Curriculum guide in homemaking education (preliminary edition) [Feb. 1944]

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HomEm~KInG EOUC~TlOn
(Preliminary Edition)

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Vocational Division

Georgia State Department of Education

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Februaryt 1944.

.... CURRICULUN GUIDE HOHn1AKIHG EDUCATION
(Preliminary edition)
Vocational Division ~eorgia State Department of Education
Jj"ebruary t 1944.

TABLE OF CONTENTS

PREFACE . ~ '! , . ,f
I. SOME OF OUR BELIEFS ABOUT HOMD,UKING EDUCATION .

1 - i 1i
1- 5

II. CHARA.CTERI STICS DESIRABLE IN A PROGRA.M OF H0l4EHAKING EDUCATION , 6 - 9

III .PLAJ.lThTING HOMEHAKING EDUCATION FOR IN-SCHOOL GROUPS .. 10 - 72

~ A. Determining Objectives .... 11 - 21

B. Deciding What Experiences to Use 22 - 40

C. Planning Each Learning Exnerience (Group
Exper i enc e ) .. .,............................ ,.

41 - 63

D. Planning Each Learning Experience
(Individual Experience) .. 64 - 69

E. Evaluating and Revising A Curriculum 70 .. 72

.... ....... IV. PLAIIJlUHG HOMEl-1AKING EDUCATION FOR OUT-OF_SCHOOL GROUPS

,

73 - 96

A. Setting Up Long-ti~e Objectives 75 - 79 .f'

B. Getting Classes Started 80 - 88

C. Planni ng C1as s I nst ruct ion 89 - 95

D. Evaluati~n of Instruction . 96

V. PIJLIDUUG HOlIENil.KIlifG EJ)UCATIOIf FOR THE SU!-I};IER 1-1011!THS 97 - 102

A. Planning Objectives and Activities B. Promoting the Summer Program . C. Teacher Activities in the Summer Program ...

97 - 98 9g - 99 99 - 100

D. Scheduling the Teacher's Time ..... 101

E. Evaluating Outcomes of a Summer Program . 102

............ VI. SUGGESTIONS FOR THE COOP3F.ATIOH OF HOl-1EHll.KING TEACHERS

103 ... III

A. With the Total High School Program .. 103 - 106

B. With Teaehers in the Elementary Schools . 107 ... 108

C. With Cor.ununity .Agencies ... 109 ... III

VII . GLOSSARY ..................... , "

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. 112 - 117

PREFACE ....
The major purpose of this bulletin is to present, to teachers of homemaking in Georgia. suggestions for building eurricul~~s for in-sehool and outof-school groups. Since there is no state course of study for Homemaking Education and none is anticipated in the near future, it seems desirable that everyone concerned with-the program should be provided with so~e reference for use in curriculum building and curriculum evaluation. It is hoped tPAt this bulletin when revised will provide such a referen~e.
It is assumed that the suggestions made within the bulletin should serve as a review for those teachers who have been graduated recently as teaching majors from the Georgia State College for Women and the University of Georgia, but that suggestions should be even more helpfUl to those teachers of homemaking who have had no recent courses in Teacher Education aLd to those who were eslucated in other states or institutions where a somewhat different philosophy of educ~tion may be emphasized.
The [mthors expect t eA.chers to use the bulletin as 8. source of BUg... gestions, not as a compilation of prescriptions to be followed. The teacher who is creativo, resourceful and well educated with respoct to modern educational psychology, may prefer to cnrry on hor work with little regard to tho suggestions in the bulletin. The teacher who has not had Rn opportunity for recent study and feels the need of specific help mny wish to tryout the recommended proeedures until she is eapabl~ of plan:':ling her o"rn procedures. Most teachers are doubtless between these hro extremes p.nd will look in tho bulletin for ideas to supplement those theJr nrc no'., using.
It is belioved that the procedures suggested in this bulletin are based on and consistent with

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Assistant State Suporvisors of Homemaking Education, Mrs. Mary B. Lewis,
. H1ss Fr_ancos Champion. !Hss Dorn 1401lonhoff, a:1d M1ss I~p.ry Lizzie Willis. .
Teacher Trr:'iners in Homemaking Education, Dr. Jessie lL HeVey, Miss Alice Blair, and Hiss ~eva Jones of tho Georgia State Oollege for Women, &~d Miss Alice Beall and Miss Lillinn Schmidt of the University of Georgia.
Supervising Teachers in Homomaking Education, Miss Gladys Gilbert, Miss l,rontino Jackson, Miss LQis Cordell, lilrs. Frances Poole, Urs. Jerry Lowe.
Tenchors of Homemf1king, Miss Zelcla. Tucker, Hiss Edith Hogg, ~ass Kathleen Youmans, Miss Bernice Thome.s, Mrs. Alvin Lewis, Miss Beth Duncan, Mrs. Flora Smalley, Miss Agnes Fisher. Mrs. J. Milton Murray and Mrs. Johnston.
It is assumed that this proliminary edition will be followed within a year by a reVised and improved edition in printed form. It is hoped thDt everyone who roads this edition will exnrnino it critically and suggest needed 1mprovoments. Evory homemru~ing toacher is requested to tryout this edition for the rest of this year, to mp~e note of noeded improvements as she discovers them, and to report them as specific suggestions to her District SuperVisor by Soptombor first 1944.
Signed: State Supci;isor of Honomaking Education, 222 State Office Building,
At1ant~ 3, Georgia.

.-I. SONE OF OUR BELIEFS ABOUT HOEEitA.KIUG EDUCATI01~

. . I. SOME OF OUP. :B~LIEFS ABOUT HOMEMAXHTG EDUCATION
....
We b.el1eve that the purpose of all eduoa,tion is to foster the develop-
ment of eaeh individua.l so that he I:1ay achieve the moat satisfying life of which
he is capaple while ma.king his optimum contribution to an increasingly demo-
cratic society (not to teach subjects as such or subject ~a.tter for its own
sake).
We believe that the purpose of homem~ing education is to foster demo-
cratic hom~ living, that is, to guide family members to recognize problems of
home living, to use intelligence and develo~ judgment in solving their home
problems and to solve each problem with regard to the welfare of all persons
and peoples concerned in and affected by its solution (not just to teach home-
making faots and skills).
We believe that the kind of individual needed in a democratic home and
a democratic sociQty may be described as one in whom the follOWing traits control
behav1o~; the development of thesQ traits, therefore, is tho major aim of
education for each individual:
C.oouGr?tiveneas - meanini; the sharing of ideas with others, responsible participation i~ common concerns, active concern for promoting the welfare of others (as.- op:rosed to competition with others or passive acceptan<;e of pla.ns and cO:lditio:1.S).
Creative thinklAg (reflective thinking) - using onels intelligence and imagination rather than authority or tradition, for determining plans of actiort, making decisions, and solving problems (as contrasted with depending on those in authori~y to mako plans for us to follow, believing that what we thir~ doesn't matter, that well established customs shoUld not be Questioned, and that it is better to let a few people manage than t~rto get everyone concerned to help).
Self-direction- mef\ning independel1.Ce, initiative and resourcefulness in meoting new situations-~ (rather than dependence on others for directions).

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Soclnl_~ensitivity - concern about significant problems of persons in all walks of life, a fooling of res:oonsibi1ity for improving social -conditio;1s, recob,ition of the effect of his own actions on others .... (rather than indifferonce to, passive acceptance of orumlillingness to try to improve social conditious).
Toler8nce - unwillingness to judge persons or issues without full data concerning them , rospect for points of view different from one's own, understaYlding of tLe fact that everyone is the product of hi s environment and not intrinsically good or bad (rather than disrespect for and criticism of actions and beliefs different from thoso to which one is accustomed). Since the puruose of homemnking education is to develop desirable traits and abilities in individual family members. which will result in improving their living habits and conditions, we believe that the curriculum objectives for any pnrticuh"r group should be based on the basic needs of tho narticular persons in that group. (They should not be copied from a book or a course of study or a curriculum for anotllor community, nor limited to tho felt needs of tho pupils). Assuming that pupils in any group may have ):10"0 needs tho.n c~.n be provided for in the objectivos for the instruction of that group, the objectives selected should be those reflecting the pupils' nost importnnt and persistent problems of home living and home relationships. itic b-:;ll'vc thr.t objeotivp~ should be individup.lized according to the particular needs of individual pupils within a group. For oxamplo, a pupil who has a keen mind and loves to study but is timid and sensitive needs special guidance in sociA.l l'l.nd emotional growth, while a pupil who is friondly l'.nd cooperative but slovenly in mental habits neods special guidance in intellectual
lYe believe that a good homer.l8.king curriculum is a curricu.lum of homelike learning experiences (not a subjoct curriculum). It is a curriculum in which pupils engage in pur~oseful activities, acquiring needed traits, under-
* For definitions see Glossary ( pages 114-116 ).

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standings and 119ilities as moans of achieving their purposes~ since pupils learn 'oest when they have a purpose for lcar,ling a:ld since the focusing of attention on subject mattcr-to-be-lear~ed e~courages memorization at the expense of cre~tive thinking* .
We beliove that an experience encourages learDing (creative thinking) when a pupil finds it enjoyable as a :purposeful enterprise, when it presents perplexities creating indecisions but not inhibitL"g his drive to a.ction, when it stimulates the making of judgments and when it calls for abstract as well as concrete thinking.
We believe that the learning experiences in the curriculum for any group should be plannod cooperatively by the pupils and the teacher, in terms of the interests of the persons to be taught as well as in terns of tLe teacher's objectives for the pupils' development. We believe that it is the responsibility of the tsach2r to guide pupils in selecting and planning appropriate experiences for their curriculums (not to "let pupils do whatever they please"), since the teacher is responsible for the optir.nm developoent of each pupil and for pupils' effective usc of school facilities.
Since "we learn \-,hat we live" 1:'_'1d pupils 10nrn thOSG cl['!ssroon behaviors which their teachers exemplify fron day to day and those which they thooselvos practice from day to day. we believe it is very important that teachers act as guides and counselors, not as dictators, I:'~d that they use those methods of guida..'1ce ~",hich oncourage ench pupil to do his best i~1 pr~.cticing self-direction, cooperativeness, and tolcrnncG.
We beliove in the problem oothod of teaching, since n pupil is challenged to do creative thinking only when confronted with a probloo which he needs to solve in order to carry out one of his ~urposcs or plans. We believe ~lso that
* For definition see Glossary (pnge 117).

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pupil-pur:aosedex:eeriences provido situations in which real problems arise. In
so far ~s teachers use evolving pupil problems as opportunities to teach pupils
how to "usc their own heads" to nnalyz0 and sab/'e their problems, crea.tive think-
.ing is (l!'.cournged; but when teachers "help" pupils solve their problems by doing
their thinking for then and by suggesting "'best" solutions, the;. rJi s-educate
their pupils since they teach pupils not to use their intelligence in solving
problems but to depend on some authority to tell them what to do (the antithesis
of democracy).
For exanple, when n }Ju-pil asks a. teacher "whc"'.t to do next II the teacher may (through questioning) guide the thirucing of the pupil until he can decide for himself what it is intelligent to do next, rather than decide and tell him what to do next. When a pupil asks a teacher for information, which is available in references at his disposal, the teacher l!l~ guide the !,upil to "look it up" rather than tell him. \~en a :oupil asks a teacher how to do something (which the :aupil is capable of discovering for himself if ho uses reference materials provided) she may call nttention to two or more possible ways and suggest his investigating and conparing them as a means of making his own decision.
Since the r.lethoa.s used for evaluating punils I \\Iork have a great influence
on what pupils learn and how the~T lcn,rl"l, we beliove thnt one of the teacher I s
major responsibilities is to sec to it that h0r ~~thods of evaluation and record
keeping are consistent with all the t:~es of objectives toward which shc is
working. For exa~ple, when a teacher depends largely on her observation of daily
intellectual and soci~l reactions, keeps records in terns of insight, self-
direction and the like, and assigns grades in torus of inprovenents nado in
~~bits of scholarship and democratic living, pupils give attention to the oean-
ings of words, pri~ciples and proceduros used in class, and to behavior in class. On the other hand, when a teacher depends l~rgely on true-false tests as instru-
ments of evaluation and uses the pupils' marks on these tests as major bases for
assigning grades, pupils give ~njor attention to tho mooorization of words and
phra.sos presented by the teacher flnd the text rather than to the oeanings which
those symbols represent or to the use of those meanil1gs in solVing problems of
daily living.

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Since each individual learns at his own rate and develops according to
his ow~ interests, capacities and background and since the goal of education .is
pupil development, we believe that each pupil's 'development should be judged in
terms of the cr~ract,er and extent of his progress toward the objectives for his
development, not by comparing his attainment with that of other pupils or by
contrasting his achieveJTIents with "perfect products Jl
We believe that, records of pupils' progress can mid should be kept in
terms of the many aspects of development ao'.l.f~ht rather than in terms of inform...
ation memorized and products made. For example, such aspects of ~evelopmer.t as
these may be used e,s a basis for record ]r.eeping:
Improvement in study habits. Improvement in work habits. Improvement in cooperatio,1 "'rith classmates. Improvement in intellectual independence. I~prove~ent in ability to plan. inprovernent in ability to carry out plans. Improvement in mastery of fundamental facts and principles. Improvement L: manun.1. skill. Improvement in ability to use knowledge and skills in solving
problems. Improvement in self direction ann self-discipline.
We believe that reports of pupil progress can and should indicate the
nature of a pupil's progl'ess ra.ther than his achievement as compnred",ith the
nchiev8!!lents of others. In schools ,,,here letters to administrators and parents
about individual pupils hBve not yet taken the place of report cnrds, it may be
possible to indicate individual development in terms of nspects similar to those
listed above ~~d in terms of A, B, C, D, and E, if these symbols are meaningfully
defined. For 0xample, the letters ~ight be interpreted to !!lean:
A - Progress is consistent i>,ith r.bility and bnckground. B - Progress is continuous but not consistent w1th ability and
background.. C .... Progre ss is unonlr-.l1c ed find int eI'ni t t ont D - Very few eVidences of progress. E - No evidences of progress.

....
II. In CBJL~C~ZPISTICS D~SIlliUj1E A PROGlliU1
OF HQI.!Er1AKIlJG ]DUCAT! 01T

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II. CHAF.ACTERISTICS DESIRA3LE Ili A PROGRAl'! OF HOHEEAKIHG ::OUCATIOn*
A. The desirable program is comurehcr.sive.
1. Tho in-school program provides instl~ction in all phases of home living enc~year (not as separate topics for study but as areas of infornntion contributing directly or indirectly to the solutions of lifo problems).
a. Maintenance of satisfactory personal and f~~ily relationships. b. Management of tine, money, and energy. c. Pla.'l'ming, preparr-tion nnd sorvice of fa':llly mef'.ls. d. Selection, c~ro, construction and renovation of clothing. e. Care and guidance of children. f. Improvcmetit of home safety, homo conveniences and home furnishings. g. Selection of housing and household furnishings. h. Care of tho house and household eqUipment. 1. Hnintenll"1ce of the hefl.lth of fanily members (physical, mental,
emotional) j. Home care of tho sick.
2. The out-of-school progr~~ prOVides instruction in different phases of homemaking from season to season and year to ye~. See Suggested Units for Adults and Out-of-School Youth, p.se.
B. The desirable progran 1s continuous.
1. It provides instruction for nIl age groups since all age groups have person~l nnd hone problens. Instruction in the early elc~entary grades should prOVide experience in honcnaking ~~d sinilar experiences should be continued through adulthood.
2. Each learning experience reviews ~d enriches basic concepts already developed as wcll as introduces new concepts.
3. The program prOVides in-school groups with le~~ning experiences which
are different fron yCAr to year end vn1ich grow progressively more difficult.
4. It prOVides out-of-school groups with P. variety of experiences from year
to year so th1'l.t n well-rounded prograr.l of instruction oa:r be secured by those who continue clftss menbership year f1.:rtcr year.
5. It is continuously planned ann re-planned. Since it is a ~renr-around
progra~, sunmer work is pre-planned during the previous school year, and work for the school year is pre-planned duri~g the sunner.
* See Glossary. page 113 for a definition of Honen[~ing Education.

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C. The dosirable progr~~ is functional,

1. J t is b:'!.sed on the fundanentA.l needs of the hOr.les in the l)A,rt icular conounity and focused on the timely interests of the fAnily ncmbers .;... within those honcs.

2. The needs and interests of pupils a.re discovered through the direct contact of the teacher ,.,.ith homes m:d family neMbers, b? home visiting as well as by other Means.

3. It is offered in a homer.1c'tking depf'l.rtnent cOMparable in equipment and
arrangenent to the hone situations of the groups served.

4. It prOVides for the carryover of school instruction into hone liVing
by the encouragement ar.d supervision of hone projects and hone practices.

5. It results in pupils achieving not only honen('.king objectives but also
najor educational objectives, such as increased ability to do creativo thihking and inproved habits of denocr.'1.tic behavior.

D. The desirable progrfl.r.l is plrumed, organized and adninistered FI,ccording to

the chnracterist ic s of the age group it serves. For eXPr.lple, a. sui table

prograI:! for a.dolescents na:t have these chnr@,cteristics:

,

1. The progran nay enphrtsize l".ttainnblc ideals of hone 11ving rather than perfection of homeoaking skills, since adolescents are idealistic and subject to day dreaning, nnd since oa~y adolescents nre nwkward and unsteady in Dotor coordinntion.

2. A three or four YO~I progran of lenrning experiences nay decreasingly er:1phasizo :physical n.ctivi ty and increasingly cncourrtgc nbstract thinking, since pupils in e~,rly Moloscence nrc restless and interested in nnnunl actiVities rather than sedentary pursuits. and since ~dolescents' abUi ty to do abstrnct thinking increases during the period of adolescence.

