Lesson plans for in-service training class leaders in fifth grade United States history

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LESSON PLANS FOR IN-SERVICE TRAINING CLASS LEADERS IN FIFTH GRADE UNITED STATES HISTORY

A P ro je c t P re se n te d to The F a c u l t y o f t h e S c h o o l o f E d u c a t i o n The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a

In P a r tia l F u lfillm e n t o f t h e R e q u ire m e n ts f o r th e D egree M a ste r o f S c ie n c e i n E d u c a tio n

by H e l e n R uby M e l r o s e J u n e 19 ^ 0

UMI Number: EP45964

All rights rese rv ed INFORMATION TO ALL U SE R S T h e quality of this reproduction is d e p e n d e n t upon th e quality of th e copy subm itted. In th e unlikely e v e n t th a t th e a u th o r did not se n d a co m p lete m anuscript and th e re a re m issing p a g e s, th e s e will b e noted. Also, if m aterial had to b e rem oved, a no te will indicate th e deletion.

Dissertation Publishing

UMI E P 45964 P ublished by P ro Q u e st LLC (2014). C opyright in th e D issertation held by th e Author. M icroform Edition © P ro Q u e st LLC. All rights rese rv e d . This work is protected a g a in st unauthorized copying u n d e r Title 17, United S ta te s C o d e

P ro Q u e st LLC. 789 E a s t E isen h o w er Parkw ay P.O . Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1 3 4 6

iBi

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P v^

T h is p r o je c t r e p o rt, w r itte n u n der the direction o f the candidate’s a d v ise r a n d a p p r o v e d by h im , has been p rese n te d to a n d a c c e p te d by the F a c u lty of the S c h o o l of E d u c a tio n in p a r tia l fu lfillm e n t of the requirem ents f o r the d eg ree of M a s te r of Science in E du cation .

Date.

A d viser

D ean

TABLE OF CONTENTS CHAPTER I.

PAGE

THE PROBLEM AND DEFINITIONS The p ro b le m .

IV .

1

S t a t e m e n t o f t h e p r o b l e m ...................................

1

Im p o rta n c e of t h e stu d y

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1

D e f in itio n s of te rm s used

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2

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2

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3

REVIEW OF THE L I T E R A T U R E ...............................................

6

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8

S o c ia l s tu d ie s

III.

1

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In -se rv ic e tra in in g

II .

OF TERMSUSED . .

THE IN-SERVICE TRAINING CLASS

LESSON PLANS FOR FIFTH GRADEIN-SERV ICE TRAINING CLASSES IN UNITEDSTATES HISTORY .

10

L esson P la n I P a r t A

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L esson P la n I P a r t B

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L esson P la n

II P art A

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L esso n P la n

I I P art B

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L esson P la n I I I P a r t A

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L esson P la n I I I P a r t B

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L esson P la n

IV P a r t A....... ..............................................

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L esson P la n

IV P a r t B

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L esson P la n V P a r ts

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Aa n d B ......................................

L esson P la n

VT P a r t A .

L esson P la n

VI P a r t B

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iii CHAPTER

V.

PAGE Lesson Plan

VII P a rts

A and B

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Lesson Plan

VIII Part

A

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Lesson Plan

V III Part

B

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SUMMARY AND FURTHER STUDIES

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73

Summary

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Further s tu d ie s BIBLIOGRAPHY APPENDIX

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73 74 76 78

CHAPTER I THE PROBLEM AND DEFINITIONS OF TERMS USED D u rin g r e c e n t y e a r s t h e t e a c h e r s o f t h e Los A n g e le s G ity S c h o o l D i s t r i c t h av e h a d t h e o p p o r t u n i t y o f im p ro v in g th e m se lv e s p r o f e s s i o n a l l y by a tt e n d i n g i n - s e r v i c e t r a i n i n g c l a s s e s s p o n s o r e d by t h e Los A n g e le s C i t y S c h o o l S y stem o r t a k i n g u n i v e r s i t y w ork. re c o g n itio n of t h i s s y ste m h a s g r a n te d

As a n a d d e d i n c e n t i v e , a n d f o r

e f f o r t on t h e p a r t o f t h e t e a c h e r s , t h e sa la ry in c re a se s fo r p a rtic ip a tio n

in th e

above m e n tio n e d a c t i v i t i e s . T he i n - s e r v i c e c o u r s e s a r e c o n d u c t e d b y c e r t a i n te a c h e rs of th e and r e l a t e d

s c h o o l s y s te m on v a r i o u s p h a s e s o f e d u c a t i o n

su b je c ts. I .

THE PROBLEM

S ta te m e n t o f t h e p ro b le m .

The p u r p o s e o f t h i s p a p e r

was t o d e v e lo p a s e r i e s o f e i g h t l e s s o n p l a n s f o r a c l a s s l e a d e r t o a i d h im i n p r e s e n t i n g a n i n - s e r v i c e t r a i n i n g c l a s s o f t h e w o rk sh o p t y p e i n t e a c h i n g U n ite d S t a t e s H i s t o r y f o r fifth

grade te a c h e r s . Im p o rta n c e o f th e s t u d y .

The g r e a t i n f l u e n c e o f e l e ­

m e n ta ry s c h o o lin g on th e l i v e s and a c h ie v e m e n ts o f c i t i z e n s is

s e l f e v id e n t and h a s lo n g b e en r e c o g n iz e d .

In o rd er to

p r o v id e a sound b a c k g ro u n d f o r f u t u r e l e a d e r s o f s o c i e t y , it

i s t h e r e f o r e n e c e s s a r y t h a t e v e r y e f f o r t b e m ade t o g i v e

th em t h e

b e s t e le m e n ta ry e d u c a tio n p o s s i b l e .

A p rim e r e q u i s i t e

o f good e d u c a tio n i s good t e a c h e r s

and t e a c h i n g m e th o d s.

The i n - s e r v i c e t r a i n i n g p r o g r a m s a r e

a v ita l p a rt in th is ,

s i n c e t h e k n o w led g e an d p r o c e d u r e s o f

t h e e x p e r t s who a c t a s i n - s e r v i c e c l a s s l e a d e r s a r e p r e s e n t e d to a l l .

T h is p r o j e c t w i l l a id f u t u r e le a d e r s i n t h e i r p r e ­

p a ra tio n fo r p re se n tin g th e c la s s .

I t m ay a l s o

en co u rag e

in e x p e rie n c e d p e o p le t o a c c e p t th e p o s i t i o n o f l e a d e r , th u s b r i n g i n g o u t many l a t e n t t a l e n t s II.

fo r le a d e rsh ip .

DEFINITIONS OF TERMS USED

In - se rv ic e tr a in in g .

T eacher e d u c a tio n in - s e r v ic e

t r a i n i n g , a c c o r d i n g t o G ood^ m e a n s Ha c t i v i t i e s

on t h e p a r t

o f e m p lo y e d t e a c h e r s t h a t c o n t r i b u t e t o t h e i r p r o f e s s i o n a l g ro w th and q u a l i f i c a t i o n s . ”

In -s e rv ic e tra in in g p ro je c ts

a r e a c t u a l l y e d u c a tio n a l w o rk sh o p s.

Good^ d e f i n i e s a

t e a c h e r e d u c a t i o n w ork sh o p a s : "An a r r a n g e m e n t u n d e r w h i c h s p e c i a l f a c i l i t i e s , i n ­ c l u d i n g p e r s o n n e l f o r g ro u p and i n d i v i d u a l c o n f e r e n c e s ,

■^Carter Good, D iction ary o f E ducation. McGraw H ill Company, I n c ., 1 9 4 5 ) , p. 409. 2I b i d . , p . 4 5 3 .

(New York:

a r e p ro v id e d by an e d u c a tio n a l i n s t i t u t i o n f o r i n d i v i ­ d u a liz e d o r sm a ll g ro u p s tu d y o f e d u c a t i o n a l p ro b le m s th a t a re o f s p e c ia l i n t e r e s t to advanced s tu d e n ts of e d u c a tio n o r t o t e a c h e r s i n s e r v i c e . . ." B arr^ s t a t e s : " A l t h o u g h w o r k s h o p s m ea n d i f f e r e n t t h i n g s t o d i f f e r ­ e n t p e o p l e , t h e te rm s seem s t o im p ly a n a s s e m b la g e o f p e r s o n s w o rk in g w ith e x p e r t a s s i s t a n c e c o n c u r r e n t l y and c o o p e r a t i v e l y o n common n e e d s . " T h e re fo re , an in - s e rv ic e

tra in in g c la ss is

an assem ­

b l a g e o f a g r o u p o f p e o p l e h a v i n g common p r o b l e m s o r n e e d s w h ic h w i l l a t t e m p t t o b e s o lv e d u n d e r t h e

g u id a n c e o f a l e a d ­

e r and th r o u g h th e m eans o f g ro u p c o n f e r e n c e s , m a tio n , p a r t i c i p a t i n g

sh a rin g in f o r ­

i n d i s c u s s i o n s , a n d a c t u a l l y w o rk in g on

s p e c i f i c p ro b le m s. S o c ia l s tu d ie s .

Good2*’ d e f i n e s t h e

so c ia l

stu d ie s as:

"T hose p o r t i o n s o f t h e s u b j e c t m a tte r o f t h e s o c i a l s c i e n c e s , p a r t i c u l a r l y h i s t o r y , e c o n o m ic s, p o l i t i c a l s c i e n c e , s o c i o l o g y , an d g e o g ra p h y . . . o f w h ic h b o th t h e s u b j e c t m a t t e r and a im s a r e p r e d o m i n a t e l y s o c i a l . " T he w r i t e r ’ s t e r m f o r t h e e le m e n ta ry sc h o o l i s th e c itiz e n sh ip .

London:

te a c h in g o f g e o g ra p h y , h i s t o r y , and

P erh ap s to f u r th e r

so c ia l stu d ie s ,

s o c ia l s tu d ie s in th e

c la rify

t h is concept of th e

seven p o i n t s can be l i s t e d

th a t are n ecessary

^A. S . B a r r a n d o t h e r s , S u p e r v i s i o n . (New Y o r k a n d D. A p p l e t o n - C e n t u r y C om pany, i n c . , 1 ? 4 7 ) , p . 7 1 1 . A

Good, o £ . c i t . , p .

378.

f o r a program in g e o g ra p h y , h i s t o r y , and c i t i z e n s h i p fu n c tio n

su c c e ss fu lly

to

i n t h e d e v elo p m e n t o f e a c h c h i l d .

T h is i s t h e p o i n t o f v iew o f t h e F i f t h

G ra d e G u i d e f o r T e a c h ­

in g G eography, H i s t o r y , and C i t i z e n s h i p o f t h e Los A n g e le s C i t y S c h o o l D i s t r i c t .-'5

I t g iv e s

c o n sid e ra tio n to

th e im p o r­

ta n c e o f: 1.

U n d e rsta n d in g and a p p ly in g th e d e m o c ra tic i d e a l s a n d p r i n c i p l e s o f o u r way o f l i f e ( D e m o c r a c y )

2.

L e a rn in g a b o u t and r e s p e c t in g o u r s o c i a l h e r i ­ ta g e (S o c ia l H e rita g e )

3.

C o l l e c t i n g , e v a l u a t i n g , and a p p ly i n g f a c t u a l i n f o r m a t i o n i n m ak in g g e n e r a l i z a t i o n s o r s o l v i n g p r o b l e m s ( A c q u i s i t i o n a n d U se o f I n f o r m a t i o n )

4.

D e v e lo p in g t h e a b i l i t y of t h e i n d i v i d u a l t o r e ­ c e i v e a n d c o m m u n i c a te i d e a s ( L a n g u a g e D e v e l o p m e n t )

3.

E s t a b l i s h i n g s ta n d a r d s o f a c h ie v e m e n t t o m eet a l l a b i l i t y l e v e ls (In d iv id u a l D iffe re n c e s)

6.

A ffo rd in g e v ery c h ild o p p o rtu n ity o f a c h ie v in g i n d iv id u a l su c c e s s in th e f i e l d of h i s s p e c i a l i n t e r e s t o r t a l e n t (C re a tiv e A rts )

7.

U n d e r s t a n d i n g t h a t t o b e d i f f e r e n t d o e s n o t m ean t o b e i n f e r i o r ( I m p r o v e m e n t o f Human R e l a t i o n ­ sh ip s)

To f u r t h e r c l a r i f y t h e m e a n i n g o f t h e Adams** c l e a r l y sh o w s t h e d i r e c t i o n

so c ia l stu d ie s,

i n w h ic h th e s o c i a l

^ I n s t r u c t i o n a l G u id e f o r T e a c h i n g G e o g r a p h y , H i s t o r y , and C i t i z e n s h i p i n G rade F i v e , L os A n g e le s C i t y S c h o o l D is ­ t r i c t s , C u rricu lu m D iv is io n , P u b l i c a t io n E C -llS , 1947, p p . 1 -2 . ^ F a y A dam s, E d u c a t i n g A m e r i c a *s C h i l d r e n The R o n a l d P r e s s C om pany, 1 9 4 6 ) , p . 27

(New Y o r k :

5 s t u d i e s sh o u ld be p o i n te d to d a y ; " T h e s o c i a l s t u d i e s p ro g ra m , m u s t b e p o i n t e d m o re d i r e c t l y to w a rd h e lp in g c h ild r e n m eet e f f e c t i v e l y t h e i r own s o c i a l s i t u a t i o n s , t e a c h i n g t h e m t h a t c o o p e r a t i o n a n d w o r k i n g f o r t h e common b e n e f i t o f m a n k i n d a r e t h e b e s t w ays o f a c h i e v i n g p r e s t i g e and s u c c e s s . B e a rin g i n m in d t h e i n t e r e s t s , n e e d s , a n d a b i l i t i e s o f c h i l ­ d re n , t e a c h e r s sh o u ld d is c o v e r t h e i r s o c i a l and eco n ­ om ic p r o b l e m s a n d d e v e l o p t h e b e g i n n i n g s o f c o n c e r n f o r i m p o r t a n t p r o b l e m s f o r t h i s t y p e .' 1

CHAPTER I I REVIEW OF THE LITERATURE A re v ie w o f th e l i t e r a t u r e

o f th e p a s t tw e lv e y e a r s

w as m ade, and no a r t i c l e s w ere fo u n d d e a l i n g d i r e c t l y w ith an i n - s e r v i c e t r a i n i n g

c l a s s o r w orkshop f o r f i f t h

t e a c h e r s on t h e s u b j e c t o f U n ite d S t a t e s H i s t o r y . tw o r e f e r e n c e s o f a s e c o n d a r y n a t u r e t o

g rad e H o w ev er,

th e p ro b le m w ere

found. A w orkshop^ f o r E n g l i s h a n d h i s t o r y t e a c h e r s w as h e l d i n New Y o r k C i t y i n t h e sum m er o f 1 ? 4 3 .

The m e m b e rs

o f t h e c o m m itte e a n a ly z e d t h e m o st w i d e ly u s e d t e x t s o f m odern E u ro p e a n and A m e ric a n h i s t o r y w i t h a v ie w to w a rd s e c u r i n g fro m th em l i s t s a id th e te a c h e r in h is w ere u se d i n a l l .

o f w o rd s a n d p h r a s e s t h a t w o u ld

s u p e rv is e d stu d y w ork.

E ig h t t e x t s

T h e re w as in c lu d e d a s e c t i o n t h a t con­

t a i n e d q u o t a t i o n s o f e p is o d e s and a n e c d o te s t h a t t h e

in v e s­

t i g a t o r s d isc o v e re d in th e co u rse o f t h e i r re s e a rc h . o M. A . C a m p b e ll d i s c u s s e d a w o r k s h o p h e l d w i t h s e c o n ­ d ary te a c h e r s in 1944.

