Curriculum framework for Georgia schools : a guide to curriculum planning

CURRICULUM FRAMEWORK FOR
GEORGIA SCHOOLS
A GUIDE TO CURRICULUM PLANNING
STATE DEPARTMENT OF EDUCATION M. D. Collins
State Superintendent of Schools Atlanta, Georgia

CURRICULUM FRAMEWORK FOR
GEORGIA SCHOOLS
A Guide To Curriculum Planning
Second Printing February, 1955
STATE DEPARTMENT OF EDUCATION M. D. Collins
State Superintendent of Schools Atlanta, Georgia 1954

Henry W. Blount J.D. Rogers

STATE BOARD OF EDUCATION

George P. Whitman, Jr., Chairman

James S. Peters, Vice Chairman

M. D. Collins, Secretary

Clarke W. Duncan

Glenn Milner

Herschel Lovett

Lonnie E. Sweat

,.

II

Irwin Kimzey Mrs. Julius Y. Talmadge

Many persons contributed to the preparation of this bulletin. The following persons
worked on committees at various stages of the development of the bulletin:
Mark A. Smith, SuperintendPnt Bibb County Schools Zade Kenimer, Superintendent Harris County Schools A. H. Gnann, Superintendent Burke County Schools T. A. Carmichael, State Department of Education L. M. Lester, State Department of Education H. S. Shearouse, State Department of Education Elizabeth Donovan, State Department of Education Mrs. Mary Grubbs, State Department of Education Nell Swint, State Department of Education J. M. Gooden, State Department of Education T. G. Walters, State Department of Education Mrs. Mary Beth Lewis, State Department of Education Mary Bradford, President Elementary Principals Assn. Harold McNabb, President High School Principals Assn. Mrs. Helen Herring, President Classroom Teachers Assn. N. A. Rogers, President Georgia Assn. School Administrators Clara Nell Hargrove, Principal, Miller Junior High School, Macon Mrs. Barbara Warnock, Teacher Swainsboro Annette Kicklighter, Teacher, Claxton Mrs. Ruby Brown, Teacher, Sandersville Mrs. Battle Hall, Teacher, Rome Mrs. Jacquelyn S. Rewis, Teacher, Collins Mrs. Rachel Sutton, University of Georgia Vera Keith, Teacher, Atlanta Bernice Freeman, Supervisor, Troup County Schools Mrs. Dixie Pruitt, Supervisor, Banks County Schools Alton Ellis, Principal, Camilla High School T. W. Mahler, Atlanta Division, University of Georgia Regina Pinkston, Teacher, Greenville Woodrow W. Breland, Atlanta Division, University of Georgia Ed Smotherman, Atlanta Division, University of Georgia Paul Robertson, Principal, Albany Junior High School George L. O'Kelley, University of Georgia Mrs. Elizabeth Bailey, Supervisor, Cherokee County Schools Mrs. A, P. Higginbotham, Supervisor, Thomasville Schools Mrs. Sara Devine, Supervisor, Tift County Schools Paul Carroll, Georgia Teachers College Bertha Freeman, Georgia Teachers College M. S. McDonald, Principal, Moultrie High School Mrs. Zeb Morris, Teacher, Montezuma Mary Brooks, Georgia State College for Women Emory Rose Wood, Art Supervisor, Fulton County Elizabeth Todd assisted with the final editorial work.

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CONTENTS

Foreword Introduction

Pages

I. THE PURPOSES OF EDUCATION AS BASES FOR CURRICULUM DEVELOPMENT.. 1

Beliefs About Education in Georgia ............. ... ... .... ................................................................... 1

Objectives Consistent With These Beliefs

.................................................................... 4

II. CHARACTERISTICS OF GROWTH AND DEVELOPMENT OF CHILDREN AND YOUNG PEOPLE AS BASES FOR CURRICULUM DEVELOPMENT ................................... 7

ill. THE ORGANIZATION OF EDUCATIONAL CONTENT AND EXPERIENCES INTO CURRICULUM PATTERNS . .......... . .... ...... .................. .. .. ............ ....... .. ... .. ..... ......... ...... 9

Content and Experiences Organized in Terms of Aspects of Living . . ............................. .. 9

Experiences Organized in Terms of Maturity Levels

.. 11

Curriculum Organization According to Grade Levels

.13

Guidance in the Total School Program .......................................................................... . ... 25

IV. EVALUATING OUTCOMES OF CURRICULUM

.. 29

Steps in Curriculum Evaluation .. . .. ............ .................................. .

.29

Everyone Concerned Helps with Evaluation

............................. 30

Bibliography

.. 32

Appendix

....................... 33

IV
FOREWORD
In 1953 the State Board of Education appointed a committee charged with the responsibility of recommending a curriculum for the public schools, grades one through twelve. The committee enlisted the assistance of school leaders of the State in making a study of needs and opportunities in the public school curriculum. A preliminary report presented in March, 1954, was adopted by the Board. It included the recommendation that a revision of the report be made in the form of a curriculum bulletin for distribution to the schools. The revision involved the intensive and cooperative work of a large group of state school personnel.
This bulletin is the result of the revision. The title is descriptive because we all believe that the State should provide the "framework"-the common denominator, the minimum and that each local school and system should develop within the State-wide framework its own program to meet local needs.
May I commend this bulletin to the professional and lay people of the State. I believe that here we have an excellent framework statement. Also, I believe the time is ripe for all-out curriculum planning and development at both State and local levels. I believe this for the following reasons:
1. The State Board of Education has not made a general policy statement on curriculum since 1938, when the "Red Book" of the Georgia Program for the Improvement of Education was adopted as the program for Georgia schools.
2. Our great school building program has and will create many new attendance units where new programs will have to be organized.
3. Our expanding enrollments are creating many new attendance units where new programs will have to be organized.
4. We are spending 50% of the revenues of the State for public education. The public must know and understand what is being done to improve the program.
5. General attacks on the public schools can only be met by public understanding. One real way is to involve the public in a State-wide curriculum program, cooperatively organized by State and local personnel.
6. The school people are asking the State for an adequate program of education. Adequacy must be sought in terms of facilities, teachers, and programs.
I sincerely hope this bulletin will serve as a guide to curriculum planning and development in each and every system in the State.
M.D. Collins, State Superintendent of Schools
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INTRODUCTION
In the final analysis, curriculums are determined by the educational planning and educational activities of the professional staffs in local school systems. Indeed, many vital decisions are made by individual teachers as they work with their particular students at various levels and in various content areas.
Although much of the responsibility for curriculum planning rests with school system staffs and with individual teachers, there is a definite need for a common framework within which the curriculum activities of the various systems and the twenty odd thousand public school teachers can operate. Such a framework should, on the one hand, encourage a desirable degree of uniformity in curriculum philosophy, content, organization and standards to meet the educational needs which exist in all communities in the state, while, on the other hand, it should allow for individual initiativeand adaptation to the nature and needs of a local community.
It is the purpose, therefore, of this curriculum bulletin to present a flexible curriculum framework which can be used by all school systems as a reference while making the more detailed decisions necessary in the on-going curriculum process. This is not to say, however, that the content of this bulletin is fixed, final and mandatory; it can be considered, rather, as a point of departure for the curriculum activities of individual school systems.
The first section of this bulletin contains a statement of beliefs about education in Georgia and a presentation of an organized system of educational purposes arising therefrom. It is the responsibility of each local system to examine these statements critically and reconstruct them into statements of its own which it understands and accepts. All other sections of this bulletin should be used in a similar way.
Each local system needs to study for itself the characteristics of growth and development of children and young people and derive therefrom a set of guiding principles for its curriculum. Each local system should also reconstruct the content and organization of its curriculum to conform with its philosophy, its purposes and its understandings of the nature of the growth and development of people. Finally, each local system is expected to devise an organized procedure for the evaluation of outcomes in terms of its purposes.
As a part of this process the State Department of Education conceives its function as one of assuming leadership in the cooperative development of curriculum materials which will further assist local systems in dealing with their curriculum problems. A series of curriculum bulletins is contemplated over the period of the next few years. These can well include a separate and more detailed bulletin on each of the sections treated in this initial general bulletin. These can then be followed by a large scale production of more specific course guides, resource units, and the like.
The development of these curriculum materials will be a cooperative undertaking by representatives of all groups concerned with education in Georgia. It cannot be done by a few curriculum specialists working in isolation from those actually engaged in teaching boys and girls of this State.

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I

THE PURPOSES OF EDUCATION AS BASES FOR CURRICULUM DEVELOPMENT

Educational objectives in any place and time grow out of the nature of the society for which education is being planned, the nature of the individuals in that society, and the nature of the learning process. Furthermore, the objectives grow out of the beliefs which the society holds about the functions of individuals and groups and about the functions of its educational system. In Georgia the purposes of education are based on democracy and the beliefs which Georgians hold about the needs of all people for maintaining and improving that way of life.
BELIEFS ABOUT EDUCATION IN GEORGIA
The curriculum for Georgia schools, as outlined in this bulletin, is based upon an educational point of view which has evolved over a period of years. It has taken shape and matured gradually as groups of lay people, students and professional educators have attempted to improve the quality of community living.'
The Democratic Way of Life
The essential function of the schools of Georgia is the development of individuals who can participate effectively in the democratic society of which they are a part. Democracy is a way of life and a quality of the human spirit as well as a form of government and as such must be acquired by the individual members of the social order. The school, as a primary institution of our society, must assume responsibility for helping youth to develop the capacities, feelings and skills which will enable them to meet with high purpose and effectiveness situations arising in a democratic society.
The youth of our state need to develop an understanding of and an appreciation for this democratic way of life. As contributing members of this society, they need to understand the basic organization and fundamental purposes of democratic institutions as well as to develop the skills essential to effective participation in them. They must recognize that in a democracy freedom of the individual and the welfare of the group are coexistent, social ideals and means of attaining them continually change; each individual is of supreme value and people together distil judgments and decisions out of their collective experiences. The individual's right to make decisions regarding the solution of his problems must be protected but his responsibility for making intelligent decisions tempered always by his regard for the rights of others must be developed. This means that the school should be continually striving for the individual's growth in self-direction, self-control, and sharing as well as the development of a high degree of proficiency in the specific skills needed in all aspects of living.
Skills for Life's Activities
Georgia is one of the fastest growing centers of industry in the nation. During the last two decades there have been extensive changes in many aspects of living-and the changes continue apace. The results of the rural-urban shifts in population, the mechanization of farming, improvements in transportation and communication, atomic energy, and war are well-known. These changes bring new needs as well as new resources to our people-demanding new skills in order that they may adjust to changing values and make the most of new opportunities. All this must be reflected in the school program.

!-Evidences of these efforts are: the Georgia Program for the Improvement of Instruction, in the late 1930's, the work of the Educational Panel of the Agricultural and Industrial Development Board, in the early 1940's, the revision of the school programs during the transition from eleven to twelve grades, the high school evaluation studies, and the recent school plant surveys.
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Values

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In our democratic society inoral and spiritual values are basic to all the objectives of Education. In terms of the American way of life, in terms of the beliefs, however diverse, Americans hold to moral and spiritual values, inherent in all aims or goals of education. The people rightly expect the home and other institutions to foster and develop in the young such values. The home, school and church of necessity must bear the major responsibility for the development of moral and spiritual values in the younger generation.

The public schools have always accepted moral and spiritual values as being inherent in all the objectives of education, and have done a good job in training the young in these values. Georgia teachers will keep in mind in all subjects, situations, and activities that children and youth are developing a value system and are developing their spiritual lives. All teachers at all times must be constantly aware of this fact so that they may better help children and youth in the development of moral and spiritual values.

Educators and the public in general, over the course of the past few years, have become increasingly concerned with the values held in American life, with particular reference to moral and spiritual values. There is a widespread feeling that many of the probelms facing the American people today are due to confusion in the value system which guides their decisions in all aspects of human relationships. Many others agree that our problems are aggravated by the shortcomings of our value system and that the difficulty lies not in the failure to abide by our present values but, rather, in the fact that a new and superior value system is needed to conform to the changed conditions of the present day.z

It is desirable, therefore, to re-examine this entire area and arrive at some clear-cut decisions which will have meaning for the curriculum. Following is a set of propositions about values which may be helpful in dealing with this particular area of educational objectives:

The Nature of Values. Values consist of those things which the individual cherishes and holds in highest regard. There are many illustrations. We value social units such as our country, our state, our homes, and our churches. We value principles of conduct such as truthfulness, kindness, generosity, and justice. We value organized ways of life such as Christianity and democracy. And, we value material things such as houses, cars and furniture.
Individuals do not value all things equally. By the nature of things, we establish a hier-
archy of values; for example, we value our children more than friends, and friends more than acquaintances. In general, we value houses more than automobiles, and automobiles more than furniture. Some value truth more than tact, and love more than comfort or personal convenience.

The crucial test of values occurs when the achievement of one value or set of values conflicts with the achievement of another. This forces the individual to make a choice. For example, with limited funds a family must choose between a college education for a child and a new automobile. A test occurs again when an individual must choose between honesty and loyalty.

This situation forces us, on the one hand, to define those basic values, including the moral and spiritual, which are desirable and arrange them in some order of importance. It requires also that curriculums provide rich experiences in making value judgments on an intelligent basis to assist students in developing the skills necessary in resolving the situations when desirable or "good" values come into conflict. Situations of this kind generally arise in

2-Educational Policies Commission, Moral and Spiritual Values in the Public Schools. (Washington, D. C., N. E. A. 1951, $1.00) An excellent reference on values. Its second chapter lists and discusses ten basic values while the fourth chapter provides suggestions for teaching values.
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making occupational choices_ .where an individual must decide between two valued occupational fields, or, again, when justice to one individual results in embarrassment-..to another.
Values constitute the crucial criteria used by individuals in making choices. The pattern of values held by an individual constitutes his frame of reference when he chooses both ends and means. For example, the individual who values most highly human associations and contacts is more likely to choose an occupation which involves working with people to a great extent as opposed to working with material things. Again, the person who values human associations highly will seek out others to join with him in achieving his goals rather than attempting to achieve them alone. H he has the job of writing a paper, he will seek the advice and counsel of others in its preparation; the person who does not value associations with others is more likely to perform this job independently.
In facing any life situation, the objective is to identify as many desirable values as possible in the situation and attempt to plan a course of action which will realize as many of these as possible. For example, in planning a program of education at the collegiate level, the student should consider vocational values, citizenship values, cultural values, and the like, and attempt to select a program which gives the greatest promise for the realization of all these values.
Values are involved in every aspect of living; they are the warp and woof of life because every aspect of life requires a continuous series of choices and decisions. The values are the criteria for those decisions. It is therefore, impossible to isolate specific values and set them up as educational objectives to be achieved at a given grade level or in a given course. Rather, it is necessary to consider every course and every school experience as a value-rich situation in which students are motivated to and may be guided in the making of value judgments.
The Educational Task in Georgia
The school must contribute to physical and mental health of children and youth. It must give them an adequate set of tools in terms of information and skills. It should develop in them desirable attitudes, ideals. and beliefs. Experience and research have shown that these ends are best achieved through participating in real life situations in a democratic setting with progressively higher levels of expectancy and achievement. In such a setting, parents, teachers and children share the responsibility for determining educational objectives and for measuring progress toward their achievement.
From many unrelated but always cooperative undertakings have emerged certain commonly accepted understandings with regard to the nature of the educational task in Georgia as well as the processes likely to result in desirable changes iii individual and group patterns of living. Briefly summarized these understandings are as follows:
1. The school has an obligation to meet the educational needs of all the people of the community.
2. The educational needs of an individual can be met through the recognition and understanding of that individual's problems at different levels of growth and maturation coupled with the provision of appropriate experiences leading to the solution of these problems.
3. Different individuals face common problems as do different communities, but the specific aspects of these problems vary much as the individuals and the community vary; thus, the local school should develop its curriculum in the light of these recognized differences but within the framework of the state pattern.
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4. The curriculum of th~Jpcal school involves all aspects of the total educational program including the adrriffi.istrative organization, the program of studies, too program of extra-class activities, the instructional patterns followed, the standards of performance required, as well as all other opportunities for self-expression and development available to the individual student.
5. The school has a responsibility for developing an understanding of and an appreciation for the democratic traditions and institutions of our society by providing opportunities for all individuals to participate in a functional democratic program on the local level.
6. Individuals in the same age group differ markedly with respect to cultural backgrounds, interests, aptitudes, native abilities and personal objectives. The teacher should recognize such individuals' differences in an attempt to motivate and assist each individual to maximum growth. The school should make provision to deal effectively with the problems of exceptional children.
7. Desirable outcomes of learning are implied in statements of objectives and continuous evaluation of these outcomes is essential to the continuing improvement of the curriculum. OBJECTIVES CONSISTENT WITH THESE BELIEFS
The objectives of the school in our society stem from some commonly held broad purposes of education which are adaptable to all levels of the school system. These purposes are achieved to a degree at each age level, and to a higher degree and broader scope at successively higher levels. Many educational objectives and many ways of organizing objectives have been proposed during the past years by many educational groups at national, state and local levels. The classified list of objectives developed by the Educational Policies Commission reflects Georgia beliefs and provides the scope and detail essential to the development of a rich and varied curriculum on local levels; it is thus presented here as the list of accepted objectives for Georgia.s
The objectives are expressed in terms of the qualities and competencies desired in citizens in our democracy. They are as follows:
The Objectives of Self-Realization
The Inquiring Mind: The educated person has an appetite for learning. Speech: The educated person can speak the mother tongue clearly. Reading: The educated person reads the mother tongue efficiently. Writing: The educated person writes the mother tongue effectively. Number: The educated person solves his problems of counting arid calculating. Sight and Hearing: The educated person is skilled in listening and observing. Health Knowledge: The educated person understands the basic facts concerning health and
disease. Health Habits: The educated person protects his own health and that of his dependents. Public Health: The educated person works to improve the health of the community. Recreation: The educated person is participant and spectator in many sports and other pastimes. Intellectual Interests: The educated person has mental resources for the use of leisure. Aesthetic Interests: The educated person appreciates beauty. Character: The educated person gives responsible direction to his own life. He also develops
moral and spiritual values.
3-Educational Policies Commission. The Purposes of Education in American Democracy. Washington, D. C., N. E. A. 1938.
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The Oblectives -of Human _R~!~fionship

Respect for Humanity: The educated person puts human relationships first.