3. Any year's progrnn of work nay be nore interesting to pupils if conposed
of different types of learning experiences ruther than of sioilar learning e~er1ences, since adolescents are interested in exploring O~1Y phases of life and trying out new experiences, and since it is difficult for adolescents to sustain their attention and interest along one line over a long period of tine.

4. A program nay include standards for e~d neans of evaluation which are
developed through tcp.chcr....guided group plrmning e.nd pupils "lork nay be (as far as possible) evaluated b~r the'.1selves ('no. their c!ftSST.1atcs, since t'1.dolescents arc highly susceptible to the influence of group e.pprovl.'l.l
n11d di sapproval.

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E. The desirable program is.flexible.

1. - It is adaptable to the specific needs of the pupils served.

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2. It may emphasize those phases of instruction which are crucial at any given tioe.
3. It may be re-organized whenever circumstances make it educationally
desirable to do so. Potential changes ~~d interruptions should be carefully evaluated and made only when educationally valuable to the pupils; changes should not be made on the basis of personal impulses or to meet emergencies which may be cared for more apnro~riately by other means.
4. It may include several learning experiences which are similar in nature
when they are distinctly different in major emphases.
5. The out-of-school program may include as many classes and lessons in
anyone year as ~xe suited to commu~ity conditions and the teacher's time.

F. The desirable program is a co~unit program.

1. It provides class instruction for adults and out-of-school ~routh as well as for in-school groups.

2. The in-school program is planned cooperatively by tee.cher, pupils. parents, school administrators.
3. The out-of-school program is pla~~od by the homemaking teacher with the
assistance of carefully selected potential class members, school arlministrators, key citizens Rnd others.
4. The homemaking department is used as a community homemaking information
center. For example -

a. The departnent prOVides an up-t o-dat e filc of bullet ins end clippings on Hll phases of homcnt:1.king.
b. Bulletins and charts are lent to those in tho comMunity who request them.
c. Homemakers arc encouraged to come to the department (l)for guidRnce in solving their home problems (2) to usc tho equipnent in the department at suitable times.
d. The homemaking teacher answers homemakers' requests for information concerning problems of homemaking.
5. The homemaking teacher pnd her pupils cooperate with other teachers
and classes in the school in achieVing conmon educational purposes. (Soe pages 103-108)
6. The homem~cing teacher cooperates with other conmuntt:r agencies con-
cerned with problems of home and family life. (See pages 109-111 )

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G. Each curric~l~ in the program is individualized.
Individual curriculums are essentinl for the ~ost effective learning sin~e U:.ey throw upon the pupils the granter responsibility for their atom progress. They tend to develop in pupils n greater feeling of independence in their work and ~ore ability to tnckle a~d solve their proble~s as they meet them. An individual curriculum enpbles a pupil, without e~barnssment. to progress at her own rnte of speed. Actual ~ractice has shown that pupils do ~uch wider reading Bnd study more subject ~nttor when following ~~ indiVidual curriculum. Tho alert te~cher is constantly on tho look out for experiences and activities to ~eet the personal noeds of hor individual students. She nay individualize n curriculum in several w~vs:
1. A group eXDericnce moy oe individualized. In a classroom where a group of pupils is working on the same learning experience (cleaning the classroo~, for oxnmplc) tho experience may be individualized by seoing to it that the activities allocatod to each pupil and the materials of instruction used by hin meet the needs of that particular pupil.
2. Experiences l:ln.y bo individuali2:,od within n. subject are~,. Within a. given area each pupil in a class ~ay pl~~ ~~d work on a different oxperience. For oXflI.lplo, in class to/hich is workil:g in the arcn of clothing, each pupil !!lay be to/orking on a clothing problon of hcr own, foroxat:lplo. Hary learning to buy rcady-l:lade clothes, Ja:i1.o !!laking a needed dress for her little sister, Susie m~~ng a study of her wardrobe for the purposo of bringing it up to date econonicnlly, Julia nnldl~ a house-cont to take to cnnp. There is always the possibility of individualized work within a given area of hone econonics.
3. ~ach pU~il in a class m~ plan and cnxry on a ~rogrnl:l of experiences
difforent fron those cnrriod on by his classnatos. This type of indiVidualized curriculUr.1 has r:1nrl,.v ad.vl'l,ntnges for the pupils but it is qUite difficult for a teacher to administer. It takes nore tine to pl~n ~nd pl~~s l:lust bo Dore detailed. Unloss the teacher does very careful daily pl~~ing, tine will be wasted by somo of tho pupils. Tho teacher nust b.ow a grent deal about each of hor pupils so that she can guide then to "fork on thoir rarol probler:.s, not just something to do; if a problem is not a ronl ono, interest and enthusiasm ''lane. Students, unaccustomed to this typo of curriculu~ noed very careful guidance to prevent then from fOGlir~ lost. An inexperioncod teacher wishing to tryout this tJ~e of curriculum is wise to begin with her more nature student s who have already gn.LH,;d those fundar.wnto.l understancli:1gs and skills ",hich I:1ake it possible for then to to,ork with a mininun of suporvisio11.
Perhaps the adVisable curriculum for n~st classes is a mixture of the three tyPes, where sone oxperiences are group experience individualized as indicated in 1 pbove, but whore, when individual problons 3Ie quite difforel';.t. pupils Al"e oncournged t:l ,,,ork on then individuttlly as in
2 or 3.

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II I. PLAllTLTG HOHEI:.AKI:m EDUCATION FOR

.

IN-SCHOOL GROUPS

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III. PLAlD:TlNG HOUnWCIl:m EDUCATION FOR Ill-SCHOOL GROUPS
....
(This is a condensed outline of the major ideas presented in greater detail on
the following 62 pages. It may serve as a pre-view of the general procedure or
as a guide for locating sections of special interest.)

A. Determining Objectives for the In-School Program of Instruction . pp. 11-21

1. Deciding ~hat is personally and socially desirable for a group
of learners.
2. Discovering pupils' living conditions and living habits.
3. Comparing existing conditions with desirable conditions to
determine educational needs.
4. Setting up objectives in terms of educational needs.

.... :B. Deciding What Experiences to Use in the Program of Instruction

pp. 22-40

1. Discovering the interests Rnd respo~sibilities of each group and each individunl to be taught.
2. Pre-planning a.ppropriate learning experiences for each group -
experiences in which pupils' interests may be met and through ~hlch the objectives set up in A. may be achieved.
3. Guiding each group Md pupil in roughly planning a program of
desirable experiences.
4. Pro~aring a tentative program of work for each class.
Or
4. Guiding each individual Iupil in completing his tentative
program of work.

C. Planning Each Learning Experience (Group Experience) .. pp. 41-63

1. Mnking a pre-plan for each learning experience. 2. Pla~~ing each experience roughly ~ith the pupils.
Planning the experience in grenter detail by yourself, Planning how to guide pupils in solVing each problem as it emerges.
5. Planning each day's lesson as it approaches.
. D. Planning Each Learning Experience (IndiVidual Experience)

. pp. 64-69

1. Guiding pupils in outlining plans for individual experiences. 2. Guiding pupils in making weekly plnns of ~ork.
3. Making the teacher's weekly ~lans. 4. Making the teacher's daily plans.

E. Evaluating and ReVising A Curriculum ~ .. PP' 70-72

1. Eve.luating results and revising plnns from dny to day.
2. Evnlunting and revising plans at frequent intorvals during
each learning experience.
3. Evaluating outcomes n.nd revising plnns r,t the end of the year.

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A. DETERl'IIlTIHG O:BJECr.rIVES FOR THE IH-SCHOOL PROGRAH OF I:rSTRtTCTIOH.
Who decides whnt the objectives sh~ll be? Cart you find objectivos listed in- some book? Will you depend on the pupils- or thoir parents or the school officials to tell you whe.t should be accomplished? How ca.n you systcmf1.tically plan what should be the objectives of Homemaking Education in your school?
Educators suggest that the objectives for a curricul~~ for any group should be bo,sed on the oducationAI needs of that group. A need hHs been defined as lithe difference between that \\I'hich exists p..nd that which is personally l\nd social1~' desirnble fl The teacher IS tn.sk then is (1) to decide whp.t home conditions Rnd habits of living are person~lly nnd socially dosir~~le for her pupils,
(2) to discover their homo conditions and habits of living, 0) to compare the
desirable situl:!.tions with existing situations to determine ed.ucational needs,
and (4) to set up objectives based on the educational needs - objectives indi-
cating what homomaking instruction ony do to 'guide those pupils into nore desirable hl'l,bits of liVing nnd in improving the cor.ditions under which the:r live.
1. How can a tORcher decide \"hat 1s personally end socially desirable for a group of learners?
Every qoo1ified tefl-chor of hooeut\king h::>..s had an opportunity to discover, through collego courses in sciencs, social scie11ce, psycholo~r, home econonics, pnd the like what physical, mental Gnotiona.l p.nd social conditions Rnd habits arc dcsirf-1,ble for the well-being and dovelopl:lent of persons as individuals and as ci tizens in n donocrl',cy. These idee.ls and stRndn.rds provide her with a basis for judging what is desirable for the persons she is to teach; in so far ns they are fundaocntD.l for all persons sho may uso thorn. For exnnnlo, she has learned that an adequate diet is essential for the health of each individual and that it is socially dosir~,ble for all persons to be adequ~.tely fed; she will thorefore recall the essentials of ~n ade~late diet and US6 them in deciding in "That ",a~7s a.nd to what extent the diets of her pu.pils need. inprovenent.
2. How can a teacher discover nunils' liVing conditions and habits and the facilities available for improving then? t~1at living conditions flnd living habits need to be discovered? Condition of houses as to repair, cleanliness, convonience ar.d beauty? ~vlity Nld condition of clothing? Adequacy of food? Hone management pra.ctices? Relations between parer.ts and children? Facilities for recreation? Mfl-uy other suggestions will come to your mind as you start your search for facts about each pupil. It m~7 take a long tine (perhaps a yoar or nore) to bocome fully aware of all tho conditions Rnd habits ~!Ol1. should. consider but several procedures ca.n be started e,t the begi~".nir.g of school and continued during the school year as circumstances pernit. Sone kinds of facts you can get by looking, some by listening, sono fron one source nnd sone fron another. Thero are many nethods 1",nd Deny sources. SO~le procedures are listed below with illustrntions of the kinds of f~cts you night learn and how they ~RY be used in determining pupils' needs and translating tho~ into goals for instruction.

I
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1
1
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8.. _ Have a oonference with the superintendent or principal or bo.th and with the county supervisors, asking them (1) to tell you what they believe to be the basic needs of persons and homes in the community or communities served by the school, (2) to suggest objectives e~d learning experiences which they believe to be suitable for the groups you will teach.
For example, if you learn in such a conference that most girls in a community do not go on to college, that many drop out between ninth and tenth grades and that most of them marry between 18 and 20, you might conclude that most of "the girls need basic instruction in all areas of homamaking by the end of the ninth grade. and that ma...'1.y outof-school youth between 18 and 20 need guidance in establishing homes and starting housckecning.
b. Consult the administrators of other agencies in the community which deal with problems of adolescents and family life (Child Welfare, County llurse, etc.) asking them (1) to tell you ,,,,hat they believe to be the basic needs of persons and homes in the community or communities served by the school (2) to explai~ the facilities of their agencies for assisting families ~n solving their problems. For example;
If you learn from a minister the.t there are very few club activities for adolescents in that co~munity, and that the young people have no appropriate places to meet for group recreation and are shy and stiff at occnsional gatherings, you will roalize that they need guidance in finding and equipping a club room or recreation center, in learning games ?nd songs of various types and in learning how to bohBVG in social situntions.
If you learn from tho d.irector of the;; communi t~l nursery school that many of the families which need to make use of it are not using it you will realize that your pupils need to gain an understanding. of the op:portunities provided by the nursery school and how to make use of them.
c. Guide pupils in filling in home record forms or similar devices for securing information about homes. Study the information given and compare it with desirable ?nd attainable standards of home living for that community and that group. For example:
If the record forms show that half the pUPils in one class have brothers and sisters younger than they are and the other half are the youngest in their families, it may be assumed that only half need guid~nce in caring for younger children in their homes but the other half may need guidance in their associntions with neighbor's children or younger cousins.

-13-
(See pages 16 and 17 for illustrntions of needs and objectives based on information from record forms. See .-pages 18 and 19 for illustre.t.1ons of needs and objectives based on information from other- sources.)
d. Observe pupils in informal situations to discover their habits e~d behavior rold compare them with desirable habits and behavior for those pupils in that community, noting those improvements which need to be made. For example:
If you observe at recess that certain girls always gang together, that town girls and country girls don't mix and t~~t a'few. girls seem to have no chuns you will realize that all need some inspiration and instruction ~~d practice in democratic behavior. social graces, tolerance, unselfishness, etc.
e. Visit as many pupils' homos as possible (1) To get suggestions from parents concerning what they believe their children need to learn in Home Economics. (2) To observe living conditions, and discover what you can concerning facily habits And family relationships.
(3) To estimate attainable and desirable standards of home living
for those persons in that community.
For example. some mothers may suggest that t~eir daughters need to learn how to make clothes for themselves fro~ clothes handed down to them by older sisters or given to them by relatives. Other mothers may express the hope that their daughters will learn how to serve their home canned beef in a variety of ways.
If you observe beds in liVing rooms and an inadequate supply of chairs you nay conclude that instruction is needed' in making over beds so that they are attrac~ive and confortable for d~-time purposes.
f. Have personal conferences with each pupil at school. during regular scheduled conference periods or at less formal tiDes such as before school. at recess. at lunch period 1 after school. or at times when you sit beside a pupil in assembly or walk down the ~~ll with her or eat your lunch beside her. etc., etc. (Infornation gained about indiViduals from observation, home visits and porsonal interviews n~ be recorded in many ways ~~d on various forns. One suggested form for use is presented on page 20 ).

-14-

3. How then-oan a teacher decide what are the educational needs of her

particular pupils?

....

a. By recalling or discovering the typical needs of the age groups she is to teach and listing the ways in which homemaking education can assist in meeting those needs. See "Needs of Adolescentsll etc.,
on page 21

b. By comparing the discovered living conditions and habits of her pupils (and the facilities available for improving them) with desirable conditions and habits and noting what "differences" might be reduced by homemaking education.

Since there are various ways to achieve desirable standards of
living and since individuals a:1d groups differ in the w~vs the;r can achieve these standards it is important for a teacher to pay attention to the fncili ties available for hor pupils' use in meeting their fundamental needs; otherwise she may attempt objectives unsuited to their way of life and fail to change their behavior, or even discourage their attempts to change. For example, there are several ways to get the food necessary for an adequate diet; persons living in cities have to buy it, persons living on farms cro~ grow it, persons living in Villages can grow p~rt of it p~d buy some of it; the need of the city group is to learn how to spend food allowances wisely, tho need of the rural group is to learn how to plan nnd raise and conserve year-roun~ food supplies. the need of the third group is to lenxn how to mnke the most efficient use of available garden spaces and how to supnlemont home-gro\in foods with cnsh purchnses. A thoughtless tcncher '<rho tel"..ches farm pupils how to spend money for food, or city children how to raise food for an adequate diet will not only find th~t her pupils lose interest nnd that their food habits improve little but she m~ also discover that some pupils come to believe that it is impossible for them to have adequate diet s.

4. Setting up objectives in terms of educntional needs.

Since a ch~1ge in the behavior of an individual may not take place or be perm~nent unloss he desires to mAke that change, it is necessary for teachers to encourage the development of attitudes favorable to the chnnge as well as to guide pupils in understnnding the fact s e.nd principles which explain and supnort the recommended behavior.
Since a change in behavior will not trke place, even if desired and understood, unless a pupil has the abilities needed to cnrry the desired
behavior into action, it is necessary for teachers to teach the needed proceduros and skills as well as encourage favornblo attitudes and develop needed understandings.
In most cases, therefore, tenchers need to set up three tJ~es of objectives in connection with each educational need - one or more objectives in terms of the learner's attitude, one or more in terms of his ~~derstandings, and one or more in terms of abilities (including skills). For example, if the education of our pupils 1s to result 'in improving their eating ~~bits they must develop not only an understanding of w~~t they should eat and why, but also D. desire to oat what they should and the abilities needed to secure well-balanced diets with the resources at their disposal.

-15-

In t=tUY one group. there will be some needs cor.unon to all a.11d there-

fore objectives common to nIl, but there will be also needs of individuals

- which ore differe11t fron the needs' of other individUfl.ls.

....

In setting up objectives for a progra~ of instruction, therefore,

we need to think in terms of desirable cha~ges in attitudes, understand-

ings and abilities for whole comounities, specific groups (classes), and

individuals. For exnmple:

a. Some objectives for ~ progrAm in a certain cormounity might be to develop in everyone

( 1) An increased desire to oat adequate diets. ( 2) An understanding of how to judge ~nd plan adequate diets.
(3) The abilities needed to provide adequa.te diets.

b. Sor.10 objectives for a pnrticu.lar 10th grade group night be:

( 1) Incrensed interest in c~ting adequate me~ls a.t home an~ at school.
( 2) An understanding of how to get adequfl.te diets from day to a.a-v,
supplementing lunch room dinners ",ith brenkfn.sts and suppers at home. (3) Some nbility to plan and pr0pere hone suppers which e.dequately supplement home breakfasts and school lunches, and which are
palatable and interesting.

c. Sone objectives for an over-weight individunl in the lOth grade:

A desire to eat nn adoqu<.'l.te diet but one ,,,bich will gradually reduce her weight. ~1 understRnding of how to plpn and select nenls so th~t body require~cnts are net with low calorie intake. Tho n.bilit~T to choose fron fp.,ni1y ~onls and the school lunch those foods to ncconplish her pur:oosc.