He p o i n t e d o u t t h e n e e d f o r w o r k s h o p

^ S t e i n b e r g s S a m u el, " A id s t o I n t e l l i g e n t R e a d in g o f H i s t o r y T e s t s , " P a r t I o f a summer 1 9 4 3 w o r k s h o p r e p o r t , H i g h P o i n t s ; 2 3 ; 3 1 - 5 D. 4 3 . O

C a m p b e l l , May A. , "A S o c i a l S t u d i e s W o r k s h o p , " T h e S ch o o l S e c o n d a ry E d i t i o n . 3 3 :6 8 -7 2 , S e p te m b e r, 1944.

m e t h o d s a s c a r r i e d o n i n som e s e c t i o n s o f t h e U n i t e d S t a t e s . The m e t h o d u s e d w a s f o r c e r t a i n i n d i v i d u a l s o r g r o u p s t o p re p a re u n its or s e c tio n s of a phase of a h is to r y c o u rse , i.e .,

C h in a , I n d i a ,

e tc .,

and t o h a v e a c e n t r a l c o m m itte e

o r i n d i v i d u a l c o - o r d i n a t e t h e u n i t s t o p r e v e n t a p a tc h w o rk e f f e c t on t h e t o t a l c u r r i c u l u m .

S e c tio n s p ro v in g u n s a t i s ­

f a c t o r y w e re rem oved an d a n o t h e r s u b s t i t u t e d , a fle x ib le

co u rse.

th e te a c h e r to

T h is w orkshop d e a l t m o s tly w i t h p r e p a r i n g

g i v e t h e w o rk sh o p by (1 ) l e c t u r e

t e a c h e r summer s c h o o l s , on t h e f i e l d , film s.

r e s u l t i n g in

(2 ) t a l k s by v i s i t i n g

s e r ie s in

a u th o ritie s

(3 ) d is c u s s io n g ro u p s of te a c h e r s ,

and (4)

The w o r k s h o p c o n t a i n e d d i s p l a y s o f b o o k s , p a m p h l e t s ,

a n d o t h e r t e a c h i n g m a t e r i a l on t h e a r e a s b e i n g s t u d i e d .

It

d id n o t d e a l w ith t e a c h i n g c h i l d r e n , b u t m e re ly ta u g h t te a c h e rs. The L o s A n g e l e s C o u n t y S c h o o l S y s t e m o p e r a t e s so m e ­ w hat d i f f e r e n t l y ,

c o n d u c tin g g e n e r a l w o rk sh o p s c o v e rin g a l l

p h a se s o f e le m e n ta ry te a c h in g and in c lu d e s a l l The w o r k s h o p s a r e h e l d i n th ro u g h o u t t h e and c i t y

c o u n ty .

t h e sum m er i n v a r i o u s l o c a t i o n s

They a r e open t o a l l

te a c h e rs a re in v ite d

le a d in g to

c o u n ty t e a c h e r s ,

i f ro o m i s a v a i l a b l e .

s a l a r y i n c r e a s e s i s n o t g iv e n t o

p a rtic ip a tio n

g rad e l e v e l s .

in t h e c o u n ty c l a s s e s .

C re d it

c ity te a c h e rs fo r

CHAPTER I I I THE IN-SERVICE TRAINING CLASS T h e u l t i m a t e aim. o f i n - s e r v i c e t r a i n i n g c l a s s e s i s f o r t h e g r e a t e r d e v e l o p m e n t o f c h i l d r e n s o t h e y may b eco m e m o r e b e n e f i c i a l m em b ers o f o u r d e m o c r a t i c s o c i e t y .

The

c l a s s e s m eet one h o u r an d f o r t y m in u te s a day f o r e ig h t days and r e q u ir e a p p ro x im a te ly t h ir ty - tw o h o u rs o f o u ts id e p re p a ra tio n . The s c o p e o f t h e c l a s s i s d e te r m in e d b y t h e c i t y s u p e r v i s o r s who h a v e a g e n e r a l m e e t i n g w i t h t i c u l a r group .

F o r e x a m p le , t h e a r t

v a rio u s

th e ir p a r­

s u p e r v i s o r s , t h e m u sic

s u p e r v i s o r s , and th e a c a d e m ic s u p e r v i s o r s m ee t w i t h t h e i r re s p e c tiv e g ro u p s. tra in in g

T hey d e t e r m i n e w h a t a c e r t a i n i n - s e r v i c e

c la s s sh o u ld p r e s e n t .

each group i s

T h e o u t l i n e d e c id e d upon by

s e n t t o th e E le m e n ta ry I n - S e r v ic e T r a in in g

S u p e r v i s o r , who s e n d s c o p i e s o f t h e

in fo rm a tio n to th e r e ­

sp e c tiv e c la s s le a d e rs in th e v a rio u s d i s t r i c t s . th e ta in

T h erefo re

sam e m a t e r i a l w i l l b e c o v e r e d b y a l l l e a d e r s f o r a c e r ­ c la ss . T h is p r o j e c t i s f a s h io n e d fro m t h e re c o m m e n d atio n s o f

t h e L os A n g e l e s S c h o o l S y s t e m a n d i s t o a c t a s a g u i d e f o r p re s e n ta tio n th e

c la s s

o f m eth o d s o f t e a c h i n g f i f t h

te a c h e r.

g rad e h i s t o r y to

T he s u p e r v i s o r s a s k c e r t a i n t e a c h e r s i n t h e i r d i s ­ t r i c t s to p re se n t th e c la s s .

A fte r th e c la s s i s

a g en eral b u lle tin

a ll

is

sent to

a n n o u n cin g th e v a r i o u s c l a s s e s ,

sc h e d u le d ,

th e s c h o o ls in th e

c ity

lo c a tio n , and tim e .

T e a c h e r s may c h o o s e t h e c l a s s e s t h e y d e s i r e t o t a k e . The o n l y s t i p u l a t i o n s m ade a r e t h a t a c l a s s c a n n o t b e r e ­ p e a t e d f o r m o re c r e d i t ,

and e l a s s e s e n r o l l e d i n m ust d i r e c t l y

b e n e f i t t h e t e a c h e r 1s c l a s s r o o m t e a c h i n g .

F o r e x a m p le , a

seco n d g ra d e t e a c h e r c o u ld n o t t a k e a c l a s s i n f i f t h

g rad e

s o c i a l s t u d i e s and r e c e i v e c r e d i t . A t y p i c a l c l a s s w i l l p ro b a b ly h av e p e o p le w ith l i t t l e e x p e rie n c e and th o s e w ith tw e n ty y ears*

e x p e rie n c e .

CHAPTER IV LESSON PLANS FOR FIFTH GRADE IN -SERV ICE TRAINING CLASSES IN UNITED STATES HISTORY T h is c h a p te r i s d e v o te d t o

e ig h t proposed le s s o n

p l a n s f o r a n i n - s e r v i c e t r a i n i n g c l a s s l e a d e r who w i l l t e a c h U n ite d S ta te s H is to r y . se c tio n s:

( 1 ) A im ;

Each p l a n i s d iv id e d i n t o t h r e e

(2) P ro c e d u re ;

and (3 ) M a t e r i a l s .

The

e i g h t m a in p l a n s a r e d i v i d e d i n t o p a r t s A a n d B, e a c h b e i n g used f o r a f i f t y

m in u te i n s t r u c t i o n a l p e r i o d .

th a t th e p la n s a re f le x ib le t h e l e a d e r so d e s i r e s .

It

i s hoped

e n o u g h t o b e i n t e r c h a n g e d w hen

L esson P la n I P art A A im : 1.

To a c q u a i n t m em b ers o f t h e c l a s s w i t h e a c h o t h e r .

2.

To know t h e b a c k g r o u n d o f t h e

3.

To p e r m i t m e m b e rs t o

4.

To p l a n a c t i v i t i e s t o a c h i e v e t h e s e g o a l s .

c l a s s m em bers.

s e t th e g o a ls f o r th e c l a s s .

P ro ced u re: 1.

B e fo re c l a s s b e g in s th e le a d e r w i l l p r e p a r e c o ff e e a n d s e t up a c o f f e e t a b l e w i t h p a p e r n a p k i n s , cups, sa u c e rs, c o o k ie s.

2.

s p o o n s , c ream and s u g a r , and

(S ee " m a t e r i a l s " f o r a m o u n ts .)

As e a c h t e a c h e r e n t e r s , on w h ic h h e w i l l

g i v e h i m a 2* b y 3 " t a g

l e t t e r h i s nam e, g r a d e , and

sc h o o l. 3.

As t h e t e a c h e r s e n t e r , t h e l e a d e r w i l l i n v i t e t o h a v e some c o f f e e t o

th e m

" g e t t h e m s e l v e s p i c k e d u p rl

f o r th e a fte rn o o n ’s se ssio n . 4.

C a l l t h e g r o u p t o g e t h e r a b o u t 3 : 4 5 a n d t e l l th e m to b rin g t h e i r c o ffe e to

5.

th e ir

se a ts.

The l e a d e r w i l l t h e n p a s s o u t 3 ” b y and a s k f o r t h e f o llo w in g in f o r m a tio n : Name A ddress

in d e x c a rd s

T e le p h o n e num ber G r a d e t e a c h i n g now School Y ears o f e x p e rie n c e H o b b ie s In te re sts The l e a d e r w i l l t h e n r e a d t h e I n - S e r v i c e B u l l e t i n s u p p l i e d h im b y t h e

e le m e n ta ry i n - s e r v i c e

se c tio n .

(S ee a p p e n d i x .) A s u g g e s t i o n w i l l b e m ade b y t h e l e a d e r t h a t t h e c l a s s d iv id e th e m se lv e s i n to a b o u t f i v e p e o p le e a c h .

’’b u z z " g r o u p s o f

Each g ro u p w i l l e l e c t

a c h airm a n and d i s c u s s w hat p ro b le m s th e y a r e h a v in g i n t h e i r ro o m s a n d w h a t t h e y d e s i r e m o st from th e c l a s s .

They w i l l a l s o l i s t w ays o f

a c h ie v in g th e se g o a ls . t h e c o m m itte e s*

The c h a i r m e n w i l l r e p o r t

fin d in g s to th e g ro u p .

The l e a d e r

w i l l c i r c u l a t e a ro u n d t h e g ro u p s an d h e lp th em a s m uch a s h e c a n . A fte r f i f t e e n m in u te s, th e g ro u p s w i l l be c a lle d t o g e t h e r by th e l e a d e r . T he c h a i r m e n w i l l r e p o r t t o t h e th e c la s s le a d e r w ill l i s t

e n t i r e gro u p and

t h e p ro b le m s and w ays

o f s o l v i n g t h e s e p ro b le m s on t h e b l a c k b o a r d . g ro u p w i l l th e n d i s c u s s t h e l i s t

The

a n d e a c h m em ber

c a n s e l e c t o n e o r m o re a c t i v i t i e s t o w o r k on t o sh a re w ith th e g ro u p .

13 10.

T he f o l l o w i n g i s a l i s t

o f some p o s s i b l e p r o ­

b le m s , ways o f s o l v i n g t h e s e p r o b le m s , an d .p o s s ib le a ssig n m en ts f o r th e g ro u p . a . ' How t o

in itia te

S o lu tio n :

a u n it

In itia te

u n its in v a rio u s

ways i n c l a s s a ssig n m e n t: b.

No o u t s i d e a s s i g n m e n t

How t o t e a c h a m u l t i - t e x t l e s s o n i n s o c i a l stu d ie s S o lu tio n :

C la s s can engage i n a d is c u s s io n of th e p a r ts o f a m u lti- te x t le s s o n and a c t u a l l y p a r t i c i p a t e i n one i n

A ssig n m e n t:

c la ss

B rin g in a m u l t i - t e x t le s s o n p la n f o r d e m o n stra tio n and d isc u ssio n

c.

How d o we g e t i n f o r m a t i o n t o t h e

slo w r e a d i n g

g ro u p w hen a l l t h e b o o k s a r e t o o d i f f i c u l t f o r th em t o r e a d S o lu tio n :

W r i t e s t o r i e s on v a r i o u s p h a s e s o f t h e s t u d y f o r t h e lo w r e a d i n g g r o u p a n d m ake a p i c t u r e f i l e

A ssig n m e n t:

M em bers w i l l c h o o s e t h e a r e a s o f s t u d y t h e y w o u ld l i k e t o

w r ite upon and share them w ith the group The areas fo r study could he c lo th in g , food , animal p r o te c tio n , homes, Indian r e la t io n s , tr a n sp o r ta tio n , amusements, l i f e on the t r a i l , and occu p ation s. These a rea s could be w r it­ te n on the la r g e phases o f C olon ial l i f e , s e t t l in g Boone sborough., s e t t l in g th e Ohio Country, on the Oregon T r a il, or on the Santa Fe T r a il. In d iv id u a l s to r e s may be used or th e s t o r ie s may be p laced on la rg e 3 6 " by 108" butcher paper ch arts i f th e person so d e s ir e s . Members w i l l c o l l e c t p ic tu r e s and make a f i l e box on th e u n it o f work The p ic tu r e s may be cla sse d under the headings o f food ,

c lo th in g , anim als, p ro te c­ t i o n , homes, Indian r e la ­ t i o n s , tr a n sp o r ta tio n , amusements, l i f e on the t r a i l , occu p ation s, fu r n i­ tu r e , u t e n s i l s , s u p p lie s , and land F ile boxes may be made of apple f i e l d b oxes, card­ board boxes covered w ith butcher paper, large en­ v e lo p e s , or 24" x 3 6 »» bogus fo ld e r s U n its may be prepared on any o f th e fo llo w in g major phases o f study:

C olon ial

l i f e , s e t t l in g Boonesbor­ ough, s e t t l i n g the Ohio Country, on th e Oregon T r a il, or on th e Santa Fe T r a il The lea d er may req u est the c la s s members to bring in t h e ir e n tir e f i l e s fo r checking or he may ask

to

see o n ly a s e c tio n

C l a s s m e m b e rs may b e asked to l i s t

v a rio u s

s o u r c e s from w h ic h th e y secu red t h e i r

f i l e m a te r­

ia ls I n w h at ways c a n t h e

c h ild re n u se th e

in fo r­

m a tio n th e y g e t d u r in g th e r e s e a r c h p e r io d S o lu tio n :

D isc u ss a c t i v i t i e s

th e c h i l ­

d re n can p a r t i c i p a t e

in d u rin g

a stu d y o f U n ited S t a t e s h isto ry A ssig n m e n t:

B rin g i n t o

c la s s

panel p ic tu re s, p ic tu re s,

in d iv id u a l

c la s s books,

w ork, a r t i c l e s by th e

sa m p le s o f

c la y

c o n stru c te d

c l a s s , and an y o th e r

a r t i c l e s sh o w in g t h e

c h il­

d r e n ’ s w ork I n w h at ways c a n a u n i t b e c u lm in a te d S o lu tio n :

D i s c u s s v a r i o u s w a y s m e m b e rs o f th e c l a s s c u lm in a te u n i t s

A ssig n m e n t:

No o u t s i d e w o r k

W hat a r e t h e v a r i o u s a u d i o - v i s u a l m a t e r i a l s a v a ila b le

f o r a stu d y o f U n ite d S ta te s h i s t o r y

17 a n d how may t h e y b e u s e d S o lu tio n :

A sk t h e g ro u p t o l i s t

th e

a u d io -v isu a l m a te ria ls th ey w o u ld l i k e t o p r e v i e w . th e

Take

g r o u p t o t h e S e n t o u s Cen­

t e r S ta g e to riu m f o r a p re v ie w of th e s e m a te ria ls A ssig n m e n t:

B rin g i n to c l a s s a l i s t

of

th e a u d io -v isu a l m a te ria ls th ey w ant to g.

p re v ie w

S e ttin g an a n n o ta te d paged b ib lio g ra p h y of c h ild re n fs books f o r th e te a e h e r S o lu tio n :

Page and a n n o t a t e th e b a s i c t e x t s and su p p le m e n ta ry t e x t s

A ssig n m e n t:

E a c h m em ber w i l l b e r e s p o n ­ s i b l e f o r p a g in g and a n n o ta ­ tin g c e rta in

books.