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Friendships: The educated person enjoys a rich, sincere, and varied social life.

Cooperation: The educated person can work and play with others.

Appreciation of the Home: The educated person appreciates the family as a social institution.

Conservation of the Home: The educated person conserves family ideals.

Homemaking: The educated person is skilled in homemaking.

Democracy in the Home: The educated person maintains democratic family relationships.

The Objectives of Economic Efficiency
Work: The educated producer knows the satisfaction of good workmanship. Occupational Information: The educated producer understands the requirements and oppor-
tunities for various jobs. Occupational Choice: The educated producer has selected his occupation. Occupational Efficiency: The educated producer succeeds in his chosen vocation. Occupational Adjustment: The educated producer maintains and improves his efficiency. Occupational Appreciation: The educated producer appreciates the social value of his work. Personal Economics: The educated consumer plans the economics of his own life. Consumer Judgment: The educated consumer develops standards for guiding his expenditures. Efficiency in Buying: The educated consumer is an informed and skillful buyer. Consumer Protection: The educated consumer takes appropriate measures to safeguard his
interests.

The Objectives of Civic Responsibility
Social Justice: The educated citizen is sensitive to the disparities of human circumstance. Social Activity: The educated citizen acts to correct unsatisfactory conditions. Social Understanding: The educated citizen seeks to understand social structures and social
processes. Critical Judgment: The educated citizen has defenses against propaganda. Tolerance: The educated citizen respects honest differences of opinion. Conservation: The educated citizen has a regard for the nation's resources. Social Applications of Science: The educated citizen measures scientific advance by its contri-
bution to the general welfare. World Citizenship: The educated citizen is a cooperating member of the world community. Law Observance: The educated citizen respects the law. Economic Literacy: The educated citizen is economically literate. Political Citizenship: The educated citizen accepts his civic duties. Devotion to Democracy: The educated citizen acts upon an unswerving loyalty to democratic
ideals.

Some References on Educational Philosophy and Objectives
Aderhold, 0. C., and others. School Leaders Manual. Ch. II, "A Philosophy of Education," pp. 20-26. Atlanta, State Department of Education, 1947.
Educational Policies Commission. The Purposes of Education in American Democracy. Washington, National Education Association, 1938.
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II
CHARACTERISTICS OF GROWTH AND DEVELOPMENT OF CHILDREN AND YOUNG
PEOPLE AS BASES FOR CURRICULUM BUILDING
Since the major purpose of education in Georgia is that of helping all individuals grow into self-directing, productive citizens in a democratic society, it is essential that all school personnel have a clear understanding of the major concepts of human growth and development and that they hold some fundamental beliefs about the worth and value of all people in the society. Sound educational planning is necessarily based on the concept of the wholeness of growth, all aspects taking place at the same time but at varying rates. Educational planning is based on the concept that education is growth and at the core of all educational experiences is the nature of the human organism and the phenomenon of growth.
All living organisms possess an inner dynamic of growth. This means that growth will take place in one direction or another. It may be retarded or it may be facilitated, but it can not be forced. Growth may contribute to the development of healthy, effective personalities, or it may be very damaging. The direction is determined by the quality of the learning environment and the positive and negative responses the individual makes to that environment.
Just as the human organism increases in size as it builds physical structure, through the learning process it builds a psychological structure composed of attitudes, values, ideals, goals, habits, knowledges, and skills. These are the bases for all human behavior. The quality of the educational content determines the kind of psychological structure which the individual builds.
This concept makes clear the fact that knowledges and skills are not the whole of education. The human personality develops through the organization of all experiences. Through this organization the individual acquires a series of meanings, including not only knowledges and skills but also one's basic attitudes, ideals, beliefs, goals and values, each representing a high level of organization. School programs concerned with the best development of all pupils must give attention to these fundamental aspects of growth and development.
Because of this general nature of growth, it follows that all learning is individual, mul- . tiple and complex. It is a process of change through interaction with the environment. It is a process of sensing, perceiving, interpreting and integrating. Learning is facilitated when the person has a definite purpose to accomplish; when he has a feeling of confidence in his ability to accomplish it; when he has an opportunity for recognition in its accomplishment; and when he evaluates his own progress toward the goal. Learning is facilitated when the assigned task or the problem chosen is suited to the learner in terms of relative difficulty and of meaning. Learning is more effective when there are many and varied stimuli, when there are many first-hand experiences, and when there are opportunities for active participation in these experiences.
Learning is conditioned by the learner's emotions and the emotional atmosphere of the learning situation. The emotional qualities of the situation are also learned and continue to be associated with the facts or skills acquired. These emotional qualities help to determine what use will be made of the facts or skills, and the person's response to similar situations thereafter. The learner's purposes and his past experiences strongly condition the learning that takes place. They are the essentials for building readiness for any school activity. The learner seeks out of the environment only that which he can use, only that for which experience and purpose have provided readiness.
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. These facts- demand thatJ4e learner be considered as the starting point in every teaching-
learning situation. It becomes Tmperative then that all teachers have a wide background of information concerning the basic principles of child growth and learning.
The Growth Chart. The accompanying growth chart shows some pertinent characteristics of growth and development at given maturity levels. This material emphasizes the fact that children grow at different and uneven rates. While the majority of children may be identified with one of the sets of characteristics presented here, other children may be identified with certain characteristics in the columns representing earlier or later maturity levels. One of the most significant facts of growth is that of its uniqueness and no child can be expected to fit the pattern of the so-called average. Consequently, the teacher should be familiar with the whole span of growth if he is to be able to understand the characteristics of any particular group of children.
The Use of the Chart. Learning situations and activities planned for a group of children should be in terms of the maturity level of the group, the characteristics and needs of the individuals in the group, with additional provisions for those individuals who do not fit into the group pattern. The chart is presented here as one source which teachers may use in planning and evaluating experiences for a particular group of children.
On the basis of this and other information gained from recent research in this area, the school program is developed and evaluated. The curriculum is organized in such a way that there is less parcelling of education at all levels, and more opportunities for children and young people to participate in the purposing, planning, carrying out, and evaluating of all educational activities. It is organized into larger learning blocks, cutting across subject-matter lines, providing opportunities for the study of problems which have real meaning to those involved in the learning activity. It is evaluated in terms of its contribution to the total development of the pupils, seeking to find evidences of growth toward the objectives agreed upon by teachers, pupils, and parents. These procedures may call for careful re-examination of many of the present school policies regarding such things as teaching assignments, programming, grouping, grading, and promotion. They may also suggest significant changes in the role that parents and community agencies play in the school program.
References for the Study of Child Growth and Development
There is a wealth of material in the field of Human Growth and Development. The information given in the preceding chart is a sampling of this knowledge and is in no way intended to be exhaustive.
Association for Supervision and Curriculum Development. Fostering Mental Health in Our Schools. Washington, N. E. A., 1950.
Gesell, Arnold. The Child from Five to Ten. New York, Harper and Brothers, 1946. Havighurst, Robert J. Developmental Tasks and Education. New York Longmans, Green
& Co., 1952. Ohio State University. How Children Develop. Columbus, Ohio State University, 1946. Public Schools of the District of Columbia. Child Growth and Development, Characteris-
tics and Needs. N~w London, Conn., Arthur C. Croft Publications, 1953.
Additional References for Teachers
Jersild, Arthur T. Child Development and the Curriculum. New York, Teachers College, 1946.
Breckenridge, Marion E., and Vincent. Child Development. Philadelphia, W. B. Saunders, 1949.
Olsen, W. C. Child Development. Boston, D. C. Heath, 1949. Jenkin, Gladys G. These Are Your Children. Chicago, Scott Foresman, 1953.
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Some Characteristics of Human Growth and Development

(AGE 3-6)

1. Have regular habits of sound sleep

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2. Are constantly active; show fatigue more often by bemg cross or restless; are suscept1ble to mfec-

tious diseases

3. Are able (from 4 on), with proper training, to take responsibility for going to the toilet when

necessary, managing their own clothes and washing their hands; have unevenly developed rr>otor

skills; have not fully developed accessory muscles that control fingers and hands

4. May continue to practice infantile masturbation

5. Are concerned about health only when they are ill themselves

6. Can be taught to use own handkerchiefs, dishes, towels, and personal belongings

7. Are concerned more with adult approval than with approval of their peers

8. Engage in simple imaginative play

9. Are beginning to develop socially: 3-year-olds want to play with other children, but in small groups

which tend to shift rapidly; are still ego-centric (I, me, my, mine); 4-year-olds seek companionship

even if it means parental disfavor; 5-year-olds may be jealous of older children, their desire for

attention may be seen in all kinds of showing off. (These forrr>s of behavior may alternate with

shyness and self-conscious behavior.)

10. Are increasingly fond of small children and animals

11. Have generally recognized that other~ have some rights; physical fighting decreases and verbal

criticism increases

12. Are direct and personal in asking questions

13. Play together (5-year-olds) in group situations for short periods of time with small numbers of

children

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14. Are not concerned about race, color, sex, or economic status unless influenced by adults

15. Adopt the manners and social customs of the family

16. Are influenced in speech, language, and social development by environment; thinking and reaon-

ing are becoming more apparent. (Girls develop speech slightly in advance of boys.)

17. Are mostly interested, at 3 and 4 years of age, in the activity and the material rather than the

express-ion of ideas

18. Are amused at noises, grotesque faces and figures, and dramatic situations; have vivid imaginations

19. Are interested in simple scientific explanations of everyday experiences and observations which

challenge their curiosity; as, What makes it rain? Where does the sun go? Who is God?

20. Are concerned with therr>selves, their family, and their own age mates; have no concept of the cul-

tural heritage

(AGES 6-9)
1. Are generally healthy, strong, and active, but tire easily; enjoy stunts, climbing, jungle gyms; engage in teasing and tough and tumble activities
2. Grow faster physically but unevenly during latter part of period; have more control over large muscles ne&r end of period where eye-hand coordination is sufficient for writing, sawing, and other close range activities
3. Are assuming increased responsibility for care of self 4. Must learn habits and practices for maintaining health; are subject to respiratory diseases 5. Are short-sighted and have a relatively short interest span-making it difficult to do close work,
such as reading that requires long periods of time 6. Are disturbed when hurried or pressed by adults 7. Enjoy making such toys as a wagon and playing with mechanical things that go or make a noise;
are beginning to play organized and simple competitive games but not by formal rules 8. Are testing adult rules; have periods of anti-social behavior, as unacceptable language; are re-
sentful of adults, feign indifference, but need family approval; have flashes of anger of short duration, but do not hold grudges; may show sympathy almost simultaneously with cruelty 9. Have fears resulting from insecurity at home and school; need love of family, friendship of teachers, and status with their peers 10. Are assertive about ideas and desires but do not persist for long; are beginning to form interest or purpose groups-usually of short duration; are concerned about prestige in groups-size, skills; are hurt by ridicule or loss of prestige; are influenced by style of clothes and possessions of their peers 11. Engage in imaginative and imitative play but without much thought to plot or sequence during earlier stage; resent being disturbed when they are at play or work; laugh at nonsensical things and like comics; vary in ability and desire to play in groups 12. Disagree-boys more than girls-boys engaging in physical force and girls in verbalism; are generally tolerant concerning race and economic status unless influenced by adults; discrimination occurs among neighbors
13. Are more interested in manipulating art materials than in production of realistic pictures during the early period; are becoming concerned with relative size and realisticness near the end of period
14. Enjoy drarr>atic presentations of stories; enjoy pets; begin during latter period to prefer things done well; growing tendency to stay with a job until it is finished when they are interested
15. Play together as sex equals until about eight when they begin to play separately 16. Are con~erned about personal allowances and spending for own choices; interested in earning
some money; enjoy collecting and possessing 17. Are interested in time; as, special days, time to go places, time to do things 18. Are interested in writing numbers and in counting; learn from experience \Yhat halves, quarters
and thirds are; can make simple purchases at the store

This chart emphasizes the fact that children grow at different and uneven rates. Whilei the majority of the children may be identified with one set of characteristics presented below - others may be identified with certain characteristics in the columns representing earlier or later maturity levels. Consequently, the teacher should be familiar not only with the characteristics that supposedly describe the age group she teaches, but with the preceding and following ones as well. Learning situations and activities planned for a group should be in terms of the maturity levels of the group and in terms of the characteristics and the needs of the group. Additional provisions should be made for those individuals who do not fit into the group pattern.

(AGES 9-12)
1. Usually have good health and boundless energy 2. Are developing increasing control over small muscles-physiologically, girls mature ahead of boys 8. Have the widest range of interests of any age group, showing increased interest in realism and
facts 4. Have wider attention span than primary-the 6 to 9-year-old~ 5. Have concern for own personal achievements and are keenly affected by success anct failure 6. Are beginning to show secretiveness; are easily depressed or excited; ;;how rebellion against adult
domination 7. Are growing in ability to make their own decisions and to assume responsibility for consequences 8. Have a well-developed sense of humor 9. Show independence, initiative, and interest in fair play 10. Participate as responsible members of the family group 11. Recognize human motives quickly and are hard to deceive 12. Are interested in organized competitive games and sports 1:3. Are greatly concerned about group recognition and approbation, but form strong attachments for
own sex-interest in opposite sex increases as they approach puberty 14. Get a certain amount of satisfaction from work done alone, but at the same time enjoy cooperative
group enterprises 15. Are becoming aware of and concerned about other people's ideas anrl beliefs 16. Extend interests beyond home and local communities to the nation and to the world

(AGES 12-15)

1. Have rapid physical development (Girls are about two years ahead of boys are matur-

ing rapidly with secondary sex characteristics appearing

'

2. Show lack of coordination because muscular and skeletal growth take place at different

rates of speed

3. Feel extreme fatigue, particularly when participating in competitive sports. (This is

because heart does not grow as rapidly as the body, thus causing blood pressure to fall.)

