritage,
and demonstrated the parallels between
music and history.
Products ofAfrica (Ninth-Grade World
Geography Class)
Because the teacher thought that
Africa was only a vague idea to stu-
dents with learning disabilities, he
planned to make the products of that
continent real. He brought to school a
chocolate bar, a bar of soap, a lemon,
an orange, a gold ring, a piece of cop-
per, a sheet of aluminum, and a photo-
graph of a nuclear bomb. As he
removed each item, he talked to the
students about the farming of cacao,
palm oil, and citrus fruits and the min-
ing of copper, bauxite, and uranium.
He then placed the items on an outline
map of Africa made of tagboard and
placed it in one corner of the room.
The students' research assignment was
to discover what other products were
farmed, mined, or produced in Africa
and to find visuals to put on the map by
the end of the week.
The United States as a New Nation
(Twelfth-Grade World Cultures Class)
For several weeks, the students had
been focusing on the nation-states that
emerged after World War H. They had
made a list of obstacles to early state-
hood as a start to individual and group
study of several countries. To establish
that the United States also had problems
of a similar nature when it became an
independent nation, the students were to
In the article about examples of architecture as illustrations of civic virtue (TSS
May/June 2004, pages 107-14), the correct w ord to'describe the architectural detail
in figure' 8, page 11l is dentils.'That'correct term should also be inserted in line 10,
column 3 of'page 110.
The editor regrets the lapse.'
160 JULY/AUGUST 2004 THE SOCIAL STUDIES
determine the number and kinds of
problems faced by the first administra-
tion when it came into power in 1789.
When the study was finished, the stu-
dents had identified the absence of a sys-
tem of political parties, the lack of a
common language, the friction between
France and England in which the United
States remained involved, the inability of
many people to read or write, transporta-
tion and communication problems, the
Alien and Sedition Acts, the Whiskey
Rebellion, and the selection of a military
officer to lead the new nation.
As a result of their research, Ameri-
can independence took on a new impor-
tance to the students, and they had a bet-
ter appreciation of the problems of
emerging nations.
World Religions (Tenth-Grade World
History Class)
A new teacher of a remedial group
was having concerns about teaching the
similarities and differences between the
major world religions. After consider-
able thought, she decided to make a
large drawing to take to class. She titled
it "The Tree of Western Religions." The
foot of the tree was labeled Judaism
and Greek Philosophies. A heavy
branch near the base was labeled Chris-
tianity. Above it, to one side, she put
another branch labeled Islam. She
could have continued in this manner for
some time, but for this class she kept
the ideas simple. In another world his-
tory class focusing on a study of Asia,
a second teacher sketched a picture of
Asian religions, with trees used to
show the dominant religions of that
part of the Pacific Rim.
ERRATUM
Conclusion
I believe that the ideas presented here
are helpful because they reflect the
behavioral, attitudinal, skill, and knowl-
edge aims of good social studies teaching
in any time period, whether Kenworthy's
time or the present day. As Kenworthy
put it, if the major purpose of social stud-
ies teaching is to encourage social and
civic participation, then the focus in
teaching should be on behavioral aims.
Those aims should dominate the thinking
of social studies teachers and should be a
critical part of teaching.
Many attitudinal goals also need to be
considered in social studies classes. The
broad aim of developing skills overlaps
with behavioral and attitudinal purposes.
Every lesson in the social studies reflects
some emphasis on skills, making skill
development critical in good social stud-
ies teaching. The final aims are the
acquisition of knowledge, which should
be selected on the basis of the behavior
to be affected, the attitudes to be
changed, and the skills to be developed.
The ideas and activities presented here
can help teachers achieve those aims.
Key words: ideas for teaching social
studies, Kenworthy's theories, tips for
social studies teachers
REFERENCES
Beardsley, D. A. 1993. An early source of
information on American immigrants. The
ClearingHouse 68 (3): 159-62.
Kenworthy, L. S. 1973. Guide to social stud-
ies teaching in secondary schools. Bel-
mont, CA: Wadsworth.
- 1977. Worldview: The autobiogra-
phy ofa social studies teacherand Quaker.
Richmond, IN: Friends United Press.
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TITLE: Leonard S. Kenworthy: An Early Source of Ideas and

Activities for Teaching Social Studies
SOURCE: Soc Stud 95 no4 Jl/Ag 2004
WN: 0418800640003

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