The i n ­

f o r m a tio n w i l l b e c o m p iled and d i s t r i b u t e d t o

each

m em ber h.

K ev iew in g t h e c h i l d r e n s S o lu tio n :

lite ra tu re

C h i l d r e n 1s b o o k s m ay b e s u g ­ g e s te d by th e le a d e r f o r re a d in g and o r a l re v ie w in g f o r th e c la ss

18 A ssig n m e n t:

E ac h m em ber w i l l b e r e s p o n ­ s i b l e f o r th e re v ie w in g of tw o b o o k s

i.

How s h o u l d a s e m e s t e r 1 s p r o g r a m b e p l a n n e d S o lu tio n :

P la n a s e m e s te r* s pro g ram

A ssig n m e n t:

E a c h m em ber w i l l p l a n a s e m e s te r* s program and t h e c la s s w ill d is c u s s th e v a r­ io u s p la n s

M a te ria ls: S te p 1 1 p a c k a g e 20 o r m o re c o o k i e s 1 pound o f c o ff e e 1 /2 p i n t cream 1 box cubed su g a r 20 c u p s o f w a t e r 1 hot p la te 1 co ffee pot 20 c u p s 20 s p o o n s 1 la rg e

d in n e r p l a t e

1 p a c k a g e o f 10 0 p a p e r n a p k i n s S te p

2 20 2 ” x 3 H m a n i l a a r t p a p e r name t a g s

1?

St.sp „5 2 j> V % b y 5 ” s t a n d a r d i n d e x c a r d s S te p 6 In -S e rv ic e T ra in in g B u lle tin .§ t S

E

- 2

G h alk an d b l a c k b o a r d S t e p 10 P art 7 A k e r, V anza N i e l s e n . te rd a y .

A m e ric a Today a n d Y es­

S a c r a m e n t o , C a l i f o r n i a S t a t e D e­

p a r t m e n t o f E d u c a t i o n , 193& A lle n , G in a .

On t h e O r e g o n T r a i l .

S a c ra m en to ,

C a l i f o r n i a S t a t e D e p a r t m e n t o f E d u c a t i o n , 194-7 A l l e n , G in a .

P ra irie

C h ild re n .

S a c ra m e n to ,

C a l i f o r n i a D e p artm en t o f E d u c a tio n , A m es, M e r l i n M.

C o u n try .

194-7

S a c ra m e n to ,

C a l i f o r n i a S t a t e D e p artm en t o f E d u c a tio n , 19 47 B a r r o w s , H a r l a n H.

T he A m e r i c a n C o n t i n e n t s .

S a c ra m e n to , C a l i f o r n i a S t a t e D e p artm en t o f E d u c a t i o n , 194-6

B eebv, D a n ie l. la w B r o t h e r s ,

Our C o u n tr y .

C h ic a g o , L a id -

194 2

C avanah, F ra n c e s .

Down t h e S a n t a F e T r a i l .

S a c ra m e n to , C a l i f o r n i a S t a t e D e p artm en t o f E d u c a tio n ,

1947.

C o m fo rt, M ild r e d .

F l a t b o a t s a n d Wagon W h e e l s .

C h i c a g o , B e c k l e y - G a r d y C om pany , 1 9 4 8 D u ffe , M a rc e lle L a v a l. D ays.

S a c ra m e n to , C a l i f o r n i a S t a t e D e p a rt­

m ent o f E d u c a tio n ,

1947

D u ffe , M a rc e lle L a v a l. D ays.

New A m s te r d a m C o l o n i a l

New E n g l a n d C o l o n i a l

S a c ra m en to , C a l i f o r n i a S t a te D e p a rt­

m e n t o f E d u c a t i o n , 1947 D u ffe , M a rc e lle L a v a l.

S o u th e rn C o lo n ia l D ay s.

S a c ra m e n to , C a l i f o r n i a S t a t e D e p artm en t o f E d u c a t i o n , 194 7 Fee, V io le t. C o lle g e ,

W in n i n g t h e W e s t .

L a n s in g , M ic h ig a n , E d u c a tio n a l P r i n t i n g

H ouse, I n c . ,

1939

K e l t y , M ary G. New Y o r k ,

M ic h ig a n S t a t e

The A m e r i c a n C o l o n i e s .

C h ica g o , L ondon, A t l a n t a ,

B o sto n ,

D a lla s,

21 C o lu m b u s , S a n F r a n c i s c o , G i n n a n d C om pany,

1932 M cG u ire, E d n a .

A m e r i c a T h e n a n d Now.

New

Y o r k , The M a c m i l l a n C o m p an y , 1 9 4 6 M eyer, J .

G.

The New W o r ld a n d I t s

G ro w th .

C h i c a g o , F o l l e t t P u b l i s h i n g C om pany, 1 9 4 1 P h illip s ,

Jo se p h in e .

C in c in n a ti,

W agons A w ay.

New Y o r k ,

C h ica g o , B o s to n , A t l a n t a , D a l l a s ,

S a n F r a n c i s c o , A m e r i c a n B ook C om pany, 1 9 4 1 T i l l i n g h a s t , M o rto n L . A m e ric a .

C o lo n ia l L if e in

D a n s v i l l e , N . Y . , F . A. Owen

P u b l i s h i n g C om pany, 1 9 2 3 V an A m b u rg h , D e l l a .

C o lo n ia l L i f e .

K ansas

C ity , M is s o u ri, E d u c a tio n a l P r i n t i n g H ouse, In c .,

1 939

W a r r e n , M a u d e.

L ittle P io n e e rs.

C h ica g o ,

New Y o r k , L o n d o n , R a n d M c N a lly & C om p an y, 1 9 1 6 W ebb, V i c t o r L .

The New W o r l d P a s t a n d P r e s e n t .

C h ic a g o , A t l a n t a , D a l l a s , man a n d C om pany, 1 9 3 8

New Y o r k , S c o t t F o r e s -

22 P art 8 The fo llo w in g books were taken from a l i s t in a b u lle t in prepared by Henny Johnsen a t th e dem onstration sch ool a t UCLA: A lle n , Charles F la te h e r . S co u t,

David C rock ett,

P h ila d e lp h ia and London, J. B. L ip-

p in c o tt C o., 1^11 A lts h e le r , Joseph A. P la in s .

The Hor seman of th e

Hew York, G rosset and Dunlap, 1910

B a ile y , Carolyn Sherwin.

Tops and W h istle s.

Hew York, Viking P r e ss, 1937 Berry, I r ie k .

Homespun.

Hew York, Lothrop,

Lee and Shepard C o., 1927 Borland, Hal G.

Rocky Mountain T ip i T a le s ♦

Garden C ity , Hew York, Doubleday, Page and C o., 1936

B radley, Glenn D.

The S tory o f the Pony E xpress.

Chicago, A. C. McGlurg and C o., 1 9 2 8 Brink, Carol R yric.

Caddie Woodlawn.

York, MacMillan C o., 1937

Hew

G a r r , M ary J a n e .

C M ld re n o f th e

C overed

W ag on.

Hew Y o r k , T h o s . Y. C r o w e l l C o . ,

C a t1 i n ,

G eorge.

T he B o y * s C a t l i n .

Y ork, S e rib n e r* s Sons, C l a r k , Ann N o l a n .

1924

Hew

1909

B u ffa lo C a lle r .

E v a n sto n ,

New Y o r k a n d S a n F r a n c i s c o , Row , P e t e r s o n a n d C o ., 1942 Cody, C o l. W illia m F . fa lo

B ill.

The A d v e n t u r e s o f B u f ­

New Y o rk a n d L o n d o n , H a r p e r B r o s . ,

1904 C raw fo rd , P h y l l i s . Y ork,

J u l i a n M ossner, I n c . ,

D a w so n , G r a c e S . C reek . In c .,

New

.

1940

The N u g g e t s o f S i n g i n g

New Y o r k , D o u b l e d a y , D o r a n & C o . , 1938

G rey , K a th e r in e . L ittle

W a lk in g on G o ld .

H i l l s o f G o ld .

B o sto n ,

Brown C o . , 1 9 3 3

H e w e s , A g n e s D.

The C o d f i s h M u s k e t .

New

Y o rk , D o u b le d a y , D oran & C o ., 1936 H o lb e r g , R u th L .

H e s t e r an d T im o th y , P i o n e e r s .

G a r d e n G i t y , New Y o r k , D o u b l e d a y , D o r a n a n d C o ., I n c . ,

1937

H o l l i n g , H o l l i n g G.

The T r e e i n t h e T r a i l .

B o s to n , H o u g h to n M i f f l i n , H o o ker,

W illia m F .

1942

T he B u l l w h a c k e r .

Y o n k ers-

o n - H u d s o n , New Y o r k , W o rld Book G o . , 1 9 3 4 H o w a r d , B o n n i e C. and C la rk .

_0n t h e T r a i l w i t h L e w i s

New Y o r k , S i l v e r B u r d e t t e C o . ,

1939 H u d sp e th ,

C. E .

O regon C h i e f .

B o s t o n , G in n

a n d C o . , 1927 L e n s k i, L o is .

A -G o in g t o t h e W e stw a rd .

Y ork, F r e d e r ic k A . S to k e s , M ason, M iria m 1 .

New

1937

S m ilin g H i l l F arm .

New

Y o r k , G in n a n d C o . , 1937 M e ad o w cro ft, E n id .

A lo n g t h e E r i e T o w p ath .

New Y o r k , T h o s . Y. C r o w e l l C o . , M e ad o w cro ft, E n id .

1941

By Wagon a n d F l a t b o a t .

New Y o r k , T h o s . Y. C r o w e l l C o . , 1 9 3 8 M eeker,

S ara.

O x-Team D a y s on t h e

O re g o n T r a i l .

25 Y o n k e r s - o n - H u d s o n , New Y o r k , W o rld B ook C o .,

1924.

O ncken, C l a r a .

H i c k o r y S am .

New Y o r k , H e n r y

H o l t a n d C o . , 19 39 O rto n , H e len F u l l e r . wood B o x .

New Y o r k , F r e d e r i c k A . S t o k e s , 1932

O rto n , H e le n F u l l e r . L ittle

The S e c r e t o f t h e B o s e -

T runk.

T he T r e a s u r e i n t h e

New Y o r k , F r e d e r i c k A . S t o k e s ,

1932 P e c k , Ann a n d J o h n s o n , E n i d . fo rn ia 1

Ho F o r C a l i ­

New Y o r k , H a r p e r B r o s . , 1 9 3 9

P e r k i n s , Lucy F i t c h .

T he P i o n e e r T w i n s .

New Y o r k , H o u g h to n M i f f l i n C o . , 1 927 S eym our, F l o r a W a rre n . K it C arso n .

T h e B o y 1s L i f e o f

D. A p p l e t o n - C e n t u r y C o . ,

S p e r r y , P o r t i a and D o n a ld so n , L o i s . C h i c a g o , A l b e r t W h itm an C o . , S ta n d in g B e ar, C h ie f.

1938 A b ig a il.

1938

S to r ie s o f th e S io u x .

B o s t o n a n d New Y o r k , H o u g h t o n M i f f l i n C o . , 1934

T a b e r , C l a r e n c e W. P ra irie s .

B r e a k in g Sod o n t h e

Y o n k e r s - o n - H u d s o n , New Y o r k , W o rld

B ook C o. , 1927 T e v is

( V a r b l e ) , B a c h e l M.

J u l i a A nn.

New

Y o rk , D o u b le d a y , D o ran and C o ., 1959 T ousey, S a n fo rd .

D a n ie l Boone.

C h i c a g o , B an d

M c N a ll y a n d C o . , 1959 W a ite , E s t h e r .

D a te F a r l e y , P i o n e e r .

Y ork, V ik in g P r e s s ,

1959

W h ite , S te w a rt E dw ard. n e ss S c o u t. D ia l P re s s ,

New

D a n ie l B oone, W ild e r­

G a r d e n C i t y , New Y o r k , The S u n In c .,

1922

2? L esson P la n I P art B Mm: 1.

To m ake a n o v e r v i e w s u r v e y o f t h e I n s t r u c t i o n a l G u id e f o r T e a c h in g o f G e o g ra p h y , H i s t o r y , a n d C itiz e n s h ip ^ .

P ro ced u re: 1.

H o ld in g t h e g u id e b e f o r e h im , t h e l e a d e r w i l l a s k how m any a r e f a m i l i a r w i t h t h e I n s t r u c t i o n a l G u id e f o r T e a c h in g G e o g ra p h y , H i s t o r y , a n d C i t i ­ z e n s h ip i n G rade F iv e .

2.

A g u i d e w i l l b e p a s s e d t o e a c h c l a s s m em b er.

J.

The l e a d e r c a n t h e n p o s t t h e f o l l o w i n g c h a r t s u g ­ g e s t i n g t h e breakdow n o f th e g u id e ; G roup I In tro d u c tio n to

th e g u id e

P o i n t o f v ie w r e l a t e d t o p r o c e d u r e s and a im s P la n n in g G ro u p I I U sin g I n s t r u c t i o n a l A id s

9

I n s t r u c t i o n a l G u id e f o r T e a c h in g G e o g ra p h y , H i s t o r y , an d C i t i z e n s h i p i n G rade F i v e , Los A n g e le s C i t y S c h o o l D is ­ t r i c t ’ s C u r r ic u lu m D i v i s i o n P u b l i c a t i o n E C -118, 1 9 4 7 .

28 A r t i n t h e s o c i a l s t u d i e s p ro g ra m . M u s ic i n t h e s o e i a l s t u d i e s p r o g r a m B ib lio g ra p h y G ro u p I I I P a r t I I o f th e g u id e G ro u p IV P art I I I 4.

o f th e g u id e

l a e h m em ber c a n t h e n c h o o s e w h i c h a r e a h e w i s h e s t o w o rk o n .

The l e a d e r w i l l w r i t e t h e m em bers*

nam es b y t h e

s e c t i o n e a c h w a n ts to

stu d y .

The

l e a d e r s h o u l d h e l p g u i d e t h e m e m b e rs s o t h e r e an even d i s t r ib u t i o n m a te ria l lis te d

o f w ork .

F o r e x a m p le ,

u n d e r G ro u p s I and I I

m o re e x t e n s i v e a n d d e t a i l e d u n d e r t h e o t h e r tw o g r o u p s .

is

th e

i s m uch

th a n m a te r ia l l i s t e d T h e re fo re few er

p e o p l e s h o u l d b e p l a c e d o n t h e l a t t e r tw o c o m m it­ t e e s t h a n on t h e 5.

fo rm er.

T he l e a d e r s h o u l d a s k e a c h c o m m i t t e e t o c h a irm a n . la te

choose a

The c o m m i t t e e s w i l l t h e n m e e t t o f o r m u ­

p la n s and g e t i n d iv i d u a l a s s ig n m e n ts .

th e g ro u p s a re f i n is h e d w o rk o n t h e i r

Sfhen

t h e y may s t a y i n c l a s s a n d

a s s i g n m e n t o r t h e y may l e a v e a n d do

t h e w ork a t hom e.