4. Show energy level fluctuation because of glandular instability

5. Desire adult privileges, thus trying to prove that they are growing up

6. Have strong tendency to rebel against authority

7. Show sensitivity and fear of situations which wake them ridiculous

8. Prefer activity and working with materials as a change from working with ideas alone

9. Long for approval of peers and for friendships of own age mates of both sexes

10. Are confused when home, peer, and school standards conflict

11. Desire to conform to peer standards and at the same time to be unique

12. Sbow some embarrassment in discussing own growth and development

18. Are concerned about normality of own development and in becoming attractive

14. Need to learn to plan, to do own share of work, to share praise, and to do the less at-

tractive jobs

15. Show some interest in earning own money

(AGES 15-18)
1. Show even wider range of differences in mental ability, scholastic achievement and interests than when younger
2. Complete their physical changes and have grow11-up looking bodies 3. Are aware of physical characteriRtics of themselves and others 4. Have such intense emotions and sensory impressions that intellectual drives are
subordinated to emotional and social needs 5. Admire physical vigor and courage 6. Are consciously or unconsciously searching for a life-time mate 7. Are coming to think of themselves as adults and of taking their places in the
economic and social world of adults 8. Are arriving at maturity in reasoning ability 9. Are concerned with abstract problems of right and wrong 10. Are learning to recognize contradictions in moral codes and discrepancies between
principle and practice, and to resolve problems arising from these in a responsible manner 11. Are approaching adulthood in a realistic manner in that they are able to distinguish attainable goals from fanciful goals

(AGES 18-30)
1. Exhibit a special sensitivity and an unusual readiness to learn (Motivation to learn and to learn quickly is especially keen.)
2. Are in a difficult period of adjustment bec.ause of the transition fl'om an agegraded society to a status-graded society; (Prestige and power, at this age, depend not upon age but upon skill, ability, wisdom and family connections.)
3. May still be seeking a mate, or may be making marriage adjustments 4. Are often confused and upset over the biological and psychological aspects of
bearing children and rearing them 5. Experience anxieties over making good in a chosen occupation 6. Often are too concerned over their immediate personal concerns to take a very
active part in civic responsibilities 7. Often, because of marriage or jobs that take them to new places, are faced with
the necessity of forming a whole new set of friends and associates

m
THE ORGANIZATION OF EDUCATIONAL CONTENT AND EXPERIENCES INTO CURRICULUM PATTERNS
The purposes of education presented in the preceding section indicate the kinds of competencies which Georgia's youth must achieve at continuingly higher levels of performance. As each pupil grows he should be able to deal with the problems and challenges of living with increasing degrees of adequacy. If, then, education is concerned with the improvement of living, it must derive its content from the problems of living with which the individual must deal. As a guide for the selection of educational experiences, life problems have been classified into the following basic aspects of living:
1. Achieving and Maintaining Physical and Mental Health 2. Making a Vocational Choice and Earning a Living 3. Performing Responsibilities of Citizenship 4. Conserving and Utilizing Resources 5. Communicating Information and Ideas 6. Expressing Aesthetic Values
CONTENT AND EXPERIENCES ORGANIZED IN TERMS OF ASPECTS OF LIVING
Following are suggestions concerning problems which are associated with each of the six aspects of living, and content areas which provide information useful in solving such problems.
Achieving and Maintaining Physical and Mental Health
Man constantly seeks a dynamic feeling of well being and physical protection from the hazards of living. A school-community may aid each individual pupil toward the achievement of this goal through a well balanced health and physical education program. Such a program will provide a healthful enviroment, needed health services, health instruction, and physical education based upon sound health practices for all children, grades one through twelve. Healthful living is an integral part of the school program, affecting all children, including exceptional children.
The content areas which contribute most specifically to the better understanding of desirable health knowledge and practices are to be found in the fields of personal hygiene, physical education, disease prevention and control, biological science, nutrition, home economics and the fine arts.
Making a Vocational Choice and Earning a Living
Man spends a large portion of his time in producing and acqmnng goods and services. In so doing, he earns his living and contributes to the welfare of society. Through intelligent and sympathetic guidance, every boy and girl, on completing high school, should have the knowledges and skills necessary for earning a living or continuing his education in some field of specialization. If this is to be possible, schools must provide curriculum offerings and vocational guidance sufficiently broad to meet individual abilities and interests of the pupils.
Content areas which contribute most effectively to the solution of problems in this area are economics and business, vocational education, consumer education, resource use, home and family living, social studies, mathematics, the language arts, fine and practical arts.
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Performing Responsibilities of_ Citizenship

.

~

Man is a member of many groups-ranging in scope from the family and neighborhood

associations to church, business and professional organizations, local, state and national groups,

and international organizations. Membership in these groups brings many benefits but carries

corresponding obligations and responsibilities. Citizenship responsibility involves: (1) Knowl-

edge and awareness of problems, issues, and needs of all groups; (2) The making of intelligent

choices regarding the solution of these problems, and (3) Active participation in solving them.

Growing in an understanding of the responsibilities of citizenship is a part of all facets of living. Through cooperative planning and action on the part of the pupils and teachers concerning real problems, pupils develop the understanding that freedom also carries responsibilities. These problems may range in scope from agreeing upon and practicing desirable ways of entering and leaving the building to problems relating to international relationship.

The content areas which provide sources of information in this field are the social studies, science, the arts, literature and the language arts.

Conserving and Utilizing Resources
The present and future well-being of our nation and the individuals which comprise it depends in a great measure upon the way in which our natural, social and human resources are utilized. Education should contribute to an understanding of the importance of the wise use of resources. It should also provide for the development of skills and attitudes necessary for the fullest utilization of all present resources and the discovery and invention of new resources.
The subject areas which contribute most to this problem of living are the sciences, the social studies, health, the fine arts and the practical arts.

Communicating Information and Ideas
In a democratic society, man is committed to progress. Progress can be gained through bringing present knowledge to bear on the solution of new problems. To insure the perpetuation of our democratic way of life, children, youth and adults must be able to bring past and present knowledge to bear on the problems they face. They must have skills in using the tools and techniques of communication, and they must understand the potentialities of the press, radio and television. Skills, coupled with media, will facilitate the receiving and transmission of knowledge and ideas, making it possible for man to continue his progress.
The content areas of the curriculum which contribute to the development of these skills are the language arts, mathematics, social studies, fine arts, the sciences and certain areas of vocational education.

Expressing Aesthetic Values
Man constantly seeks to express himself creatively through the arts, music, art, prose, poetry, drama, the dance. Through his creative efforts, man has established a "common language" through which people may communicate wherever they may live. The creative arts are a sincere expression of their own time and are not a result of strict schooling in techniques and preconceived forms. Creativity cannot be taught but must be inspired and released. The way in which the individual works and his interpretation through whatever media he may choose makes the work creative for him. Through creative expression, he achieves satisfaction and emotional release that gives balance to his personality.
The school has a definite responsibility for providing a situation where there are materials and guidance, an atmosphere that inspires and challenges creative thinking and experimentation, that recognizes individual effort and abilities. It is difficult to determine what experience

Page 10

will lend the inspiration for cr-eativity: all areas of the curriculum may contribut~~as the fine and applied arts, the language, arts, social studies, physical and natural sciences, the total environment. The functional application of creative values are expressed in personal development, home and family living, agriculture, industry, use of leisure time, in civic planning and in many forms of communication.
EXPERIENCES ORGANIZED IN TERMS OF LEVELS OF MATURITY
The Problems of Living Chart which follows suggests educational experiences for each of the above aspects of living and for each of the six levels of maturity described in the previous chapter. More specifically, the chart attempts to do these things:
1. To identify six major Problems of Living the learner faces as he proceeds through the various phases of growth and development.
2. To suggest some experiences the learner may have at various levels of development, in each of the Problem of Living areas, from kindergarten into adulthood.
3. To show a consecutive cumulative movement of expanding and enriching experiences through each developmental level.
4. To define the area in which any teacher's work may largely be confined, thus to prevent serious overlapping and yet provide for meeting individual differences that occur in every group.
5. To provide a basis on which materials of instruction may be selected which relate directly to the problem to be solved. These materials may be multi-sensory and on various levels of difficulty, used to meet individual needs and differences.
The suggested activities by no means exhaust the possibilities in any of the Problem of Living areas, they are only suggestive of types of experiences which learners may have at various levels of development. These activities are based upon what is known about the growth characteristics of children and youth (see Growth Chart). They are activities which experience has shown contribute to the achievement of the major educational objectives of (1) Self-Realization, (2) Human Relationships, (3) Eco~omic Efficiency, and (4) Civic Responsibility.
Subject matter areas may be the same at all levels, grades one through twelve. The difference is in the degree of difficulty and scope of the subject, based upon the level of understanding of the learner. The Problems of Living Chart tries to illustrate this point in its expansion of suggested experiences across the chart.
How Curriculum Planning Groups May Use The Problems of Living Chart
It is hoped that curriculum planning groups may use the "Problems of Living Chart" with the "Growth Chart" and find them helpful as guides in:
1. Making a more careful study of what children and youth are like. 2. Determining more specifically the needs and the experiences children and youth may
have at various developmental levels, in a particular local situation, utilizing all available resources. 3. Testing the suggested activities, and others the group may add, in terms of the beliefs and purposes expressed in Chapter I. 4. Looking at possible ways of working with children and youth in the development of the suggested experience activities. 5. Evaluating the nature and types of opportunities children are having to determine the breadth and depth of experiences.
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CURRICULUM ORGANI-ZATION ACCORDING TO GRADE GROUP LEVEl;$
The planning of curriculums by grades involves more than the allocation of activities and content to levels of maturity. It also involves the planning of relative emphases at the various levels, some distinction between required and optional activities, the combining or separation of content areas in terms of lengths of periods, number of teachers associated with a grade, etc. The following sections present suggestions for dealing with some of the problems which arise in organizing programs according to four grade levels, Kindergarten, Elementary grades, Middle grades and High SchooL
Kindergarten
(Refer to Growth and Problems of Living Charts for guidance in planning for this group) At present there is no state financial support for kindergartens. At the same time, there is need for close cooperation between public schools and the private kindergartens in communities where such services exist. First grade teachers and kindergarten teachers may plan cooperatively the types of experiences children in both groups might have, so that there is coordination and continuity from one level to the next. All phases of kindergarten programs should be based upon what is known about the growth and development of 4, 5, and 6-yearolds.
The most important responsibility of a kindergarten program is to provide for children the opportunity to grow in ability to work together, to share materials and equipment, to take turns, to care for personal needs and property, to grow in respect for the rights of others, and to help in the care of personal belongings and school materials. As children grow in the development of these skills and responsibilities, they are gaining the maturity needed to better handle the tasks of the first grade program.
Kindergartens may well provide enriching experiences through music, art, rhythmics, stories, poetry, (picture books and easy books) imitative play, imaginative play, big muscle activities (as running, jumping, hopping games) and play with manipulative toys.
Elementary Grades
To Georgia's elementary schools each day come many children. Each child is different! Each child brings with him his innate capacity to learn, his family culture, his accumulation of knowledges, habits, skills, and appreciations, his physical and emotional stamina, his creative abilities and his moral and spiritual values. To meet the various needs, interests, and abilities of these children in the elementary school, it is important that principals, supervisors, teachers, and parents have an understanding of child growth and development, and that they plan elementary school programs accordingly.
Although each child is different, children in certain age groups have many needs and interests which are the same or similar, and basic plans can be made for those age groups. In Georgia, basic program plans are made for two age groups in the elementary grades-the 6 to 9-year-olds in the primary grades, and the 9 to 12-year-olds in upper elementary grades. Program suggestions for each of these groups are here presented.
Primary Grades 1 3
(Refer to Growth and Problems of Living Charts for guidance in planning for this group) Even though some children may have had kindergarten experiences before entering the first grade, the programs of primary grades should remain informal and the experiences concrete.

Unfortunately, the chronolO'"grcal age is the major factor considered in determining a child's readiness for entering the first grade. Because of this, it is important that -tl'J.e teacher apply what is now known about child development in providing learning experiences to meet both individual and group needs. Such facts as "children's eyes reach maturation between
the ages of 6 to 81h years," "children should reach a mental age of 6Yz before beginning
formal reading," "girls mature earlier than boys," need to be remembered when planning the types of experiences children may have and the ways in which they may work and play. A short attention span is characteristic of this age group: though their attention spans are lengthening with each successive year, neither their minds nor their muscles are sufficiently mature to be inactive for long periods. The school day for the 6 to 9's, therefore, should be well balanced with a rhythm of work, play, rest, and nutrition.
The school and home are jointly responsible for knowing the child's physical condition through utilizing all available health services and for seeing that remediable defects are corrected and the environment is conducive to healthful living. For the majority of children in the Primary grades their homes and families, toys, pets, playments, the community, the moving transportation about them, and the world of television form the major part of their environment. Out of their experiences in this environment will come the inspiration and motivation for the language arts, social studies, play activities, and science experiences in their curriculums.
Language Arts
Reading. Before formal reading, children need many oral language experiences of various types, such as listening to and telling stories, composing experience stories, choral reading of simple poems and rhymes and simple dramatic play. These experiences are a part of the "growing in reading" process which is necessary before formal reading may take place. The importance of composing and reading experience stories cannot be over emphasized throughout these years. Good language usage develops through wide experiences in using a language. Much time and patience is needed to overcome culture patterns in speech.
Wide experiences with many easy books, picture books and playing stories increases vocabulary and helps the child to take a background of experience to the printed page. There should be at this level a well organized developmental reading program. If a basal text is used, teachers should study and use the Teacher's Manuals that accompany each of the approved reading series as a means of broadening and enriching the content of the text.
Writing. Manuscript is the accepted form of writing for this age group. All children are not ready to begin writing at the same time. Such experiences as working jigsaw puzzles, playing with clay, with balls of various sizes, peg boards, and the like help in developing eye-hand coordination. Writing on a chalkboard should precede using pencil and paper. It is urgently recommended that large pencils and wide spaced writing paper be used in the first two grades. The transition from manuscript to cursive writing should be detained until a fair degree of mastery of the skill in letter formation and speed has been achieved. All children will not be ready to make this transition at the same time. Evidence of a child's readiness are the ease with which he writes and the satisfaction he gains from writing easily and well. Emotional blocks to the manual task of writing is one of the greatest blocks to children in attempting to write creatively: therefore, parents and teachers should serve as "scribes" until the child gains facility in the manual task of writing.
Number
All number experiences should be concrete and closely related to the everyday experiences of the child at this level. These experiences may involve number games, playing store, counting lunch money, counting cost of materials used everyday, as pencils, crayons, and the
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like. Concepts of time, space, -distance, more than, less than, big, little, small,- large, round, square, develop through observmg, handling, manipulating and making comparisolrs. A planned program utilizing number experiences can also capitalize on the unexpected and incidental opportunities for number that occur daily. Abstract experiences with number, coming after a developmental program based upon concrete experiences, produce less frustration and greater skill in the use of abstract mathematical processes in the upper elementary grades.
Social Studies
Experiences in this area should be based upon the pupil's immediate environment-home, family, pets, toys, playmates, the community and helpers, the moving world of transportation around him, and the broader experiences provided through television. From these, teachers and children may choose many interesting problems for exploration, as: How may we best work and play together in our group? Making a home for Polly (the class doll). How shall we care for our pets? Making a toy or grocery store. Through all of the working together and visitations great emphasis is placed upon the development of desirable social and emotional relationships. Good citizenship should be a part of the total living.
Science
Pupils in this age group are vitally interested in the natural world in which they live. They have many questions and have no inhibitions about asking them. What makes the leaves turn red and yellow? Where does the sun go? What makes it rain? How do animals take care of their babies? Field trips, collecting, viewing films are all a part of this period of wide-eyed exploration and discovery. Confidence isn't lost if the teacher says, "I don't know, but we will find out together."
Health and Physical Education
Children at this level cooperate with adults in utilizing health services, gaining information about body care and observing desirable health practices in an environment conducive to healthful living. They enjoy and need big muscle activity, they are still working at the task of muscular coordination. A well planned and implemented program of health and physical education is a must if these children are to achieve the physical skills desirable for this age group.
Fine Arts
It is in this area that the young child participates with abandon, unafraid to express himself through paints, crayons, clay, rhythms, song, drama, and creative storytelling. Only when adults apply adult standards to his work and are more concerned with the end product of the production than the end product of the free soul of a child, does he withdraw and become afraid of the media of expression. A great hazard to creativity is expecting a child to perform like an adult, to measure art experiences by adult standards, giving patterns to be traced or colored, ("deadly" color books), teaching songs, dances, poetry, that are far too difficult or not "childlike," as a first grade memorizing "Hiawatha."
Upper Elementary (Grades 4-6)
At this level there is a broadening of community interests and expanding horizons. The child is becoming identified as a personality, he is struggling to break away from family ties and act independently. He is more interested in pleasing his peers than in pleasing adults, he is vacillating between early and later childhood, he is curious and experimental. His interests revolve around the larger interests and events of the community, state, nation and world. He is very much interested in community recreation, travel, people of other lands, natural and physical sciences, building and creating, viewing and participating in sports.
Page 15

PROBLEMS OF LIVING CHART

..I
PROBLEMS OF LIVING
ACHIEVING AND MAINTAINING PHYSIC'\L AND
MEN'I '\L HEALTH

Suggested Experiences based upon Objectives of Education and Growth Characteristics at Various Levels of Development

KINDERGARTEN
The lrnmedwte EnmHmrnent. The home, play, nature

EARLY ELEMENTARY GRADES l 2 3
The Jmrnedwte Ermzromnent The horne, school and comrnumty

LATER ELEMENTARY GRADES 4 5 6 7
Explm tng and adr1en tu1 zng m an expandzng envrronment, local, state, naiwn, world

LOWER SECONDARY GRADES 7 8 9
The Jelatwnshzp of the mdzmdual to the rnode111 wmld

UPPER SECONDARY GRADES IO ll 12
Indwtdual and group relatwnslup; m meetmg modem p1oblems wzth refeJence to all meas of lwzng, mganzzed and unorganzzed group ef!OJts, wmld czvzhzatwns and cultwes) gouernrnent, socwl usages and customs.

