Appendix


Contents:

Teaching in New Haven: Table of Contents | Yale-New Haven Teachers Institute


Seminars Offered By The Yale-New Haven Teachers Institute, 1978-1991


(Select Seminar title to go to the volume of Curriculum Units written by teachers participating in the Seminar)

1978

Language and Writing
20th Century Afro-American Culture
20th Century American History and Literature
Colonial American History and Material Culture

1979

The Stranger and Modern Fiction: A Portrait in Black and White
Themes in Twentieth Century American Culture
Remarkable City: Industrial New Haven and the Nation, 1800-1900
Language and Writing
Strategies for Teaching Literature
Natural History and Biology

1980

Adolescence and Narrative: Strategies for Teaching Fiction
Art, Artifacts, and Material Culture
Drama
Language and Writing
Man and the Environment
The Present as History
Problem Solving

1981

The City in American Literature and Culture
An Interdisciplinary Approach to British Studies
Human Sexuality and Human Society
Writing Across the Curriculum
The Human Environment: Energy
Computing

1982

Society and the Detective Novel
Autobiography
The Constitution in American History and American Life
An Unstable World: The West in Decline?
Society and Literature in Latin America
The Changing American Family: Historical and Comparative Perspectives
Human Fetal Development

1983

Elements of Architecture
Greek and Roman Mythology
Reading the Twentieth Century Short Story
America in the Sixties: Culture and Counter-Culture
Drama
Cross-Cultural Variation in Children and Families
Medical Imaging

1984

Elements of Architecture, Part II
Greek Civilization
Hispanic Minorities in the United States
The Oral Tradition
American Adolescents in the Public Eye
Geology and the Industrial History of Connecticut

1985

Poetry
American Musical Theater
Twentieth Century American Fiction, Biography, and Autobiography
History as Fiction in Central and South America
Odysseys: Nineteenth- and Twentieth-Century African-American History Through Personal Narrative
Time Machines: Artifacts and Culture
Skeletal Materials-Biomineralization
The Measurement of Adolescents

1986

The Family in Literature
Writings and Re-Writings of the Discovery and Conquest of America
Topics in Western Civilization: Ideals of Community and the Development of Urban Life
The Process of Writing
The Measurement of Adolescents, II
Engineering and Science at Work: Coal Combustion and Nuclear Fission as Sources of Electricity

1987

The Modern Short Story in Latin America
Epic, Romance and the American Dream
Writing About American Culture
The Writing of History: Writing as History
Human Nature, Biology, and Social Structure: A Critical Look at What Science Can Tell Us About Society
Science, Technology, and Society

1988

Courts, Congress and the Constitution
Immigrants and American Identity
Autobiography in America
Writing About American Fiction
Hormones and Reproduction
Aerodynamics: Its Science, Applications, Recent History, and its Impact on Transportation

1989

American Communities, 1880-1980
Poetry
Family Ties in Latin American Fiction
Detective Fiction: Its Use as Literature and History
America as Myth
Crystals in Science and Technology
Electrical Technologies: Light at Night, Microelectronics, Superconductivity?

1990

The Autobiographical Mode in Latin American Literature
Contemporary American Drama: Scripts and Performance
The U.S. National Parks Movement
American Family Portraits
Genetics
What Makes Airplanes Fly? History, Science and Applications of Aerodynamics

1991

Multi-disciplinary Studies in American Regions and Regionalism
The Family in Art and Material Culture
Afro-American Autobiography
Recent American Poetry: Expanding the Canon
Adolescence/Adolescents' Health
Global Environmental Change

to the top of the Appendix


Guidelines for Writing a Curriculum Unit, 1991

The Institute attaches great importance to the process for writing curriculum units, which includes a prospectus and two drafts before submission of a completed unit. These steps for writing a unit provide you the opportunity to develop your ideas with regard to the comments of your seminar leader and other school teachers, who are the main audience for whom you are writing. Because of the importance of the writing process and the care with which the Institute schedule has been designed, it is essential that Fellows meet all deadlines. Units which have not been prepared in accordance with this process cannot be accepted.

The prospectus, each draft and the completed unit should be submitted to your seminar leader by the following dates. Individual assistance with technical questions about the preparation of curriculum units consistent with these Guidelines is available by advance appointment with an Institute Coordinator in the seminar.

Unit Topic and Reading List: due April 9

Each Fellow, in consultation with the seminar leader and other seminar members, refines his or her topic and chooses basic readings for research.

Prospectus: due April 23


A prospectus of two-to-four pages describes what you intend the final unit to contain. This provides your colleagues an overview of your project.