29 M a te ria ls: S te p s 1 and 2 20 g u i d e s t i t l e d

" I n s t r u c t ! o n a l G u id e f o r T e a c h in g

G eo g rap h y , H i s t o r y , and C i t i z e n s h i p

i n G rade

F iv e * ' G u i d e s m ay b e o b t a i n e d f r o m t h e f i f t h

and s i x t h

g r a d e a c a d e m ic s u p e r v i s o r s i n t h e L o s A n g e le s C i ty S c h o o l S y ste m . S te p 3 W r i t t e n c h a r t on 3 6 " x 108" b u t c h e r p a p e r S te p 4 M a rk in g p e n o r b l a e k e r a y o l a t o w r i t e m em berst n a m e s on c h a r t S te p 5 20 s h e e t s 6 " b y 9" n e w s p r i n t

L esson P la n I I P art A A im : 1.

To b e eo m e b e t t e r a c q u a i n t e d

2.

To d i s c u s s t h e I n s t r u c t i o n a l G u i d e F o r T e a c h i n g G e o g r a p h y , H i s t o r y , And C i t i z e n s h i p I n G r a d e F i v e in

lig h t

o f c o m m itte e f i n d i n g s .

P ro ced u re: 1.

The c o f f e e t a b l e w i l l b e s e t u p a s i n L e s s o n P l a n 1, P a r t A.

M em bers w i l l b e a s k e d t o h a v e som e

re fre sh m e n ts. 2.

The c o m m i t t e e s f r o m t h e l a s t m e e t i n g w i l l m e e t w ith t h e i r

c h a irm e n t o

d isc u ss t h e i r in d iv id u a l

fin d in g s .

T he c h a i r m e n w i l l o r g a n i z e t h e m a in

id e a s. 3.

E ach c o m m itte e c h a irm a n w i l l p r e s e n t h i s p h a s e o f th e g u id e .

4.

The g r o u p w i l l b e a s k e d t o r a i s e d is c u s s any of th e p o in ts

q u e stio n s and

b rought o u t by t h e

d i f f e r e n t c o m m itte e s. M a te ria ls: S te p 1 See m a t e r i a l s f o r s te p

1 o f L esson P la n 1 , P a r t A

S te p 2 10 s h e e t s o f 6 ” b y 9 ” n e w s p r i n t

51 L esson. P l a n I I P art B

Aim: 1.

To d i s c u s s v a r i o u s w a y s o f i n i t i a t i n g

a u n it of

w ork 2.

To i n t r o d u c e u n i t s t o t h e g r o u p b y t h e v a r i o u s w ays d is c u s s e d

P ro ced u re: 1.

T he c l a s s w i l l d i s c u s s v a r i o u s w a y s o f i n i t i a t i n g a u n i t o f w ork. resp o n ses th e

B e lo w i s

a lis t

o f some p o s s i b l e

l e a d e r w i l l g e t fro m t h e g r o u p :

An a r r a n g e d e n v i r o n m e n t o f p i c t u r e s E x h ib its or a r t i c l e s to p la y w ith ,

i.e .,

a

f l i n t l o c k , b e a v e r s k i n , w ooden t r e n c h e r , arro w h ead s, e t c .

1

R e ad in g a s t o r y r e l a t i n g t o

th e

stu d y

U sin g a u d i o - v i s u a l m a t e r i a l s su c h a s f i l m strip s, 2.

slid e s,

a m o v ie , o r f i e l d

T h ese m eth o d s w i l l b e d i s c u s s e d c l a s s w ith th e a.

trip

in d e t a i l by th e

l e a d e r 1s g u i d a n c e .

An a r r a n g e d e n v i r o n m e n t o f p i c t u r e s T hese p i c t u r e s w i l l p o i n t t o a s p e c i a l ph ase of th e

stu d y .

F o r e x a m p le , t h e

p ic tu re s w ill

show t h e h o m e s ,

c lo th in g ,

w o r k o f t h e p e o p l e , o r som e o t h e r s i n g l e to p ic .

By s o a r r a n g i n g t h e s e p i c t u r e s

th e te a c h e r g u id e s th e

c h ild r e n 's

th in k ­

in g . E x h i b i t s o r a r t i c l e s w ith w h ic h t o p l a y T hese a r t i c l e s w i l l p o in t a g a in t o t h i s s p e c i a l p h a se i n t o w h ic h t h e t e a c h e r i s g u id in g th e a rtic le s

c h ild re n .

She w i l l

th a t w ill g iv e r i s e

needs fo r

se le c t

to c h ild re n * s

e x p l o r i n g a n d f i n d i n g m o re f a c t s

about th e se a r t i c l e s . R e ad in g a s t o r y r e l a t i n g t o

th e

stu d y

T h is s t o r y w i l l h e lp t o g iv e th e c h i l ­ d r e n som e b a c k g r o u n d i n f o r m a t i o n a n d w i l l e n a b le * th e m t o p la y th e

sto ry

th e m se lv e s. A u d io -v isu a l m a te ria ls

such a s f i l m

strip s,

s l i d e s , o r _a m o v ie The l e a d e r m u s t b r i n g

se v e ra l p o in ts to

t h e g r o u p on t h i s p a r t i c u l a r m e t h o d .

C are

m u s t b e t a k e n n o t t o p r e s e n t t o o m uch o f th e

stu d y .

If th is

i s done th e c h ild r e n

w i l l have n o th in g t o a s k and w i l l need t o

33 do n o r e s e a r c h t o f i n d M o v ie s can b e u s e d i f p r o je c t th e c h ild re n

th e answ ers. th e y h e lp to

in to th e p e rio d .

S o m e ti m e s o n l y a p a r t o f a m o v ie w i l l b e show n.

Or i f

t h e m o v ie m e r e l y p r e s e n t s

a q u ic k g la n c e a t th e

stu d y and w i l l h e lp

t o b u i l d b a ck g ro u n d and i n s p i r e t h e c h i l ­ dren to a sk f u r t h e r be u s e d .

can

The sam e c a u t i o n s c a n b e g i v e n

to th e use of s li d e s 3.

q u e stio n s , th e n i t

A fte r th is d isc u ssio n th e

and f i lm

strip s.

l e a d e r may p o s t t h e f o l ­

l o w i n g c h a r t s h o w in g how a u n i t o n t h e W e s tw a r d m o v e m e n t, w i t h e m p h a s i s o n t h e O r e g o n T r a i l , 10 c o u ld b e i n i t i a t e d . c o u ld a.

The e n v i r o n m e n t t o b e e x p l o r e d

c o n ta in : L arg e c o lo re d p i c t u r e s i. i i . iii. iv .

P io n e e r h u n te r s ru n n in g a sm a ll b u ffa lo h erd P io n e e r h u n te rs f ig h tin g o f f a band o f I n d i a n h u n t e r s P i o n e e r h u n t e r s r e t u r n i n g t o to w n w ith m eat t i e d t o t h e i r s a d d le bags S t o r e k e e p e r s b u y in g m eat fro m th e h u n te rs

J o h n s e n , H e n n y , " W e s tw a r d M ovem ent ( W i t h E m p h a s i s o n T h e O r e g o n T r a i l ) , " F i f t h G r a d e , U n p u b l i s h e d m im e o g ra p h e d s h e e t s , U n i v e r s i t y o f C a l i f o r n i a o f Los A n g e le s d e m o n s tr a tio n sc h o o l.

b.

A r t i c l e s t o h a n d le i.. ii. iii. iv . v.

c.

F lin tlo c k r i f l e A pow der h o rn S e v e r a l arro w h e a d s A pow der pouch ' : B u l l e t m o ld s

On e x h i b i t i o n w i l l b e i. B u ffa lo ro b e ii. Poke b o n n e ts iii. C a n d le m o ld s iv . F u ll s k irts

The g r o u p c o u l d t h e n d i s c u s s t h e o u t c o m e s e x ­ p e c te d fro m t h i s of th e c h ild re n

in itia tio n

in te rm s o f th e n e e d s

and t h e m eth o d s o f s o lv in g t h e s e

needs. T he c l a s s w i l l t h e n b e d i v i d e d i n t o c o m m i t t e e s t o in itia te

a u n i t u s i n g some o r a l l o f t h e a b o v e

m eth o d s d i s c u s s e d .

A fte r th e

e n v iro n m e n ts h a v e

b een a rra n g e d th e g ro u p s w i l l e x p lo re e v e ry o n e !s e ffo rts. m ent i t

E ach c o m m itte e w i l l

see i f th e

e n v iro n ­

s e t up b r o u g h t o u t t h e p o i n t s i t h a d a n ­

tic ip a te d .

A gro u p d i s c u s s i o n o f th e v a r i o u s e n ­

v iro n m e n ts w i l l f o llo w t h e p e r io d o f e x p lo r a ti o n . The c l a s s w i l l b e a s k e d t o l i s t

a l l th e a u d io ­

v i s u a l m a t e r i a ls on U n ite d S t a t e s h i s t o r y l i k e to p re v ie w a t a f u r t h e r m e e tin g . " A u d io -V is u a l ftU a te ria ls , 1^48 F i f t h

i t w o u ld

The

G rade G u id e"

w i l l b e show n t h e g r o u p so t h e m e m b e rs c a n u s e i t i n t h e i r own s c h o o l s .

T h is l i s t w i l l b e b ro u g h t

35 in n e x t tim e f o r th e le a d e r

s o s h e may o r d e r t h e

m a t e r i a l s a t S e n to u s C e n te r. 7.

The c l a s s w i l l b e a s k e d t o b r i n g i n th e ir

se ts of

c h i l d r e n ’ s q u e s tio n s f o r t h e group t o

and c a ta g o r iz e .

T hese s e t s w i l l be w r i t t e n on

c h a r t s o f 5 0 w x 108'1 b u t c h e r p a p e r . M a te ria ls; S te p

stu d y

3 W ritte n c h a rt

S te p 5 A u d io v i s u a l m a t e r i a l s S lid e s E a s te rn P io n e e rs

( P i o n e e r s ’ hom es)

14 i l l u s t r a t i o n s 1 d e s c r i p t i v e p a m p h le t

L 973.2 5 - 5 5 S e t 5 Cop 1 ? U n i t e d S t a t e s map ( t h i r t e e n o r i g i n a l s ta te s) 1 illu s tra tio n

L 973

5 - 4 5 S e t 8 Cop 40

F ilm S t r i p s P ilg rim F a th e rs FS 9 7 3 . 2 5 - 2 S e t 1 Cop 2 1

P ilg rim F a th e rs FS 9 7 3 .2 5 - 2 S e t 2 Cop 50 L i f e i n t h e A m e ric an C o lo n ie s FS 9 7 3 * 2 5 . 5 S e t 1 Cop 29 P ic tu re s E a ste rn P io n e e rs

( P i o n e e r s a t W ork)

P 9 7 3 .2 5 - 5 5 S e t 1 Cop 27 E a ste rn P io n e e rs

(S c h o o ls and C h urches)

P 9 7 3 .2 5 - 5 3 S e t 6 Gop 57 E a s te rn P io n e e rs

(F u rn ish in g s)

P 973.2 5 - 5 5 S e t 4 Cop 6 1 E a s te rn P io n e e rs

(C o stu m es)

P 9 7 3 .2 5 - 5 5 S e t 5 Cop 55 A rtic le s C a n d l e m o ld W ooden t r e n c h e r B u l l e t m o ld P e w te r d is h Wooden s p o o n A u d i o - v i s u a l e q u ip m e n t L a n t e r n s l i d e m a c h in e

T r i - p u r p o s e m a c h in e B eaded s c r e e n S te p 6 ’A u d i o - v i s u a l g u i d e , a u d i o - v i s u a l m a t e r i a l s 1948, f i f t h

g rad e.

38 L esson P la n I I I P art A

Aim: 1.

To b e c o m e b e t t e r a c q u a i n t e d

2.

To e o l l e c t t h e

lis ts

of a u d io -v isu a l m a te ria ls

c l a s s d e s ir e d f o r p re v ie w in g 3.

To d i s c u s s t e c h n i q u e s f o r p l a c i n g c h i l d r e n 1s q u e stio n s in to

c a ta g o r ie s f o r stu d y

P ro ced u re: 1.

The c o f f e e t a b l e w i l l b e a r r a n g e d a s i n L e s s o n P la n I , P a r t A , and th e c la s s w i l l be i n v it e d t o h a v e some r e f r e s h m e n t s .

2.

T he l i s t s

o f r e q u e s ts f o r p re v ie w in g a u d io ­

v is u a l m a te ria ls w ill be c o lle c te d . 3.

On t h e b l a c k b o a r d t h e c l a s s w i l l f i n d t h e f o l l o w ­ in g q u e s tio n s : a.

W hat g e n e r a l

c a t a g o r i e s do c h i l d r e n s

tio n s n a tu ra lly f a l l b.

ques­

in to ?

W hat d i f f e r e n t w a y s d o y o u u s e t o

c a ra g o riz e

c h ild re n * s q u e stio n s ? 4.

T he l e a d e r

can th e n g u id e th e d i s c u s s i o n o f t h e s e

q u e stio n s . 5.

The f o l l o w i n g r e s p o n s e s c a n p r o b a b l y b e e x p e c t e d

fro m t h e d is c u s s io n o f q u e s tio n a : W ork Hom es Food

■

F u rn itu re P la y C lo th in g T ra n sp o rta tio n The l e a d e r c a n t h e n d i s c u s s w i t h of p u ttin g

q u e stio n s in to

th e g ro u p w ays

c a ta g o rie s.

The c l a s s

m em b ers c a n show s a m p l e s o f e a t a g o r i z i n g t h e y have done w ith t h e i r c l a s s e s . The l e a d e r s h o u l d h a v e t h e f o l l o w i n g b a c k g r o u n d t o c a r r y on t h i s d is c u s s i o n : a.

T h e r e a r e tw o m a i n w a y s t o g e t t h e f o r th e i.

q u e s tio n s and t o

c a ta g o rie s

c a t e g o r i z e th em ,

The t e a c h e r w i l l r e a d t h e q u e s t i o n s h i m ­ s e l f a f t e r th e c h ild re n have r a is e d

th em

a n d w i l l s e l e c t t h e c a t a g o r i e s w h ic h f i t t h a t p a r t i c u l a r g ro u p .

He w i l l p l a c e

th e s e c a t a g o r i e s on th e b la c k b o a rd th e next day.

The t e a c h e r c a n t h e n c h o o s e

s e v e r a l s e c r e t a r i e s f r o m t h e c l a s s , who come t o

th e b la c k b o a rd and s t a n d .

te a c h e r th e n re a d s th e f i r s t

The

q u e stio n to

40 t h e c l a s s , who w i l l t e l l w h i c h c a t a g o r y t h e q u e s t i o n com es u n d e r . of th a t

c a t a g o r y w i l l p u t t h e num ber

under h is to p ic .

A.

T h is p ro c e d u re w i l l

fo llo w f o r th e e n t i r e ii.

The s e c r e t a r y

The s e c o n d m e th o d i s

s e t of q u e stio n s , done b y h a v in g t h e

c h i l d r e n r e a d t h e q u e s tio n s from th e c h a r t and from k ey w o rd s in t h e th e y w il l f in d th e As t h e

q u e stio n

c a ta g o r ie s th e m se lv e s.

c la s s d isc o v e rs th e c a ta g o rie s ,

t h e t e a c h e r c a n r e c o r d th e m o n t h e b l a c k ­ b o a rd w i t h th e q u e s t i o n num ber u n d e r i t . T h is p ro c e d u re o f f i n d in g th e h a s an a d v a n ta g e o v e r th e

c a ta g o rie s

f i r s t m eth o d

i n t h a t i t r e q u i r e s m ore t h i n k i n g an d d i s c o v e r i n g on t h e p a r t o f t h e p u p i l s , b.