1. Helpmg to create and mamtam a safe and healthful school-commumty envn<mment, as, helpmg m "home and school housekeepmg", canng and arranging flowers
2. Partlctpatmg in health servtces that promote the health of all children and are a contmuat10n of the services for the pre-kmdergarten chtld carried on by the State Department of Health; as, correction of remedmble defects, staYJ.ng home when Ill, playmg Hnurse" and "doctor", telhng about visits to doctor and dent1st
3 Playmg games mvolvmg use of large muscles, as, rhythmics, smgmg games, huntmg games, mimetics, and creative play
4 Informal teachmg of healthful hvmg through the da1ly apphcatwn of good health habits, as, w<~.shmg hands before meals and after gomg to tmlet, eatmg well balanced meals, prachcmg safety rules, observmg the growth of plants and ammals as a means of appreciating nature's method of growth and repro~ ductwn; restmg and relaxmg at appropriate times

1. Acceptmg responsibthty for helpmg to create and mamtam a healthful school-
cowmumty environment, as, acceptmg responbthty for keepmg home, school, and commumty clean, attractive and safe
2 Contmumg the promotwn of the health of all children, the detection and correctiOn of remediable defects, the prevention and control of preventable dtseases, as, cooperatmg m VISion, hea.rmg, and other screemng tests, helpmg to keep O\\ n growth chart records
3 Participatmg m s1mple folk games, simple games mvolvmg big muscle activities, as, runmng, JUmpmg, chmbmg, free roUgh-and-tumble play
4 Contmumg the practices of good habtts of health and safety, as, washmg hands before meals, after tmletmg, and at all times when needed, wearmg clothmg suttable for weather and occasion, covermg sneeze and cough, usmg disposable handkerchief, eatmg the essential foods, estabhsh rhythm of work, rest, play, observmg home-school-commumty safet3 regulations, engagmg m dramatic activities to give ell'phasiS to standards of healthful and safe hvmg, observmg and learmng some elemental laws of reproductiOn of plants and ammals

1 Helpmg to create and mamtam a healthful school-commumb enVIronment, as, assummg a measure of responsibility for regulatmg heat, hght, and ventilation m the classroom, for cleanlmess and appearance of classroom, school bmldmg, and grounds, cooperatmg m all programs relatmg to Improved health conditiOns
2 PartlCipatmg m health services for the promotwn of the health of all children, the further discovery and co1 rectwn of physical defects, and the prevention and control of preventable diseases, as, usmg the pubhc health and other health personnal as resource persons, VISiting dentist regular~}
3 Takmg part m phys1cal educatiOn and recreatwnal activities that take mto account the physical condition of children fi.S determmed by careful screenmg or a health exammabon and that recogmze differences m physical skill, strength and endurance, as, parbctpatmg m rhythmtcs, huntmg games, stunts, self testmg activities, relays, and lead up games
4 Part1c1patmg m health mstructlon \\ htch gtves chtldren opportunities fo1 better understandmg of then o\\n gro\\th dynatY'lCS and for acqmrmg other mforma bon necessary for the formation of good l1ealth and safety habtts and attitudes through pracbemg habits of good groommg, eatmg a balanced diet, expert mentatiOn wtth plants and ammals, keepmg growth rec01ds, usmg local health services; practicmg proper care of eyes, ears, teeth, servmg on safety patrol, practicmg elemental first atd skills, obsenmg nature's plan of reproductiOn and growth, gammg sctenbfie facts about effects of alcohol

1 Helpmg to create and mamtam a healthful school-commumty environment through such actnttles as keepmg classroom and school neat and attractive, assummg responsibthty for soctal actn Jtles, as ptcmcs and parties, conferrmg w1th teacher and counselor regardmg personal problems, partlctpatmg m group plannmg, evaluatmg health and safety condthons of the school and commumty
2. Partictpatmg m health sen tees that contmue the promotiOn of the health of all students, the further dtscovery and correction of physical defects, the pre~ vention and control of preventable dtseases, usmg these services fo1 developmg proper att1tudes and aequmng sc1enttfic mformatiOn as a basts for healthful hvmg, as, usmg serviCes rendered by the different health agencies m the commumty, visttmg doctor and dentist
3 Parttcipatmg m physical educatton and recreational actiVIties whtch will con~ tnbute most to the health of all pup1ls (Thts Will suggest the teachmg of classes, and the carrymg out of other actn Ittes with carry-over values based upon the phys1cal conditiOn of the puptls as determmed by health exammahons, through such acttvtties as mtramural programs, group and mdtvtdual games, self-testmg and field day activities)
4 Practtcmg habits of good groommg and nutrition; helpmg m planmng family and school menus; prachcmg a Well balanced program of work, sleen, rest, relaxation and play, utthzmg school commumty-state health services prac ttcmg Jumor F1rst .hd, observmg safety laws, discussmg problems of home and family hvmg, collectmg facts concernmg alcohol consumptiOn

1 Helpmg to create and mamtam a healthful school commumty environment through such activities as belongmg to student health committees and co-uncils, panctpatmg m activities that help to Ill'prove home and commumty environment, utthzmg local, regiOnal, and state health senJCes m assummg responsIbthty for own health and m cooperatmg wtth commumty programs of vartous agencies concerned wtth physical and mental health
2 Part1c1patmg m a well orgamzed mtra-mural and mter-scholasttc athletic pro~ gram, as a sports educatwn ptogram conststmg of mdividual, dual, and team sports, which empha3IZCs carry-over sports
3 Parttctpatmg m health mstructton that places special emphasis o-n student preparation for adult, personal, and family hvmg, vocatiOnal competencies and commumty responstbthty, through appratsmg advertisements whiCh are de signed to mfluence health behaVIor, engagmg m study and discussions of problems of family hvmg as, baby care, care of stck, famdy budgetmg, family menus, meal preparatiOn, social hygtene, workmg with adults m promotmg school~commumty health and safety; takmg driver education, and parttcipatmg further m study of alcohol educatiOn

ADULT EDUCATION
lndwzdual and g>oup Jclatwnslup, m adjustmg to soczety m whtch "'' bve, m teo ms of the needs and prevzou; eduwtzve experzences of the mdwzdual
Ge01gza pr:op!r: not emolled m publtc JCII()ol; have an zmmense 11a>zety of needs, mteoe;t;, pwposes, and abz/ztzes, The followzng partw! Hlggestwe ltst should pwve helpful 111 mdzcatmg expenences swtable fm them
Knowmg the partiCular health problems of commumty and school; g1vmg support to and partlcipatmg m health programs P1omotmg the program of pubhc health samtat10n, mcludmg approved water supply, approved sewage dtsposal, adoptiOn and enforcement of app-ropnate samtary regulatiOns for safe foods and other needs Becommg familiar \\ tth the school health program for children and supportmg and supplementmg this program m the home Parbctpatmg m a school-commumty health council as one mea:ns of solvmg commumty health problems Helpmg to provtde home and commumty recreatiOn fac1Itttes and acttvthes Becommg acquamted \\ tth the essential prmctples of child care and development Becommg acquamted with the essential prmc1ples and best practices m food selectiOn, presenatwn, and preparation Parbc1patmg m activities for the promotiOn of mental health m :-he commumty

M'\KING A VOC"..TIOI'AL CHOICE
'\ND EARNING A LIVING

1 Becommg acquamted wtth people who contnbute directly to the comfort, safety and pleasure of the ltttle chtld, as, father, mother, brothers, sisters, doctor, policeman, matd
2 Ltstemng to and tellmg stones of workers with v. hom the chtld IS familiar
3 Gomg shoppmg wtth adults, developmg concept of money as a medmm of exchange
4. Smgmg songs about \\ orkers 5 Imttattve play of people at work, as, playmg house, store, fireman, engmeer
as one means of apprec1atmg the work of others
6 Usmg a vanety of medta for creative express10n, as, pamts and clay

Becommg acquamted with the contributiOns of workers m home and com mumty, as, members of the famJly, policeman, groceryman, milkman, postman, doctors, nurses, farmers
2 Readmg, writmg, and tellmg stories about how people whom they know earn a h-..lng
3 Becommg acquamted with the uses of money through concrete expertences m actual 01 play sttuatwns of buymg and sellmg
4 Smgmg songs, playmg folk games, readmg stones and PQems about occupations
5 Dramatlzmg workers at their JObs, choosmg characters each wishes to portray as one means of appreciating the work of others
6. Pamtmg creattvely, modeling wtth clay, and parttctpatmg m free dramatization

Extendmg knowledge of ways of earnmg a hvmg m professions, mdustry, arts, crafts and trades through I eadmg, vtsitatwn, creatmg articles from vanous materials 2 Readmg biOgraphies of mdustrtal ar.d professwnal workers who have con~ tnbuted to social and economic ptogress
3. Expertencmg busmess practices through such activities as operatmg a school store, sharmg m Iaismg and d1sbursmg school funds
4 Creatmg songs, stortes, and poems about workers
5. Learnmg and observmg the effects of geographical locations and ehmate conditions upon the ways of earnmg a hvmg
6 Engagmg m creatiVe experiences m stmple crafts, as, weavmg, clay modelmg, and carvmg
7. Becommg acquamted with the soctal and economic Import of sctence m creatmg new jobs and displacmg workers, as, tractors dJsplacmg farm hands and am.. mals, and the like
8 Computmg cost of mdl\tdual hvmg expenses, clothmg, food, shelter, recteation (based on current cost of ltvmg)

1 S'urveymg the range of occupatiOnal opportumttes offered m the commumty
2. Parttctpatmg m "on the JOb work experiences"
3 Becommg acquamtcd \\lth and developmg skills m the use of the number system, developmg apprecJRtxon of monetary values m a system of free enterpnse
4 Studymg govemment regulatiOns affectmg mdtvtdual partlctpatwn m the occupatiOnal world
5 Becommg a 'A are of the mterdependence of the varwus vocatiOns and professiOns, the opportumt1es and responstbthtles of each
6 Explormg the field of vocatwns as a means of mspmng mterests
7 Becommg acquamted with the application of science to occupational opportunities and conditions, as, comparmg I"I"Cthods of "'orkmg today with those of the past
8 Extendmg mathematical sktlls m terms of tentative plans for a vocatwn

1 Utlhzmg the gmdance tesources of home, school and commumty m planmng a lo-ng~ttme program of -.. ocatJonal trammg and co11tmued education
2 Parhcipatmg m "on the JOb y,ork experiences"
3 Becommg acquainted with sources for developmg standards for evaluatmg and buymg commodities and services as related to home and fam1ly living
4 Becommg acquamted wtth and understandmg the mter~relatwnshtps of government and busmess as affectmg \\ orkers as supply and demand fot goods and services
5 Becommg acquamted. wtth ways m whtch science and technology affect and are affected by the occUpational world, as, new mventwns create new labor demands
6 Extendmg roathemahcal skills tn terms of vocatiOnal chmce, mdividmal and fam1ly budgets, determmmg values of borrowmg and mstallment buymg
7 Explormg the JOb opportumtles available
8 Colle<:tmg and evaluatmg mformatwn about labor.management relatiOnships and how orgamzed groups affect occupations
For many students, parttcularly those whose formal edueatwn termmates w1th h1gh school, there IS need for choosmg a vocation, makmg a Job analys1s, havmg on the JOb work expen.ences, developmg vocational proficiency m the chosen vocation, learnmg busmess etiquette, tillmg out bank and mcome tax forms, plannmg mdtvtdual and famtly budgets

Becommg established m a vocation on a proficient basis
a OccupatiOnal gmdance; reqmrements and opportumties of occupatiOns, learnmg to analyze mterests and ab1hhes m relatiOn to occupatiOns
b Learnmg to produce goods and render services efficiently, sctent1fic knO\\ ledge and methods, mechamcal skills; cooperation m production
c Purchasmg and marketmg of commodttles, use of md1vidual and private agenc1es, cooperative methods
d. Transactmg of general vocatwnal and home busmess, mtelhgent cooperation, securmg and managmg land, labor, and capttal, procuung and managmg eqmpment, supphes, and services
Planmng mdtv1dual and family budgets
Understandmg and solvmg problems of home ownership, taxatiOn, msurance, and busmess law
Gmdmg ch1ldren m explormg vocatiOnal opportumties and choosmg vocatiOns best smted to mdividua1 mterests and abtht1es

PERFORM IN(, RESPONSIBILITIES
OF CITIZENSHIP
CONSERVING AND UriLIZING RESOURCES

1 Makmg plans for mdivtdual and group conduct at school, such as, carmg for wraps, respectmg the property of others, taking turns, shanng matenals and play thmgs, entermg and leavmg the buildmg
2 Planmng with adults for general welfare and smooth operatiOn of classrwm, choosmg and followmg a leader, abtdmg by group deciswns, puttmg away materials, helpmg peers, followmg mstruct10ns
3 Talkmg about the roles of membets of the family and engagmg m Imitative play
4 Talkmg about how some people help us, as, the nurse, the teacher, our parents, the pohcem.an, and the fireman

Plannmg and makmg decisions cooperatively on matters wh1ch affect the group; such as, orgamzmg for hvmg and workmg together m the room, carmg for personal belongmgs and class proJects, participatmg through representa tion m a school counctl
2 Becommg acquamted by mtervtews, observation, and discussions with commumty services, as, fire departments, health department, law enforcement departments, datry farms, post offtce
3 Dtscussm~ and dramattzmg the activities of vartous workers m the commumty, recogmzmg Interdependence of each
4 Readmg and hstenmg to stories about commumty helpers who contnbute espectally to our health and safety, mvttmg helpers to VlSlt class
5 Partlctpatmg m arrangements for class and family recreatiOn and for sharing at their level m the responsibilities of school and home
6 Readmg, dramatizmg, creatmg stories, v1ewmg films about children m other countnes m the latter part of th1s perwd