~

A. SOME OBJECTI VES BASED on IlTFORl-1ATIOH FRm,r A SUMH.A.RY SHEEr'

r-i I

(IlIFORHATIOlT ABOUT 16 GIRLS IN Al"'f 8TH GRADE CLASS)

Item of Information

Needs or Probable Needs

_:.

J?ossible Appropriate Objectives

13 entertain friends in their 3 need to be encouraged to and taught :1. An increased interest in entertaining

homes 13 give parties

how to give parties and how to be : gracious guests

; graciously in one's home.
:2. An increased understanding of how to be

13 go to parties

:13 may need to learn how to have better: a gracious guest.

times on less money

:3. Increased ability to plan more attrac-

f4:- -3-~v; date; - -- - - - - - +13 ~e;d-~id~c; in-man~ging th;ir first -li:~~l~;~;e~~~T:~~; ~~;~~;~~:~ -.--

dates happily

:5. An understanding of the sociological

: 3 may need to learn how to have more : fun on dates

: importance of having dates.
:6. An 1L~derstariding of date etiquette and

:All may need to learn standards of con-: reasons back of customs and taboos.

:duct on dates and reasons for those

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ l.sia.:3:.d~9:.s~

1.

_

11 have an allowance for

: 5 may need guidance in getting definite :7. An increased desire to live on a budget.

spending money.

: allowance or earning their own

:g. An increased understanding of theadvan-

:11 probably need guidance in getting

: tnge of allowances vs. doles.

maximum satisfaction from money spent :9. A belief that one cm1 get more.satis-

:All may need to learn how and why to

: faction from well managed spe~ding than

:keep accounts of expenditures.

: from haphazard spending.

:

:10. Some Ul1derstanding of how allownnces t

~

: budgets. and account keeping help a per-

:

: son to more intelligently and more

_______________ ~

~ __sQ:t!s!y!ng:l;t ~s~ !l !!h!:t~vr_mE.n~y_h a.!._

6 fnmi1ies hold family

:10 need experienco in family councils. :11. An UL~derstanding of the ndvnnt~ges of

council a

:

..

: using family councils as a means of securing fnmily harmony.
:12. An understanding of how fnmily councils

: may be started and conducted.

: _______________ 1.

:13. Some ability to practice good "family
: council habitsn when doing cooperative 1. _ y!.a!!.ning _ !n_lf!~i1Y_g,!0:!!p.!"_ai.!c~oE.l~

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I Iten of Iefor~ation
6 families play games as
groups.

Needs or Probable Neens :10 pupils need to learn games suitable
for their families and how to get families to try playing them 6 may need new ideas for family games.


: _______________:_'

Possible i'lPiJrOnriate Objectives

:1 A nesire to encourage family members to

: play games together.

:15. A knowledge of many inexpensive games

suitable for use in homes by families.

:16. The ability to play and teach others to

: playa variety of home games.

:17. The ability to make or improve the e~u~p-

: nent needed for playing especially desir-

: __ ~ble_hQ.m g~e~.

' __

8 pupils come from homes : 8 may need to know how to cooperate more:18. A desire to and an understwlding of how

where "cooks" assist with: intelligentlJT in training cooks and :

the house work.

: preparing meals '..hen the cook is "off":

to foster suitable relationships between home members and persons employed in ,the

8 need to know how to assist with the : home.

cooking.

:19. An underst~~ding of ways to be helpful

: _______________:

: with cooking whether or not a cook is

: _ _ ~I2.1.Q.yd~

:..

_

None of the homes employ

:AII probably need to improve their re- :20. An increased understanding of how import-

nursemaids but 10 pupils have:lationships with brothers and si stars [iDd: ant in children's dovelopment is their

younger brothers and 6 have :learn how to help them develop good

: day to day association with older brothers

younger sisters.

:habits.

: nnd sisters.

:21. An increasing desire to help rather than

.. hinder the desirable development of younger children in one's home

:22. An increased understanding of home condi-

.. .

tions and procedures which help children

: develop desirably.

'

:23. Some ability to improve home conditions

: and ho~e procedures as a means of child

_______________:

: _ _ c~:.c!0I2.m.n~.

~

_

1 home employs a cleaning : 1 pu~il may need to know how to judge :24. A desire to live in clean surroundings.

woman

: the "'ork of tho cleaning womM and to :25. An understanding of how to judge the

be able to teach her any skills she
: lacks.
:15 pupils need to be able to give in-
telligent assistnnce in household

: cleanliness and order of home surroundings. :26. The skills needed to do all of the types : of cleaning operations which need to be : done in a well-kept home.

: cleaning.

:

\'

eoI

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B; SONE OBJECTIVES BASED on IHFORHATIOH FROH OTHER SOURCES

Facts

Probnble Heeds

Appropriate Objoctives

3 of the pupils arc m~~ing:Thoy noed to use class time for some learning:(Mary, Helen. and Jene)

dresses as members of a :experience other than dress ma~ing when their:27. A desire to use class time most profit-

4-H Club.

:classmates make dresses, or make dresses i n : ably for themselves regardless of what

:class which invol~e problems very different: classmates are doing.

:from those being made in 4-H Club.

:28. Increased ability to analyze a compli-

: cated situation and make a plan of work

:

:

showin~ independence of thou~ht.

One pupil (Susie) acts as :She may need to be guided out of exneriences :(Susie

home-maker (mother dead) :in meal preparation and sewing for herself :27. (Same as 27 above)

and is an efficient meal :and taught how to make children's garments :28. (Snne as 2B above)

planner and cook. She re-:out of worn garments.

:29. A belief that it is possible to make

ceives cast off garments :

: attractive garments for children from

from relatives some of :

: cast o=f ganlcnts of adults.

which she can wear, but :

:30. An understnrAing of the problems in-

she doesn't know how to :

: valved in and the advantages resulting

make the rest of them use-:

: from making children's clothes at home.

ful to the YoUJ.iger

:

:31. Abilities fl.nd skills needed tonake

children.:

: children's clothes.

Lucile belongs to a fa~ily:She probably needs to be encouraged to use : (Lucile)

which is planning to build:the planning of her roon as a hone project. :32. An understandir~ of standards for use in

a new house (old haDe

:Whe~ other pupils nrc having an experience : judging house plans, particularly bed-

destroyed by fire) and has:in "Improving Our Homes". Lucile will need to: rOOD plans.

the privilege of plaYlning :work on "Planning the PoJ.rnishings of By }Tetv : 33. The ability to interpret blue prints.

her own roan and selccting:Bedroon".

: 34. The ability to draw floor plans D..lld

its furnishings.

:



: furniture arrangements to scale.
:35. Sane understanding of basic principles
useful in guiding one in planning and
~__~electj.J1g~fur~nishingsfor u bedroom.

i'

I

0"\

r-i

I

Facts

:

Probable Needs

Hany girls of 14 ~nd 15 in:AlY gir1s ofJ:l~ ~Uld over need to understand

. this cO~IDunity married :hunan reproduction. the disadvantages of
hurriedly last year and :marrying on short acquaintance, the advan-

dropped out of school. :tages and disadvantages of marrying early in
Many others between 14 and:life. The drop-outs need instruction in

16 who did not marry bore :housekeeping a."ld child care.

children.

Very few rural faoilies :Nembers or rural families neod to be taught :40.

make any organized plrolS

:how

to

mnke

adea.uate

nl~s
~

for

the

nroductioll:

for producing their

:of year r01L"ld food supplies.

"

:41.

families' food supnlies

yet they depend largely on:

home grown foods.

AnJ:)roprigte Objectives

i'

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(Sample foI'!U .for use in .recording infornation about individual pupils)

Pupil r/I=

....

First Impressions from personal observations

Factual Background from home observations, home record sheets, interested persons, cumulative school records.

Possible Interpretations of present behavior.

Needs recognized.

Interests recognized

Suggested Fgmeriences to meet needs and interests.

Evidences of Carrr Over of classroom learning into solution of indi"idual problems.

Home Experiences.

Behavior Changes observed.

Recommendations for follow-up.

Somel~eeds of Every Adolescent

-21...

1. To underst~~d his own physical development (causes of awkwardness, facial blemishes, restlessness, etc.) and gain an objective attitude toward his development.
2. To gain emotional and social adjustment (personality development) as well as physical and intellectual development.
3. To develop self-confidence through particination in many forms of social
activities.
4. To develop willing~ess to carry the responsibility for his 0~1 acts.
5. To develop wholesome attitudes toward the opposite sex and to accopt and
adjust to the role expected of his sex.
6. Opportunities and freedom to have dates ancl to work and engage in recreational
activities with the opposite sox.
7. To becomo independent in caring for his personal hygiene needs.
8. Freedom in the uso of an allowance to moet personal needs.
9. Opportunities to work and efJ.rn money.
10. To increasingly share responsibility in meeting problems of his family life. For example:
a. To choose ~~d care for clothing (his own particularly) b. To help plan n...~d prepare fooo. c. To assist in keeping accounts, paying bills, pla.."1.ning fAmily expenditures.

Some Objectives for Homemaking Education Growing Out of the Above Needs
1. To guide ndolcscents to understand and practice those mRnners ana hnbits of dross which will help them to feel at e~se.
2. To teach pupils to engage in a variety of interesting forms of home entertainment anG recreation.
3. To tea.ch boys and girls acceptable forms of behavior for "dEl.tes" with the
reasons why society approves these a~.d not other forms.
4. To teach pupils hO\>! to manage tloney.

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B. DECIDIHG, WHAT EXPERUllTCES TO USE IlT THE PROGBAN OF nJSTRUCTIOn.
-Since pupils learn best when they have a purpose for learning and wheii that purpose is self-determined, the skillful teacher finds out in what her pupils are interested and uses their interests as means through which to engender the objectives sought. Interests are of many tj~es but in general pupils may be expected to be interested in carrying on activities which give them pleasure and in learning easier and quicker ways to carryon their responsibilities. How can a teacher discovor what her pupils like to do or would like to do? How can a program of work be planned around interests?
1. Discover the interests and responsibilities of pupils
a. By looking for evidences of interests characteristic of pupils of these age groups (see p. 24)
b. By talking with pupils, former pupils m1d potential pupils irJormally in and out of class.
c. By reading pupils' written indications of interests and responsibilities on home record forms, interest inventories a~d like devices used in classes.
d. By making home visits, asking appropriate questions, and listening ce~e fully to all ru1swers and comments.
e. By talking with parent s, faculty members and community leaders.
f. By noting possibilities for home, school 8.nd COnlr:1Uni t;r t>,ctivit ies of pupils, calling them to pupils' atteution m1d noting pupils' rcac~ions.
2. List a variety of possible learning experiences which are closely associated with pupils' interests and through which the objectives for the pupils may be achieved.
a. I.iaking sure thF\.t the list includos problems of different t:rpcs. (see p.2526)
(1) Personal problems (2) Home problems (3) School problems (4) Community problems (locnl, state, national, intern[-!.tional).
b. l"aking sure that the experiences prOVide opportU11itios to teach subject
matter in the various phases of home living (see phases listed on p. 6)
c. Comparing the list with the lcr\rning experiences ,.,.hieh tho pupils 118,d last ~rear (see quru-t or1:! and annual ro})ort (3) in ordor to avoid unjustifiable repetition.
3. Guide each group of pupils (each class) in planning their own program. Have
teacher-pupil planning lessons at the beginning of the year and whenever needed later.
a. Discuss with pupils what they feel pupils of their age need to get from their work in homemaking.

-23-

b. Encourag~ pupils to aBsist in making a list on the board of all possible

problems which pupils of high school age have at home. in school. in.

-social relations with other people.

....

c. Encourage pupils to explain what learning-expcriences in home living they have a.lready had in school. at home, in club work, etc., what they learned through them, and what they still need to learn.

d. Invite pupils to suggest (1) what they want to do in this course and why (2) what they need to learn and why.

e. Contribute suggestions for desirable additional ex:oeriences (at this point the teRcher m~v refer to her list of pre-planned experiences and suggest any which now soem approJ)rint e)

f. Get pupils' reactions to all suggestions made and lead them to some com-
mon agreement concerning a program of work.
(1) Guide pu,ils in setting up some standards for evaluating their anticipated experiences. (These may be similar to but sim~ler than those listed on page 27 and the first six cautions on page 28.
(2) Guide pupils in evalUAting their suggestions in terms of the standards agreed upon.

g. Guide pupils in reasoning out some appropriate order for 14ndertaking the learning experiences plar.ned, at least which one to do first.

4. Take the plans mnde in the classes e.nd work out a tentativo progrl'uu of work
for each class.

a. Allocating major objectives and basic subject matter to the selected
experie:1ces to see if the experiences are sui table in nature And scope for engendering the desired objectives. If they nrc not suitablc. some re-
planning will need to be done now or lRter. See pages 25-26.

b. Estimnting the desirable seouonce of experiences and time nllottment
needed for each experience nml listing the experiences nppropriately. See
sample throe-year program on J)ngeS 32-33 and 34.

c. Allowing ~puropriatc lengths of time for th8 pupil development indicnted by the objectives of the experiences as ,,!ell as for the accomplishment of
pupil purposes. (See II Suggest io'ns for Determining Time Allottment s for
Learning Experiences". pn.ges 35-38).

d. Using n calendar form to assist h observing necessary cautions. See
Cautions 7. 8. and 9 on page 28, nnd Semple Program in Calendar Form on
pnge 40.

OR
4-.- If ench pupil is plp~ning an individual program of work, guide him in complot-
ing his tentative progrrun. See "Indivio.unlizcd Instruction in Homemfl.king
Educl1.tion,"type 3. p. 9.

S01J1EHTTERESTS CHA.."8ACTBRISTIC OF ADOLESCE1~S

-24-

A. All adolescents are interested in:
1. Personal appearance and dress. 2. How to make friends.
3. Manners and etiquette. 4. Development of friendships with persons of the opposite sex. 5. How to get the most for his mOney. 6. How to find a money-making job. 7. How to protect himself from common diseases.
8. The happiness and well-being of brothers and sisters.
9. Making life seem worthwhile to himself and others.
10. Participation in group organizations. 11. Hobbies.
B. Young adolescent girls (12 - 13 14 years. Freshmen)
Are interested in home and family activities Like to care for little children Are proud to share responsibilities of mother and teacher Gain prestige by being friendly, ladylike, pretty, tidy and popular.
C. Girls in middle adolescence (14 - 15 years. Sophomores, Juniors)
Have standards shifting over to boys' values Are brenking a,;a~' from adult ladylike standards Seek these traits (usable in teaching) -
aggressiveness, good sportsmanship, friendliness, daringness, new sonse of humor in relation to jokes, tendency to organize groups Feel it is important for thorn to be able to get along in large groups, to be generally sociall;)T successful.
D. Older adoloscont girls (15 - 16 - 17 years. Juniors, Seniors)
Are interosted in being well groomed and pretty (glamor girls) Are enger to dress in good tasto according to standards of the other girls Heed to acquire charm, poise, tact I'l.nd prostige Wish to be popular with desirable boys or a select group Are interested in adult activities, including meal preparation and se~vice,
home management, child c~re and guidance Have new interest in feminine roles and m~ternnl drives EnjO~T giving teas, dinners, (md pnrties for ndults to gain anprovnl and
security with anults.

l
-25-

SONE POSSIB~E,LEARNIHG EXPERIE'.:JCES FOR HT-SCHOOL GROUPS OR INDIVIDUALS
....
The following list of possible learning experiences indicates a variety of experiences from \-lhich a program of experiences might be selected; man? more could. of courso, be suggested; only a few onu1d be used for anyone class in anyone yonr.

Numbers to the right of some of the titles refer to objectives of the same numbers listed on pages 16 and 17; this allocation of objectives to certain learning experiences indicfl,tes a systel!latic method which a teacher can use in making a tentative choice of learning experiences for use in engendering the objectives set up for a .particu1ar class.

Chocks opposite titles and under headings I. II. III, p~d IV. indicate one
teacher's judgment concerning the appropria.teness of those experiences for her
classes in H. Ec. I (8th gra.de), H. Ec. II (9th grade). end so on. This teacher's choices of experiences might have been quite different if her program
had been for 2 or 3 years instead of 4 and if Home Economics had been elective
instead of required. Other teachers should disregard this allocation of
experiences to grade levels except in so far as it illustrates a. step in preplanning progr&~s of work.

An astorisk in front of a title suggests possible emphasis on that experience in a war-time progran.

HOl!lemaking Education I II III: IV

A. Experiences Based on Personal Problems Making Ourselves More Attractive ................ : Planning ~nd Making Simple Garment for Ourselves. 1 :' v

. v

Planning and Making School Dresses for Ourselves .. :

v

Plnnning Our Spring IVardrobes. 9 ............. :

:v

Planning and Preparing Breakfnsts at School. 9 . :

Planning and Preparing Suppers nt School. 9 . : v

Getting Ref'.dy to Take Care of Children for Pay .... :

Keeping My Old Clothos Up-to-Dnte ..... :

;v

Making Clothes for ~~self from Garments Given Me by :

Others

~

,.:

v

* Keeping Myself Well p.~d Cheerful ... : v

Planning for Good Ti~es on Dntes. 4, 5, 6

:

v

B. Experiences Based on Home Problems

Making our own rooms more attractive &~d

convenient. 1

;v

Making our liVing rooms more attractive and
convenient. 3. 4. 5

:

:

v

.

Making our home grounds more attractive :
* Planning and helping with our hone victory gardens
* Planning year-round food supplies for our families ~:
* Plnnning menus and market orders for a week's meals I

v v

at home

:

v

-26-

Homemaking Education

I II III: -1V'

... Helping family members to keep well and hnppy. 11.