T h e r e a r e t h r e e w a y s t h e t e a c h e r may o r g a n i z e th e c h ild re n * s q u e s tio n s f o r stu d y . i.

He m ay m ake a m a s t e r s h e e t o f c a t e ­ g o r i e s by c o p y in g t h e w ork fro m t h e b la c k b o a rd a s done in e i t h e r i or ii

u n d e r 7- a

in

ste p

th e above s e c t i o n .

T hese s h e e ts w i l l lo o k l i k e t h e fo llo w ­ in g :

41 Q u e stio n C h a rt P i o n e e r D a y s i n O h io (1 )

W hat k i n d o f h o u s e s d i d t h e p e o p le l i v e

in ?

(2)

D id t h e y b u y t h e i r c l o t h e s ?

(3)

How d i d t h e y m ake t h e i r h o m e s ?

(4)

D id t h e y p l a y g a m e s l i k e we d o ?

(5 )

DM t h e y h a v e b r i g h t c o l o r s i n t h e i r c l o t h e s? C a ta g o ry S h e e t P i o n e e r D a y s i n O h io

Homes 1 5 C lo th e s 2 5 A m u se m e n ts 4 ii.

He m ay a l s o m ake a c a t e g o r i z e d

q u e stio n

s h e e t w h ic h w i l l l o o k l i k e t h e f o l l o w i n g : P i o n e e r D a y s i n O h io Homes (1 )

W hat k i n d o f h o u s e s d i d t h e p e o p le l i v e

in ?

42 (2)

How d i d t h e y m ake t h e i r h o m e s ?

C lo th e s (1)

B id t h e y b u y t h e i r

c lo th e s?

(2)

B id t h e y h av e b r i g h t c o l o r s i n t h e i r c lo th e s ?

A m u s e m e n ts (1) iii.

B i d t h e y p l a y g a m e s a s we d o ?

He m ay a l s o m ake s e p a r a t e q u e stio n s f o r each

sh e e ts of

c a ta g o ry in t h e hope

t h a t t h e c h i l d r e n w i l l b ecom e m o r e c u r i o u s about th e tio n s . lik e

t o p i c a n d w i l l a s k m o re q u e s ­

T hese s e p a r a te

th e

s h e e ts w i l l lo o k

fo llo w in g :

Hom es (1 )

W hat k i n d o f h o u s e s d i d t h e y l i v e in ?

(2)

How d i d t h e y m ake t h e i r h o m e s ?

A m u s e m e n ts (1) 8.

The l e a d e r s h o u l d p re p a ra tio n

B id t h e y p l a y g a m e s l i k e we d o ? do t h e f o l l o w i n g t h i n g s f o r

o f L esso n V I I , F a r t s A and B.

s h o u ld b e done a s

T h is

soon a s p o s s i b l e a f t e r t h e

p re s e n t le sso n : a.

He s h o u l d

c o n ta c t th e r e p r e s e n ta tiv e of th e

43 s t a g e t o r i u m a n d make r e s e r v a t i o n s f o r i t s use.

S in c e * th e se r e p r e s e n ta tiv e s

change,

no s p e c i f i c nam es can h e g iv e n . b.

The l e a d e r w i l l t h e n o r d e r m a t e r i a l s f r o m th e

a u d io - v is u a l d e p a rtm e n t by c a l l i n g

M ad iso n 8?11 an d a s k i n g f o r t h e a u d i o - v i s u a l se c tio n .

He w i l l a s k f o r t h e

fifth

g rad e

r e p r e s e n t a t i v e and o rd e r th e m a t e r i a l s . c.

He w i l l t h e n c o n t a e t t h e m o v ie b o o k i n g d e ­ p a rtm e n t and o rd e r th e

d.

film s .

He w i l l t h e n c o n t a c t t h e t r a n s c r i p t i o n

de­

p a rtm e n t and o r d e r t h e n e c e s s a r y t r a n s c r i p ­ tio n s . M a te ria ls: S te p 1 See m a t e r i a l s in L esso n P la n I , P a r t A S te p 2 Two w r i t t e n q u e s t i o n s G h a lk B lac k b o ard S te p 3 S a m p le s o f q u e s t i o n s a n d c a t a g o r i z e d fro m o t h e r room s i n S te p 8

T elep h on e

th e l e a d e r * s

q u e stio n s

school

L esson P la n I I I P art B

Aim: To d i s c u s s t h e p a r t s o f a m u l t i - t e x t s o e i a l s t u d i e s le s so n . P ro ced u re: 1.

The l e a d e r w i l l d i s c u s s t h e p a r t s te x t le sso n .

T he f o l l o w i n g p o i n t s s h o u l d h e

co v ered i n t h i s a.

of a m u lti­

d isc u ssio n :

The n u m b e r o f q u e s t i o n s t h a t c a n b e s u c c e s s ­ fu lly

co vered in a le s s o n

T h is w i l l depend on t h e to be answ ered.

For

ty p e of q u e s tio n

e x a m p le ,

if

it

is a

« y e s ,f o r ’’n o ” q u e s t i o n t h a t i n v o l v e s little

d is c u s s io n fro m th e g ro u p , p ro ­

b a b ly fo u r to f iv e an sw ered.

q u e stio n s can be

I f th e re

fo rm a tio n a v a ila b le

is

v ery l i t t l e

on c e r t a i n

in ­

q u e stio n s,

t h e n p e r h a p s t h e sam e n u m b e r c a n b e co v ered .

But i f t h e

q u e s tio n s a r e on a

h ig h e r le v e l of th in k in g ,

s u c h a s "how "

o r "w hy” q u e s t i o n s , p e r h a p s o n l y o n e o r tw o c a n b e c o v e r e d . q u e stio n w ill

The a n s w e r t o

th is

depend upon th e t e a c h e r * s

*5 in d iv id u a l gro u p , th e

ty p e of q u e s tio n s

t o be an sw ered , and th e a v a i l a b l e

in fo r­

m at i o n . b.

The m e t h o d s o f l i s t i n g th e

th e b ib lio g ra p h y f o r

c h ild re n * s use i.

M e th o d s o f l e t t i n g

t h e c h i l d r e n know

w h ic h b o o k s t o u s e (a)

One m e t h o d i s

to l i s t

a g en eral

b ib lio g ra p h y f o r a l l th e c h ild re n a l p h a b e t i c a l l y by a u t h o r s on t h e b la c k b o a rd .

When t h e c h i l d r e n

g e t t h e i r books t h e y lo o k f o r t h a t book in th e b ib lio g ra p h y and r e a d t h e

s p e c ific pages

lis te d . (b )

The s e c o n d m e th o d i s

to l i s t t h e

b ib lio g ra p h y a c c o rd in g to

read ­

in g g ro u p s . B i l l y * s G rou p A k e r, A m e ric a T oday a n d Y e s t e r d a y , p p .

A m es, My C o u n t r y ,

p p . 4 0 6 * , 415

J o A n n ’ s G roup M e y e r , Hew W o rld a n d I t s G r o w t h , p p .

46 37-42 M i d a , Hew W o r l d , P a s t a n d P r e s e n t , p p . 410-41 5 B o b b y 1s G ro u p M c C o n n e l l , The A m e r i c a n C o n t i n e n t s , pp.

5 (m )} 7

T i l l i n g h a s t , C o lo n ia l L i f e , ii.

pp.

8 -12

M e t h o d s o f l e t t i n g t h e c h i l d r e n know w hat to

e x p e c t t o f i n d a n d do on a

c e r t a i n page (a)

A page w r i t t e n n 56w m eans t o r e a d m a t e r i a l on t h a t p a g e o n ly

(b)

A p a g e w r i t t e n M5 6 - 5 7 ” m e a n s t o r e a d m a t e r i a l on b o t h p a g e s

(c)

A p a g e w r i t t e n W5 6 H m e a n s t o s t u d y a map

c.

Ways c h i l d r e n i.

g e t books fo r th e le s s o n

A boo k m o n ito r w i l l go t o

th e s o c i a l

stu d ie s’

s h e l f f o r h i s r e a d i n g gro u p

and w i l l

g e t th e books f o r th e group.

He w i l l t h e n p a s s t h e s e b o o k s t o t h o s e c h ild re n . ii.

Each r e a d in g group h a s a s e p a r a t e s h e l f fo r th e

s o c ia l s tu d ie s ’ books.

The rea d -

in g g ro u p s a r e

d is m is s e d one a t a tim e ,

t a k i n g th e book o f t h e i r c h o ic e t o se a ts.

U s u a lly th e s lo w e s t gro u p i s

d ism is se d f i r s t b ecau se

it

t a k e s th em

lo n g e r to cover th e m a te r ia l. slo w e st g ro u p , g ro u p ,

th e ir

The n e x t

and f i n a l l y t h e f a s t e s t

a re d ism isse d in t u r n .

d re n u n d e rsta n d t h a t th e

The c h i l ­

sh e lv e s

sta y

t h e s a m e , b u t t h e b o o k s may c h a n g e f r o m sh e lf to

sh e lf.

P ro v isio n f o r re a d in g d iffe re n c e s in th e

so c ia l

s t u d i e s pro g ram 1.

The s o c i a l s t u d i e s b o o k s s h o u ld b e g ro u p ed a c c o rd in g t o r e a d i n g a b i l i t i e s ju s t a s books fo r

th e r e g u la r re a d in g

p e rio d a re g roup ed.

T h e re fo re th e

t e a c h e r s h o u l d m ake p r o v i s i o n f o r t h e sam e n u m b e r o f r e a d i n g g r o u p s i n

th e

s o c ia l s tu d ie s p e rio d as in th e r e g u la r re a d in g p e rio d , ii.

T he tw o f a s t e s t g r o u p s c a n u s u a l l y w o r k in d e p e n d e n tly o f th e te a e h e r ,

i f he h a s

ta k e n c a re in g e t t i n g m a te r ia l th e y can h a n d le . iii.

I f a g ro u p c a n n o t w ork i n d e p e n d e n t l y ,

48 t h e t e a c h e r m ay ( 1 ) w r i t e

sim p le s t o ­

r i e s t h a t w ill answ er th e d a ily

ques­

t i o n s and h e c to g r a p h th em f o r t h e g r o u p , or

( 2 ) h e m ay w r i t e a s i m p l e p a r a g r a p h

on a p ie c e

of la rg e n e w sp rin t or c h a r t

p a p e r an d h a n g i t b e f o r e t h e g ro u p so t h e y may r e a d i t . iv .

For th e

s l o w g r o u p h e may d o t h e

sam e

t h i n g s a s d i s c u s s e d a b o v e , a n d may a l s o show a n d d i s c u s s

sp e c ia l p ic tu r e s ,

re a d from a s p e c i a l book t o t h e e.

or

c h ild re n ,

L e n g th o f r e a d i n g p e r i o d and d i s c u s s i o n p e r ­ io d . i.

The r e a d i n g p e r i o d s h o u l d b e a b o u t t e n to

f i f t e e n m i n u t e s , d e p e n d i n g on t h e

q u e s tio n s t o be answ ered, ii.

The d i s c u s s i o n p e r i o d s h o u ld b e a b o u t fifte e n

iii.

to tw e n ty m in u te s,

As t h e c h i l d r e n g i v e t h e q u e stio n s ,

an sw ers t o th e

th e te a c h e r c a p tu re s p e r t i ­

n e n t n o t e s on t h e b l a c k b o a r d . a f t e r a l l th e

d isc u ssio n is

c h il d r e n and th e

Then

over th e

te a c h e r o rg a n iz e t h i s

in fo rm a tio n in to an o u tlin e to

c lin c h

t h e m ain i d e a s o f t h e l e s s o n . T h i s o u t -

4? lin e

is tra n sfe rre d to

a p erm an en t

c h a r t w h i c h may h e r e f e r r e d t o b y t h e c h ild re n d a rin g c re a tiv e w ritin g or c o n stru c tio n p e rio d s , f .

S a t e r i a l s needed f o r th e le sson i. ii.

C h i ld r e n fs q u e s tio n s B ib lio g ra p h y p re p a re d by th e

c la ss ro o m

te a c h e r iii.

R e s e a rc h books

iv .

S p e c ia l p i c t u r e s and books

v.

S p e c ia lly p rep ared s to r ie s

v i.

H o te p a p e r s f o r c h i l d r e n t o r e c o r d t h e answ ers

v ii. v iii. 2.

B la c k b o a rd and c h a lk P erm anent c h a r t p a p e r

T he g r o u p w i l l be a s k e d t o p r e p a r e a m u l t i - t e x t l e s s o n f o r t h e i r own c l a s s a n d b r i n g i t tim e .

One l e s s o n w i l l b e p r e s e n t e d t o t h e g r o u p

b y a c l a s s m em ber f o r d i s c u s s i o n c la rific a tio n 3.

in next

of p o in ts .

The c l a s s w i l l b e d i s m i s s e d .

M a te ria ls: S te p 1 C h a lk a n d b la c k b o a r d

and f u r t h e r

L e s s o n P l a n IV P art A

Aim: To b e c o m e a n a c t i v e p a r t i c i p a n t i n a m u l t i - t e x t le s so n . P ro ced u re: 1.

The g r o u p w i l l a g a i n b e i n v i t e d t o h a v e som e re fre sh m e n ts.

2*

T he l e a d e r w i l l a s k f o r a v o l u n t e e r t o p r e s e n t h is m u lti-te x t le sso n to

3.

th e g ro u p .

T h is p e rso n w i l l p r e s e n t h i s le s s o n and th e n a g ro u p d i s c u s s i o n w i l l be h e ld t o

c la r if y any

d o u b t f u l i d e a s t h e g r o u p may h a v e . M a te ria ls: S te p 1 See L esso n P la n I , P a r t A S te p 2 C h a lk B lac k b o ard P ap ers fo r n o te s

L e s s o n P l a n IV P art B

Aim: To d i s c u s s t h e v a r i o u s w a y s i n f o r m a t i o n i n t h e

so c ia l

s t u d i e s may h e u s e d b y t h e c h i l d r e n P ro ced u re: 1.

The l e a d e r w i l l a s k , fo rm a tio n th e

c h ild re n fin d ?

do y o u u s e t h i s 2.

«Wh.a.t d o y o u d o w i t h t h e In o th e r w o rd s,

in ­ how

i n f o r m a t i o n ? '1

T he l e a d e r c a n e x p e c t some o f t h e f o l l o w i n g r e ­ sponses: a.

P a n e l p i c t u r e s o r gro u p p i c t u r e s d e p i c t i n g some p h a s e o f t h e u n i t

b.

C la y w ork

c.

I n d i v i d u a l p i c t u r e s m ade b y t h e c h i l d r e n on th e u n it

d.

W ritin g s t o r i e s and in f o r m a tio n i.

C re a tiv e w r itin g (a)

S t o r i e s f o r a c l a s s b o o k m ade o f i n d iv i d u a l p i c t u r e s and s t o r i e s o f c h ild re n

(b)

D ia ry of c h ild re n * s e x p e rie n c e s , i.e .,

D ia r y o f L i f e on t h e O regon

T ra il ii.

F a c tu a l w r itin g an d o u t l i n i n g in fo rm a ­

tio n . e.

E n g ag in g i n d r a m a tic p l a y i.

C o n stru c tio n of p r o p e r tie s

(guns,

c lo th e s , e tc .) ii.