Plannmg and parhcipatmg m developmg desirable standards for workmg and playmg together m home, school, and commumty, helpmg to solve school problems through a school council
2 Fmdmg o-Ut how the local government 1s structured and how 1t affects the heall>h and welfare of the home, school, and commumty, tdenttfymg and makmg a tiwe table of Important legtslation affectmg us as citizens
3 Dtscussmg ways m whtch taxes help to provtde the services rendered through governmental agencies, developmg the concept of need
4 Readmg, chppmg and dtscussmg newspaper articles concermng electwns, plat~ forws of candidates, legtslabon, consohdatwn, and appropnattons
5 Helpmg m the arrangement of and assummg respons1bihbes for class excursiOns, recreational activities, programs, and dramatizatiOns
6 Graphically presentmg historical events m the development of Georgm through use of vanous medta of expressions
7 Takmg part m school-commumty hobby clubs, sports, scouts, and cultural resomces of the commumty .as a means of usmg leisure time mterestmgly and w1sely

Dtscussmg world events whtch are affectmg relatwns between the Umted States and other nation.!!, dtscussmg state and natiOnal events m relation to local problems and act1an
2 Intervtewmg state Sild natwnal legtslattve representatives on pendmg legislation affectmg mdz.tstry, agriculture, and commerce, findmg how to use facts to check opmtons
3 Appratsmg the effects of mass comlt'umcatwn medta upon standards of conduct among youth .tnd adults, as, radto, TV. comics, newspapers and the like
4 Studymg tht state and nat10nal constitutiOn as guaranteemg hfe, hberty, and the pursmt of happmess, mterpretmg m relation to citizenship
5 Ltstmg dnd e\ aluatmg the work of government agencies charged wtth mamtamiiJ4 la'\'1: and order and v.tth pro' tdmg educatiOnal fac1hties
6 Ath!ndmg court and/or legislative sessiOns to observe procedUies, participatmg 111 stuient council m solvmg school problems
7 Workmg m democratic relatiOnship wtth adults and peer groups m sports, parttes, group or farrliy tnps and ptOJects, sharmg responstbthbes, pleasures, and prn !leges of each
8 Parttcipatmg m the delegatwn of authouty for the purpose of achtevmg group goals makmg adaptatiOns of personal desires to group harmony
9 Studymg through the use of texts, literature (both fiction and non fiction), and films, the history of ..he Untied States, of Georgm and our relationship to other countnes of the \\Orld

Through readmg about and mtetvie\\mg people of other nations, d1scovermg the telationship of the mdtvtdual Citizen to national governments
2 Wrltmg to congless10nal representatives for soutces of mformatwn concetnmg "Vmce of America" and other government sponsored agenctes whtch serve to promote a bettet understanding of the Umted States
3 VtsJtmg the courthouse and local off1c1als to find out the quahficahons neces sary foi votmg
4. Stu:iymg the county umt plan and othe1 pohctes affecting pohtlcal hfe of the state, explormg tegulatwns govermng votmg and electiOns
5 Cooperatmg wtth government agencies and services whtch contribute to Improved serviCes for all people
6 Acctmng mformatton 1elattve to the two party Rystem m the Umted States through resemch, mterYJe-wmg party members, mvttmg them to speak
7 Patbctpatmg with adults m all types of school or commumty undcrtakmgs, assummg leadership and follo..,..shJp Joles, as the situatwn demands m school counctls, clubs, ~md commumty councils
8 Assummg leadership 1esponsibi tttes for groups of younge1 children m a variety of situatiOns, as, playground <md classroon activities
9 Thtough stud~, dtscusswn lind wtrle use of mate11al and human tesourccs, bccommg acquamted "1th ~:.nd mterpretmg present state, national, and mter national affa1rs m 1elatton to tnfluences of past and present
10 Usmg the scientific appro:;ch m the solution of such pioblems as How does the democratic form of G/)'\ernment compare to commumstlc form of Go,ern ment"' What are the I esponstbthties of public educatwn on both state and natwnal levels 'I What Is the Influence of pressure gtoups?

1 Observmg trees, plants, grasses m the 1mmed1ate envtronment and discussmg how they contribute to our welfare
2 Canng for plants and ammals 3. Helpmg m the collectiOn and care of personal and school matertals and equip
ment 4 Inviting the dQctm, nurse, and dentist to the school to discuss health habtts

1 Identtfymg the common uses of the natural resources v.1th \'i htch he has contact
2 Becommg acquamted With Wild and domestic ammals m the local areas, carmg for pets, bmldmg b1rd houses and stattons, and growmg plants
3 Utihzmg effectively the maten.als and supphes of hts datly hfe, as, ctothmg, pencils, paper, books
4 Plannmg together for practtcmg good health habits, good housekeepmg as a means of conservmg physiCal and mental health

1. Utihzmg the resources of school and commumty to meet mdtvtdual and group needs, as, "found materials" for art and science acbvtbes
2 Readmg about and observmg plants and ammals to determme whtch are harm ful to wan and how he protects htmself agamst them
3 PartiCipating m school and commumty conservatiOn acttvttu~s as controllmg sotl eroston, plantmg trees, beauhfymg school grounds, parks
4 Parttcipatmg m group plannmg for better use of school and eommumty facthttes, orgamzatwns, and spectahzed talent

Developmg and applymg plans for pteventmg or conhollmg erosion on the school grounds or on commumtv plavgrounds and parks
2 Cooperatmg w1th local agencies m de\elopmg plans for reforestation m the community, msect and rodent control, and stockmg ponds and streams
3 Dtscussmg protective agencieo; such as, State Board of Health, Welfare Board, local hospitals, and the procedures for securmg help fro-m these agencies
4. Makmg mdn Idual ttme and actinty studtes to see tf the tm:e and c-nergtes of each are bemg used to best advantage
5. V1s1tmg a cold stoi age plant and other mdustnes to see how man has found better ways of consenmg resources
6 Invitmg leaders of local mdustnes to dtscuss the vanous v. ays m whtch our natural resources are used-as cotton and Its by products

1 Plannmg and carrymg out home and commumty proJeCts m refm e:o;tatwn, water control, soil bmldmg, or other activity dictated by need
2 Preservmg foods, vis1tmg freezer lockers, canmng plants and the hke
3 Readmg and dtscussmg v.tth people to find out ho\\ and \\hy om government controls the use of certain essential natural resources and how government research proJects affect local commumhes
4 Surveymg, catalogtng, and usmg local human resources
5 Studymg and dtscussmg the way man uses ' social mventwn" to develop wa~ s of Improvmg hi" use of all resources
6 InterVIewmg or wntmg persons connected \\lth the Chamber of Commerce or other CIVIC sociehes to flnd out hm\ they mfluence consumer choices
7 Readmg about a:1d dtscussmg how the chmce and use of foods IS mfluenced by the standards set up by health expeits
8 Studymg the development of ad\ert1smg and Its effect on consumer chotce
9 Readmg and d1scussmg laws ""hich affect our natural resources

Studymg and dtscussmg s1gmficant facts and trends underlymg ciVIC problems Studymg problems of state and county relationships Parttctpatmg m the solutiOn of commumty pro-blems through vobng and group actnrtties Surveymg commumty problems and developmg means of solVIng them Developmg an understandmg of family relationships Discussmg current social, eeononnc, and pohttcal tssues D1scussmg problems of mternattonal relations Understandmg the s1gmticance of education m a democratic society Through family plannmg arrange for each fanuly member (at hrs level) to share m family responsibilities Help children to develop an understandmg and appreciatiOn of family sharing of pleasures and responstbtlJbes
lmp1ovmg and creatmg beauty m the natural envuonrrent, through gardemng, landscapmg, and commumty plannmg Imp10vmg the utthty of the natural em Ironment through proper fertilizatiOn, rotatiOn of crops, sotl and forest con.,ervatton, and game protection and propa~ gahon Conservmg the natural resources through wise planmng for the use of water po\\er,mmerals, forests so1ls state parks, and the hke Utthzmg properly and understandmg the prmciples tm oh ed m power machmery and mechamcal appliances Promotmg the extensiOn and wise use of atomic energy fot constructi\e pur poses Engage m home Improvement and beautificatiOn projects as a fam1ly group

COMMUNICATING INFORM'\TION AND IDEAS
EXPRESSING AES"J HETJC
V'\LUES

1 Tellmg about expeuences Ill the home, \nth pets, Vlstts, T V 2 L1stenmg to stories and poems
3 Playmg simple stories and rhymes as, "Three Billy Goats Gruff" and Mother Goose Rhymes
4 Creatmg stories from ptctures m books, learmng how to hold book and to turn pages
5 Playmg wtth toys and games designed to develop dtscnmmatory sktlls as Jigsaw puzzles, lt'atchmg picture games, blocks of dtffeient Sizes, shapes and color
6 Drawmg, pamtmg and modehng creatively, usmg large brushes, crayons, and papers as a means of expressmg feelmgs, Ideas and as a means of developmg muscular co01dmahon
7 Vtsthng the hbrary to look at books and to listen to stor1es

13. Usmg number only as It relates to datly expenences, as, notmg the time to

come to school, to go home, to cQunt children present, saymg "I have 2 blocks"

and the hke

'

1 Telhng about experiences and stones, engagmg m discussions of class mterests
2 Listemng to stones and poems read 01 told by mdtvtduals
3 Engagmg m dramatics, as, Imitatne play, puppetry, and pantomime
4 Engagmg m real and Imagmatlve "stCJ.ry makmg" to be reproduced on charts for future readmg
5 Parttcipatmg m achvthes designed to develop discnmmatory skills, as, Jig~ sa\\ puz-zles, matchtng games, obsen mg likenesses and dtfferences m begmmng and endmg forms of words and phrases, rhymmg words, smgmg
6 Drawmg, pamtmg, and t'f'odelmg creatively, usmg large brushes, crayons, and paper as a means of expressmg feehngs, Jdeas
7 Vtsiting school and public library to look at books, to check out books for pleasure readmg and for gammg mformatton about spectfic problems
8 Parbctpatmg m an orgamzed developmental readmg program destgned to meet mdtvidual and group mterests and abthhes
9 Parbctpatmg m speech development achvthes to tmprove pronunciatiOn and enunciatiOn as, choral speakmg, 1hymmg games, oral exerctses, smgmg
10 Readmg_ m many areas of mterest for pleasure and for mformatwn
11 Engagntg m penmanship actlvtttes mvolvmg development of sktll m manu scnpt wntmg, as, wr1tmg own name mvttahons, letters, hsts, stories, and the like
12 Helpmg to determme v. ords needed for wrttmg letters, mvitatwns, stortes, news Items, weather reports, labels, and learmng to spell many of those words
13 Partictpatmg m a developmental program of concrete number acttvtties utthz mg e'eryday experiences m composmg, v.rthng, and readmg numbers

Engagmg m oral expressiOns, as, con-.,;ersatiOns, dtscusstons, repottmg, planmng of classroom tesponsibthhes and actn JtJes
2. Ltstenmg m order to follow dtrecttons, discusswns, conversatiOn, speeches
3 Engagmg m dramatizatiOn of own stortes or stones and plays of others
4 Tellmg and \\Tltmg teal and tmagmatne stones that may be recorded m "Class Story Books" or on charts fo1 future readmg and sharmg
5 Patbctpatmg m expenences designed to Improve word recogmtwn techmques, m relatiOn to matert ~Is bemg read and to mdn1dual needs as, phonetic analy~ sts, context clues, obsetvmg begmmng and endmg sounds and fo1ms
6 Usmg a vnde vauety of media and techmques e1eatnely expressmg Ideas and feelings m the arts and crafts, mustc, stoty writing, and reports
7 Ubhzmg the sen tees of the school, local, and regwnal llbranes and museums as a source of rec1eatwn and mformabon, learmng to use hbraty "tools"
8 Pat ticipatmg m an oi gamzed developmental readmg program designed to meet mdtvidual and gt oup abthhes and mterests
9 Part1c1patmg m speech development activities to further Improve enunciation, pronunciation and dictwn; as, choral speakmg, smgmg, dtamabcs
10 Readmg old and recent children's books for pleasure and for mfoimatwn
11 Engagmg m penmanship actiVIties mvolvmg the de\elopment of skrll m readmg and wntmg the CUlSJVe fDim of penmanship, use manuscript \\hen needed
12 Partlctpatmg m expenences whtch tnvolve spelhng sktlls, as, word analyst~, hstmg and spellmg oft mtssed words, makmg practiCal apphcabon of words
13 Participating m a developmental p-rogram of mathemat~cs mvohmg c1eahng and solvmg concrete and abstract number problems of home, school, and com mumty

1 Engagmg m actnJttes requnmg oral expiesswn, as, tepottmg, descr1bmg events and sttuabons, gt-.,;mg directwns, pathcipatmg m panel dtscusswns
2 Partictpatmg m activ1ttes wh1ch pt ov1de oppot tumty to hsten for enJoyment, mformatwn, and for critical evaluat10n, as speeches, talks, readmgs, dramas
3 Parhcipatmg m large and small group dramatics, as, plays, puppetry, pageants
4 Wntmg real and Imagmatne stones plays, poems, makmg tape tecordmgs, collectmg mdtvJdual contrtbutwns m a class book
5 Engagmg m experiences m each area of the curriculum whtch contribute to vocabulary development, as, observmg chotce of \\Ords used by vanous authors, usmg dictiOnary and encyclopedtas, usmg new \\ords m con-.,;ersatiOn
6 Usmg a variety of lt'edla to portray feelmgs and Ideas m developmg murals, pamtmgs, charts, graphs, scultpure of all kmds, diOramas, and crafts
7. Uhluzmg the services of the school, local, and regwnal hbranes and museums as sources of rccrc.ttion and mformatwn, usmg hbrar} "tools"
8 Pm bctpatmg wtth teacher gUJdance m a self analysis of readmg achievement to determme mdn tdual needs for tmprovmg readmg sktlls
9 Parhcipatmg m group and mdntdual activities, as, choral readmgs, dramatizatiOns, conversatiOn, oral reportmg, follov. ed by friendly cntic1sms for Improve~ ment
10 Readmg wide!~ to enJOY wtth others literature and poetry of the past and present
11 Ubhzmg curstve or manuscnpt wutmg sktlls m makmg legible presentation of all w ntten Wot k
12 Makmg Individual v. ord hsts of 'problem words" for spectal practice and mastery, observmg catefull~ m all "ntten v.ork missed v.ords or poorly chosen words
13 Parbctpatmg m a developmental program of mathematics to meet md1vtdual abthties and needs m functiOnal arithmetic and algebra

1 Engaging m a \\Ide varietv of oral achvttles, as reportmg, gnmg d1recttons,
parttctpatmg m panel dtscusswns and class dtscusstons 2 I 1stemng to speeches, dtscusstons, Iecttals concetts, rad1o and TV programs
for mformatton, pleasute, and for critical evaluatiOn 3 Part1c1patmg m large and small g1 oup school commumty programs 4 Wrttlng real and 1magmatnc stortef'l poews, pla~ s, v. rttmg frtendly and bust-
ness letters m pmposeful situations, as conespondence of all types
Contmumg to engage m planned experiences of \\.ord study and analysts, as, diSCUS<!IOn of ne\\ words, bemg sensitive to phrases and \\Ord usage \\hich contribute to -.;ocabularv development
6 Usmg a vanety of medta of e.xpref'lSion m mte1 pretmg mformation and tdeas through pamtmgs, sculpture, charts, maps, and the hke
7 Utillzmg all library services and "tools" wtth mcreasmg sktll and facility as so11rces of mformatiOn and recre<nwn Ufllizmg gmdance selvJCef'l m the school to examme obJectn;ely mdtvtdual strengthf'l and hmitatwns m the use of the readmg skills
9 Utlhzmg gmdance services of the Engllsh Department to analyze personal ptob\ems of speech and language usage and planmng of mdtvtdual programs
10 Readmg wtdelv at mdntdual le-..cl, explormg nteraturc past and present, explonng, also, \arious \ocattOnal fields through fictiOn and non fictwn
11 Ut1hzmg mdivrdual cursrve or manuscupt v.utmg skills m makmg legtble and well orgamzcd presentation of all \Uttten \\Olk acqunmg typmg sktlls
g Makmg, with teacher's help, an anal}sis of spelhng difficulties, plannmg a program of mdtvtdual and group expencnccs for overcommg dtfftculties
13 Partictpatmg m a developmental program of m,tthcmahcs to meet mdlvidual aptitudes and nee::ls based upon vocational ch01ces and future plans

