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. ill 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 " v 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. -:----2:.. 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. Page 1 Values ~-2_. 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. Page2 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. Pqe3 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. Page4 The Oblectives -of Human _R~!~fionship Respect for Humanity: The educated person puts human relationships first. " 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. Page5 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. Page "I . 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. PageS Some Characteristics of Human Growth and Development (AGE 3-6) 1. Have regular habits of sound sleep . . . 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 . 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. Page9 - --" ...... ~_,.- 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. Page 11 ~-- 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 Page 1' 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 envnoup 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 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