12. 13, 14, 15, 16, 17. 18, 20, 21. 22,23,24,25,26.

v

Getting ready to be a good home nurse ....... :

v

Helping take good care of the children at hone . : v

... Preparing suppors when mother is away from hone :

v



III Making children's clothes. 19 ................... :

Planning a~d giving simple home parties. 1, 2, 3 .. : v

... Helping to teach nutrition to boys m1d girls in

the Victory Corps who are not taking Horne

Econor.1i c s ...................... "."" .. :

... Helping to teach Consumer B~~~~ship in the Wartime : Citizenship prograo of the Victory Corps ..... t

v ""

C. Experiences Based on School Problems

BUdgeting and spending the depnrtl:lental

naintenance allowru1cc. 9, 10 ........ :

Preparing nnd serVing a formnl dinner for the

.

s c h o o l board "t) " , " : Planning and serving refreshoents to the P. T. A : v

Planning menus for the school lunch for n week. 9,10:

... Helping to manage the school lunch for a week . :

Improving the convenience and beauty of our Horne

Econor.tics dcpartoent "

,"

, .. :

Making the girls' rest roon nore attractive and

:

conveni cnt

."

"

~ , , , .. : v

Helping to nnke the school grounds more attractive .:

... Helping to plan and cnre for tho school garden ;

... Preserving vegetables for use in the Home

Econo~ics Dcpa.rtncnt ~ _

,

t

:

Helping nnnage first grade childron at recess : v

... Helping teach nutrition to olementary school

chi Idrer.&. ... ,

,

, . :



D. Exoeriencea Based on Cor.1;.Junity Problcna

Making children's gvxoents (Red Cross, Russin, etc.): v

... Getting ready to assist in the Conounity Nursery

School on Saturda,ys .. :
* Assembling n library of Hone Economics bulletins

for brides

,

:

* Collecting a set of helpful bulletins for mothers :

of you.ng children ... t

:

... Assembling a loan library for the honemnkers in

tho cot.1!:lunity

, .. "

, ... ,. :

... Getting ready to be nursos aides :

... Getting ready to assist in canteen service . :
* Getting ready to assist in the conDunity ce~nery :

v
-.
:v
v
v v
v

vt v
"
v v



.. 27-

SOME CRITERIA FOR USE IF JUDGIHG A LEARNING E:<PERIEHCE

....

A. Pupils find the experience enjoyable as a purposeful enterprise.

1. It is a life experience of the pupils or it reproduces ~1 actual life

situation as far as possible.

2. It can be completed in a relatively short time.

3. It includes manipulative and bodily activities.



4. It provides for "some free informal association of the pupils".

5. It includes a great variety of learning activities.

E. The experience encourages learning (creative thir~ing).

1. It is useful and needed as a means of engendering objectives of the program.
2. It includes subject matter from several phases of home living.
3. It provides opportunities for pupils to originate and plan activities. 4. It presents perplexities creating pupil's indecision but not inhibiting
his drive to action.
5. It stimulates the making of judgr:cnts. 6. It calls for abstract as well as concrete thinking. 7. It is organized for problem solving.
8. It provides for the solutions of problems.
9. It includes home practices and suggests home projects.
c. It results in desirable changes on the part of the pupils.
1. It results in improved pupil behavior. 2. It results in improved home practices in personal, home and community
living. It contributes to tho objectives allocated to it. It makes a definite contribution toward developing in pupils

a. ideals of democratic fnmily life b. underst?~dings concerning the characteristics of democratic family
life c. abilities necessary for participation in building home life toward
democratic ideals.

SOI~E CAUTIOHS TO O:BS3RV3 nr SETTING UP A PROGRAM OF
* L~TING EXPERI]rr~CES

-28-

1. The leArning experiences included in a curriculum should give major emphasis to the present fundamental needs of homos and society with the aim of pre-
paring pupils to evaluate existing conditions and improve them where needed.

2. The se~ucncc of experiences should be based upon the principle of moeting, first, the needs which are most common to the largest group in any locality so that those who drop out of school will have that which is most essential
for offoctive daily living.

3

The experiences included in any given grade should be based upon those activities in which p~~ils most fre~uently engage (or should engage).

4. The experiences included in any given grade should be based upon the
dominating interests of pu~ils in that grade.

5 The sequence of experiences should be determined by the ability of the
pupils to master the learning involved (whether skills, understandings, appreciations, or attitudes) in an economical period of time.

6. The program should include the s~e ~xper1ences in succeeding grencs only
when there is a new outcome sought, or when new information needs to be
taught, or when a new emphasis is needed.

7. Any experience which is seasonal (Planning a Winter Wardrobe, Planning
Summer Vacations, etc.) should be pl~ced for effective timing.

8. Experiences which cannot be conveniently shortened (making a summer dress) should not be placed last in a sequence, since end-of-the-yeAr school actiVities frequently reduce the number of lessons available for end-ofthe-year learning experiences.

9. As far as possible breaks in the school calendar should come between learn-
ing experiences, not interrupt them.

10. For economy in providing supplies and convenience in using illustrative materials it may be wise to have two or more classes ucooking" or "sc,.,ing" at the same tine.

11. To avoid the difficulties incident to pupils in onG class using supplies and personal equipment prOVided for another class it mny be wise to avoid haVing any two classes "cookingl/ or "sewing" at the sarne time.

* The first six cautions listed have been adapted from a relense of the Office
of Education.

SUBJECT HATTER I:T AU EXPERIE::J.CE CUmuCULUN
Since a well-planned experience curriculum provides opportunities for pupils to achieve the o~jectives planned for them as well as to participate in activities which interest them, a teacher must carefully study any proposed program of experiences and make 'Sure that the experiences provide suitable and adequate avenues for th~ teaching of that subject matter which pupils need to achieve the objectives of the program.
The subject matter to include in anyone experience is that which is needed by the learner to adequately solvo the problems he encounters as he carries on the experience - no more and no less. The subject matter in ffi1y program of experiences is tha,t needed to solvo all the problems ej,1countered ir. all the experiences; it Cnn be the SBlne as that needed to satisfy the objectives (pupils' needs) if the teacher plans and re-plans carefully.
Subject matter can be so planned for experiences and problems that there is a desirable amount of new subject matter for each experience A.S well as desirable review from experience to experience.
Every real learning experience cuts across subject matter lines in that it includes subject matter from several different to~ics (and many times from several different subject areas). For example. through a skirt making experience a pupil has opportunities to learn some Textiles. some Appropriate Dress. some Beauty a~d Becomingness of Dress, some Consuner Buymanship, some Fl tting and some Construction.
The follo\"ing chlU't illustrates how a real learning experience cuts across subject matter lines nud how problems within an experience determine the subject matter for that oxperionce. (Objectives are not inQicated on the chart but the render is expocted to i~agine thorn as he reads.)

-30-

Problems to: boSolved

Planningnnd Mnking a Skirt Indication of Subject Matter Needed to Solve the Problems

Planning :TyPos of skirts and their SUitability to types of SwoRters,

the skirt. : blouses und coats with which they will be worn.

:Appropriateness of fabric designs (pluin, striped, plaid, figures)

: for wear with blouses and coats now in wardrobe.

:Colors harmonious for wenr with colors of blouses, sweaters ro1d

: accessories no,,, in wnrdrobe.

:Colors appropriate for weex on occasions for which skirt is neoded.

:Colors and designs appropriate to figure of person to we~~ skirt,(R)*

_ _ _ _ _ _lgt1n:.litx, !:n!! ;e.ric gf_s~E.t_c.9.n~i~t.nl ~ilh_rsl .2.f_w!::rr.2.b~.

_

Selecting :Pattorn lines becoming to the wearer and how to judge,

the pattern:Relative difficulty of construction processes requirod by typical

; patterns. (R)

:Suitability of pattern lines to type of skirt ~esired - tailored.

iRl : feminine, etc.
______ :!!.o~ eie!:.min. .i,!e_of :2.ait~r. 10_b~.!..

_

Selecting lRo,., determine Amount of mnterial ll-eeded. (R)

the

lNames of fabrics used in skirts.

material. :C~~acteristics desirable in fabrics used in skirts.

:Relt'!.tive advnntages of cotton, wool nnd rayon for skirts.

:How to test fabrics for desirable c1"",1.ra.cteristics.

lRelntive advantages of typical weaves and finishes used in skirt

: fnbrics.

:How to judge suitability of price to qu~lity.

:Toxturcs appropriate to typical skirt pattorns.
______:!hL !!!,O!c_l!l;trinJ. is_nGe. 0;: :2.1!l:,iSi !l.ki r l !.hnn_f.9.r_a...pl.nin_s!s.i!t.!..
Laying tho :Procedure for judging if pattern needs <?~tGrntion. (R)

pattern. ;Alteration of skirt patterns.

:Finding nnd following appropriate layout on guide sheet. (R)

:Cautions to follow in cutting nnd piecing nnpnod? plaid? striped?

a : fabrics.
Ba"StIng nnd:Ho; to-m~; ;o;k-tllan.-Oi)- - - - - - - - - - - - - - - - - - - -

fitting and:Pinning and basting' sc~.ms. (:2)

co~struct~ :Standards for judging tho fit of a skirt.

ing skirt. :Remodios for skirt misfits.

tProccdure to follow in fitting skirts.

:Pres sing "lool?

:Pressing cotton and rnyon. (R)

:Finishes for seams ~~d edges in tailored gnr!!lcnts.

:Finishes for seams and edges in wool?

:Construction and finishing procosses appropriate for use in skirts.

lAdvantages Md disadvantA.ges of difforent construction processes

: used in skirt m~king.

__ ...

:.t.p~ in"'p!oe~u!e. J2.0u1.il"_tg ~kirl !!!,~ing.!..

_

Evalunting :Criteria J:wne up of mnjor ideas from all subjoct m~.ttor above.

success of

finished

skirt.

* R ~ Review and use of subject !!latter lenxnod in a previous eA~erionce.

...31-
It is a~sumed that the skirt making experience just indicated might be the seeOnd or third in a clothing sequence and that pupils would use Bome pre~ viously gained knowledge and skills in this experience (see subject matter items
marked R). It is assumed also that several clothing experiences might follow
which CQuld provide opportuni ti.GS for pupils to learn the rest of the subject matter which thGY need for reaching the objectives associated \oJith their clothing needs.
A comprehensive and varied curriculum such as that in homemaking education may include several sequences of e~periences each of which is concerned with 11 different area of subject matter. for example a clothing sequenco, a foods sequence, a home improvement sequence, and others. Each area seq~ence can be planned so that its experiences will include the fl~~danental subject matter needed from that area.
Learning SUJjcct matter when and as neoded is the life-like way to learn it. an int cresting way to lea.rn it. and the way to lCt1rn it so thnt it ",ill be remembered. PU:~:lil s oft en fail to make full use of their o})portunities in t'..ll experience curriculum because their teacher does not see to it that l", place is . provided for each essential lenrning or because she noglGcts to use the opportunities providod by the problems ~rising in e~ch exporience. It is important for both teachers and pupils to realize that tho purpose of nny school activity is to learn som0thing worthwhile, not just to do something interesting. Unless pupils leA-rn by doing, unless they progress significantly in their development of understp~dings nud abilities during each exporience. the teacher may qU0stion her ability as a curriculum builder.

-32..

S1PLETHBEE-YE.A.R PROGRAlj OF WOBlC Dr HOHEl-tAKING First Year

Approximatg Time

I. Plannil;g togethor our program of work in Homemnking for the yonr.

One week

II. Taking pride in keeping our school and our hones attractive.

One week

A. Setting up stm1dards for the school ~nd hone

B. Setting up organized plans for carrying out routine
duties.

III. Getting along with my clnssnatcs and fruJily.

One week

(Eophasis plnced on sh~ring responsibilities and working cooperatively with others).

IV. Planning for the cooperative spending of the dopartoont
allowance and the keeping of accurnte financial records.

Ono week

V. Planning food for health nnd physical fitness.

Six \'!eoks

A. Producing food to more nearly neat our daily food requirenont s.

B. Planting n vegetable garden

C. Plan:1.ing &"'1.d prepnring nutritious ar.d ndequato meals for the l:1.ay (eophasi s on plnnning for a. good breakfast, an adequate school lunch, Rud a nutritious supper)

VI. Selecting and naking Christnas gifts for my fanily, friends,

and. others.

Throe weeks

VII. Taking regular caro of the clothes we have (enphasis
placed on habit fornation).

One week

VIII. Selecting and making simple garments that are needed in
our wnrdrobes.

Six-eight
,'rocks

(Ehphasis on an understanding of principles involved in selection and cODstruction).

IX. Planning and assisting with spring clc8ning and other
hone ~nd school inprovemcnt probl~ls.

Three ,"eeks

Planning to nake the nost of our time throughout the SUr.lner.

Two \.,eeks

XI. Closing the dL~artnent.

One week

Second Yenr

I. Taking stock of our acconplishnents and pl~ing together for future work.

II. Preserving surplus foods on hand and utili zing these foods in providing !!lore v8,riety in the (liot.

III. Preventing and taking care of illnesses and accidents in the hOr.le.

IV, Mcl{1ng the most o~ what we have,

(Zbphasis plnced on assets of each individual and of her home situation).

V. Making the nost of Christnas.
(EDp~~s1s pl~ced on tho real spirit of Christnas).

VI. Taking care of personal proOleos.

A, Friendships between boys ffi1d girls.

B, Self-control and onotional stability as fund~lental factors in happiness.

C, Inportance of horedity and envirorujent.

D. Desirable ways of spending leisure tine.

VII. Selecting and constructing inoxpe~sive new garments or naJ~ing olel gax:lent snore attractive,

(Eophasis on appreciation for woll-selected p~d wcllcared-for garnents).

VIII, Pla,nning to nako the r:lost of our tine throughout the sunner.

(Er.lphasis on individual proolens).

I

v
A.

Closing the departnent.

-33-
Approximate Tine
.:-
O~1e week Four-five
weeks T}-!.ree ,,,oeles
T",o weeks Four-five
weeks
Six weeks
Threo weeks

-34-

Third Year
I. Taking stock of our accomnlishments and pl~ning
together for future work. II. Facing our family food problems.
A. Preserving food. B. Pl~nning the f~ilyls food supply (meat, milk, eggs,
fruit, vegetables)~

ApprOXimate Time
.:.-
One week Eight weeks

C. Planning, preparing, and serVing meals for the family (emphasis placed on management and skills).
III. Improving my environment.
(Emphasis o~ respect for home, school, ~1d public properties, and making possible lm~rovements).
IV. Planning for family recreation.
(Including extending hospitality)
v. Dat ing today.
(Emphasis placed on the selection of desirable friends and a compa~ion for life).
VI. Caring for and guiding children.

Three weeks
Two-three weeks
Two-three weeks
Three weeks

(Emuhasis on the formation of good habits through early training)
VII. !-1aking the most of my personal o.sset s ~1d m~r share of the family income.

Four weeks

(Emphasis on pergonal Dppearance and consumer problems).
VIII. Finding ~y place in the community for service. IX. Planning for after high school - future work - caroe~.
X. Closing the depnrtment.

One week
Two-three weeks

-35-
SUGGESTIONS FOR ESTIV~TING TIME ALLOWAl~C3S FOR LEAP~ING EXPnRIEHC~S
An examination of the examples of programs on pages 32,39,40 will reveal that the length of time allotted to learning experiences with similar names varies in different programs.
The length of time to be devoted to a particular learning experience is influenced by many factors among which are (1) length of the program in years, (2) pupils' needs and maturity, (~) phases of subject matter to be included, and
(4) the difficulty and complexity of the activities involved in carrying on the
experience. Length of the Program
If a school offers a two year instead of a tpxee or four year program, less time is available for instruction in each ~hase of Home Economics. Since pupils have problems in most phases of home liVing it would be unfortuna.te to pursue experiences in one or two phases in a short progrpn to the exclusion of the many other phases of home lifo. It seems wise in a limited program to have a variety of relatively short learning experiences thus permitting instruction in many phases of home living. Pupils t lJeeds nnd JiIaturit:v: (Tea.cher t s Purpose)
Punils' needs for an experience may determine tho time to be devoted to that particular learning experience. For exenple, the progrMs of two eighth grade classes might include the learning experience ttPlanning, preparing and eating breakfastsll yet the time allowed for the two experiences might be different because their essential activities would be different in kind and scope. One teacher may have learnod that her pupils do not eat breakfasts and that they have very little time or opportunity to prepare breaY~asts at home; her major purpose may be to encourage them to eat breakfasts. not to prepare

them. Another teacher may have discovered that her pupils prepare breakfasts for their families and need to i~prove their time management and the skills required to prepare breakfasts; her major purposes may be to guide hor pupils in developing the skills needed in preparing breakfasts and to guide them in imprOVing managerial abilities.
~he first teacher could moet the needs of her pupils in a much shorter time than could the second. The first teacher might well stress attractiveness of meals in order to stimulate interest in eating breakfast, and could teach mainly through demonstrati0ns of attraetive breokfast dishes with few. if any, food preparation lessons by the pupils. This technique would require a relatively short period of time for the learning experience. The second teacher, however, would need to stress the preparation of breakfasts and the management of work and time, and provide opportunities for her pupils to practice these. In othor words thore should be lessons in planning menus, in making work plans and in setting up time schedules. as well as laboratory lessons in which pupils carried out their pl~~s nnd practiced to improve the skills required to prepnre the meals. This procedure, of course, would require a much longer time th~~ that needed for tho exnerience described in the first situation. PhnseG of work to be included
It 1s difficult if not iopossible to provide n learning experience which does not cut across or incorporp~e several phases of hooennking education. Similarly. nany phases of foods work can be included in a single learning experience in the area of foods; in one progra~ a single lenrning experience in foods might include then all and extend over a long period of tine, while in another progr~~ several loarning experiences in foods might be provided, each extending over a relatively short period of tine. The tine allotted to a learning experience in foods may be linited because the teacher desires to

-37-
capitalize on her pupils' interest in cooking to ~aintnin or to increase interest in the prograo t\.t intervals throughout tho school ;'Tcar. The tine allotted to any
....
one loa.rning experience in a foods sequence T.laY be Hutted by strossing only one or two ph~ses of subject natter in the first learning experience, then one or narc different phases in each succeeding learning experience. Thus the number of phases of work which are to be included in a learning experier-ce may determine the length of time to allot to that learning experience. The chart belo~r shows some of the possibilities in length of time and phases of work for a learning experience.
Plannin~, Pr~)aring ~ld Ea~ing Breakfasts Phases of i'lork iV'hich Ha.y be Included

6 weeks

v

v

v

v

v

v

v

v

Any number of other combinations of phases of work could be worked out to suit

the needs of the pupils involved.