M u s ic a n d d a n c e s o f p e r i o d s l e a r n e d

f.

Map m a k i n g

g.

C u lm in a tio n a c t i v i t y

Any o n e o f t h e s e s e v e n a c t i v i t i e s may h e d i s ­ cussed a t

le n g th .

D u rin g t h e

d is c u s s io n p erh ap s

t h e f o llo w in g p o i n t s c o u ld b e b ro u g h t o u t by th e l e a d e r i f t h e c l a s s d o e s n o t m e n tio n th em , a.

Panel p ic tu re s i.

These c l a r i f y c o n c e p ts le a r n e d by th e c h ild re n

ii.

They s t i m u l a t e f u r t h e r c h a l le n g i n g o f in fo rm a tio n .

I f th e

c h ild r e n see a

p i o n e e r woman w e a r a l a c e t r i m m e d h a t a s she i s

t r a v e l i n g on th e t r a i l th e

c h ild re n w ill c h a lle n g e th a t conoept by a s k in g th e

q u e stio n ,

” D id p i o n e e r

women w e a r l a c e h a t s w h i l e g o i n g o n t h e tra il? ” iii.

T h e y m ay b e m ade b y m any m e t h o d s . m eth o d s w i l l (a)

Two

be d i s c u s s e d h e r e :

P a n e l p ic tu r e w ith o u t c la y f ig u r e s

53 A l l t h e c h i l d r e n w i l l d ra w w h a t t h e y th in k

sh o u ld he i n t h e p i c t u r e t o

show, f o r e x a m p l e , l i f e T ra il.

on t h e

O regon

Then a c o m m itte e w ith t e a c h e r

g u id a n c e can c h o o se th e p a r t s fro m th e v a rio u s p ic tu r e s th e y l i k e .

T he

c o m m itte e t h e n d raw s a m a s te r p l a n o f t h e p i c t u r e on a p i e c e o f p a p e r th e

sam e s h a p e a s t h e f i n i s h e d p r o ­

d u c t.

The p i c t u r e

can th e n be e v a lu ­

a t e d b y th e c l a s s .

A fte r c o rre c ­

tio n s or a d d itio n s,

t h e c o m m itte e

w ill

c h a lk o r c h a r c o a l t h e d ra w in g

on t h e l a r g e p a p e r . i s t o have th e ta in

o b je c t,

c h i l d who d r e w a c e r ­

such a s th e co v ered

w a g o n , come t o d raw h i s

O r a n o t h e r w ay

th e l a r g e p a n e l and

c o v e re d wagon.

The c h a l k e d

o u t l i n e p i c t u r e m ay t h e n b e p a i n t e d w i t h t e m p e r a p a i n t s m ix e d w i t h w a t e r o r canned m ilk . m o re b r i l l i a n t

The l a t t e r g i v e s c o lo r s and an o i l

p a in t te x tu re . (b )

P a n e l p i c t u r e s w ith c la y f ig u r e s

54 T he c l a s s m ay p l a n t h e p a n e l p i c t u r e t h e sa m e w ay a s m e t h o d ( a ) .

The

p r i n c i p a l d i f f e r e n c e b e tw e e n th e m eth o d s i s t h a t

tw o

c la y f ig u r e s a re

p la c e d in f r o n t o f th e p a n e l to a id in te l l in g

th e s to ry .

U su a lly in

t h i s ty p e of p a n e l p ic tu r e th e p a n e l i s a s c e n e w i t h no d raw n f i g u r e s a n d th e c la y f ig u r e s d e p ic t th e b.

a c tio n .

C l a y w o rk i. ii.

G la y h e l p s c l a r i f y

c o n c e p ts .

C l a y o b j e c t s may b e u s e d i n c o n j u n c t i o n w ith th e p a n e l p ic tu r e

ju s t d isc u sse d or

may b e u s e d a s p r o p e r t i e s f o r t h e d r a m a ­ tic c.

p l a y w ork

(d ish e s,

p o tte ry , e tc .)

In d iv id u a l p ic tu re s 1.

I n d i v i d u a l p i c t u r e s m ay b e d o n e i n t h r e e m ed ia:

ii.

c ra y o la , w a te r c o lo r,

o r te m p e ra .

A c h i l d may w r i t e a c r e a t i v e

sto ry about

a p h a se o f th e iii.

stu d y .

Then h e d raw s a p i c t u r e t o go w i t h t h e sto ry .

iv .

T h e s e p i c t u r e s a n d s t o r i e s may b e p u t in to a c la s s book.

W ritin g i.

C re a tiv e (a)

I f th e

c h ild h as a w e a lth o f b a ck ­

g round he w i l l be a b le t o w r i t e fin e (b)

sto rie s.

T h e s e s t o r i e s may b e - u s e d t o d e v e l ­ op a c l a s s b o o k , o r t o e x p l a i n a panel p ic tu re ,

or to rec o rd d a ily

h a p p e n in g s a s in a d ia r y . (c)

I f th e

s t o r i e s a r e ty p e d by th e

te a c h e r , th e th rille d ii.

c h ild re n a re v ery

w ith

th e

re s u lts .

F a c tu a l w r i t i n g and o u t l i n i n g (a)

in fo rm a tio n

A s . t h e c h i l d r e n g ro w m o re m a t u r e a n d a re a b le to o u tlin e ,

th e y can o u t­

l in e th e in fo rm a tio n d isc u sse d d u r­ in g s o c i a l s t u d i e s l e s s o n s (b)

T h i s may b e done a s a g r o u p p r o j e c t g u id e d by th e t e a c h e r a t f i r s t ,

and

th e n l a t e r th e

c h i l d r e n c an be a s k e d

to

i n f o r m a ti o n by th e m -

o u tlin e th e

se lv e s. (c)

O u tlin in g t h i s

in fo rm a tio n c lin c h e s

t h e m ain f a c t s o f t h e l e s s o n . E n g ag in g i n d r a m a tic p l a y

56 If

c h ild r e n engage in d ra m a tic p la y

th e y p r o je c t th e m se lv e s in to and a c t u a l l y l i v e

th e p e r io d

th e p a r t s of th e

p e o p le . ii.

They h a v e c e r t a i n n e e d s . a r e m ak in g w e a p o n s,

Some o f t h e s e

c o v e re d w agons, and

c lo th e s. iii.

As t h e n e e d s a r i s e ,

q u e stio n s a r i s e ,

s u c h a s how t h e p e o p l e m ade t h e i r w e a ­ p o n s and w h a t k i n d s o f w eap o n s t h e y used. iv .

The c h i l d r e n r e a d t o a n s w e r t h e s e q u e s ­ t i o n s and s o lv e th e p ro b lem s t h a t p r e ­ s e n t th e m se lv e s. a t p ic tu re s, slid e s,

T h e y may a l s o l o o k

s e e m o v in g p i c t u r e s ,

film s trip s ,

or hear tra n sc rip ­

t i o n s and s t o r i e s . v.

C o n s tr u c tio n becom es a b a s i c p a r t o f th is

ty p e o f a c t i v i t y ,

as i t

c la rifie s

c o n c e p ts f o r th e c h il d r e n . v i.

The c h i l d r e n g e t m o r e i n f o r m a t i o n a n d th e n th e y p la y th e y a re p io n e e rs h u n t­ in g f o r fo o d .

v ii.

E a c h o ne i n t h e room i s a p i o n e e r a c -

57 t u a l l y d o in g th e t h i n g s th e p io n e e r s d id .

Some c h i l d r e n may h e a t hom e

p e rfo rm in g h o u se h o ld d u t i e s .

O th e rs

m ay b e I n d i a n s , w h i l e o t h e r s may b e th e g u ard s p r o te c tin g

th e f o r t .

In j

t h i s way t h e

c h ild re n are a c tu a lly

e x p e rie n c in g th e w ays o f l i f e f .

same p r o b l e m s a n d

a s th e p io n e e r p e o p le ,

M a k in g m a p s i.

C h i l d r e n may m ake m a p s o f v a r i o u s k in d s. (a)

lip s

s h o w in g t r a i l s

of th e p io n ­

eers . (b)

M aps o f t h e t e r r a i n

s h o w i n g how

p e o p le a d a p te d th e m s e lv e s t o th e e n v ir o n m e n t and t o

show some o f

t h e h a r d s h i p s t h e y w o u ld l i k e l y e n c o u n te r (c)

M aps o f t h e

s e ttle m e n ts a lo n g th e

tra il ii.

T h e s e m a p s may b e i n d i v i d u a l o r g r o u p , o r b o th

iii.

D i f f e r e n t m e d i a may b e u s e d (a)

T em pera

58 (b)

C ra y o la u s in g s c r e e n ,

c l o t h , and

o th e r te x tu r e s fo r in te r e s tin g e ffe c ts (c) g.

W ater c o l o r

C u lm in a tio n i.

Q u iz p r o g r a m s (a)

C h ild re n a r e a sk e d to w r ite

ques­

t io n s w ith th e an sw ers and p ro o f (b ook, a u th o r , p a g e , and p a r a ­ g rap h )

on a p h a s e o f t h e

stu d y o r

on t h e s t u d y a s a w h o le . (b)

C o n t e s t a n t s a r e c h o s e n a n d a m as­ t e r o f c e r e m o n i e s r e a d s t h e nam e o f t h e p e r s o n w ho s e n t t h e q u e s ­ tio n

(c)

i n , and t h e q u e s t i o n .

T he c o n t e s t a n t a n s w e r s i t . is

su ccessfu l he re c e iv e s

m oney.

I f he some p l a y

I f n o t , m e m b e rs o f t h e

a u d ie n c e g e t a ch an ce t o

answ er i t

a n d w in t h e m oney. ii.

Q u e s tio n s and a n sw e rs f o r tea m s (a)

C h i l d r e n a r e p u t i n t o tw o t e a m s , i.e .,

(b )

a r e d and b l u e te a m .

T h e y l o o k up q u e s t i o n s a n d a n s w e r s on th e

stu d y

j u s t c o m p le te d , n o tin g

th e p ro o f a s above. {c )

A m em ber o f o n e t e a m r e a d s a q u e stio n .

(a)

If

som e o n e o n t h e

o t h e r te a m c a n

answ er th e q u e s tio n he r a i s e s h i s hand and i s (e)

c a lle d upon.

I f he a n s w e rs i t

c o rre c tly a

p o in t i s g iv e n to h i s (f)

sid e .

The p r o c e d u r e t h e n r e v e r s e s a n d p o in ts a re ta llie d

a t th e end o f

th e p e rio d . iii.

P r e p a r i n g a p ro g ra m f o r a n o t h e r room (a)

A n o th e r room can b e i n v i t e d lis te n to

in to

a s h o r t program o f

s p e e c h e s on t h e i n t e r e s t i n g a c ­ tiv itie s (b)

in

th e ro o m s.

M aps, p a n e l p i c t u r e s , a n d i n d i ­ v i d u a l p i c t u r e s may b e e x p l a i n e d , a n d s t o r i e s may b e r e a d .

A sh o rt

p l a y m ay b e p r e s e n t e d o n t h e p h a s e of th e iv .

stu d y

j u s t c o m p le te d .

E l a b o r a t i n g o n a w ord o r t o p i c (a)

A w ord o r t o p i c th e g rab bag

can be ta k e n from

60 (b)

The c h i l d c a n t e l l a l l h e k n o w s about th e

(c)

su b je c t

F o r e x a m p le , t h e w ord " c h i n k i n g " m ay b e d r a w n and t h e

c h ild w ill

t e l l a l l h e knows a b o u t t h a t v.

T r u e - f a l s e t e s t s m ay b e g i v e n t o gro u p t o

see i f

been le a rn e d .

th e

f a c t u a l c o n c e p ts have The c l a s s w i l l b e a s k e d

to b rin g in v a rio u s

s a m p le s o f w ork

f r o m t h e i r own c l a s s e s t o

c la rify

th e se

c o n c e p ts . M a te ria ls: T h e r e w i l l b e no m a t e r i a l s n e e d e d b y t h e l e a d e r f o r th is

le sso n because i t w ill be e n tir e ly d is c u s s io n .

Lesson Plan V P a r ts A and B Aim: 1,

To c o n t i n u e d i s c u s s i o n o f a c t i v i t i e s

in th e

s o c i a l s t u d i e s pro g ram 2.

To s h a r e a c t i v i t i e s

o f t h e v a r i o u s m e m b e rs

b ro u g h t in to c la s s P ro ced u re: 1.

C o ffee w i l l be se rv e d th e

2.

F u rth e r d isc u ssio n be u n d e rta k e n . P a r t B. to

3>.

c l a s s m e m b e rs .

of ty p e s of a c t i v i t i e s w ill

R e v ie w o r s u p p l e m e n t P l a n I V ,

The p a r t s n o t d i s c u s s e d c a n b e u s e d

su p p le m e n t d i s c u s s i o n d u r in g t h i s

le sso n .

S a m p le s o f t h e w ork b r o u g h t i n b y t h e g ro u p w i l l b e d is c u s s e d and q u e s t i o n s w i l l be answ ered a s t o p r o c e d u r e s and p ro b le m s m et by t h e

in d iv i­

d u a l. te a c h e r . 4.

The c l a s s w i l l b e r e m i n d e d t o b r i n g

in th e ir

book r e v ie w s and s t o r i e s f o r t h e slo w r e a d i n g g ro u p . 5.

The c l a s s w i l l

be d i s m i s s e d .

M a te ria ls: S te p 1 See m a t e r i a l s f o r s t e p

1, L esson P la n I ,

P a r t A.

Lesson P lan “VI P art A Aim: To s h a r e t h e l i t e r a t u r e

of th e p e rio d

P ro eed u re: 1.

The c l a s s m e m b e rs who w e r e w o r k i n g o n s h a r i n g th e l i t e r a t u r e

of th e p e rio d w i l l g iv e t h e i r

b r i e f book r e p o r t s . 2.

The l e a d e r c a n s h a r e t h e th e

fo llo w in g books w ith

g ro u p : B r o c k , Emma L .

DRUSILLA.

New Y o r k , M ac­

m i l l a n C om pany, 19 3 1 * The l i f e

o f a d o l l who w e n t t o M i n n e s o t a

and h e r e x p e r ie n c e s t h e r e . H a v i g h u r s t , W.

HIGH P R A IR IE .

New Y o r k ,

T o ro n to , F a r r a r & B e in h a r t, 1944. The s t o r y o f a f a m i l y g o i n g f r o m M i s s ­ i s s i p p i t o M in n e so ta .

L ife in th e

D a k o t a s a n d how t h e p r a i r i e

h a rd sh ip s

w ere c o n q u e re d . M ason, M iria m E v a n g e l i n e . PIONEER COW. pany, 1941.

SUSANNAH, THE

New Y o r k , M a c m i l l a n Com­

A s t o r y o f S u sa n n a h an d h e r tw o c a l v e s , R osy and P o sy .

% e y go f r o m V i r g i n i a

t o t h e M i d d l e W e s t w i t h f a r m e r W ayne. M ason, M iria m E v a n g e l i n e .

LITTLE JONATHAN.

New Y o r k , M a c m i l l a n C o m p an y, 1 9 4 4 . The s t o r y o f a l i t t l e of th e p io n e e r l i f e R i c h a r d s o n , M y ra R e e d . C l e v e l a n d , M c B rid e,

boy i n I n d ia n a and

th e re .

(easy )

SHEEP WAGON FAMILY. 1941.

A w id o w a n d h e r f o u r c h i l d r e n s e t t l e

in

t h e Wyoming t e r r i t o r y w i t h a f l o c k o f sheep. th e

They m eet b i t t e r o p p o s itio n fro m

c a ttle ran ch ers.