First Draft: due May 28

This is your first draft of the prose statement of the unit's objectives and strategies. The seminar leader provides written comments on this draft.

Second Draft: due July 2

This draft includes a rewriting of the objectives and strategies of your unit, based upon comments of your seminar leader and other teachers, and a first writing of the unit's other elements. The draft is returned with the seminar leader's comments.

Completed Unit: due July 31

This is the third rewriting and refinement of the prose section of the unit and the final version of the entire unit. Fellows should consult Institute instructions for typing, illustration, and use of any copyrighted material.

The Elements of a Curriculum Unit

After reading widely about your chosen topic and participating regularly in your seminar, you should complete a curriculum unit consisting of:

1. objectives-a clear statement of what the unit seeks to achieve;
2. strategies-a unified, coherent teaching plan for those objectives;
3. classroom activities-three or more detailed examples of actual teaching methods or lesson plans;
4. resources-three annotated lists of materials you have reviewed: a bibliography for teachers, a reading list for students, and a list of materials for classroom use. You should explain in the prose section of the unit how these resources relate to your objectives, particularly if a main purpose of your unit is to develop new classroom materials such as sets of slides.

You may present the first three elements in a unified essay or in separate sections. Whatever organization you devise, the discussion of objectives and strategies must be in prose, and must constitute at least two-thirds of your completed unit. Outlines, lists, and worksheets, when included, belong in the section devoted to classroom activities. In selecting examples of classroom activities, you should present methods you have developed, rather than those gleaned from other sources. Considered together, Remember that the main audience for your unit is other teachers. The presentation of work-in-progress in Institute seminars will provide you with responses from one group of teachers-ideas you can use in revising your unit to make it as widely useful as possible.

Use of Copyrighted Materials

If you want to include in your curriculum unit excerpts (i.e., passages exceeding a very few lines) from copyrighted material, you should first obtain permission from the copyright owner. If use of such material is not granted free of charge, you must also obtain advance approval from the Institute for paying any fees. Copyrighted material must be properly credited in a footnote. The Institute cannot accept units which contain copyrighted material for which you have not obtained prior authorization. Because of the delays you may encounter in obtaining permission from copyright owners, you should seek such permission well in advance of completing your unit. We suggest you write for such permissions while preparing your first draft. For further information, please consult the detailed instructions and forms we provide for obtaining copyright permissions.

The Completed Unit

Final units must be submitted by July 31 to your seminar leader, not to the Institute office. The unit must be accompanied by the cover sheet and proposed indexing form. Within two weeks Institute faculty members will review and then forward completed units to the director, indicating whether each Fellow has participated fully in the seminar and the writing process. Your written evaluation and request for any classroom materials you are asking the Institute to order should be submitted to the Institute office by August 15.

Upon successful completion of the seminar and the unit, and after the Institute has received your evaluation, Fellows who are in good standing will be mailed an honorarium of $1000 and may renew their University identification and library cards for the balance of a year. Fellows should not expect these checks to be mailed before August 15. They may also petition for certification of their course of study. Any Fellow who intends to seek for Institute studies to be recognized for credit in a degree program is advised to consult in advance with the dean of the institution where he or she is enrolled.

to the top of the Appendix


Yale-New Haven Teachers Institute Support Awarded 1977-1991

The following foundations, corporations, and agencies supported the Yale New Haven Teachers Institute during its first fourteen years:
Aetna Life and Casualty Foundation 1983-1984
Harlan E. Anderson Foundation 1984-1987
Atlantic-Richfield Foundation 1980-1988
The Bay Foundation 1985-1991
Brown Foundation 1983
Carnegie Corporation of New York 1985-1992
Carolyn Foundation 1980-1990
The College Board 1984-1990
Connecticut Bank & Trust Co. 1981-1987
Connecticut Humanities Council 1978-1982
Council for Advancement and Support of Education 1984
DeWitt Wallace-Reader's Digest Fund 1989-1992
Ford Foundation 1984-1990
Horace W. Goldsmith Foundation 1989-1990
Edward W. Hazen Foundation 1978
William Randolph Hearst Foundations 1990
Howard Hughes Medical Institute 1989-1992
Andrew W. Mellon Foundation 1981-1982
National Endowment for the Humanities 1978-1993
National Science Foundation 1980-1982
New Haven Foundation 1978-1988
New York Times Company Foundation 1984-1986
Anne S. Richardson Fund 1979-1985
Rockefeller Foundation 1982-1987
George W. Seymour Trust 1981
Xerox Foundation 1984-1987