The basic idea illustrated by the chart is applicable in almost ar;y

learning experience whether it be in foods or clothing or child care or home

improvement, etc. The imnortant point to remember is that pupils cannot learn

everything there is to learn about anyone phase of homemaking in a short time

and it is, therefore, wise to emphasize a few phases in each experience and

teach those thoroughly rather than try to IIteach it allII in ever3' experience

and find that pupils learn nothing thoroughly.

-38-
Difficulty of activities involved Some learning experiences contain pupil problems and skills \'!hich are
0--
more difficult and require more time than those of similnr le~xning experiences, but the name of ~ experience is not a true index of its difficulty or tho time needed for its aeoomplishrnent.
Other things being equal, the more difficult learning experiences may require longer periods of time for accomplishment than do tho rel~tivelyeasy ones. For eXAmple. a learning experience in Plf1nning, preparing and serving dinners may require more time than a learning experience in Planning, preparing and serving breakfasts, because meat cookery, in gCileral, is more difficult (requires more time for practice) than egg cookery, the preparation of dinner desserts is more difficult and time consuming, in goneral, trdti1 the preparation of breakfast fruits, etc., etc. On the other hnnd, some egg prep~xations (making a fluffy omelet) are more difficult than some meat preparations (broiling a chop) and some breakfast fruits (melo~ balls in melon baskets) are more difficult thffi1 some dinner desserts (canned peuches with store-bought cookies) so the nf1me of a learning experionce is not n reli~~le index of its difficulty or the ti~e needed for it.
Similarly, PlRj:ll1ing 8-11.d i,faking a Tr>.ilorod SuiOt is more difficult and may noed more time than Plluming Rnd !raking a'1 Apron, but if pupil s mast er fundamental sewing skills while nru~ing a'1 apron it nay take as long to do that as to make a tailored suit when only a few new skills are needed for the latter.
Tine allowances, therefore, need to be made in terns of the difficulty of the activities to be carried on during nT. experience rather than in terns of the nane of an experionce. Only by knowing her pupils' background of nasteries and by nnticipRting the particular activities to be included in a lercrning experience can a teacher estimate the time it may take for pupils to complete an experience.

-39-

Sample program showing breaks at ends of six weeks periods.

(Thi sis not a II-recommended program" though it may illustrate some desirable

charact~ristics).

.--

H. Eo. I 8th Grade

Approximate Time

Preparing ~ick Suppers for Our Families .... 3 wks.

Planning how to help take care of the children in the community
" nursery school on Saturdays .. 3

6 " for Making Some Simple Garments

O u r s e l v e s " III

Planning and Making Christmas Decorations ......................... 2 "

Improving the safety and convenience of our homes .. 4 ff

Helping our families to keep well this winter . 6 "

Helping to plan and plant vegetable gardens at home and at school. 6 "

Planning our summer clothes and bringing last summer clothes

up to da.te

".......................................... 4 "

Planning Our Home Projects for Summer .............. 2 "

H. Eo. II 9th Grade

Planning the Management of the School Infirmary ............. 4 "

Plro1ning Our Fall and Winter Clothes . t-taking our homes more at tractive .... Helping to make and keep the peace at home , ..

2" 6"
4"

Planning and practicing meals to prepare and serve at home on
Saturdays and Sunday s .............................. "........... 6 "
lJIaking a s'Ummer dress Ill.. . . . . .... .. . . .. .. . .. . . . .. . . . . .. 6 rt

" Planning for good times on summer dates 3
" Planning ways to earn money at home this summer ... 3

-40-

SAMPLE PROGRAH UT CALEHDAR FOEM

This p~ogram is an imaginary one presented to illustrate the use of a calendar

form. (It is not a "recommended program", though it has some desirable

....

features). Dotted lines indicate llbreaks" due to ends of grade periods nnd

vacations.

DATES

8TH GRADE

9TH: GRADE

Sept. 6 - 10
13 - 17 20 24

:iupil-teacher planning of yeatts work in each class

.'lanning and making an apron :Pla.nning routine duties for all

to wear at school

:.:;c:::..l.:;::a~s.::::s.::::e.::.s:...

_

27 - Oct. 1. :Planning. prepnring lV".d aerv-:Canning fruit.

= 4 - 8

:tng some breakfasts at school:"

II

___11. 15 _ . _:_"__ ~

"

~ __ ~ _: "_ :.. _ ~

_

18 - 2~.
25 :-.9 Nov. 1 - 5
8 12

:Planning how to keep our-

:selves well this wintHr.

II

II

"

"

II

:" "

"

"

"

:

:Planning a.nd making a wool

:skirt or jumper.

II
"

II
"

II It

""

15 - 19

:Improving the sa.fety of our :Making our homes more conven-

___2 - 24

:homes.

:1ent.

2: : -3- . -:Planning-and-rnclcing CJ:ristma;:Pl;nning-~d-m~ingChri-;tma;-

Dec. 'j - 10

:gifts and decorations.

:"goodies".

_ _....;;)3 17

:"

II

"

"

II

"

II

II

n

eID'.I STMAS: HOLIDAYS

Jan. 3 - 7

:Planning my first datd.

:Planning how to care for the

10 - 14

:" n

II

II

:sick at home.

---if: 21- - -:End of-Semester exams.- - - -:- - - - - - - - - - - - - - - -

n and - - -24 : 28- - -:Plinning-a,nd-MkIng si~le-:Planning: pr'eparIng

servin"

31 - Feb. 4 :garment.

:family dinners.

7 - 11

II

II

II

"

":"

"

II

"

14 18

: II

"

"

"

II

II

"

II

II

= 21 - 25

sHelping with the housekeeping:Helping with the children at

_ _ _2~ !1U!:....3_:~ty9.m~.

:!!O!!c.:..

_

Mar. 0 - 10

:P1anning. preparing and serv-:P1anning and making a Spring

13 - 17 20 24

H " :ing family suppers.



"

27 31

U

fl

II

"

Apr. 3 7

: II



"

"

10 14

:n "

"

"

_________

:dress.

"

II

"

II

n

~





II

n

1I



"

II

It

n :Working in the school Victory

. _ r ' d ~U!:. ~n..!.

_

17 - 21 24 _ 28
lJ\:ay 1 5
8 - 12
15 - 19 22 26

:Plen:::.ing m~r summer vacation. :P1anning evenings of fun for my

: II

II

If



It: family.

:" "
:" "

"
"

U

":"

"

If t



""


"

fl
"

t

:Planning our ~er projects.:flanning our suomerprojects.

"

"

"

"

"

II

"



II

C, PLANNIHG F.A.CH L:ElA.R1TIHG EXPERIElTCE (GROUP EXPERIENCE)

-41-

....
- Who should plan each lenrning experienco, the tCl\Cher or the pupils?
If the teacher plans it alone, time is saved but an opportunity for increasing pupil interest is lost. If pupils plnn it without careful teacher guidance, interest may be high for some of the more Dxticulato pupils but some important educational aspects of the experience may be omitted from the plnns. When all concerned really cooperate in planning for worthwhile and interesting work threo outcomes should result; heightened interest in and sense of responsibility for the experience on the part of each pupil. a well-rounded plml through which objectives can be achieved, nnd prn.cticc in democratic procedure.
How can the planning be done so that pupils gain experience in plp~nlng and cooperation and yet the teacher safe-guards the educational worthwhileness of the plans? It may be accomplished by careful pre-planning on the teacher's part before the time comes for the pupils to plan, by her careful guidance of pupils during their planning lesson, by the teacher's more detailed planning and re-planning ns the experience develops. We suggest the following steps for the teacher's use in planning.
1. Plan nhead (make a pre-plan) for each learning oxperience as it approa.ches.
a. Over-view tho situation - rc-call tho needs and the interests of the pupils which form the background for this experience.
b. Indicate the reasons for encouraging this experience at this timo.
c. Plan ways to increase pupils' interest in tho experience before it bogins suggested approaches so that pupils will w~~t to undertake the study.
d. Anticipate the major problens which pupils probably will encounter as they carryon the experience.
e. Decide which of the objectives listed for the progrflIn can be achieved to some extent through this experience. Add any other desirable objoctives achievable through this experience.
f. Plan tho major learning activities for the experience.
g. Plan, in general. the information pupils will need.
h. Locate sources of information.
i. Locate text references and other teaching matcr~nls needed,
j. Plan ways in which pupils' development may be evaluated during tho experience,
Experienced teachers may make and carry most of these plans "in thoir heada ll Beginning toa.chers may need to write d01tTll r.lost of thor.l. SeE: sample pre-plans on pages 45 and 49.

-42-

2. Plan euch experience roughly with the pupils. Hnve a tonchor-nupil planning lesson (using pre-plan as a basis for guiding pupils' thinking).

a. Anticipate and list major problems which may arise (See A. B. and C.

page 51).

...

b. Plan some activities appropriate for solving each problem . These may include

1. Activities for securing needed information (from a variety of sources &ld in a variety of ways).
2. Activities for gaining needed abilities and skills.
3. Activities for evaluation of progress and accomplisrnent. 4. Activities to add more interest for carrying on the experience.
(See sampl e rough plan on page 51).
3. Plan the experience in greater detail alone.

When real cooperative planning is done in the classroom by teacher and pupils the resulting rough plan is somewhat difforent from the pre-plan made by the teacher and is n~sufficiently ~etailed to include all desirable activities, nor to indicate the seauence of all activities. The teacher, thorefore, needs to plan the experienco in greater detail by herself. These more detailed pl~~s change and grow as the exporience develops but they need to be thought through in advance to safeguard thorough work and effective use of time. The plens may include
a. problem plans (soo pages 525) and 54)
b. a tentative sched\ue of major class activities (see page 57)
c. plans for adjustments to care for individu~l differences. (For example. appropriate home projects for various pupils and how they may be suggested)
d. plans for evalUflting pupils I progress and dovelopment (see pages 50 & 72) e.. plnns for encouraging pupils to evalunte their own progress and achieve-
ment. for examplo, a home practice c~~t for use in encouraging and recording home practices to be suggested during the experience (soe example on page 58) f. the records to be kept of pupils' progress nnd achievement (see example on page 58).
4. Plan how to guide pupils in solVing each problem as it nrises.

Unless a teacher plnns carefully to avoid it she may follow the line of
least resistance end "help" pupils solve their problems. A true tot'l.cher guides pupils so thfl.t they solve their own problems (using their own hoads. not depending on her's) thus gaining experience in creative thinking and the satisfnction which comes from in'~ellectua.l achievement. Trw pupil (not the teacher) oust do the analyzing of the ?roblem. must soek informntion nnd judge its pertinence to the problems, must croe.te tho "plan to be followed in solving the problom, must chock results n~ainst standards he helps to sot up. must state his conclusions - othorwise he will not be lenrning to think for himself but he will be lee.r."dng to bo mentally lazy and to live in a dictatorship. "But doesn It it take a lot longer to get things dO.1e that way?" YOSt but what is the nU!"T)ose of education - to get things dono in a. hurry or to teach pupils to thirik?

-43-
The experienced skillful teacher will have developed habits of pupil guidance and can- uplanas she goes ll , but the beginning teacher may need to careful~y think through and write out plans for guiding pupils in solving th~ix problems. ~mat plans may she make? The following suggestions may prove helpful:
a. Plan what pupils m~v do in analyzing each problem to see its various aspects, information needed to solve it, sources of information.
b. Plan what pupils may do to secure needed information.
c. Plan what pupils may do in setting up appropriate and accurate plans of action for solvtng the problem.
d. Plan what pupils may do in following the plans made (and revising them as needed).
e. Plan what pu:pils may do in evalun.ting results.
f'. Plan whnt pupils mny do in drawing conclusions. st8.ting generalizations, and applying generaliza.tions to other similar problems.
The sample probler:l plans on pages 52-54 illustrate steps \'lhich pupils may take in solving problems within a lenrning experience.
5. Plnn each day's lesson ~s it approaches.
What do you plan when you plan a lesson - the pupil activities? the subject matter to be used? What else?
Do you \~ite out your plrolS (plan on pnper) or just plnn in your head. or think the lesson through and then jot down a fe\" notes? Host teachers do the last, but beginners may need to do the first.
~Vhat needs to be plnnned, whether the plan is written out or just remembered? We 'suggest that an efficient teacher may do each of the following types of planning for each lesson. Do you agree?
a. Anticipate the pupils' purposes - What pupils will wish to do ~d need to do "next ll to carry forward (successfully and intelligently) the solutions of their problems.
b. Definitely decide toward which objectives (attitudes or understandings or abilities or ~ll three) pupils Crol be guided during this day's work.
1. Group objectives. 2. Individunl objectives.

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c. Anticipate the activities in which pupils me~ engnge to achieve their purp~ses and to achieve the objoctives.
....
1. Group activities. 2. Individua.l activit io s (See II Some .Suggest ions for Caring for
Individua.l Differences" t page 62 ).
d. Plan n desirable order of pupil activities, including a time budget (indicl\te possible omi ssions "if the time runs short II and plan appropriate additions "if there is still time before the bell rings"). The making of a time budget helps a teacher to judge whether she is planning too much or too little for the time available; in tho case of lessons i.nvolving food pronaration such n budget is essential in helping to prevent pupils "not finishing on time".
e. Plan what the teacher \,,111 need to do to guido tho activities of the pupils.
1. What to sa.y (tell, ask. report, or discuss) during the first few minutes of the lesson to give direction to the lecrning for the day.
2. How to develop tho assignment or remind pupils of plans made previously.
3 What to say p~d do to encourage pu~ils to use their intelligence
in carrying on each activity.
4. How to close the lesson.
f. The teaching materials needed for the lesson.
1. Texts, references, bulletins. 2. Illustrl\tive material.
3. Suppli es. 4. Special equipmont.
g. How to arrange the chairs, tables ~nd other equipment in the classroom so that they will facilitate tho activities nnd the learning to take place.
See sOflplo lesson plan on pagos 59-61.

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(A sanplc pre-plan for n learning experience)

"Promoting botter nutrition through planning, preparing, pncking And eating adequate daily lunches."

Overview:

October I, 1943

In this consolidated school tho full dRy session has just gone into effect.

This presents unusually serious nutrition problems since 75 per cent of all

children enrolled in school ride the bus and since there is no provision for a

school lunch. l4any pupils oat an early breakfast, often inadequate, while

others eat no bre~cfnst. A very small per cent bring adequate lunches to school.

Some children, embarrassed by what they could bring from home, prefer to go

without. Some pupils have more money to spend than ever before so these buy

candy bars, crackers and carbonated drinks at the school store in preference to

carrying a lunch. No orgp~ized effort has been moAc to promote better nutrition

through the Victory Corps program. Few families in the comnunity are conscious

of the need for year-aro~~d gardens for the production and preservation of the

wide variety of foods needed by a family. The nearest canning plant is in the

adjoining county. A homemaking education program has been added this fall and

the cottage, housing this program, is being equipped to meet many needs.

Reasons for encourA.fiing this experience at this time.

A. Many high school girls are assuming major responsibilities in their homes
since mothers are working. They need ~~idnnce in packing adequate lunches for themselves a~d for younger children in school, in planning end preparing evening dinners for their families and in balancing the full d~IS meals.

B. If pupils in homemaking classes gain an understanding of the ~rinciples of simple nutrition through plRnning, prep1\ring, and packing adequate lunches in class they c~n load in promoting better nutrition for others.

C. Hany children e.s wall n,s high school boys and girls show evidences of poor nutrition.

-46-
D. A Victory Corps nutrition progr~m n08ds to be organized and interest in doing that might be stimulated through this study.
Suggested approaches so that punils ,..,ill "rant to undertake the experience.
Arrange bulletin boards "lith interesting pictures showing well nnd poorly nourished children and adults.
Post convincing current articles about food.
Show free films on good health.
Arrange talks by influential people, i.e. A service mal1 visiting his home in the community could tell whf1.t the government is doing to prepare men to st&~d hardships by serving well balanced adequate meals throe times every day.
A Red Cross worker could discuss the part we can pla~r for defense on the home front by promoting better nutrition.
Problems anticipated
Planning how we could supploment the other two meals we eat daily by an adequate lunch.
Preparing a v~riety of adequate lunches in class.
Packing lunches in containers suitable ~1d ~vailable for everyone to use.
Eating these lunches together for the social experience.
Planning a way for providing a hot dri~~ for the younger Children.
Goals: To promote and develop
An understanding of the importance of haVing needed amounts of a variety of basic foods every day.
A desire to learn how to plan, prepare and pr:.ck adequate, nourishing lunches.
:Better manners and social adjustI:lonts through the experiences of eating our lunches togother.
An unselfi sh int crest in providing a hot drink for the :rounger children during tho cold months.
An interest in having year n.round. hOI:lo and school g:'.rdens to provido more adequate meals for less money.

-47-

Information (subject matter) What we need to know

What foods we now eat every day

....

What foods we should eat daily

What foods we dislike. so do not eat

\~at the different dietary needs are for different ages and activities

What foods are now available from the garden, store, pantry shelf to

provide adequate meals

~lat foods can be substituted for the basic ones not available at present

What part of the total day's food requirements the lunch should provide.