H u n k i n s , R a l p h V.

P e rio d about 1882.

TRAPPER DAYS.

New Y o r k ,

C i n c i n n a t i , A m e r i c a n B o o k C om pany, 1 9 4 2 . Good b o o k f o r b o y s , a s i t tr u e a d v e n tu re

w ith

s t o r i e s on t h e S a n t a Fe

a n d O regon t r a i l s . W ild e r, L au ra I n g a l l s . BIG WOODS.

is fille d

(d iffic u lt) LITTLE HOUSE IN THE

New Y o r k , H a r p e r B r o s . , 1 9 2 5 .

E a r ly c h ild h o o d o f t h e

a u th o r liv in g

a lo g c a b in in W isc o n sin . s e e m so v e r y r e a l t o t h e W ild e r, L a u ra I n g a l l s .

in

C h a ra c te rs c h ild re n .

LITTLE HOUSE ON THE

P R A IR IE .

New Y o r k , H a r p e r B r o s . , 1 9 5 5 .

C o n tin u e s th e

a b o v e s t o r y an d t e l l s how

t h e f a m i l y m oved t o K a n s a s . p ra irie

life

in th e

D e sc rib e s

e a rly days.

M a te ria ls: No m a t e r i a l s w i l l b e n e e d e d e x c e p t t h i s l e s s o n p l a n w ith

th e b o o k r e v i e w s .

Lesson P lan YI Part B Aim: To l i s t e n

to s to r ie s fo r th e

t o e v a l u a t e th em i n l i g h t

slo w r e a d i n g g ro u p and

o f a c c u r a c y and r e a d i n g a b i l i t y

re q u ire d . P u rp o se: 1.

G l a s s m e m b e rs who w r o t e s t o r i e s w i l l r e a d th e m to th e gro u p .

2.

The s t o r y w i l l b e d i s c u s s e d a n d r e v i s e d

if

th e

need a r i s e s . 3.

4.

The l e a d e r s h o u l d h e l p g u i d e t h e g r o u p t o a.

a c c u ra te in fo rm a tio n

b.

e a s y w ords

c.

a n i n t e r e s t i n g m eth o d o f p r e s e n t a t i o n

The g r o u p w i l l b e r e m i n d e d t o m e e t a t t h e

use

sta g e'

t o r i u m a t I20j> W e s t P i c o , S e n t o u s C e n t e r , t o p re v ie w a u d io - v is u a l m a t e r ia ls o f th e p e r io d . M a te ria ls: No m a t e r i a l s w i l l b e n e e d e d f o r t h e l e a d e r t o re a d y f o r t h e m e e tin g .

get

66 Lesson Plan VII P a r ts A and B Aim; 1,

To p r e v i e w a u d i o - v i s u a l m a t e r i a l s o f t h e . p e r i o d

2.

To sh o w f u r t h e r u s e o f a u d i o - v i s u a l m a t e r i a l s , such a s In tro d u c in g a u n it R esearch d u rin g a u n it C u lm in a tio n o f a u n i t

P ro c e d u re : 1.

The g ro u p w i l l m e e t a t t h e C e n te r,

2.

When t h e

s ta g e to riu m a t S e n to u s

1205 W est P i c o , Los A n g e le s ,

C a lifo rn ia .

c l a s s a r r i v e s t h e l e a d e r w i l l sh o w t h e

v a r i o u s t y p e s o f m a t e r i a l s a n d a s k t h e m e m b e rs t o be re a d y to

e v a l u a t e th em i n te r m s o f u s e ;

d u c tio n , r e s e a r c h , 5.

in tro ­

or c u lm in a tio n o f a u n i t .

The c l a s s w i l l be r e m i n d e d t o b r i n g i n a l l m a t e r ­ ia ls

fo r d is trib u tio n to

m e e tin g .

th e g ro u p a t th e n e x t

They w i l l b r i n g i n t h e i r f i l e

boxes.

They w i l l be a s k e d t o b r i n g i n a n y q u e s t i o n s n o t y e t answ ered. 4.

T h ey w i l l b e a s k e d t o p l a n a s e m e s t e r ! s w ork f o r te a c h in g th e A 5 s o c i a l s t u d i e s p rogram .

jj.

The c l a s s w i l l b e d i s m i s s e d .

M a te ria ls: S i n c e t h e l e a d e r h a s m ade a l l p r e v i o u s a r r a n g e m e n t f o r t h i s m e e tin g , no m a t e r i a ls w i l l be n e c e s s a r y .

68 Lesson Plan VIII Part A Aim: To d i s c u s s a t e n t a t i v e

tim e b l o c k i n g f o r a sem es­

te r * s p la n i n te a c h in g U n ite d S t a t e s h i s t o r y and i t s o u tp o sts P ro ced u re: 1.

The c o f f e e t a b l e w i l l b e s e t s o m e m b e rs c a n e n j o y som e r e f r e s h m e n t s .

2.

T he l e a d e r w i l l a s k t h e a tta c k e d

c l a s s m e m b e r s how t h e y

th e p ro b le m o f p la n n in g t h e i r sem es­

t e r 1s w o r k . 3.

The l e a d e r may o f f e r h e r i d e a s o n t h i s t i m e p l a n by s u g g e s tin g th e fo llo w in g sc h e d u le : P e rio d

No. o f w eeks

E x p lo re rs

1 - 2

C o lo n ia l L if e ( A tla n tic c o a s t t o t h e A p p a la c h ia n s)

2 - 3

P io n e e r l i f e (fro m A p p a la ­ c h ia n s to M is s is s ip p i) P io n e e r l i f e ( from M i s s i s s ­ ip p i to th e P a c if ic ) O u tp o sts 4.

T he l e a d e r s h o u l d g u i d e t h e g r o u p t o th e

s to ry of our n a tio n h as c e r ta in

4 10 2 see t h a t c o n tin u o u s

s t r a n d s w oven t h r o u g h a l l p e r i o d s . sh o u ld f e e l t h a t t h i s

sto ry

C h ild re n

i s c o n tin u o u s a s

th e y stu d y i t . 5.

An i n t e r e s t i n g

d isc u ssio n

s h o u l d r e s u l t from ,

t h i s le s s o n a s each te a c h e r w i l l have a d i f f e r e n t p la n and re a s o n g f o r b a c k in g h i s p la n . M a te ria ls: S te p 1 S ee m a t e r i a ls u n d e r L esson P la n I , P a r t A.

70 L esson Plan T i l l P art B Aim: 1.

To d i s c u s s v a r i o u s f i l e

2.

To c o m p i l e a n d d i s t r i b u t e m a t e r i a l s p r e p a r e d b y th e

boxes

c l a s s m e m b e rs

P ro ced u re: 1.

V a r i o u s c l a s s m e m b e rs w i l l sh o w t h e m e t h o d t h e y u s e f o r m ak in g f i l e

boxes and w i l l e x p la in t h e i r

uses. 2.

I f some o f t h e f o l l o w i n g m e t h o d s a r e n o t b r o u g h t out in th e d is c u s s io n ,

th e

l e a d e r m ay m ake t h e

fo llo w in g su g g e stio n s: a.

B og u s P o ld e rs B ogu s f o l d e r s may b e m ade f o r v a r i o u s s u b ­ h e a d in g s on th e

u n it of stu d y .

F o r e x a m p le ,

h e a d i n g s s u c h a s ‘' P i o n e e r H o m e s ," " P i o n e e r C lo th in g ,"

" P i o n e e r F o o d , " may b e u s e d .

P ic ­

t u r e s on t h e s e p h a s e s m ay b e c u t f r o m m a g a z o n e s and p la c e d u n d e r th e p r o p e r h e a d in g s . b.

L arg e E n v e lo p e s The sam e m e t h o d a s a b o v e may b e u s e d e x c e p t th a t th e fo ld e r.

e n v e l o p e m ay b e u s e d i n s t e a d o f t h e

e.

O range C r a te s O range f i e l d

b o x e s may b e p a i n t e d w i t h e n a ­

m e l a n d p i e c e s o f h e a v y c h i p b o a r d m ay b e used to

s e p a r a te th e v a rio u s p h a se s o f th e

u n it. The f i l e a.

b o x h a s tw o m a i n u s e s :

T eao h ert s u se P ic tu r e s c o lle c te d by th e

t e a c h e r m ay b e u s e d

i n th e a r r a n g e d e n v iro n m e n t f o r i n i t i a t i n g a u n i t of w ork. b.

C h ild re n * s u se C h ild re n in th e th e f i l e

s l o w r e a d i n g g r o u p may g o t o

and g e t p i c t u r e s t h a t w i l l answ er

t h e q u e s t i o n s b e in g s t u d i e d by t h e

c la s s .

S i m p l e s t o r i e s may b e p a s t e d o n t h e b a c k s o f t h e m o u n te d p i c t u r e s f o r t h e

c h ild re n to

read . A fte r th e

d is c u s s io n of th e f i l e

boxes,

t h e mem­

b e rs can p a ss th e m a te r ia ls th e y have been p r e ­ p a rin g f o r th e g ro u p . Q u e s tio n s n o t y e t answ ered w i l l b e d is c u s s e d by th e g ro u p . T he g r o u p w i l l b e d i s m i s s e d .

M a te ria ls: The l e a d e r w i l l n o t h a v e a n y s p e c i a l m a t e r i a l s t o p re p a re f o r th e le s s o n . s h e may show t h e m t o

If

she h a s sa m p le s o f f i l e

th e g ro u p .

boxes,

CHAPTER V SUMMARY AND FURTHER STUDIES I.

SUMMARY

T h is p r o j e c t p r e s e n ts a s e r i e s o f e ig h t le s s o n p la n s f o r u se a s a g u id e in te a c h in g an in - s e r v i c e t r a i n i n g to

fifth

g rad e te a c h e r s

c la s s

on t h e s u b j e c t o f U n i t e d S t a t e s h i s ­

to ry . C h a p te r one i s a n i n t r o d u c t i o n t o c l a r i f i e s th e

th e p r o j e c t and

su b je c t.

C h a p te r tw o d e a l s w i t h a r e v i e w o f t h e l i t e r a t u r e . T h ere w as no m a t e r i a l r e l a t i n g

d i r e c t l y t o a w orkshop o r

in -s e rv ic e tr a in in g c la s s of t h i s ty p e . t i o n s w ere r e v ie w e d t h a t

d e a lt

H o w e v e r , two s e l e c ­

se c o n d a rily w ith th e p ro ­

b lem . C h a p te r t h r e e d e a l s w ith th e

scope o f th e c l a s s a s

d e te rm in e d by th e Los A n g e le s C ity S c h o o l D i s t r i c t . su b je c t m a tte r fo r v iso ry g ro u p s.

th e

c la s s is

d e te rm in e d by th e

The t e a c h e r s a r e e l i g i b l e

c l a s s e s w h ic h a r e i n t h e i r f i e l d .

T he

su p er­

to a tte n d

a ll

T he w o r k s h o p s e r v i c e s

r e n d e r e d b y th e Los A n g e le s C o u n ty S c h o o l S y s te m i s

som e­

w hat d i f f e r e n t , w ith g e n e r a l w o rk sh o p s b e in g p r e s e n te d w h ic h c o v e r a l l

s u b j e c t s and g ra d e l e v e l s .

The m a i n s e c t i o n o f t h e p a p e r ,

c h a p te r f o u r , p r e s e n ts

74 th e e ig h t le sso n p la n s . a fifty in to

m in u te

E a c h p l a n h a s two p a r t s ,

in s tru c tio n a l p e rio d .

t h r e e m ain p a r t s :

each f o r

The p l a n s a r e

d iv id e d

" A i m ," “P r o c e d u r e , " a n d “M a t e r i a l s . "

Books n e c e s s a r y f o r t h e v a r i o u s l e s s o n s on t h e u n i t o f U n ite d S ta te s h i s t o r y a re sp e c ific p la n s, th e h e a d in g ,

l i s t e d under " M a te ria ls" f o r

an d t h e s e h o o k s a r e n o t l i s t e d

" B ib lio g ra p h y ."

a g a in under

T h erefo re, th e b ib lio g ra p h y

c o n ta in s o n ly th o s e p u b lic a tio n s r e l a t e d

to th e

a c tu a l

w ritin g o f th e p r o je c t. II. It

is

FURTHER STUDIES

hoped t h a t th e p la n s a re f l e x i b l e

t h a t t h e y m ay b e i n t e r c h a n g e d a s t h e F u rth e r e la b o ra tio n tw o w a y s . th e to

l e a d e r 1s n e e d s a r i s e .

on t h i s p r o j e e t c o u l d b e m ade i n

S u p p le m e n ta ry le s s o n p la n s c o u ld be w r i t t e n on

s u b je c ts of m u sic , a r t , th e s tu d y .

a lo n g th r e e

e n o u g h so

a n d c o m m u n ity r e s o u r c e s r e l a t e d

T he s u b j e c t o f m u s i c c o u l d b e d e v e l o p e d

lin e s ,

n a m e ly , t h e

so n g s th e p e o p le

sang, th e

d a n c e s o f t h e p e r i o d , and t h e m u sic w r i t t e n b y c o m p o se rs f o r m u sic a p p r e c i a t i o n .

A rt o f th e p e r i o d c o u ld

fro m th e s ta n d p o in t o f a p p r e c i a ti o n .

be d e v e l o p e d

C o m m u n ity r e s o u r c e s

c o u ld b e e x p lo r e d a s t o p o s s i b l e t r i p s c h i l d r e n f o r a d d itio n a l in fo rm a tio n .

c o u ld ta k e

The s e c o n d e l a b o r a t i o n c o u l d b e

m ade b y i n c o r p o r a t i n g g o o d s u p e r v i s o r y t e c h n i q u e s i n t o e a c h p la n in th e p r o je c t.

BIBLIOGRAPHY

BIBLIOGRAPHY FOR THESIS A.

BOOKS

A d a m s, F a y , E d u c a t i n g A m e r ic a * s C h i l d r e n . R o n a l d P r e s s C o m p an y , 1 9 4 6 . 278 p p .

Hew Y o r k :

The

B a r r , A . S . , W i l l i a m H. B u r t o n , a n d L e o j . B r u e e k n e r , S u p e r v i s i o n . New Y o rk a n d L o n d o n : D. A p p l e t o n C e n t u r y C om pan y, I n c . , 1 9 4 7 • 711 p . G o o d , C a r t e r V . , D i c t i o n a r y o f E d u c a t i o n . New Y o r k : M cG raw H i l l C om pany, I n c . , 1 9 4 3 . 5 7 8 , 4 0 9 , 4 9 3 PP* B.

PERIODICAL ARTICLES

C a m p b e l l , M a r y A . , "A S o c i a l S t u d i e s W o r k s h o p , ” T he S c h o o l S e c o n d ary E d i t i o n , 3 3 :6 8 -7 2 , S e p te m b e r, 1 9 4 4 . C anada, U n i v e r s i t y o f T o ro n to P r e s s , (p u b lis h e d te n tim e s a y ear) S t e i n b e r g , S a m u el, " A id s t o I n t e l l i g e n t R e a d in g o f H i s t o r y T e x t s , " H ig h P o i n t s , 2 3 : 31- 3 3 , D ecem ber, 1 9 4 3 . B oard o f E d u c a t i o n o f t h e C i t y o f New Y o r k . (m o n th ly p u b l i ­ c a tio n ) C.