to the top of the Appendix


Local Corporate Contributors


The Allen Group
Ashland Oil, Incorporated
Bank of New Haven
Bic Pen Corporation
Blakeslee, Arpaia, Chapman, Incorporated
Broad Street Communications
Colonial Bank
Connecticut Bank and Trust Company
C. Cowles Community Trust
DeFrank & Sons Corporation
EPD Corporation
Eastern Elevator
Eastern Steel and Metal Company
Eder Brothers Incorporated
Fusco Corporation
Elm City Incorporated
Etherington Industries
First Bank
A.W. Flint Company, Incorporated
G&O Manufacturing Company
Harloc Products Corporation
Harvey Hubbell Foundation
Insurance Management, Incorporated
Jackson Newspapers, Incorporated
Jenson Industries
Kops-Monahan Communication
Marlin Firearms Company
National Pipe Bending Company
New England Corporation
New Haven Terminal, Incorporated
Newton-New Haven Company
Olin Corporation Charitable Trust
Olin Corporation-Winchester Group
Olin Employees Fund of New Haven, Incorporated
Security-Connecticut Life Insurance Company
Seton Name Plate Corporation
John P. Smith Company
Southern Connecticut Gas Company
Southern New England Telephone Company
Stop & Shop Foundation
Storer Cable TV of Conn., Incorporated
TRW Geometric Tool
UMC Electronics Company
U.S. Electrical Motors
Union Trust Company
United Aluminum Corporation
WTNH-TV
Wire Machinery Corporation of America, Incorporated
Wyatt, Incorporated
Yale Co-op

to the top of the Appendix


The Authors


Bill Coden teaches English at Wilbur Cross High School. He has been an Institute Fellow for nine years, an Institute Representative for one year, and an Institute Coordinator for three years (1987-1990).

Bill Derry teaches with Drama and K-5 curricula for New Haven's Comprehensive Arts Program. He has been for two years an Institute Fellow and the Institute Contact for the Comprehensive Arts Program.

Benjamin A. Gorman teaches Social Studies at Fair Haven Middle School. He has been an Institute Fellow for thirteen years and was an Institute Coordinator for twelve years (1978-1990). He served as the Institute's teacher representative to the College Board Models Program for School-College Collaboration.

Peter Neal Herndon teaches ninth-, tenth-, and twelfth grade History at the Cooperative High School. He has been an Institute Fellow for nine years, an Institute Representative for three years, and an Institute Coordinator for one year (1988-1989).

James Francis Langan teaches Mathematics and Computer Programming to grades nine through twelve at Sound School. He has been an Institute Fellow for eight years, an Institute Coordinator for four years (1980-1981; 1985-1988), and a School Contact for three years.

Jane K. Marshall teaches eleventh- and twelfth-grade English at the Cooperative High School. She has been an Institute Fellow for eleven years and was an Institute Coordinator for five years (1982 1987). In 1990 she prepared a manuscript for a book on Exploring Literature and History Through the Visual Arts based on six curriculum units she developed through the Institute.

Norine Polio is a Curriculum/Staff Developer at Betsy Ross Arts Magnet School. She was an Institute Fellow for five years, an Institute Representative for one year, and an Institute Coordinator for two years (1984-1986). While on a sabbatical from teaching, she coordinated arrangements for the 1986 Institute conference on "Strengthening Teaching through Collaboration."

Hermine Smikle teaches Mathematics at Roberto Clemente Middle School. She has been an Institute Fellow for three years and was an Institute Representative for one year.

Phyllis Taylor taught English at Sound School and was an Institute Fellow for four years, until her death in 1985.

Lois Van Wagner is a Science teacher at East Rock School. She has been an Institute Fellow for three years, an Institute Representative for three years, and a Coordinator for one year (1991).

James R. Vivian has been Director of the Yale-New Haven Teachers Institute since its inception in 1977.

Thomas R. Whitaker is Frederick W. Hilles Professor of English, Professor of Theater Studies, and a member of the University Advisory Council on the Teachers Institute. He has led nine Institute seminars: "Language and Writing" (1979), "Drama" (1980 and 1983), "American Musical Theater" (1985), "The Process of Writing" (1986), "Writing About American Culture" (1987), "Writing About American Fiction" (1988), "Contemporary American Drama: Scripts and Performance" (1990), and "Recent American Poetry: Expanding the Canon" (1991).

Anthony B. Wight teaches Mathematics, Physics, and General Science at High School in the Community. He has been an Institute Fellow for two years and was an Institute Representative for one year.

Karen Wolff teaches History at High School in the Community. She has been an Institute Fellow for five years and was a Coordinator for four years (1980-1984).

to the top of the Appendix


© 1997 by the Yale-New Haven Teachers Institute

© 2014 by the Yale-New Haven Teachers Institute
Terms of Use Contact YNHTI