Usmg and mamtammg such commuruty fac1htles as hbiartes, book clubs, readmg cncles, drama groups, art and musiC gtoups, pubhc forums, and town meetmgs
Studymg the preJ:>s the radw, the movies, and TV, as they affect standards of hvmg, Ideas propaganda, language, dress and amusements
Comndeung ptoblems of f1eedom of speech and writing
In'\'esbgatmg and eva.luatmg extshng tlansportahon faclhttes With reference to health, safety, and economy
Cooperatmg With such movements as drivers' schools and safety campatgns
EnJOV wtth child! en m the home good books, poetry, plays and the like

1 Ltstenmg to music and smgmg many songs 2 Engagmg m stmple rhythmtc games 3 PartiCipatmg m..,rhythm bands 4 Engagmg m ftee play, as, games, housekeepmg, blocks 5 Pla}mg and experimcntmg \\Ith a vauety of art medta

1 L1stemng to and smgmg songs relatmg to a \ artety of expertences and mterests 2 Parttctpatmg m 1t ythmtc games and mmnc 3 Parttctpatmg m rhythm bands
4 Dramattzmg stones about home and about commumty helpers
5 Usmg a vanety of att materials for free expressiOn and to create materials needed m school acttvthes
6 Cooperatmg v. 1th others 1n beautifymg classrooms, halls, and school grounds 7 Obsei,mg colors m nature and lookmg at famous pamtmgs to see how the
artists use colors 8 L1stcnmg to stones and poems 9 Readmg, collectmg and creatmg stories and poems

1 Ltstenmg to and smgmg a vanet} of mustc-folk, spintual, seasonal, classical, popular and the ltke
2. Playmg folk games
3 Makmg and'playmg simple mustcal mstruments, as, crude VIOlm, drum, brass msbument wtth tubes, xylophone
4 Dramattzmg ongmal stones and those of others
5 hngagmg IfL a \anety of creatne activities, as, weavmg, pottery, pamtmg 6 Acceptmg certam responstbthttes m helpmg to keep the school and Its surround~
mgs attractive 7 Observmg art as apphed to architecture churches, homes, mdustrial plants
8 Vtsltmg book stores or libraries to hear book rep01ts or talks 9 Readmg, collectmg, and creatmg special mte1est stories 10 Partic1patmg m hobby clubs

1 Smgmg the v.cll knO\\n patrwllc, sptntual, and popular songs m vatwus ways
2 Partictpatmg m folk g,IIT'es and simple dances
3 Orgamzmg and paltlctpatmg m glee clubs, bands, and orchestras 4 Engagmg m vanous forms of dramatics, plays, pantomimes, pageants, puppetry
5 Exhtbthng examples of fine art as found m potcelam, pottery, silverware, wall paper, and furniture <tnd discussmg thetr art qualities
6 Cooperatmg wtth adults m school and commumty beautification and othe1 acttvJttes of aesthetic nature
7 Observmg and d1scussmg functional art m modern hvmg
8 Vtsttmg and explollng hbrary resources m area of creative arts
9 Selectmg a hst of books of fiction, poetry, history, tra-.,;el, adventure to be llSed as a gUide to a wetl balanced reading program, evaluatmg funny books and cartoons
10 Parhcipatii}g m hobby clubs
11 Collcctmg pictures of homes of dtfferent penods and dtscussmg thetr drffer ences f1om standpomt of changmg family patterns of hvmg
12 Dtscussmg the effect of Imenhons and discovenes upon family relatiOnshiPS and taste m music and drama

Smgmg a \\Ide '\'Utletv of songs for O\\n pleasure and for the purpose of entcrtammg otheis
2 Playmg folk games and gammg sktlls m othe1 forms of rhythmic expresswn 3 Orgamzmg and participating m glee clubs, bands, orchestras, apprecmtwn
groups
4 Parbcipatmg m state and local orgamzations which offer opportumhes for cultur-.tl expcncnces;
5 Engagmg tn creative exp1csswn v.tth a vanety of art med1a for the expression of perf'lonal feelmgs and Ideas
6 Parbctpatmg w1th adults m plannmg and developmg prograw.s of beautification m home, school, and commumty
7 lnvitmg- archttects to school to gtve an Illustrated talk on modern architecture
8 Makmg an annotated btbhography of books relatmg to a hobbv ot an mterest 9 Chartmg a rcadmg program destgned for recre~thonal readmg (a personal
matter)
10. Partlctpatmg m clubs to meet cteatnc wteres+s m school and commumty
11 Vtsitmg places of histoncal and cultmal mterests to bettet appreciate their aesthetic, social and economic value
12. Discussmg th~: lmpact of televiSIOn upon our recreational habtts, our mannet of speakmg, the kmd of music \\htch \\e select, our mclmat10n to self-Improvement
13 Readmg about and hstenmg to the music of famous composers and dtscussmg the manner m which they port-ray the temperament of thetr times
14 Gettmg a popultrJty ratmg of current teleYislOn progtams from class and diS cussmg them m terms of youth values
15 Surveymg poss1bilthes for vocatwns m the arts as mus1c, drama, art, creatiVe wr1tmg

Parbc1patmg m group acttvtbes such as the Little Theatre, book clubs, art dubs lomrnumty choruses or orchestias, bands, JOurnalism clubs, and garden clubs Culbvatmg mdtvidual mterests m arts, music, etc Plannmg for home and cowmumtv beautificatiOn Parhc1patmg m the sptntual hfe of the commumty Settmg standards for the spnttual hfe of the commumty EnJOY aesthetic expenences as a faiT'Ily group, at home and m the commumty Plan to VIew or hear and discus~ ce1 tam TV or radlO programs as a family group
..
I

These broadening interests:t.form the basis for much exciting study, explor~ti.on, visitation, and sharing of ideas and opinions. Freedom for such sharing is dependent upon mutual understanding and respect between teachers and pupils in an atmosphere devoid of tension and fears.
Suggestions follow, relative to the subject areas generally considered basic in the curriculum for the upper elementary grades. Curriculum groups are urged to clarify and expand these suggestions in terms of their local needs and situations.
Language Arts
Reading. At this level of development a child is realistic, he is more interested in reading real life stories, biography, and adventure. Throughout these years there should be a well organized program of developmental reading which takes into account individual differences, needs, and interests. If basal texts are used, the Teacher's Manuals which accompany each of the approved series will be most helpful in enriching the content of the texts and developing needed skills. Greater emphasis should be placed at this level upon word analysis, reading techniques, and vocabulary development.
Through experience a pupil grows increasingly skillful in the use of library services for pleasure and for gaining information. Such reading aids as the dictionary, encyclopedias, and card catalog should become common tools of learning for him.
Language Usage. In this area, the learner needs to continue experiences in all forms of oral and written expression, as newspaper articles, writing creative stories, poems, advertisements, and the like. He needs opportunities to speak before groups, large and small, and to share in conversation, choral readings and dramas. The textbooks are sources of guidance in solving language difficulties and references for use in preparing oral reports and written materials. Most writing of stories, compositions, reports and the like may best be done at school under the guidance of the teacher, individual help as he works is more meaningful.
Penmanship. It is at this level that cursive writing is accomplished. In gaining a new skill or pattern of writing, skill in manuscript writing should not be dropped, as manuscript writing is frequently needed in everyday experiences. If a child prefers to continue manuscript, there is no reason why he should not do so. It is important that he learn to read cursive writing even if he does not use it personally. Each child should strive for legibility and ease of performance. Individuality in style is interesting.
Spelling. Growth in ability to spell cannot depend entirely upon textbook word lists, but must draw on all areas of the curriculum and be a part of word study in context. Personal word lists of difficult words and individual help in all written work are needed. At this level greater emphasis should be given to word analysis, word meaning and syllabification. Early at this level the child may learn the technique of using the dictionary and have many opportunities to use it purposefully.
Arithmetic
At this level experiences in abstract number relationships will be introduced. At the same time, problems relating closely to real experiences in home, school, and community should be an important part of the pupil's experiences. His interest in travel should lead to map reading, time tables, train, bus and plane schedules. Percentage may be happily introduced by computing batting averages. A developmental program involving opportunities for operations in the fundamental skills in arithmetic should be provided at this level. To meet individual differences there may be need for using texts on various levels of difficulty.
Page 16

Social Studies

.

Because of state texts in history and geography the social studies program is more forma-

lized. However, there is the possibility of using a problem approach as children and teachers

think and plan together for study on topics about which they are concerned or interested, as:

How did we come to be Americans? What are our responsibilities as citizens in a Democracy?

How have inventions changed our way of life? How has man utilized natural, human, indus-

trial, and cultural resources to improve his standard of living? The whole matter of civics and

government organization enters into this phase of the program. At this level there should be

evidences of desirable development of leadership and fellowship, better planning and organi-

zation for action. Since this age group is peer conscious, it is important that group morale be

kept high and that the group cooperatively help in determining standards of behavior. There

should be evidences of continuing growth in a sense of responsibility, and respect for the indi-

vidual worth of others. Much individual as well as group guidance on the part of the teacher

is needed at this level. Mutual respect and appreciation on the part of teachers and pupils are

of great importance: the teacher sets the "pattern" for this type of relationship.

Science
Children in this age group are explorers and scientists! They are interested in speed, great heights, machinery of all kinds, automobiles, trains and sound. They can work well in groups to perform experiments and plan and develop exhibits. All areas of science fascinate them. Through science many slow readers have been inspired to read more widely at their ability level. They are interested in exploration, field trips to the woods, to industrial plants, to see land and water formations, to study soil erosion-these are of vital importance to them. Science provides excellent opportunities for solving problems, for projecting hypotheses, and for testing ideas. A wide variety of text books, films, film strips, natural and human resources are available in every community for carrying on a well-rounded exploratory program in the natural and physical sciences.

Health and Physical Education
There should be a growing understanding of the importance of periodic physical checkups, regular visits to the dentist and the need for correcting remediable defects. The program begun in the primary grades-utilization of health services, health instruction, and practice of desirable health habits in an environment conducive to healthful living-should be continued. Provision should be made in the daily schedule for an organized and guided period of physical education for all children. This age group is interested in skill games and in playing in teams. Boys like best to play with boys and girls with girls; this growth characteristic should be taken into consideration in program planning. However, many of them may enjoy coming together occasionally for folk games, singing and the like.

Fine Arts
At this level of development children have achieved greater muscular coordination and can use a wider variety of media of expression. Each elementary school should provide in its budget funds for creative arts materials. These materials may be supplemented by "found materials" readily available in every community, as cardboard, wire, string, metal, clay of various colors, wood blocks, and the like. The children may help collect these materials and may assume some responsibility for organizing and caring for them.
This age group enjoys singing in choruses, engaging in folk games, playing in elementary school bands and orchestras, listening to recordings and to others perform. School dramatics has particular appeal for children of these ages, and takes various forms, as free dramatization of well-known stories, puppetry, shadow plays, flannel board illustrations and the like.

Page 17

Creative writing interests- f-at too few boys and girls. Broader opportunities to write purposefully at all levels may help to inspire greater interest in this area. Concertecf effort- on the part of the administration and the faculty is necessary if the fine arts are to find their proper place and emphasis in the curriculum.
Materials of Instruction for Elementary Grades
Though the State Department of Education provides textbooks classified according to grade levels, no book is sacred to a particular grade. It is important to adapt materials to the ability level of children and help them to grow from where they are to the limits of their individual abilities. This being true, teachers would find it more advantageous to buy several different titles in a subject written at several different levels, rather than one title for 30 children. Many teachers have found this most helpful
Textbooks are only a small part of the wide variety of teaching aids which include also maps, globes, charts, filmstrips, films, and recordings. Every community provides natural, social, physical, and human resources that in many instances are being overlooked. Almost every community in the state has access to a school, county, or regional library; the materials from these libraries can strengthen and enrich the total school program.
The way in which teachers and children work as they utilize the resources of their environment, is as important (in the total development of the child as an intelligent, resourceful, responsible, and emotionally secure personality in a democratic society) as is the content or information they may acquire. It is suggested that local groups give careful attention to evaluating their ways of planning and working with children, and that they try some newer ideascarrying on some "action research" in "ways of working" with children.
Middle Grades 7-89
The schools of the state are to a great extent organized as follows: 7-5; 8-4; 6-3-3; 7-2-3; with the majority being 8-4 and 7-5. The pattern of organization adopted by the local school system in many instances is dictated primarily by existing housing facilities. This diversity of patterns of organization has tended in some cases to cause the Middle Grades-7-8-9-to lose their identity in the over-all planning and curriculum development of the local school system. The 8th grade, in some communities, is housed and organized as an elementary grade. In other communities, the 7th and 8th grades are housed and organized along the high school pattern. It is felt that, regardless of the pattern of organization, the local school should plan the educational experiences in these grades so that the needs of these youths will be met.
Because of their transitional character, the Middle Grades occupy a unique position in the educational structure. Boys and girls of this age are aspiring to adult privileges and responsibilities. They are eager to find their own places in the adult world. In addition, they are searching for ways of becoming better acquainted with themselves and of determining their own skills and potentialities. For these reasons, grades 7-8-9 are often considered exploratory ones, during which an effort is made to give boys and girls experiences in as many different fields of activity as possible.
In order that they may have guidance in such explorations, in order that the transition from the single teacher of elementary school days to the departmental work of the senior high school may be eased, and in order that one teacher may have greater opportunity to know well and to work with her students, it is strongly recommended that longer-than-one period of time be scheduled under a single teacher. When the teacher of a group thus scheduled is also the homeroom teacher, the opportunities for guidance are even greater.
Page 18

- Such blockS of time eouldbe used for instruction in content subjects that len<i_Jhemselves readily to fusion (such as: Soci:il Studies-English or Science-Social Studies) as well as for the exploration of personal aptitudes, abilities, and interests in art, music, science, language, sports, crafts, and vocations.
Some schools will have the staff and facilities which will make it desirable to organize the entire program on each grade level into long time-blocks for functional learning; others will find it expedient to use a single teacher for each grade as in the elementary school or to go immediately into a completely departmentalized program. In any case, emphasis should be placed upon the needs of the youth rather than upon conforming to any particular pattern of organization.
In the following pages, the 9th grade is listed in both the junior and senior high curriculum sections. This is done in an effort to let each school look at its 9th grade program in relation to its particular organization. Carnegie unit requirements may be determined from the senior high school curriculum section. Courses listed in the junior high school section are not designated as required or elective, there being no unit requirements below the 9th grade.
Suggestions for Program Offerings in Grades 7-8-9
English
The offerings in this area should contribute to competencies in oral English, such as giving directions, discussing, reciting poetry or prose, debating, dramatizing, expressing one's self creatively; in written English, such as writing sentences, paragraphs, and short compositions; in grammar, such as correct usage of the parts of speech, sentence structure, punctuation, types of sentences; in literature, such as understanding and enjoying selections from American and world classics, contemporary prose, poetry, drama, and fiction; in improvement of reading, such as adapting rate of reading to a variety of purposes, reading for pleasure, improving rate and comprehension.
Mathemathics
The offering in the seventh and eighth grades will be arithmetic, which might include the study of signed numbers, of literal terms, of formulae, of geometric shapes and forms, of simple equations, the solution of quantative problems, elementary principles of banking, investments, insurance, and taxes, as well as the re-teaching of the fundamental processes of common fractions, of decimals, and of percentage.
The offerings in the ninth grade may be general mathematics, which might embrace such units as those listed above on increasing levels of difficulty and Algebra I, which should be offered upon the basis of aptitude tests or upon the recommendation of teachers to those students who will need it for college entrance or to meet vocational requirements.
Social Studies
The offerings in this area will be determined largely by sequences planned by the local system. They might include community study and community citizenship, Georgia history and government, United States history and government, world gackgrounds, and current problems.
Science
The offerings in the seventh and eighth grades will be a continuation of elementary science and might include an extended study of nature, the use of the scientific method and attitude, at least one unit in human biology, a study of simple machinery, of basic electricity, of elementary geology, and of elementary astronomy.
Page 19

~~?

.,

The ninth grade would .oife:._general science which would serve as a foundation for later

~

study of biology, chemistry, and physics.