LOS ANGELES BOARD OF EDUCATION PUBLICATIONS

A u d io - V is u a l M a t e r i a l - 1943 F i f t h G rade - L o s A n g e le s C i t y S ch o o l D i s t r i c t C u rric u lu m D iv is io n - A u d io -V isu a l A id s S e c tio n F i f t h G r a d e - W e s tw a r d M o v e m e n t ( w i t h e m p h a s i s o n The O r e g o n T r a i l ) p r e p a r e d by H enny J o h n s e n , T e a c h e r A n e s t a s i a T h o m p s o n , D e m o n s t r a t i o n S c h o o l U.. C . L . A . I n s t r u c t i o n a l G u id e f o r T e a c h i n g G e o g r a p h y , H i s t o r y , a n d C i t i z e n s h i p in G rade F i v e , Los A n g e le s C i ty S e h o o l D i s ­ t r i c t s , C u r r i c u l u m D i v i s i o n , P u b l i c a t i o n E C -3.1 8 , 1 9 4 7 . 1 -2 p p .

APPENDIX

LGS ANGELES GITY SCHOOL DISTRICTS INSTRUCTIONS FOR LEADERS OF IN-SERVICE TRAINING POINT PROJECTS FOLLOW THESE INSTRUCTIONS CAREFULLY BEFORE COMMENCING ACTUAL CLASS WORK

(ITEMS I I AND I I I SHALL BE READ ALOUD AND

DISCUSSED WITH THE CLASS)

I F LESS THAN F IV E PARTICIPANTS APPEAR FOR THE F IR S T MEETING OF YOUR PROJECT OR I F YOU HAVE CHOSEN TO RECEIVE PAY AND LESS THAN FIFTEEN PARTICIPANTS ARE PRESENT, CALL YOUR IN-SERVICE TRAINING SUPERVISOR IMMEDIATELY J

I.

ENROLLING THE CLASS: A.

A c q u a in t y o u r c l a s s w ith t h e o f f i c i a l nam e, n u m b e r , o b j e c t i v e s a n d f o r whom p l a n n e d .

B.

NEXT DETERMINE THE SUBJECT FIELD OR GRADE LEVEL OF EACH PARTICIPANT. I n f o r m t h e s e p e r s o n s f o r whom t h e p r o j e c t w a s n o t s p e c i f i c a l l y p la n n e d t h a t th e y are n o t e l i g i b l e fo r s a la ry p o in t c re d it

and t h e i r n a m e s w i l l n o t

a p p e a r on t h e A tte n d a n c e F o rm . C.

C a re fu lly f i l l

o u t th e

" F i r s t M e e tin g A tte n d a n c e

Form*1 l i s t i n g

g rad e a n d /o r s u b je e t f i e l d

p a rtic ip a n t.

P e r s o n s f o r whom t h i s

of each

p r o je c t w as

19 n o t s p e c i f i c a l l y p l a n n e d o r who h a v e t a k e n t h e p r o j e c t b e f o r e m ay a t t e n d h u t t h e i r n a m e s s h a l l n o t a p p e a r on t h e A t t e n d a n c e F o r m s , a n d t h e y s h a ll not re c e iv e p o in t c r e d it. D.

KINDLY HAKE POINTS B AND C ABOVE CLEAR TO ALL PARTICIPANTS CONCERNED BEFORE PROCEEDING FURTHER.

E.

E n ro llm e n t i s

lim ite d to

c e r tif ic a te d p erso n n el

o f th e Los A n g e le s C ity S c h o o ls . c la ss ifie d ,

in c lu d in g c h ild r e n ,

P e r s o n s n o t so s h a l l n o t he

p e rm itte d to a tte n d . F.

P e rm a n e n t, P r o b a t io n a r y , S u b s t i t u t e

a n d War E m e r­

g e n c y e m p lo y e e s a r e t o r e c e i v e t h e F orm I . stitu te

Sub­

a n d War E m e r g e n c y t e a c h e r s m ay c o n v e r t

t h e s e t o p o i n t s a t t h e t i m e t h e y becom e p r o b a ­ tio n a ry . G.

A d m i n i s t r a t o r s a n d S u p e r v i s o r s may c o u n t f o r e n ­ ro llm e n t, p a r tic ip a te j e c t s and r e c e iv e

G.

I f th e c la s s it

is

siz e H .

in In -S e rv ic e T ra in in g p ro ­

"CERTIFICATES OF IMPROVEMENT".

i s to o la rg e to

h a n d le e f f i c i e n t l y ,

su g g e ste d i t be red u ced t o a n a p p r o p r ia te im m e d ia te ly by d ra w in g l o t s .

ATTENDANCE: A.

I n d i v i d u a l a t t e n d a n c e m u s t b e 85% o r b e t t e r .

No

p a r t c r e d i t w i l l b e a llo w e d f o r a tte n d a n c e o f l e s s t h a n $5% o f t h e t o t a l a u t h o r i z e d m e e t i n g s .

B.

A TARDINESS o f 13

m i n u t e s o r l e a v i n g m ore t h a n

15 m i n u t e s b e f o r e t h e

c lo s e o f th e m e e tin g ,

count as a f u l l absence.

It

is

sh a ll

su g g e ste d t h a t

t h i s be m a rk e d on t h e l e a d e r 1s c o p y o f t h e

en­

ro llm e n t fo rm im m e d ia te ^ . C.

If

fo r any re a so n

a p a rtic ip a n t fin d s he cannot

r e t u r n a f t e r t h e F IR S T MEETING, t h e l e a d e r be n o t i f i e d sig n e d to

sh a ll

i n o r d e r t h a t h i . s p l a c e m ay b e a s ­

som eone on t h e w a i t i n g l i s t .

(P ro v i­

ded t h i s new p a r t i c i p a n t w i l l b e a b l e t o m e e t t h e a tte n d a n c e re q u ire m e n t s t a te d u n d er A ab o v e). D.

A la te

a p p l i c a n t who h a s m i s s e d l ^ f , o r m o r e o f t h e

c l a s s w o r k may n o t b e e n r o l l e d . A p e r s o n who e n r o l l e d a t y o u r o p e n i n g m e e t i n g b u t h a s s u b s e q u e n t l y m i s s e d 1 3 fo o r m o r e o f t h e m e e t ­ in g s th ro u g h a b se n c e o r t a r d i n e s s sh o u ld n o t be a l l o w e d t o m ake up t h i s t i m e . III.

PREPARATION: A.

One p o i n t s h a l l b e a l l o w e d f o r e a c h 16 h o u r s o f p a rtic ip a tio n

in a p re p a ra tio n -ty p e p r o je c t,

f o r e a c h 32 h o u r s o f p a r t i c i p a t i o n p a ra tio n ty p e p r o j e c t, by th e

or

in a n o n -p re­

w h ic h h a s b e e n a p p ro v e d

B oard o f E d u c a ti o n ,

and f o r w h ic h a n o f f i ­

c i a l p r o j e c t num ber h a s b e e n a s s i g n e d .

81 B.

For p re p a ra tio n -ty p e p r o je c ts ,

in d iv id u a l o u tsid e

p r e p a r a t i o n s h a l l be c o m p a ra b le w i t h t h a t r e ­ q u i r e d f o r u n i v e r s i t y w o r k - tw o h o u r s o f o u t s i d e p r e p a r a tio n f o r each h o u r o f c la s s w o rk . C.

A ny p a r t i c i p a n t who d o e s n o t m e e t t h e r e q u i r e ­ m en ts o f th e

o u t s i d e p r e p a r a t i o n o r who i n a n y

way t e n d s t o h i n d e r t h e p r o g r e s s o f t h e c l a s s , s h a l l b e a sk ed to d ro p o u t o f c l a s s by th e l e a d e r o r th e

le a d e r w ill n o tif y th e In -S e rv ic e T ra in in g

S u p e rv iso r in w r itin g a s t o

th e c ir c u m s ta n c e s .

The I n - S e r v i c e T r a i n i n g S u p e r v i s o r w i l l t h e n c o ­ o p e ra te w ith

t h e l e a d e r i n m ak in g t h e n e c e s s a r y

adj u stm e n t. AFTER THE F IR S T MEETING; A.

A t th e

f i r s t o p p o rtu n ity a f t e r th e

c lo s e o f th e

f i r s t m e e tin g , c e r t i f y by te le p h o n e th e

o ffic ia l

e n ro llm e n t.

th e

The o f f i c i a l e n r o l l m e n t i s

o f p e r s o n s m arked "P" a n d " N " .

sum

(S ee p a g e 4 f o r

te le p h o n e n u m b ers). 33. ' MAIL t h e F IR S T MEETING ATTENDANCE f o r m .

(S ee

S e c t i o n G, b e l o w ) C.

ATTENDANCE PROCEDURES

(N o te t h r e e a t t e n d a n c e

form s) 1.

A t t e n d a n c e R e p o r t - F IR S T MEETING ATTENDANCE

a.

C a re fu lly f i l l

o u t th e to p o f A tte n d a n c e

R e p o r t F o rm m a r k e d FIR S T MEETING ATTEN­ DANCE b.

L i s t a l l d a t e s on w h ic h p r o j e c t m e e ts .

c.

L i s t nam es o f p a r t i c i p a n t s ,

l a s t nam e

firs t. d.

A f t e r p a r t i c i p a n t s ’ nam es l i s t

sc h o o l,

grad e o r s u b je c t f i e l d . e.

"B” f o r

th o se e n r o l l e d f o r p o i n ts i s

p la c e d in nam e. f .

th e

c o lu m n t o t h e LEFT o f t h e

(P erm an en t o r P r o b a tio n a r y )

wH(t f o r t h o s e NOT e n r o l l e d f o r p o i n t s i s p la c e d

i n t h e c o lu m n t o t h e LEFT o f

th e nam e.

( S u b s t i t u t e s , War E m e r g e n c y

and A d m in is tr a to r s ) g.

” 0** f o r A d m i n i s t r a t o r s , S u p e r v i s o r , S u b s titu te p la c e d

a n d War E m e r g e n c y t e a c h e r s i s

in th e

c o lu m n t o t h e RIGHT o f t h e

nam e. k*

MAIL t h i s

A tte n d a n c e R e p o rt to y o u r I n -

S e r v ic e T r a in in g S u p e r v is o r im m e d ia te ly a t th e

CLOSE o f t h e F IR S T SESSION.

A t t e n d a n c e R e p o r t - ADDITIONAL ATTENDANCE. Make o u t a n d m a i l sam e a s a b o v e f o r NEW p a r t i -

33 c ip a n ts e n ro llin g a t th e 3.

SECOND MEETING-.

A t t e n d a n c e R e p o r t - LEADER*S COPY. F ill

o u t sa m e a s a b o v e ;

keep th e a tte n d a n c e

f o r e a c h m e e tin g and r e t u r n w ith f i n a l form s a t th e 7.

e lo s e of th e p r o j e c t .

GENERAL INFORMATION FOR LEADERS: A.

P r o j e c t a t t e n d a n c e i s m e a su re d on a o n e -h o u r b a sis.

A c tu a l c l a s s m e e tin g tim e

may b e n o t l e s s t h a n 30 m i n u t e s . m eet a t th e

fo r each hour P ro je c ts

sh a ll

s c h e d u le d tim e and d a t e s and a t th e

d e s i g n a t e d p l a c e s a s t h e y a p p e a r on t h e o f f i c i a l a u th o r iz a tio n fo r p o in t c r e d i t . th is

No v a r i a t i o n f r o m

i s p e r m itte d u n le s s p e rm is s io n fro m th e I n -

S e rv ic e T ra in in g S u p e rv iso r i s

g ra n te d p r io r to

th e ch an g e. B.

I f th e

le a d e r has chosen t o

p ro je c t, o r m ore. fo r pay, C.

th e

f i r s t m e e t i n g e n r o l l m e n t m u s t b e 15

T he m inim um f o r a n y p r o j e c t , is

p a r tic ip a n ts p lu s th e

I f you have a v e ry la rg e je c t,

it

re c e iv e pay f o r th e

is

o th e r th a n

le a d e r.

e n ro llm e n t in yo u r p ro ­

s t r o n g l y recom m ended t h a t t h e r o l l

ta k e n a t th e b e g in n in g and

be

a t th e end o f e ac h

m e e tin g . D.

As t i m e p e r m i t s ,

th e In -S e rv ic e T ra in in g S u p er­

v is o r s w i l l lo o k fo rw ard to v i s i t i n g y our p r o j e c t .

84 V I.

CLOSING THE PROJECT: A.

P re p a re one C e r t i f i c a t e I)

of P a r tic ip a tio n

f o r e a c h ELIGIBLE p a r t i c i p a n t .

(F o rm

(S e c tio n I ,

p a r a g r a p h F , p a g e 1) B.

P r e p a r e tw o C e r t i f i c a t e s o f I m p r o v e m e n t f o r Ad­ m in is tr a to r s and S u p e rv is o rs .

C.

The o f f i c i a l p r o j e c t name a n d n u m b e r m u s t a p p e a r on a l l fo rm s.

D.

S ig n a l l fo rm s and r e t u r n

th e

o rig in a l C e rtific a te

o f Im provem ent to t h e p a r t i c i p a n t . E.

R equest p a r tic ip a n ts to f i l l

o u t,

E v a l u a t i o n F o r m , 11 s t a p l e a n d p l a c e

" P a rtic ip a n t’s In th e

school

m a il. F.

F ill to

G.

o u t " L e a d e r ’ s E v a l u a t i o n F o rm " a n d s t a p l e

t h e r e p o r t s r e q u e s t e d u n d e r S e c t i o n I b e lo w .

C e rtific a te s of P a rtic ip a tio n p rep ared

(F o rm I )

sh o u ld be

f o r l e a d e r s a s k i n g d o u b le p o i n t c r e d i t .

PAID LEADERS d i a t e l y a t th e I.

it

m u s t p r e s e n t p a y s t a t e m e n t s imme­ c lo s e of th e p r o j e c t.

T he f o l l o w i n g o r d e r

i s recom m ended f o r s u b m i t t i n g

th e s e form s: 1.

L e a d e r’ s copy o f e n ro llm e n t.

2.

L ead er’ s C e r tif ic a te I)

OR C e r t i f i c a t e

F o rm .

of P a r tic ip a tio n

(F o rm

o f I m p r o v e m e n t OR P a y r o l l

3.

P a rtic ip a n ts * C e rtific a te s of P a rtic ip a tio n (F o rm I ) AND/OR d u p l i c a t e C e r t i f i c a t e s o f Im p ro v em en t i n a l p h a b e t i c a l o r d e r .

4. J.

The L e a d e r Ts E v a l u a t i o n F o r m .

S ta p le a l l

r e p o r t s t o g e t h e r and su b m it

e v e ry th in g

AT ONE TIME t o y o u r I n - S e r v i c e T r a i n i n g S u p e r ­ v i s o r a s so o n a s p o s s i b l e a f t e r t h e f i n a l m e e tin g of th e p r o je c t. ATTENTION LEADERS ANY PARTICIPANT WHO DOES NOT COMPLETE THE REQUIRED OUTSIDE PREPARATION HAS NOT MET BEE BOARD OF EDUCATION REQUIREMENTS AND SHALL NOT RECEIVE CREDIT FOR THE COURSE. E le m e n ta ry

- M a r i o n W hedon - M a. 8 ? 1 1 E x t . 1 1 8 6

J u n i o r H ig h

- J o t t y F a lv o

S e n i o r H ig h

- L e ro y P oorm an

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1184

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1183

E x te n s io n and H i g h e r E d u c a t i o n - Jo h n G iv en

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1321

Aux. S e r v i c e s

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1177

- H azel H arro d

1 0 /1 0 /4 9

UNIVERSITY OF SOUTHERN CALIFORNIA LIBRARV