Activities - What we need to do

Plan adeqUk~te lunches to supplement the other two meals so that daily food needs are met.
Compare our height and weight with official standards set for others our fl.ge and plan how we can correct doficiellcics.
U?..ke a list of our good and poor eating habits and plp.n '''nys to break the poor haMt s.
Plan and plant winter gardens both for homes and school as our part in the war effort.
Plan w~yS to record the progress we make and to evaluate our study.

Teaching materials noeded

Charts
Nutrition charts U. S. Department of Agriculturo Food ~nd TIutrition in War Time
IJational Live Stock and Meat Board
4073 Dearborn St., Chicngo, Ill.
Food value charts

Films Good Health Metropolitan Lifo Insur&~ce Compp~y

Colored food models

Teacher's own lunchos

Lunches pupils bring

Sources of information

Bulletins School Lunches and Education F. S. A. U. S. Office of Education, Washington, D. C.

Pack a Lunch That Packs a Punch Consumers lnst., Bridgeport, Conn.

Lunch at Home and School National Dniry Council, Chicago, Ill.

Nutrition in the Lunch Box
Georgia Department of Public Health, Atlnnta. Ga. AP 10.034.

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Lunches for School Children

Connecticut Dairy Food 'Council

65 Wethersfield Ave., HtlItford, Conn.,

....

* Road to Good Nutrition
U. S. Department of Labor, Children Bureau Pub. 270.

l~trition For You

Stnte Texts Foods and Homem~king Family Foods The Boy and His Daily Living

Persons and ngencies in the county and community Hurse Agriculture teacher Home demonstrntion t-l.gent A progressive farm femily.

Suggestions for evn1uation

A. Observe changes in attitudes toward eating lunch.

B. Keep n record of new food combinntions tried ~id reported.

C. Encourage, by special recognition, efforts made by particularly bacbifard pupils and note their reactions.

D. Encourage daily recording and checking (on some device worked out by group) of time gnined and advantnges ret'l.lized by better plnnning.

E. Note interest takon by pupils in ~romoting a better lunch program in tho school.

F. Note pupils' interest in the children to whom they serve hot cocoa.

G. Listen to reports or rempxks about improved lunches ~id new food combinations tried out in meals at home.

H. Encourage efforts of pupils to change eating habits of other members of family and note reports of changes due to pupil's interest nnd understanding of nutritional needs.

I. Note pupils' interest i~ plans as they are being developed for a variety
vegetable garden for the dcunrtment.

J. Keep a rocord of pupils' rcmnrks regarding home gardens being planned.

K. Const~ntly note pupils' increasing s~cial ease and volunt~ry contributions to the general cOl1vcrsta.tion during lunch time together.

-49-
(Another sample pre-plan for a learning experience)
.-PLAlnTING A1TD PPACTICING HOW TO BE ~ GOOD HOME lnJRSE.
I. Facts about pupils, homes, school, and community.
a. A majority of the pupils live in the country, far from physicians. b. Very few of the pupils have medicine cabinets in their homes. c. There are only one-half as many physicians in the county as are needed.
d. There are only 3 county nurses to serve 25,000 persons.
e. There is no school nurse. f. There is a "first aid" room in the school building.
II. Suggestions for getting pupils to want to have the experience.
a. Report to pupils the principal's request for pupils in this class to act as nurses in the school first aid room beginning next month.
b. Post on b~lletin board pictures of nurses, nurses aides and Red Cross nurses.
c. Read to pupils extracts from articles about need for nurses, nurses aides, home nurses.
d. Tell pupils about a situation which required a family nurse and ask pupils what they would have done in that situation.
e. Ask how many have mothers taking homo nursing courses. f. Suggest to girls that they may learn to help their mothers and to help
neighbors and sick persons in community. g. Suggest home nursing as a community service in the Victory Corps program. h. Suggest nursing as a career for girls and women.
III. Problems anticipated.
A. lihat do good home nurses do?
B. What do I need to do to get ready to be a good home nurse?
C. Gaining the characteristics needed to be good home nurses.
IV. Objectives: To develop in pupils
a. A desire to become a. good home nurso. (A, B)*
b. An understanding of what a good home nurse does. (A, B, C) c. An understanding of some major cautions which a good home nurse
observes. (B, C)
d. Some skills in home nursing activities. (B, C)
V. Major sources of information.
a. Multiple text-books
1. Baxter, Justin & Rust, Sharing Home Life, pp. 495-508. 2. Calvert, Tho Now First Course in Homemaking, pp. 386-404. 3. Calvert & Smith, Advanced Course in Homemaking, pp. 14-37. 4. Deming - Horne TIursln~. 5. Jordan, Ziller, Brown, Home and Family, pp. 136 - 141.
*Letters refer to problems nnd indicate through which problems the objective may be engendered.

-50-

6. Justin & Rust, Home Living, pp. 416-450.

7. Talbot & Lytle, Practical Problems in Home Life, pp. 304-310,

315-317, 292-293~

....

b. :Bulletins

1. Iowa State College, Extension Service, Ames, Iowa.
# 1020 - Feeding the Sick.
2. University of lTebraska, Agricultural College Extension Service,
Lincoln.
# 1006 - The Patient, His Food, r'ledicine and Treatment. # 1013 - Amusing the Convalescent. # 1005 - Th~ Patient and His Daily Care. 3. Home Institute, Atlanta Constitution, Atlanta, Ga.
Practical Instructions for the Home Nurse.

c. Persons and agencies in the community.

1. County Nurse.
2. Red Cross nurse (or agency).
3. County physician.

VI. Some suggested questions and comments for use in guiding pupils into the experience (first day of learning experience).

a. "How many of you have had any experience as a home nurse?"
b. "What does a home nurse have to do?" c. "What problems will we need to solve 8,S we plal'1 and pra,ctice how to be
a good home nurse?" d. "What skills may \ore need to learn?" e. "\Vhat can we do to solve these problems and gain these skills?" f. "Which of these things shall we do as a w~ole group? in small groups?
individually? II

VII. Some suggestions for evaluating pupils' progress toward objectives.

n. Listen carefully to informal comments of pupils and watch their facial expressions to discover attitudes and interests of punils. (a)*
b. Observe the kinds of questions they ask in class. (a, b, c.) c. Prepare a home practice chart with nanes and skills . Remind pupils to
mark the chnxt frequently. (b ,d) d. Ask mothers if any members of the family have been ill and if high
school daughters have practiced home nursing. (a, d.) e. Plan and give performance tests on skills. (d) f. Have each pupil write out the cautions she \'lill observe in acting as a
nurse at home. (c)

*

Small

letters

in

parentheses

,
refer

to

objectives

so

lettered

in

Section

IV

on the previous page.

(A rough plan of problems And activities resulting from teacher-pupil planning)
PLA...~UHG Mill PBACTI CI1!G HOW TO :BE A GOOD HOHE NURSE
A. What do good home nurses do? 1. Report what our mothers do for us ~d others at home when we arc sick.
2. Ask the county nurse to come pnd tell us ",hat she does for sick people in their homes and wlk'lt she thinks we can learn to do.
3. Interview any other nurses we know and ask them. 4. Hunt in our books to find other suggestions.
5. Make B. final list of whl".t home nUl."ses do ,that we cnn do or learn to do. B. \'lhich of these things shall OF-tch of us work on? Each of us can
1. Take the list made above and check on it the things she enn do well already
2. Use the rest to make a list of things she will try to len.rn to do. C. How shall I go about IORrning the things I need to learn?
1. Look in our texts to locate information ru1d directions about each thing I want to learn.
2. Look in copies of Hygeia and in the files for more suggestions and directions.
3. Observe my teacher demonstrate how to do the hard things. 4. Practice the things I need to learn at school until l'm sure I under-
stnnd how to QO them,
a. following the directions I've found in references b. trying to do the skills the way my teacher shows me.
5. Practice on the fAmily At home everything I cpn until I can do it well.

I
('\J

(SANPLE PRO:BL3M PLANS)

I.!"'\

I

PIJ.JJ1ITNG JU~ PRACTICING HOW TO BE A GOOD HOv~ }nJRSE

Problem A. What do good home nurses do that we can do in Qur hones?

Pupil Activities for

Solving the Problem

:

Information nee~ed

Sources of Information

1. Cooperate with teacher in planni:~~A. Home nurses should have these

what to do to solve this problem.

personal traits:

:Hothors

when to do each and who will do

Cheerfulness and self-confidence :~eighbors

what.

Thoughtfulness and patience

2. Cooperate in listing the character~ istics of a good homo nurse (as fElT as pupils know). Tell how they: were cared for at home while ill.

Self-control and poise Cleanliness and neatness Accuracy and faithfulness in carrying out directions.

:A practical nurse (Mrs.
:The county nurse (Niss

----) ----)

3 Listen to a talk by a practical :B. Home nurses should h.."lve the

nurse and add ideas to list.

: ability to -

:Hultiple texts -
n. Bn.xtor. Justin. Rust - Sharing Home

4. Observe teacher interview county

Arrange cut flO\'lers nttractively : Life. Unit 17. When There is Sick-

nurse.

Keep the sick room clea."1. neat and: ness in the Home.

5. Interview nurses and mothers

comfortable

:2. Burnhnrn. Jones & Redford - :Boys Will

(over week-end) and report to

: Make a bod for n sick person

: be Men. Unit V. Time Out.

class the infornation gained in

Change bed linen for patient in :3. Calvert & Smith - Advanced Course in

interviews (add to list).
6. Hunt in books to find other

bed : Give medicine as directed

: Homer.m.king. Chapter II. Home Nursing : And First Aid.

cheTacteristics and report to

Prepnre a~nropriate food and serve:4. Greer - Foods and Homemaking:

class.
7. Listen to teacher read n storY n- :-

it attractively Feod a sick person

: pp. 477-487. Caring for the. Sick in
: tho Hor.w.

bout what a practical homo nurse :- Take patientts pulse. tempcraturo.:5. Justin & Rust - Home Living; pp.373-

did and check her activities with

and respirntion

: 432. Cnre of the Patient and the

list completed to dnte. Add any : Give a patient a sponge bath in : Sickroom.

new ideas.

bed.

8. Evaluate the list in terms of w~~t:C. Ho~o nurses should nlso undcrstand:Other references -

they (pupils) can do in their

:- What equipnent ~ay be needed in a: Dening - Ho~o Nursing.

homes and cross off anything which:

sick roon And how to improvise : Olson - Inprovised Equipment in Home

is too difficult.

tho nost necessary pieces

:

Cnro of the Sick.

Ways to nako patients comfortable: SeIbert - Hone Care of tho Sick.

How to chftrt information about P..

i'

patient.How to amuse convales-

cents.How to give first aid for

connon home injuries such as bnlises. cuts nnd burns.

SANPLE PROBLU1 PLANS (Continued)

I
~ ~

I Problem B. On which of these characteristics shall each of us work? in school? at home?

Pupil activities i n :

:

solving t~e~oblem

:

Information needed

:

Sources of Information

1. Pupils will cooperate with teacher:A. List of characteristics resulting :Nursing aptitude test, if one is'

in planning what to do to solve this problem.

from sollrtion of Problem A.

: available.

:B. Each pupil's knowledge of his own :Reference books listed for Problem A.

2. Pupils may observe a conversation: characteristics and home facili- :

between the teacher and one pupil : ties.

:Tencher's explanations and demon-

in which the teacher guides the :

: strations.

pupil's thinking as the pupil

:C. How to decide on which character-

follows the procedure just planned: istics to work at school and at :Exhibits of sick room equipment.

home.

3. Each pupil will follow the planned:

:Exhibits of improvised sick room

procedure in making her own plan

1. Compare list made in class with: equipment.

of work.

known abilities, understandings:

and traits. Cross off dupli- :Sample pupil work plans.

4. Pupils will cooperate with teacher:

cates.

in deciding

2. Observe demonstrations of or

R. what demonstrations and dis-

listen to explanations of or

cussions will be needed by all:

read about al'ly items on li st

class members

not fully understood. Cross

b. which pupils need individual

them off or not as needed.

instruction.

.

5. Each pupil will revise or complete:

3 Decide which of the remaining : items a. Can be learned at home

her plans for class work and home

through prnctice

practice.

b. need to be learned at school:

before practiced at home.

4. Pla~ what to do

a. at home

b. at school.

i'

; rI

S.A!-rPLE PRO:BLJiM PLAlil' (Continued)

~

I Problem C: Improving.my abilities as a home nurse.

:

Pupil A~tiy~~ties_~_ _..

:

Inform~_tion Heeded

~ Sources of Information

.1. Each pupil will make a definite :.A. Directions for performing skills :Multit>le texts

plan for gaining each of the traita such as

~l. BaXter, Justin, Rust - Shari~g Home

understandings and abilities she : 1. ~mking a bed for a patient

: Life. Unit 17, When There is Sick-

listed in her solution to Problem:

a.

: ness in the Home.

B.

:

b.

:2. :Burnham, Jones & Redford - Boys

2. Hunt in texts to discover direc- : 2. Giving first aid for common home: Will be Men. Unit V. Time Out~

tions for gaining each desired :

injuries

:3. Calvert & Smith - Advanced Course

characteristic.

:

a. When someone gets burned

: in Homemaking. C~~pter II, Home

3. Request and observe teachers

:

directions end demonstrations of :

abilities needed but not adeq~~te-:

1.
2. b. 'When

: Nursing and First Aid.

'

:4. Groer - Foods and Homemaking;

: p. 477-487, Caring For the Sick

1y discussed in texts.

l.

in the Home.

4. The pupils may cooperate in col- :B. Directions for ioproving personal :5. Justin & Rust - Home Living;

lecting and displaying furnishings: trait s such as

: p. 373..432. Care of the Patient

needed in &~ sick room.

: 1. Patience

: and the Sickroom.

5. The pupils may (in committees) 1m..:

a. List the situations in which :

provise equipment for use in home :

you find it difficult to be :Other References -

nursing.

:

6. ''latch (in suitable groups) demon- :

patient.

: Deming - Home rmrsing. ,

b. Plan exactly what to do in : Olson - Improvised Equipment in Home

strations of needed skills. su~h :

each situation.

Care of the Sick.

as taking pulse, bed making. etc. : 2 . Cl e~.nline s s

7. Each pupil \rill practice the

:

a.

: SeIbert - Home Care of the Sick.
:

skills she needs.

:

b.

:Pictures showing steps in procedures.

8. Check &n practio3 sheet those

:C. Explanntions of

:

skills practiced at home.

: 1. '''l\YS to amuse convalescents

:Magazine articles giving directions

~. The pupils will cooperate in list-:

ll. Read aloud

: not found in texts.

ing "cautions" to be observed a. in home nursing

.. :

b.

2. W~Ys to make pntients comfort-

b. in "nursing" in the school

able

:

first aid room.

a.

:-

10. Take turns ncting as nurse in the :

b.

school first aid room.

:D. Special cautions to observe ~lhen

11. Report improvements in ability to

nursing

i'

"nurse" at home.

1. Watch for decided cha"ges in :

patient's temperature and pulse.:

-55-
SOIIE CAUTImlS J!'OR SCHEDUMIW LESSONS IN A LEA.P1JIHG EXPZRIEl.iCE
....
1. Remember that many learning activities are necessaryaccomp~~imentsof "doing" activities if pupils are to learn bY'doing and not just do. Plan these learning activities Rnd estimate the time they may take.
2. Time consuoing activities which nre essential to learning mrry be spread over 2 or 3 consocutive days when necessary. For exaople -
a. A demonstration m~ consume 3 periods. 1. First de~ - Introduction in which the purpose is developed and the
steps in the process are listed on the bo~rd. 2. Second day . Demonstration including a verbnl explrrnntion ~nd
questions from the group.
3. Third day - Summary, conclusions, and generaliza.tion. b. A field trip may consume 3 periods.
1. First day - Plnn the trip, (route to be taken, questions to be asked, time schedules, etc.)
2. Second day - Take the trip.
3. Third dny - S~~arizo, draw conclusions, generalize, etc.
c. Food preparation or meal preparation. 1. One or more d~rs may be needed to plan ~rocedures, market orders, time schedules, etc. 2. One or nore da~rs may be needed fol' actual pre"pnration of food.
3. One or nore d~vs nay be needed for evaluatir~ the pro~ucts, the
procedures, etc.
3. Keep in mind the equipment nvailnble nnd guide the naking of plans according-
lYe For example .... n. If there nre 20 in the class nnd only five suitable cUttil1g surfaces only
1/4 of the clnss can cut garments atone tine and 3/4 of the pupils nust
be encouraged to m:dertake other typos of activities at that ti~e (planning work, practicing new processes, etc.). b. If there are 20 pUPils in the clnss Md. only two unit kitchens only six or eight pupil S CI'Jl nrepnre food in any 011e clp,ss period and the other pupils must pl~1 to do other things (plan meals, work out costs of neals prepnred, etc.) at thtit time. c. If there is only one bed in the depnrtment only one or two pupils call. prl'tctice "OakL1g it" at a tir:lO, so other pupils will need to practice other skills \'lhile the? wnit their tur:!s (tn-l<;e pulse, tnke te:-:lperElture, l1.rrnnge nn invalid' s tre~r, get acquainted with sick rOOD equipnel:t. pr:'..ctice filling let hot w~.ter bottle, etc. etc.).
4. Keep in nind tho tine available ~nd guide the DPking of plans accordingly.
a. Garments requiring time-consuming processes should not be clnSS-nElAe. b. Sone foods c~:not be used in class - prepared ponls if they require
much time or cn::',:lot be prepared "tho day before".
c. Only the siJJplest r.Jon.! can be prepnred, enton a;:d "cleaned up" in 60 min-
utes. (See ":Bginning Foods" by !-!iller, Frirrnt, Turner). An average neal may require 2 or more days in preparation. If severfl.l courses are necessary in a cortn-in menl one course !:lay be prepared ['.nd served one day, the next on the following any, etc. l~. B. Pupils shoulCi not be late to other cle-sses, nor !:liss their recess,
nor stay after school, nor come early, nor use a study period to "fini sh" laborp.tory work.