--;

Health, Physical Education & Safety

The health instruction program should embrace such units as nutrition, personal hygiene, grooming, maturing emotionally, group relations, prevention and control of disease, community and state agencies for promoting health, first aid, .home nursing. The physical education program might include recreational activities that would have carry-over value for the learner-intra-mural athletics, rhythmic activities, body-building exercises. The safety instruction program might include such topics as fire prevention, safe driving, safe use of home appliances, safe play, traffic laws, and avoiding accidents.

Practical Arh

In the seventh grade, experiences in the practical arts may be provided through activities. In the eighth and ninth grades homemaking, industrial arts, agriculture, and business education should be extended into course offerings. The program of homemaking might provide experiences in clothing, nutrition and food preparation, family relations, child care, home nursing, grooming, dating, budgeting, wise buying. The industrial arts and agriculture program on the 8th grade level might include opportunities for the boys and girls to discover their own aptitudes and interests in those fields; students would then select ninth grade offerings in those areas after having some definite experience in them. Offerings in business education on the junior high school level would generally include only personal typewriting.

Fine Arts

The offerings in this area might include chorus, literature, drama, orchestra, band, music appreciation, harmony, reading music, theory, art appreciation, color, design, drawing and painting, modeling, crafts, illustration, ceramics and the dance.

Spelling

Spelling should be an integral part of all areas of teaching. It should include increasing vocabulary in specific terms of content subjects, such as mathematics and science. It should also provide increasing understandings of skills of word attack.

Page 210

JUNI_Q_J HIGH SCHOOL CURRICULUM_ CHART Grades 7-8-9

SUBJECT English

GRADE

7

I

8

I

9

Strongly recommended for each grade

(Including oral and written English, improvement of reading, literature,

grammar and creative expression.)

Social Studies

(A developmental program which might begin with a study of local community, extend to state and national history and government, and
embrace world backgrounds and current problems.)

Science

Elementary Science

General Science

Mathematics

Arithmetic

General Mathematics and Alegra

Health, Physical Ed.
& Safety

Health Instruction
Physical Education and Supervised Play Safety Education

Languages

Beginner's Latin, French, Spanish, and others.

Practical Arts

(Including Homemaking, Industrial Arts, Agriculture and Business Education.)
These should be introduced in grade 7 through activity groups and in grades 8 and 9 through course offerings.

Fine

(Including piano instruction, choral speaking and singing, orchestra, band,

Arts

music and art appreciation, folk games, crafts, ceramics, etc.)

Spelling

To be closely integrated with all teaching.

*Carnegie unit requirements may be determined from the senior high school curriculum section.

Secondary Schools 9-1 0-11-12
Sixteen Carnegie units have been adopted by the State Board of Education as the required minimum for graduation from Georgia's secondary schools. Unit credit should begin in the 9th grade. Of the sixteen units, nine are prescribed constants as follows:
English ...................................................... 3 units Social Studies ............................................ 3 units Science .. .. ... ..... ... .. ... .. ... ... .. ..... ..... .. ... .. .... .. . 1 unit Mathematics .... ....... ..... .. ........ .. ..... ... .. .. .... .. 1 unit Health-::-:............... ..... .. ..... .. ........ ....... ... .... . 1 unit

TOTAL

9 units

Page 21

- The remaining 7 units _re_gqired for graduation are electives to be selected, .under careful guidance, from the total offerings in the school. The local school may designate one or more of these seven units as locally required constants from that particular school. Activity subjects such as band, glee club, librarianship, etc., should not carry unit credit toward the sixteen Carnegie units required for graduation, but may count as unit credit beyond the 16-unit minimum requirement.
It is the responsibility of the local school to develop within this framework a program designed to attain the objectives set forth in this bulletin. Each local school is urged to provide as rich an offering as the resources of the system will permit to meet the varying needs interests and abilities of all students.

English-Three units required with a fourth recommended.
Offerings in this area should include essential elements of grammar, composition, rhetoric, literature, speech, business English, spelling, journalism, drama and creative writing.

Social Studies-Three units required.
These may include world, American and Georgia history, American and Georgia government, contemporary affairs and problems, sociology, community civics, economics, geography, preparation for home and family living, psychology, and others. Instruction in U. S. and Georgia history and U. S. and Georgia Constitutions, plus the passing of a locally devised examination on these is required by Georgia law. (Code 32-706 amended-1953.)

Science-One unit required.

It is strongly recommended that as rich an offering as possible be provided in this field. Serious consideration should be given to requiring a course in human biology. In addition, where possible, general science, physics, chemistry, biology, earth science and plant science should be offered.

Mathematics-One unit required.

It is strongly recommended that rich offerings be provided to meet the great variety of

needs for mathematics, understandings and skills. It is also recommended that the local system

require all students not enrolled in college preparatory algebra to take an achievement exami-

nation in general mathematics some time prior to the senior year - those falling below a

system determined score should be required to take an additional half-year or year of general

mathematics before graduation. Algebra should be required for those who seek to meet

college entrance requirements. Other offerings might include: general mathematics, algebra,

geometry (plane and solid) trigonometry, business mathematics, and farm and shop mathe-

matics.



Health (Physical and Mentai)-One unit required

All school personnel have responsibilities in the school health program, and all areas of the curriculum contribute to it. However, since practical and functional health instruction play such an important part in meeting the present and anticipated needs of students it is necessary to place special emphasis on it. It cannot be left to be done accidentally, incidentally or by chance.
As a guide to meeting this requirement the following recommendations are made:
In addition to the health instruction given in related areas such as biology, general science, homemaking and others, there should be direct classroom instruction in health for at least one semester in the ninth or tenth grades and another semester in the eleventh or twelfth grades-more time would be desirable.

Page 22

- Appropriate emphasis -in -~ ninth or tenth grades would be an orientation to the student's personal health problems. Young people need to become acquainted with themselVes as functioning organisms and to understand the scientific basis of sound health behavior in home, school, and community. In the eleventh or twelfth grade emphasis should be placed on student preparation for adult personal and family living, vocational competency, and community responsibilities. 4
This instruction should be supplemented and strengthened with proper experiences in physical education, health services, and healthful school-community environment, and should be taught by teachers who have had training in the total school health program with special emphasis on the teaching of health, comparable in content and quality to that required in other major areas of the curriculum.
Physical Education-Required.
As part of the school health program, Georgia law requires that every local school shall provide physical education activities of not less than 30 minutes per day for all students. (Georgia code 32-1901, Acts 1920, pp. 232, 233).
Well trained teachers should be in charge of the program, with women teachers for the girls. The size of the classes, length of periods and credit should be in line with other major courses.
It is recommended that each local school provide one semester's instruction in driver education-with or without a car.
Languages-Elective.
The local school system may provide instruction in French, Spanish, Latin and other languages.
Fine Arts-Elective.
It is recommended that rich experiences be offered in the fine arts. These offerings may include music, art, the dance, drama and others.
Vocational Education and Practical Arts-Elective.
A broad offering in agriculture, business education, distributive education, industrial arts, homemaking, trade and industrial education should be provided. The offerings should be planned in the light of the occupational opportunities available in the area. Students should be encouraged through a functional guidance program to plan comprehensive programs to fit individual needs, interests and aptitudes.

4-School Health Policies, Health Education Council, 1946. p. 17.

Page 23

SUBJECT English
Social Studies
Science
Mathematics
-
Health Physical Education
Safety Education Languages
Fine Arts
Vocational Education & Practical
Arts

SENIOR HIGH SCHOOL CURRICULUM CHART

Grades 9-10-11-12

"~

GRADES

9

10

11

12

3 Units are required with a 4th recommended (Including composition, grammar, rhetoric, literature, speech, business
English, journalism, creative writing, spelling.)

3 units are required (Including world, American, and Georgia history and government,
contemporary affairs and problems, sociology, community civics, economics, geography, and psychology.)

1 unit is required (Strongly recommend requiring one year of Human Biology and rich
electives from Chemistry, physics, biology, earth science, and planet science.)

1 unit is required (One year of mathematics required. Algebra required as a college entrance factor. Rich electives from general mathematics, algebra,
plane and solid geometry, trigonometry, business mathematics, farm and shop mathematics.)

1 unit of health instruction is required

30 minutes of physical education per day is required by law.
(Courses should be adapted to needs of handicapped as well as physically normal.)

Elective-one semester's instruction in driver training.

Elective (The local system may provide instruction in French, Spanish,
Latin and other languages.)
Elective (Including art, music, drama, dance.)
Elective each year-providing broad but locally appropriate offerings in agriculture, business education, distributive education, industrial
arts, homemaking, trade and industrial education coupled with a functional guidance program.

Page M

GUIQAN_~E IN THE TOTAL SCHOOL PROGRAM
It is the responsibility of the school to meet the total educational needs of students. While guidance is a part of the school's total program, it is not identical with any other phase. Students have needs or problems that are common to groups such as: reading, writing, and figuring. At the same time, they have needs or problems that are pecular to individuals such as: choosing a vocation, formulating an educational program and finding answers to numerous questions concerning adjustment.
Essential Guidance Services
1. Building a cumulative inventory of individual student's interests, aptitudes and abilities. 2. Providing comprehensive factual information about education. 3. Providing counseling for individuals. 4. Providing placement services. 5. Maintaining follow-up services.
Building a Cumulative Inventory of Individual Student's Interests, Aptitudes, and Abilities. The cumulative inventory strives to identify pertinent characteristics and experiences of individuals that are significant in both instruction and guidance. Building a cumulative inventory is a continuing process and the responsibility of administrators, teachers, counselors, visiting teachers, parents, and others who have significant contributions to make.
Sources of information about characteristics are the student, elementary and secondary school records, standardized test scores, and interest inventories. Other sources are records of experiences, activities, and accomplishments of the student in work and out-of-school situations.
These significant characteristics should be written down to form a cumulative record, and passed from teacher to teacher in elementary school and to high school from elementary school: a copy of the record may be passed from high school to college.
Providing Comprehensive Factual Information About Educational, Vocational, and Em-
ployment Opportunities. This service embraces the following activities:
Identifying informational materials about opportunities.
Collecting materials about a great variety of opportunities.
Organizing and filing materials appropriately. Presenting and interpreting information as needed.
Providing Counseling for Individuals. Counseling is the process of assisting students in recognizing and solving personal problems of concern to them, and in identifying problems involved in choosing a vocation, and in formulating an educational program related to that choice. Within the process the student relates his interests, aptitudes, and abilities to the solution of the problem he is considering. Schools should provide the equivalent of a counselor with one period per day, free from other duties for each 50 to 100 students.
Providing Placement Services. Placement is a service that assists the student in (1) finding appropriate situations, (2) making satisfactory adjustments to a present situation and (3) getting into the next situation-whether it be a part-time job while in school, a full time job, or a school situation (business school, vocational school or college).
Maintaining Follow-Up Services. "Follow-up Services" means keeping in contact with students to provide them with further help as their needs arise. Discovering what schoolleavers do is also a means of evaluating guidance and school program services.
Page 25

CUR_RlCIJl.UMS FOR EXCEPTIONAL CHILDREN
~
There are over 100,000 children in Georgia who need special services on the part of teachers and other school personnel in order to reach the maximum of their capacity. These "exceptional" children differ from the so-called "average" or "normal" children to such an extent that these services are necessary for them to receive an education that will allow them to fullfill the four objectives accepted by the Georgia Curriculum Planning Committee.
The term "exceptional" is applied only to those who are so markedly different in physical, mental, emotional, or social traits that they need special educational treatment or services. These exceptional children are: (1) The physically handicapped-crippled, blind, partially sighted, deaf, hard-of-hearing, epileptic, brain-injured, and children with speech problems; (2) children who are mentally different- children with retarded mental development, children who are exceptionally bright or gifted; and (3) children who are emotionally maladjusted.
Many of these children can be cared for in regular classrooms and, certainly, that is where such children should be taught if at all possible. However, for some of these children, such as the child who is severely crippled, the child who is deaf, and the child who is blind, it may be necessary to have special classrooms. The curriculum for these children is going to be essentially the same as that for any other children.
The child who is severely crippled may need such equipment as a wheel chair, a book holder, a page turner, a special table, etc. The child who is deaf needs to learn language and to read lips. The child who is blind needs to learn braille and to develop all of his sensory skills to the maximum. The curriculum for these children is the same as that for children in regular classes plus the skills and attitudes needed to deal with their handicaps.
The needs of the child who is mentally retarded can better be met when he is placed in a special class. This child needs more and different types of concrete experiences than does the average child. The curriculum for the mentally retarded child is more elementary, more repetitious, and more closely related to the everyday life of the child than is that for those in the regular grades.
The child who is gifted should have an opportunity to have a rich educational program. The work should be suited to his age and interests. His program should challenge him with many chances for exploring in the fields of science, mathematics, creative writing, art, music, dramatics, languages, public speaking, etc. The child who is gifted should have a great deal of information on national and world affairs.
Special consultative services should be secured for the child with a speech problem.
Professional and lay people interested in meeting the needs of exceptional children should:
1. Form study groups for the purpose of finding out about exceptional children. 2. Make a study to see what diagnostic services are available in their community and in
the state. 3. Have the superintendent write the State Department of Education for suggestions of
ways to serve exceptional children, in the regular classes, who cannot be placed in special classes. 4. Have their school superintendent write to the State Department of Education for information concerning general policies involved in setting up a program of special classes. 5. Encourage regular classroom teachers to study about these children at colleges and universities. 6. Encourage P. T. A. study groups.
Page 26

HOW

TEACHER- S-:-.

MAY
~-.z_.

HELP

IN

FUTURE

CURRICULUM

PLANNING

Curriculum development is a continuous process at all levels. If future curriculum guides

are to be most effective and meaningful to all who use them, the resources of the teaching pro-

fession, parents, children and youth are needed. So that the ideas and best practices in the

State may be used, it is hoped that principals, teachers, parents, school boys and girls will cooperate by doing the following:

1. Record the effective work of a particular class or group by describing the problem the group faced and how the group worked; make a brief evaluation, identifying the outcomes; and give suggestions for ways of improving similar experiences in the future.

2. Send a copy to the Division of Instruction, State Department of Education, State Office Building, Atlanta 3, Georgia. "Ways of Working" may then be shared with other schools and used in future curriculum guides in special area fields such as social studies, health, and the like.

REFERENCES HELPFUL IN CURRICULUM PLANNING
Aderhold, 0. C., and others. School Leaders Manual. Atlanta, State Department of Education, Chapters, V- XV.
Educational Policies Commission. Education for All American Children. Washington, National Education Association, 1948.
Pennsylvania Department of Public Instruction. The Elementary Course of Study (Bulletin 233-B). Harrisburg, Pennsylvania Department of Public Instruction, 1949.
Stratemeyer, Florence B., and others. Developing a Curriculum for Modem Living. New York, Bureau of Publications, Teachers College, Columbia University, 1947.

Page 27

f:--

IV
EVALUATING OUTCOMES OF CURRICULUMS
The over-all goal is for the outcomes of a curriculum to be the same as the objectives for that curriculum. If a school has well-defined and understood objectives, aims, or goals for all children and youth, and finds ways and means for the fulfillment of these objectives in the life of each individual, then its objectives have been attained and its curriculum has been effective. Usually, however, there are many outcomes which are different from the stated objectives--some less desirable and some as desirable. Insofar as a curriculum produces desirable and adequate outcomes, it is a desirable curriculum; insofar as undesirable outcomes result, the aspects of the curriculum which produced those failures are undesirable. The problem of curriculum evaluation, then, is to discover which pupil experiences produced desirable outcomes and which did not.
Unless a school can evaluate its outcomes in terms of its objectives it can have little or no evidence that its program is effective. Without evidences of the effectiveness of its program in terms of its objectives, what can a school say for itself? From this viewpoint, appraisal or evaluation of its products becomes an imperative for a school or a system. This kind of evaluation or appraisal admittedly is not easy, but because it is difficult does not mean it cannot be done. Schools have the gravest kind of responsibility to evaluate their products in order that they may either justify their programs or change them.
One reason that curriculum evaluation is difficult is that every experience of a pupil influences his behavior in a variety of ways; it may help him in his progress toward all objectives or, it may help him in some ways and hinder his progress in others. Since this is true, it is necessary to use a suitable variety of evaluation procedures and instruments for discovering and recording needed data in order that all outcomes may be discovere~ and considered simultaneously.
A pupil's behaviors indicate his stages of progress toward objectives and therefore indicate whether or not and to what extent his school experiences are functioning for him. Daily and periodic appraisals of these outcomes assist teachers and others in improving curriculums from day to day, from unit to unit, and from year to year. Steps similar to the following are frequently suggested for curriculum evaluation.
Steps In Curriculum Evaluation
1. Define each objective (desired outcome) in terms of specific observable pupil behaviors.
2. Plan ways to collect evidences of these pupil behaviors.
3. Watch for suitable opportunities for collecting evidences and collect evidences whenever and wherever appropriate.
4. Plan and use a suitable system for keeping records of the evidences collected.
5. Compare recorded behaviors with desirable behaviors, noting their similarities and differences.
6. Try to decide causes of both desirable and undesirable behaviors and recommend continuing or revising corresponding pupil experiences.
Illustrations and Explanations of Steps
Step 1. One objective-"the ability to speak the mother tongue clearly"-might be defined in terms of these specific observable behaviors:
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Uses words ~orrectly.

--:t.:r

Enunciates and pronounces words accurately.

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"Places" voice well.

Speaks without lisp or blurring of sounds.

Combines words skillfully in sentences and paragraphs.

Another objective-"understands the basic facts concerning health and disease"-might be defined in these specifics:

States basic facts clearly in oral discussion. Explains any "whys" or "hows" about each fact. Uses them in analyzing or solving problems. Distinguishes between these facts and false statements presented orally or in writing.

Step 2 is illustrated by the Evaluation Chart which follows. It suggests various ways of collecting evidences of several types of pupil behavior.

Step 3, collecting evidences involves the constant watching of pupils' expressions, intent listening for side remarks, careful attention to the quality and quantity of pupils' daily class participation, observations of pupils' reactions to each other, the giving of tests, and the like. It involves the interpretation of pupils' daily behavior as well as the analysis of sociograms and test results.

Step 4 implies that records may include not only test scores and analyses, but check sheets, rating scales and score cards; anecdotal records; and records of pupils' self-direction, cooperation, social sensitivity, accuracy, thoroughness, and the like.

Step 5 is most important and one too frequently neglected. Unless this step is carefully taken there can be no real evaluation of outcomes and no sound basis for modifying objectives, experiences, teaching procedures or evaluation procedures.

Everyone Concerned Helps With Evaluation
This kind of evaluation must be planned and executed by all staff members, assisted by pupils; it involves data gathering, record keeping and follow-up studies on each individual. Since the curriculum for any one pupil is the sum of his experiences under the guidance of his school, all his experiences must be evaluated in terms of their collective effectiveness in helping him to achieve the educational objectives planned for him by his school. It is a complicated process but not a too-difficult process if attended to day by day and with the cooperation of all concerned.

Some References Helpful With Evaluation
Fleck, Henrietta. How to Evaluate Students. Bloomington, lllinois, McNight & McNight, 1953. 82 p.
Smith, Eugene R., and Tyler, Ralph. Appraising and Recording Student Progress. New York, Harper & Brothers, 1942. 535 p.
Southern Association of Colleges and Secondary Schools. Evaluating the Elementary School. Atlanta, Commission on Research and Services, 1951. 325 p.
Remmers, Herman H., and Gage, N. L. Educational Measurement and Evaluation. New York, Harper and Brothers, 1943. 580 p.
Yauch, Wilbur Allen. How Good Is Your School? New York, Harper & Brothers, 1951. 213 p.
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An Evaluation Chart
The following chart provides illustrations of some common types of objective{ and some suggested ways ot collecting evaluative evidences.

THE EVALUATION CHART

Some types of Outcomes
Appreciations

Some ways of collecting evidences of behaviors indicating outcomes Listening to and recording pupil comments in situations which encourage their
expressions of judgments

Attitudes and beliefs

Listening in on informal conversations Observing pupils in role-playing situations Using attitude tests or attitude scales

Ability to work with others
Abilitiy to locate needed information

Observing pupils in laboratory situations and on social occasions Observing pupils as they search for information Noting wording of questions asked by searching pupils Using a check list of habits comprising this ability Using "Interpretation of Data" tests Using "completion" and "matching" test items

Ability to use basic information

Listening to (and analyzing) pupils' explanations of reasons and causes Using case problems in class work and tests Including "why" questions in essay-type tests and multiple choice items in
objective-type tests Giving vocabulary tests Giving "Application of Principles" tests

Ability to solve problems

Observing pupils in problem-solving situations Using case problems (in class and for tests) which require decisions regarding
various choices in the light of specified conditions Using "Interpretation of Data" tests Using "Application of Principles" tests Using "Nature of Proof" tests

Ability to make judgments

Presenting case problems Calling for decisions and reasons for decisions

Self-direction
-
Skills

Observing pupils in class Listening to wording of pupils' reports and questions Observing pupils' performance in class Using check sheets (or standardized tests) for analyzing aspects of skills attained or not attained

Respect for the worth of every
individual

Observing pupils' reactions to other human beings Listening to pupils' comments about other persons

Social adjustment

Observing interactions of pupils with peers, parents, and strangers Listening for comments about pupil's behavior froms peers, parents and strangers Using a sociogram

Understanding of Using matching tests relationships

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SELECTED REFE' R-EN-:-.-C--.zE_.S ON GENERAL CURRICULUM DEVELOPM-ENT
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Alberty, Harold B. Reorganizing the High School Curriculum. New York, MacMillan, 1953. 560 p.
Association for Supervision and Curriculum Development. Action for Curriculum Improvement. Washington, N. E. A., 1951. 244 p.
Association for Supervision and Curriculum Development. Organizing the Elementary School for Living and Learning. Washington, N. E. A., 1947. 211 p.
Burrows, Alvina T. Teaching Children in the Middle Grades. Boston, D. C. Heath, 1952, 280 p. Educational Policies Commission. Education for all American Children. Washington, N. E. A.,
1948. 292 p. Educational Policies Commission. Education for All American Youth. Washington, N. E. A.,
1952. 402 p. Faunce, Roland C., and Bossing, N. L. Developing the Core Curriculum. New York, Prentice-
Hall, 1951. 311 p. Marshall, Max S. Two Sides to a Teacher's Desk. New York, MacMillan, 1951. 284 p. McNerney, Chester T. The Curriculum. New York, McGraw-Hill, 1953. 292 p. Melvin, Arthur G. General Methods of Teaching. New York, McGraw-Hill, 1952. 251 p. Miel, Alice, Changing the Curriculum. New York, D. Appleton-Century, 1946. 242 p. Noar, Gertrude. The Junior High School, Today and Tomorrow. New York, Prentice-Hall, 1953.
373 p. Smith, Bunnie 0., and Shores, J. H. Fundamentals of Curriculum Development. New York,
World Book Co., 1950. 780 p. Southern Association of Colleges and Secondary Schools. Good Schools for Children. Atlanta,
Commission on Curriculum Problems and Research, 1951. Spears, Harold. The High School for Today. New York, American Book Co., 1950. 380 p. Stratemeyer, Florence, and others. Developing a Curriculum for Modern Living. New York,
Teachers College, 1947. 558 p. Wiles, Kimball. Teaching for Better Schools. New York, Prentice-Hall, 1952. 397 p.
Note. References having to do with the development of curriculums in different content areas are being collected. These will be made available as consultants work with local faculties. It is anticipated that they, with other references, will be included . in the various curriculum guides to be written and published later.
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APPENDIX

The laws which from time to time have been passed by the General Assembly concerning specific areas of instruction in the public schools .

Alcoholism Studies by State Board of Education
An act to provide for the creation and maintenance of a State educational research service with duties and powers to carry out the development and dissemination qf facts and materials concerning the influence and effects of alcohol on human health and behavior and on social and economic conditions and to provide for the use of the appropriations made by the legislature for temperance education for the purpose of carrying out the provisions of this Act.
Be it enacted by the General Assembly of Georgia, and it is hereby enacted by authority of the same:
Use of Funds for Research in Alcohol
Code Section 32-434. The State Board of Education may use and allocate money for educational research, preparation and publication of instructional material and such funds may be paid upon approval of the Governor.
Subject Matter of Research Study of Alcoholism
Code Section 32-435. The funds allocated under the provisions of this Act shall be used for the purpose of creating and maintaining State educational research services:
(a) For the development and production and procurement of curriculum materials and units of instruction on the scientific facts in regard to the influence and effect of alcohol on human health and behavior and on social and economic conditions, including suggested methods of instruction of ways of working with boys and girls and young people in the various age groups and grade levels of the public elementary and secondary schools of the State, as aids to classroom teachers and others responsible for the conduct of the educational program in the public schools;
(b) For the publication, procurement, and dissemination of curriculum materials, units of instruction, and suggested methods of instruction relating to the influence and effect of alcohol on human health and behavior and on social and economic conditions, for the school teachers and educational officials in the various local public school systems of the State, the State Department of Education, and the various educational institutions of the State which are engaged in the education and training of teachers; and
(c) For cooperative work by and between the State educational research service and the public school systems of the State, the State Department of Education, and the educational institutions of the State which are engaged in the education and training of teachers, through conferences, study groups, demonstrations of methods and materials of instruction, and other means.
Employment of Personnel. Instruction in Matters Related to Alcohol
Code Section 32-436. The State Board of Education is authorized to expend such amounts as may be necessary of the moneys allocated to it under the provisions of this Act for the employment of a specialist or specialists and/or contract for the services of specialists in research and in development and production of curriculum materials and units of instruction on the scientific facts in regard to the influence of alcohol on human health and behavior and on social and economic conditions, including methods of instruction, for the employment of
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secretarial and clerical assistants:,and other office expenses, for expenses of conferen_ces, study groups, and demonstrations, and for all other expenses necessary in carrying out the purposes of this Act.
Availability of Curriculum Materials-Suggested methods of Instruction
Code Section 32-437. The State Board of Education shall make available uniformly to the public schools of the State, and the educational institutions of the State engaged in educational and training of teachers, the curriculum materials, the units of instruction, and the suggested methods of instruction which are developed under the provisions of this Act.
Should any part or application of this Act be declared unconstitutional or invalid by court of competent jurisdiction, such declaration shall not affect the parts that remain or other applications; to that end the provisions of the Act are declared to be severable.
All laws and parts of laws in conflict with this Act are repealed to the extent of the conflict.
This Act shall become effective immediately upon its passage and approval by the Governor or upon its otherwise becoming a law.
Textbooks in Public Schools
Addition to the State Course of Study. Bible Reading
Code Section 32-705. Health and hygiene, the nature of alcoholic drinks and narcotics, the elements and principles of agriculture, and the elements of civil government shall be taught in the common or public schools as thoroughly and in the same manner as other like required branches, and the board of education of each county and local system shall adopt proper rules to carry the provisions of law into effect: Provided, however, that the Bible, including the Old and New Testaments, shall be read in all the schools receiving State funds, and that not less than one chapter shall be read at some appropriate time during each school day. Upon the parent or guardian of any pupil filing with the teacher in charge of said pupil in the public schools, a written statement requesting that said pupil be excused from hearing the said Bible read as required by this section, such teacher shall permit such pupil to withdraw while the reading of the Bible is in progress. Such request in writing shall be sufficient to cover the entire school year in which said request is filed. (Acts 1919, p. 296; 1921, p. 156.)
Instruction in Essentials of United States and State Constitutions. Study of American lnstitu tions and Ideals
Code Section 32-706. (Amended) All schools and colleges sustained or in any manner supported by public funds shall give instruction in the history of the United States, and in the history of Georgia, and in the essentials of the United States Constitution and the Constitution of Georgia, including the study of and devotion to American institutions and ideals, and no student in any school or college shall receive a certificate of graduation without previously passing a satisfactory examination of the history of the United States, and the History of Georgia, and upon the provisions and principles of the United States Constitution and the Constitution of Georgia.
All laws and parts of laws in conflict with this Act are hereby repealed.
School Year, Scholastic Month, and Special Days
Observance of Special Days
Code Section 32-1503. The county and local boards of education shall see that the following days are observed either by holidays or appropriate exercises and it shall be the duty of the
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State Superintendent of Schon~ to arrange programs for the proper observance of these occasions, and of the Superintendent and teachers to direct the attention of the ptiptls to these dates and topics by practical exercises:
1. Thanksgiving Day, last Thursday in November. 2. Uncle Remus Day, December 9. 3. Lee's Birthday, January 19. 4. Georgia Day, February 12. 5. Washington's Birthday, February 22. 6. Arbor and Bird Day, third Friday in February. (Acts 1941, p. 349.) 7. Memorial Day, April 26. (Acts 1919, p. 356.) 8. Alexander H. Stephens' Birthday. (Acts 1937-38, Ex. Sess., p. 1407.) 9. Crawford W. Long's Birthday. (Acts 1937-38, Ex. Sess., p. 1407.)
Temperance Day Designated; Program in Schools
Code Section 32-1504. The fourth Friday in March of each year shall be designated and known as Temperance Day in the public schools. On Temperance Day at least two hours shall be devoted in the public schools to a program, which shall be educational in nature, teaching the good of temperance and prohibition, and the evils of intemperance and disobedience to law. (Acts 1933, pp. 183, 184.)

Purpose of Chapter

Instruction in Animal, Bird, and Fish Life

Code Section 32-1701. The purposes of this Chapter are the lessening of crime and the raising of the standards of good citizenship and inculcating in the minds of the children a spirit of thrift, economy, kindness, by including in the curriculum of all public schools a course of training to teach, promote, and encourage the conservation and protection of birds, animals, fish, and all other forms of useful wild life, and the forests. (Acts 1929, p. 118.)

Public School lnstruction in Bird, Animal, Fish, Forest Life, etc.
Code Section 32-1702. In every public school a period of not less than 25 minutes of each week during the entire school term shall be devoted to teaching the pupils thereof the practical value of conserving and protecting birds, animals, fish, and other forms of wild life, and the forests; also the humane treatment and protection of our domestic birds and animals, as well as the part they play in the economy of nature. It may be optional with the teacher whether this period shall be a consecutive 25 minutes or be divided into shorter periods during the week; and it shall also be within the discretion of the teacher as to the method of instruction to be employed. The instruction herein prescribed shall constitute a definite purpose of the curriculum of study in all the public schools. (Acts 1929, p. 188.)

Certification of Teachers

Code Section 32-1703. Each and every teacher in the schools shall certify in his or her reports that the instruction provided for has been in accordance with the provisions of this Chapter. (Acts 1929, p. 188.)

Course Prescribed. Manual

Physical Education and Training

Code Section 32-1901. The Georgia State Board of Education shall prescribe a course of study in physical education for all common schools, and shall fix the time when said course

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shall go into effect. This cours.e_hall occupy periods totaling not less than 30 minutes each school day which shall be devoted to instruction in health and safety, to physical exercises and to recess play under proper supervision.
A manual setting out the details of said course of study shall be prepared by the State Superintendent of Schools in cooperation with the State Board of Health and State Board of Education, and such expert advisers as they may choose. Said manual when published shall be sent by said State Board of Education to the teachers of the common schools. (Acts 1920, pp. 232, 233.) Courses at Normal Schools
Code Section 32-1902. The curriculum of all state normal schools and of all other institutions supported wholly or in part by public funds having special courses adopted for the preparation of teachers, shall contain one or more courses in physical education and each person graduating from a teachers' course in any of these institutions shall have completed one or more courses in physical education. (Acts 1920, p. 233.) Special Teachers
Code Section 32-1903. County boards of education and boards of education of cities and of graded common school districts may employ supervisors and special teachers of physical education in the same manner as other teachers are employed, provided they posses such qualifications as the State Board of Education may prescribe. Boards of education of two or more school districts, city graded school, or county, may jointly employ a supervisor or special teacher of physical education. Boards of education may allow the use of school building or school grounds after the regular school hours and during vacation as community centers for the promotion of play and other healthful forms of recreation, under such rules and regulations as to them seem proper. (Acts 1920, p. 233.)
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