-56-
5. Distinguish between oRjor And cinor objectives and plan accordingly. For
exanple: a. ,In the light of modern conveniences 8...11d the large variety of ready p-rl,i.-
pared and partially prepa.red foods, tho prcpf1ration of foods m~r be reduced to a minimun ,.,hen service is the canter of interest. b. '1hen prcpar~tion of food is the center of interest service o~ be eliminated or postponed until the following day. c. If it is necessary to develop speed in certain routine procedures such as dishwashing, a lesson mvy be devoted to it alone.
6. Try to schedule certain activities on days of the week especially appropriate
for them and avoid ir.appropri~te days for certain other activities. For eXat":rpl e: a. Encourage hone practice reports on Mondays which follow the d~ys when
pupils have tiDe to practice at hone. b. Complete score cards, inventory forms, etc., end demonstration of their
use on Fridays - just previous to the tine pupils can use them at home. c. Avoid a field trip on Mondey or Friday since it needs to come in the
middle of a 3 day soquence in order to be preceeded by a get-ready lesson and followed by a. discussion lesson. d. AVoid food prepara.tion lessons in periods following chapel programs since such progrru:ts often "run over into the next period".
7. Revise the sched.ule every dl:\v ttS needed. Very rarely cah A ten.chcr judge
accurately how long it will takG n class or an individunl to co~plete a job, and so the good teacher must keep changing her schedule of lessons as the needs of her pupils change ro1d as events beyond her control alter circumstances.
8. Keep in ~ind (or on paper in a convenient place) a variety of suggestions for interesting and educB,tionally worthwhile activities which can be used in e~ergencies. Just as a good housekeoper keeps an emergency shelf well stocked with food' so that she is alwa~Ts ready for unexpected guests, a good homeoaking teacher keeps on hand a good supply of suggestions for class activities and individual activities for use when em 'unexpected situation reduces e. class period to a few ~inutes or prevents 811 individual fran participating in the scheduled actiVity. Pupils ~ay help to accumulate a list of suggestions for emergency activities, and thus be encouraged to feel res~onsible for using every oinute of school time in a profitable way. Such a list night include nctivities such as the following: a' Plan a work schGclule for home activities for the ~1ext dn~r or the week-end. b. Bring persar.al expense e.ccounts nnd dopartnontal accounts up-to-dn,te. c. Take inventory of staple grocories and list basic ~pplios needed. d. Do Red Cross or Russian Reliof sewing. e. Plan menu for fa.mil~r supper and nake na.rket order. f. Inspect signs El.J."ld l~,bels l'.nd repl~,ce soilod or torn ones. g. Play Vit~Mingo. h. Contribute one piece to a luncheon set being mndo f1in odd oinutes" by pupils (crocheted r.:lRts, fringed linen, etc.). i. Contribute to set of food oodels by cutting out suitable pictures and nounting them. j. Hunt in curren.t magazines for e,n interesting article on S006 phase of class work now being studied. k. Contribute one square to a bedspread or table cloth being crocheted for the denartoent.

r-I-

lC\

J

.\

(SA!.fi'LE SCHEDULE) PWfJIUG AlID PRACTICInG HOlf TO BE A GOOD HOME NURSE

Problem A - What do good home nurses do th~x we can do in our hones? Problem B - Deciding on which of these c~~racteristics to work in class. Problem C - Improving my abilities as a home nurse.

:

M01'l'DAY

TUESDAY

WEDNESDAY



A:

Jan. 3 - 7tTeacher-pupil p1an- :P1an how to solve :Report fron hone

THURSDAY A:
:Talk by Mrs.

FRIDAY

!l.:

A

:aoserve teaer-er inter-

tning of experience :first problem.

_____ .!..

:

. :cxperience

:(practicnl nurse). :vicw county nurse.

: Characteristics of:

..

.!.. ~.Q.0~ h0!?e_n}!I':!.e~ _:

.!..

_

:

A:

A:

A:

A:

A

10 - 14 :Report interviews :Hunt in reference :Hur~t in reference :Listen to rcndi~~ of:Adjust list to abili-

:with' nurses and

:books for other' :books for other

: "February ]'lu" (Dem-:ties and interests of

:nothers.

:chnracteristics to :cr~xacteristics to :ingt chapter II) and: group.

:add to list_ Report :ndd to list. Report ~coopare ideas with

-

.!..

:and ova1utl.te find- :nnd evaluA.tc find- :list nadc.

:iIl&s.=..

l.ing.2,-

:

1..

_

:

B:

B:

B:

B:

B

17 - 21 :Plan activities for :Give aptitude tests :Denonstration of ~Teacher-pu~il plan- :Each pU~il organizes

:Probloo B.

: if any arc available:onking individun.l :ning of denonstra.- thor plan of work.

:

:

:'olork p l a n . : tions. group work,

- - - - - ;:- - - - - - - - - - c::- - - - - - - - - -0:: - - - - - - - - - C::-et-c.- - - - - - - -C:: - - - - - - - - - - C

24 - 28 : Each pupil hunts . : Requests and plans :Deoonstrations and :Denonstrations and :Coomittee work.

:directions needed :for demonstrations :prnctice-pulse tak-:practice bed oaking t :

:for her work.

:and further direc- :ing. etc.

:ctc.

-

-

--

-

::fupIis

rePoT't-hone

:tions.
-:Conoittee

rcport"S.-

:
:DmClon"StratiO'n"S?-

-

:
-:Individunlize

prac=

:
:Donon"StrntiO'n---Pre=

C

Jan. 31 '- :practices. Plan work:

!eE.._4_ _ l.f.2r_w~e~.

:

:PrA.ctice?
l.S~u9.!

:tice or study or
:~oih~

:paration and serving of l.t!,az f0!. J2.aii~n!. !.n_b~d

:Report hone prac- C:

?

:Reviow.

:Test.

:Rc-teaching.

7 - 11 : tices_ Pupils con- :

:

':

:

~tinue work on in- :

:

:

:

:dividual probleos. :

:

:

:

(58Ople record forn for use in recording pupils' progress)

:Under-

: sta.nd.:J,ng:

: Cooper- : 5elf- :Creative:of fun- :Improve-:

:ation :Direct- :Thinking:damental:ment in

lion

: fact s & : Skills

:princi-

:ples

Adams, ~.fary
"
Andre\vs, Jane

Barber , Bea

Baxter , Jim

Cart er , Grace
.

l
1
-58-

N. B. Bases for use in evaluating pupils' progress may be decided upon cooper-
atively by pupils and .teacher at the beginning of the term (or when starting a new experience) and at later ti~es as other bases need to be added.

(Sample form for pupils' use in recording hOMe pra-ct ices)

HOMe Practices in home Nursing

Counting Pulse

Making Bed

Adam s , 1-1ary Andre\!!.L. Jane

: -------'--

Barber, Bea

Baxter, Jim

N. B.

:
Each skill to be practiced at home is to be listed after it has been demonstrated "by the teacher and practiced by the pupils in class. Each pupil will record a Mark on the chart opposite her nane and under the naMe of the skill after each time she has practiced the skill at home. The chart will be kept on the bulletin board throughout the nursing experience and for two or three woeks following its completion.

1 i
~59-

(SAMPLE LESSON PLAl:r)

Plan for Tuesday. January 11

....

(See schedule of activities for Nursing Experience on page 57 ).

Introductory Explanation. For the last few d~7S pupils have been listening to and interviewing persons to find out ,,!hl':1.t home nurses do and \"hat characteri sties they need. Today and tomorrow they are to search in their texts nnd referonces for more ideas to add to the lists they have started. A. Pupils' nur-pose in today' s lesson: To find now ideas to list under 1I~v'hat
home nurses do that we can do in our homes". E. Teacher's pu~)oses in lesson:
1. To guide pupils in increasing their understanding of what a good home nurse hns to r~o.
2. To guide pupils in increasing their anility to select from printed materials only those idoas which are pertinent to the problem or question being studied.
3. To guide pupils in increasing thoir ability to listen and contribute
effectively to a dir,cussion. C. Teacher's Approach or Introduction to lesson.
You probably remember that yesterday wo ad~ed to our lists of rr~'ses' duties &.d characteristics by rODorting interviews hold over the week-end. You may remember too thB,t we have pla.. med to use our class time toda~7 and tomorrow in hunting in our reference books for still more idons. As usunl, we may
use the first 30 or 40 minutes of the noriod for study And the lRst 15 or 20
minutes for sharing the idoas we find. The two Questions on which we ~re working are on the bODrd. Each of you ha.s a list of the nns,,,ers we ha:ve found so far. The references nre scattered on your tables and can be exchanged as usual. Have :.rou any questions to ask before wo stnrt \-rork?

l

Time Budget

Pupil Activities

-60-

,

Teacher Activities

:Listen to te~cher's approach. :Give npproach to lesson.

.-"

: Hunt in books and bulletins for : ''latch pupils ns the~r work giving

:additional answers to questions.:guidance as needed

~Aad new ideas gained to lists :1. in choosing references

:already started.

appropriate to indiVidual

pupils

:2. in finding appropriate sections

of books to read

~3. in selection of ideas to be

: noted
:4. in recording notes.

:Report new idens gained and

:Listen to pl1pils' reports and gUide

:listen to reports of class mem- :pupils a.s needed in

:bers

: 1. keeping to the point

:a. challenging ideas as needed ~2. expressing ideas in good

:b. illustrating ideas when needed.

:3.: English aVoiding duplication
.4. illustrating me~~ingB of new

words and phrases.

:Put room in order to leave.

:Ca1l attention to time.

D. Main questions

1. tlhat personal habits are needed by good homo nurses?

2. What abilities are needed by good home nurses, that ~ can gain?

E. Teaching points (Ideas to be added to lists today and tomorrow with ex-

planations and illustrations).

1. Habits needed by home nursos (not yet on pupils' lists)

Thoughtfulness and watchfulness

Poise

2. Abilities needed by home nurses (not yet on pupils' lists)

To tactfully get rid of a patient's visitor when he stays too long or

irritates the patient.

To improvise a back rest.

Xo amuse a convalescent (may devote tomorrow's lesson to development of

this idea).

-61-
F. Teaching materials to be used Per30nal experiences of te~cher (ar,d pupils) which illustrate (1) a nurse's thoughtfulness (2) a nurse1s poise under trying circumst~1ces
(3) ways to get a visitor out of a patient IS room.
Pictures of improvised back rests Bed (made), 3 pillows, a small straight chair and a wash board for use in
demonstrating how to improvise back rests, G. Arrangement of room:
Tables and chairs will be arranged in two semi-circles so that pupils can see the blackboard and each other and so that light falls over their left shoulders. The bed and other supplies will be at the side of the room ready to be rolled to the front when needed.

SONE SUGGESTIOns FOR CARING FOR IlIDIVIDUAt DIFFERENCES (WHEN PLAHlJING LESS01JS)

-62-

~

1.

....

When a good teacher plans a lesson she visualizes not only the group of pupils and their co~mon needs for the day but ench individual pupil and his particular needs for guidance on that d~. She anticipates the possible behaviors of each pupil and ~lans ways to guide him so that his activities may contribute to his own education and to the well-oeing of his classmates.
In planning supervised study lessons many indivio.ual differences need to be considered. For example, for the pupil who dJes:1't like to read the tea.cher can prOVide so~e junior high school books with mi~Y illustrations, nnd illustrated magazine nrticles; for tho puuils who read most rapidly the teacher can prOVide the more technical texts am government bulletins.
lihen planning a lesson in which pupils will plan menus for meals to be prepared the te~cher can plan how she can guide the more able pupils to plan more difficult meals and tho less able pupils simpler ~eals.
In planning lessons involving clt".ss discussions the teacher may visuo,1ize the classroom situation with some pupils tending to monopolize the discussion while others take no part in it unless called upon, with some pupils well prepared to make pertinont cO;ltributions ,..,h11e others think they "kno\'1 but CM' t tell", etc., a'ld. she will plan whe.t to do to guide each type of pupil to use his share of class time for the suitable development of himself and his cla8smB.tes.
A conspicuous example of thG need for pl~nning in tcr~s of each individual pupil is evidenced when one sees a pupil doing nothing in class while "waiting for my ID?,terial" or "wniting for the others to finish their gl'l.rments". Such a situation indicates poor planning')n the tee.cher' s part and result s in mis-education - toaching pupils to waste time. The efficient teacher, when planning n lesson, will visualize each pupil in the class and her situation with

-63-
reference to her particular problem, will "think up" a variety of appropriate
"extra" learning a.ctivities, and will plM how to guide ench pupil in selectiIl:~'
planning, and cnrrying on an activity suited to hor needs and interests ~~d to
her available time. Since so many teachers find it difficult to think up \'!orth-
while activities to suggest to pupils who "finish their garments first" the
following are offered as suggestive:
a. If the Home ~conomics department or the school lunch room needs towels hemmed, a beginning pupil m~ hem one or two, using the machine.
b. If the Home Economics cottage or apa.rtment or foods l~.boratory needs napkins hemmed, a pupil r.tay learn hmv to do the overhnnding stitch and use it to hem one of the na:pkins.
c. A pupil may cooper~.te with several clnssmates in planning Dnd making an exhibit for future reference. ~he exhibit might include saronles of good and poor stitching, good and poor tensions, long and short stitches, all well arranged on a large c~xdbonrd and well labeled.
d. If a pupil is fa.r ahead of the othors and needs another ge,rment like the one she has just made, she may use the sa.r.te pattern ~~d plan and start to make the other garment.
e. If the classroom does not have exhibits to show the steps in doing all the sewing processes she has learned, a pupil may cooperate with some classmate in making one set to be usod for reference in the future.
f. A pupil m~y make An exhibit showing s~ples of materials often
used in making garments such as she has just finished, describe the tests used to judge them, nnd label each s~ple with an explanation of why it is s~tisfactory or not.
g. If the school hns a special mending problem, a pupil may work out its solution and do the mending required.
h. If there is a first-aid-ior-clothes kit in the school, a pupil may inspect it, put it in order, and add ,any supplies it needs. If there is no kit, she may plA.n one, estimnte its cost, tUl<'l. install it if the budget permits.

-64-
D. PLANNING EACH LEARlUNG EXPERIENCE (INDIVIDUAL EXPERIENCE)
....
The term uindividual experience" as used here refers to that class
situation in which each pupil has set up her own individue.l program of work for
the year and is now ready for teacher guidance in planning one of her experiences
in detail. Steps which may be followed in g~iding a pupil's planning of a learn-
ing experience are listeq below and the next few pages present sample plans to
illustrate the steps suggested.
1. All the pupils in the class practice planning a learning experience by cooperating (under the teacher's guidance) in outlining the solution of a hypothetical problem (experience) using the following major headings or a similar list developed by the group. Frequent references to the pupils' own problems (learning experiences) are made by ~ring for example: "If this were Mary's problem she might include an activity similar to the one we're putting in this one."
Statement of problem Reasons for taking this problem Analysis of problem (what I don't know that makes this a problem to me) Outline of information needed How will I work Qn this problem? How long will I work on this problem? How will I judge whether my work has been worthwhile (evaluation)?
2. Each pupil writes out a. plan for her own lea.rning experience, using tho outline agreed upon. (For a pupil's own plan set up by this outline see
Pl'. 65-66 ). As often as possible the presentation of the outline and its
criticism take place tn an individual conference between pupil and teacher.
3. Each pupil prepares a Weekly Plan of work to show whRt she plans to do during
the next week. This plan is handed in on Friday and returned to the pupil on
Monday. (See sample Weekly Plan on pn~e 67). If the pupil progresses more
rapidly or more slowly than anticipated she makes revisions in her plans. indicates them on suitable slips of paper and h<~ds them to her teacher at suitable times.
4. The teacher makes a weekly plw1 for herself by studyip~ her pupils' woekly
plans, copying off major activities for each pupil for each day and indicat-
ing her own major A.ctivit ies. See sample Teachor' s Weekly Plan on pa.ge 68 .
5. The teacher makes F1, daily plnn for !1Gr own use by indicating each pupil's
major activities, Elnd teaching suggestions for each pupil. Spaces are provided on the plan for tea.cher's notations concerning e~ch pupil's progress.
(See sample Tep.chor f s Daily Plnn on page 69).

-65-
(A Pupil's Problem Plan)
....
I. Statement of problem. How can I plan and prepare a balRnced diet for my femily?
II. Reasons for taking this problem. A. I have to plan and prepare the meals for my family. B. I om worried for fear I do not plRn the riBht diet.
III.Analysis of problem. A. This is my problem to solve. :B. I do not know whe.t It ba.lnnced meal should contain. C. I do not know whether I can afford to buy It bale~ced diet with the money I he.vo to spend. D. I do not know how to vary my moals so they are not too much the same. E. There are many things I would like to cook if I knew how. F. I need to improve my cooking. Things I fix are not always good.
IV. Outline of information need.ed: A. ~bat is a balanced diet? 1. What foods should it contain? 2. How much of each?
3. \ihat must be considered in planning a meal? 4. What foods should I have every d~v?
B. What should I know about buying foods? 1. How should I select vegetables and fruit? 2. How man~r should. I bu? Ftt .one time?
3. How can I know how much I should pay for foods? 4. How can I let-lrn to buy caaned foods? 5. \l"hat cuts of meat are the best to buy? 6. How can I mpke the money Daddy gives me pay for all the food I buy?
C. How can I learn to cook meals that are good? 1. How should vegetables be cooked? 2. How can I kno,'l \"hen they' are sensoned right?
3. How CM I cook them (Hfferent wn~Ts to mp.ko our meals nicer? 4. How ce.n I leA.rn to cook ments so tUOj' will be tender? 5. Wha.t are some cheA.p mOP.t s thp.t El.re good? 6. Are salads an importnnt pnrt of f'. mea.l or AXe they just to "dress up"? 7. ~ihat are some good desserts thnt won't cost tao much?
8. Ho,,, can I learn to t'1.lwrL:,Ts nnke BOoci biscuit?
9. Can I learn to mnko a cake? (we b~y ours - but I like home made cakes
"bettor) 10. How ca.'1 I use the fooels we hnve left over without just warming them
over? V. How will I work on this problem?
A. Read ~.nd studJ7 books on food in the clrLs~room and librr-try. B. Study materi~ls in box files in hooe economics library. C. Study bullet ins p.nd chnrt s in the hOI:lo eco::l.onics depnrtoent. D. Plfl,n some neAls for home rmd prepn.re then for the famll~T. E. Keep record of the troubles I have and try to correct thor.l. F. After I study buying I will tryout what I loarn when I buy my groceries. G. Go to tho me.rkot and e.sk the butcher to show no the different cut s of r.'Iee.t. H. Study can labels in books and in the store. I. Plan ll.!ld try to make ny money bu~r all I neod.
J. M~ke a recipe file for use at home.
K. Tryout recipes by cooking foods in the lRboratory.

-66-

(A Pupil's Problem Plai ... continued)

.-"
VI. Tentative Schedule.

Monday

: Tuesday

:'iednosdRY: : Thur sdn;r: :Fridas

1st '... eek

Spend time :Eegin study-:Continuo thro~gh the week.:

b library : ing "A Eal-

findbg

:anced Diet"

materil'l.ls on:

my problom, :

nnke biblio-:

graphy.

2nd \-leek

Tr:r planning:Work out :Plen meals

meals to get :r.loal patternQfor my fEU!lil;n

a balanced

: for a. ..reek

diet.

:List foods to :select ncals :fror.l.

3rd week

Study how to:Stl.l.dy ho ..' to:Stud:,r labels

buy voge- :buy fruits ton cl'_'1ued

tables

:foods

: Stud~r cut s of : nent

4th week

Continue stud:t of moats

:Plan quest- :Yisit Butcher: :ions to a.sk :shop :butcher

5th weok

Plan a wceks:ContinuG food. for ny far.lil~r on $10.00

:Study Hbout :how vogetableC; : should be :cookod

:Hftke list of :neat s to get :for different :uBes,
I
:ContinuG.

6th week

Ph,n to cook:Cook in Lab.:3valu~te

:Start rend- :Co:ltinue study

sor.10 vegG-

:lesso1: 8bout tinge

:of neats.

tables.

:Doat cookil:g.:

7th week

Plan to cook:Cook roast : Ev~,lur:.t e Ie s... : St udy

a roast for tin Lab.

: son about

hOLl8

: left-over

: Collect recipes ton left over : nflB.t s arC. :vegetables.

3th 1.-,eek

Study about salnds

: Stud~r aoout :dcsscrt s

:Study about :Su;.ID~Tize

:biscuit s

:problem

: (brend L1nking)

: tryout n,t

:honc.

:Test.

VII. EVA,lunt:Lon: How shElll I judge whether LW ,'lark hr'.8 been worthwhile?

A. If I cp,n prep:',re r:1Y l:len.-ls f.1Ore oasilJr ., E. If I fool nore sDtlsfied "ith n~r aoilit:! to plan good neals.

C. If ::l;Y fc-'nily cnjo~rs the food I cook.

.

D. If ny fJ.I:1i1iT foels that our "wn.ls nro no 10)").",;01' I:lOnotouous.

E. If I can plan better nor;,ls norodckly a,~.d. vlittin L1y nO:.1cy nI10'.,;ar..ce.

-67-

A Pupil's Weekly Plan (first week)* (should ~e handed in on Friday ~1d returned to student MondDY)
....

Problen: How eRn I plan and prepare a bnlrulceQ-diet for ny fanily?

Monday

Today I shall spend uy ti~e in the libraries looking for naterials on ny problen. I will nake n bibliography for ny use until I finish ny problen. (Space is left here for teacher suggestions.)

Tuesday I shall study tho blue bulletin put out by the Georgia State Departnent of Public Health, also the bulletin "Through Highway to Good Hutrition". I will keep I'l.ccurat e notes on ,.,hat I read..

Wednesday I "'ill contil,UO ny study of the abovo natcriHls.

Thursday I am going to read in Dyna~ic Biology by Baker nnd Mills on what is neant by balanced diot.

Fridp.y

I ru1 going to stud:! tho natorial fron the State Public Health Dopartnent or. vi tMins. I no going to Dako /J. list of food ''Ie can ent to get the vitenins 1;0 need.

* This plan CI'\1; be varied accordi::g to the need /J.::"ld progress of the student.
She Day go narc slowly or norc rapidly than she Fl.nticipntod. If so, sho hends a slip to hsr teacher telling her so.

wI

TEA.CHER I S WEEKI.Y PLAN

\..0 I

(Taken from weekly plans of pupils)

Student and:

:

::

:

her problem

:: Monday

: Tuesday

:: Wednesday

:: Thursday
.-

:

Friday

Student #= I

:Read to find out :Make a floor plan : Study about bed- :Look through maga-:Study color wheel and

How can I improve :how furniture

:of my roon to

:roon curtains

::zines for ideas on:plan a color schone

ny bedrooo? Student #= 2

:should be arranged:scale. Draw to :1. nat erial s



::scale the furni- :2. styles. :ture. Try differtent arrangenents. ::
::

:decorating my room:for ny room.
0-
~..

:Even ends of mater~Cut out pajamas :Pin.and baste coat:Continue to baste.:Fit and baste, start

Making a pair of :ial. Place and pin:stRrt pinning if I:of paja~as.

:Try on. Have seans:stitching.

pajamas.

:pat tern. Have

:hnve t i o e . :

: checked.

:teacher to check. :

.:

:

:
o

o

Student #= 3

:Try planning r.lO:.ls:Work out some neal:Plan meals for

:r-1ake a li st of foods

How can I plan a :for a day. Check :patterns.

:family for a week.:

:to select meals from.

balanced diet for :menus to see if all

I:l~T faI:lily?

. :noeded foods are

: included.



'* Student 4

:Plan to nake bis- :Cook biscuits.



:

::

"

:Evaluation confer-:Study about salads:

:cuits Tuesday.Get

:ence on lab.lesson: Types

:recipe to !:lake. ::

Dressings

:Make grocery list.:

Get recipes for

:Check equipment.

hone file.

Student #= 5

:Start planning my :Continue confer- :Snend period in

:new project. Make :ence with teacher :library looking

: outline. confer :part of period. :for materials on

:with teacher.

:Try to cooplete :problen. Make

:outline.

:bibliogrnphy.

: Continue.

:Read some general :rules for landsca;p~ing in good bulletin.

i'

f

(j\ W

TEACHER f S DAI LY PLAN (SAMPLE)

I

r.ronday

Student and

:

:

:

(Made followirig

her problem
Student # 1

:

Student"s plans

: TOA.cher's Suggestions

:Evalua.tion (lessol1

:
:Read to find out how furniture :See: "Art in Hone and Clothingll:Usod her t ioe "lolL She had

How can I improve : should be arranged.

:

Scrapbook on furniture :sooo difficulty in finding

oy bedrooo? Student r/Ir 2



arrangement in home econonics library.

:materials.

\
:Even up ends of material.Place :1. Chock material to see if it :Work very slowly, needs to study

Making a pair of :and pin po.ttern. Have teacher

needs stretching to ortke :her pattern oore. Inclined to

pajanas.

:chcck. Start cutting (maybe).

even.

:guess at what is correct.

:2. Be sure to find the correct '::

layout on your guide sheet. :

Student # 3


:Try ~lanning meals for a day.

:3. Check placeoont markings
: carefully.
:l. See ItEveryday lfoodslt

.'
:Had lots of fun. Says she is

How can I plan a :Check to see if all necessary : 2. Call by my desk for H copy :-afraid she can't afford the

balanced diet for :foods are included.

of lIWartime Ivreal Planneru :neals she plans. Check care-

my faoily?
Student # 4

.':Plan to nake biscuits -

first of period.
~
:-1. Plnn a tine table

:fully on her work Ivednesday : and Thur sday
:Had considerable trouble plann-

How can I learn to: get re~ipe

A.. mixing b. cooking

:ing tiMe table. Plans not too

prepare good sup-: make grocery list

: c. scoring d. cleaning

:definit e but she thinks they

pers for my family: check equipment

:2. Find a score card to judge :arc good.

Student #= 5



your biscuit s by.

r

~

:Start planning oy new project. :1. Try to l i st all the things :Had some excellent ideas

How ~an I beautify:Make outline. confer with

~ you want to do to your yards:about what she wants to do.

my home grounds? :Miss (teacher).

: 2. List the good and bad points:Too critical of her hooe.

about your yards.

:Must watch expense of her

~3 liill be ready for confereL~e:plans.

when you arc.

v

-70-
E. EVALUATING AlTD REVISING A CURRICULUM
....
'Whx bother to evaluate a curriculum? What 1s done cannot be undone. Why take time to look back? Because only by paying attention to what happens and studying it to discover successes and failures and their causes can we plan how to do better in the future when confronted with the same pupils to teach or with other pupils under ~imilar circumstances.
The "future" may be the next minute or a half hour later, or the next period or the next weak or the next year or any other time but in order to more intelligently plan or choose learning activities and learning experiences in the future we need to judge those in use and decide whether or not they are worthy of repetition.
~ evaluate? Since a curriculum has value (is good) in so far as it develops pupils in educationally desirable ways and lacks value (is poor) in so far as it hinders the educaUonally desirable development of pupils, a curriculum must be judged in terms of the day by day evidencies of the development of the individual pupils toward the objectives set up for those pupils. If any activity result~ in educationally desirable pupil reactions we may judge the activity worthy of use again when appropriate, if it results in educationally undesirable pupil reactions we may question its worth.
Who can J~dge? Those who know the pupils well and can observe changes
in their behavior - thoir parents, their teachers, their classmates and friends, themselves.

-71-
When is.an appropriate time for evaluation? Whenever there is an opportunity to judge pupils' behavior in terms of the objectives of the curriculum - daily, in terms of general and long-time objectives, at intervals during each learning experience in terms of specific goals for tha.t experience, nt the end of the ye~r from the standpoint of long time goals, and after several ye~xs in terms of permanent interests and other major objectives.
Ho,., can a teacher proceed then to collect evidence of the worth of the ?ctivities which make up a. curriculum? The following suggestions may be of some value 1. A teacher can find out from day to day, wee~ to week, and year to year,
the nature and extent of each pupil's development. (Some ways to evaluate pupil development are listed on page 72 ). 2. As-a tea~her gains evidences of the satisfactory growth of her pupils sh~ can find out which activities in the curriculum encouraged it, a...'1d plan to repeat them whenever suitable.
3. As she gains evidences of undesirable pupil reactions and development she
can find out which activities in the curriculum caused them and discontinue them or mr:i.ke plans for substituting more desirable ones "next time",

C\J

l"I

SOME SUGGESTED ~lAYS TO EVALUATE PUPIL DEVELOPMENT

(Numbers at the right of each phrnse in the left hand column indicate means of judging that type of development.

Each number refers to a means listed in the right hand column.)

.

Some Types of Pupil Develonment Satisfaction in classroom-living. 1, IB

.. Some Toacher Means of JUdging Pupil Development
.
:1. Observation of what pupil says and does and how he says

Cooperativeness I, 2, 4, 16.

it p.'.ld does it.

Self-direction 1, 2, 4, 7, 16. To1ernnce 1, 2, 16.
Social sensitivity 1, 2, 16.
Creative thinking 1, 5, 7, 16, 17.

:2. Using a check sheet or rating scale in judging pupil~s
~ performance.
:3. Ex~mination of finished products. :4. Observation of processes used in creating products.

Ability to solve problems 1, 4, 5, 7, 17.

:5. Analysis of pupills retlction to a problem test.

Knowledge of where to get suitable information for :6. Analysis of check sheets '~'ld rating scales kept by

solving problems 1, 7, B, 9, 10, 11, 12, 17.

pupils.

Memory of fundamental facts and principles which,hc. :I. Analysis of plans man.o by pupils.

needs for the intel1igent:se1utidu of his problems :-8. Analysis of pupil's reaction to a true-false test.

of home living 1, B, 9, 10, II, 12, 17.

:9- Analysis of pupil's reaction to a comuletion test.

Understanding of basic facts and principles 1, 5, 7, :.10. Analysis of pupil's reaction to a multiple response

13, 15, 17.

test.

Judgment 1, 5, 6, 7, 10, 11,

: 11. Analysis of pupil's reaction to a matching test~

Skills needed to solve problems I, 3, 4, Ill, 17.

:12. Analysis of pupil's reaction to an essay type test.

Work habits 1, 2, 4, 13, 14. Study habits 1, 2, 16.
Interests 1, 16, lB.

:13. Observation of pupilts ability to give his oWn illustrations of facts and principles.
:14. Observation of "laboratory work".

Attitudes 1, 16, lB.

.

:15. Observation of pupils' answers to such Questions as

Managerial ability 1, 4, 5, 7, 14. 16, 17.

"Why do you say that?" "Why are you doi~ that? 11

Ability to generalize from experience I, 12, 17.

:16. Observation of behavior outside of class.

Ability to plan I, 7. 17r

:17. Analysis of home project s.

Ability to apply in-school learning to out-of-

:lB. Discussion of pupil progress with parents.

school living 1, 16, 17, lB.

:.

i'

IV. PLAHHIlTG H0l4EMAKIHG EDUC.ATI01~ lOR OUT-OF-SCHOOL GROUPS

-73"
IV. PLAlT:.TIlJG HQi.IEl'lAKIHG EDUCATION FOR OUT-Of-SCHOOL GROUPS.
(This is a condensed outline of the suggestions to be found on the next
....
22 pages. A study of this outline befqre reading the following pages may help you to understand the relationships of the various parts or to locate those pages which you particularly want to study). A. Setting up long ti~e objectives based on needs of f~i1ies in the
Comrm,mity. p. 75
1. What infor~ation m~ reveal needs. 2. How information may be sccured.
3. Using infor~ation in setting up objectives.
B. Getting classes started. p. 80 1. Locating Md recruiting out ....of-schoo1 groups for instruction. 2. The organization neeting.
3. Publicizing plans for groups meetings. C. Planning class instruction. p. 89
1. Planning the first lesson. 2. Planning the sequence of lessons (~e8tings) for a unit of
instruction.
3. Planning each lesson (meeting). 4. Maintaining nnd increRsing interest fro~ meeting to ~eeting. 5. Suggestions for the last lesson in a unit. D. Evaluating instruction. p. 96
1. Il':U:ledie.te' evidences. 2. Later evidences.

IV. PU~NNING HO!~EVJ~KING EDUCATION FOR OUT-OF-SCHOOL GROu~S

-74-

That part of the homemaking education prograri which is devoted to teaching out-of-school groups should be a well-balru1ced prograrJ, that is, it should offer a sufficient variety of instruction in the different phases of homema,king to give out-of-school groups some help with all of their persistent problems of
home living (see list of,phases of instruction on p. 6 ). A progressive sequence
of units offered in many phases of homemaking over a period of tiIJO from one to three years, is preferable to a series of units that stress one phase of home making season after season or year after year. In a small community with only one teacher of homemaking to do the teaching, three years or longer may be required to present a well balanced program.
To plan such a program the teacher needs to learn the persistent problems of the out-of-school persons in her school community Rnd set up long-time objectives for her out-of-school instruction. These objectives will guide her from season to season and from year to year in initiating units of instruction for various groups at different times.
When initiating instruction for any particular group, howeve~, she should be careful to begin with the major interest of that group of persons and while giving the instruction for which they have a felt need stimulate their interest in some unit of instruction which she belioves to be of major importru1ce for them. For example, if a group that you know from the findings in your cocrmunity, needs a meal preparation unit but wants to have a unit in home improvement, by all means teach the unit in home improvement first; you can, while teaching the unit in home improvement, create interest in a unit in meal preparation to follow.

-75-
The following pages present suggestions concerning how community needs
may be discovered, how long-time objectives may be set up, how groups may be .--
organized for instruction and how instruction may be given ..
A. SETTING UP LOHG-TIME OBJECTIVES BASED ON COMHUNITY nEEDS
The problem of discovering community needs is one of comparing the liv-
ing babits and living conditions of the persons in the community with habits and
conditions which are desirable for them and attainable by them. The teacher
must, therefore, discover what conditions and habits eXist, what fagilities are
available for improving them, and then what kinds of group instruction she can
give to stimulate interest in making improvements and to show how the improve-
ments can be made using the facilities available.
1. What conditions and habits does a teacper try to discover? Some of the
following are useful:
Health of family members. Food habits of families. Families' use of home grown products _ extent and methods. Amounts of home preserved food on h~~d. Uses made of home preserved foods. Gardens planted - number, adequRcy, success. Housing conditions. Sanitary conditions of homes. Housekeeping practices carried on in the homes. ApprOXimate incomes and present practices in financial management. Other management practices carried on in homes. Child care and guidance practices carried on in homes. Clothing made at home and bought ready-made. Family relationships. Social life and recreation in homes and in community centers. Number of family members and their ages.
2. But how can these living conditions and habits of fnmilies be discovered?
\'ihat persons in the cOmmunity are familiar \"i th them? How can the informa-
tion they have about conditions and needs be collected? Here are some
suggestions:

-76-
a. Have a conference with your superintendent or principal or both and with the county supervisor asking them to tell you what they know of condi~
....
tions, needs, 8nd facilities. (Ask them also to give you a list of community agencies nnd key persons who may supply you with further information).
b. Consult the leaders in the community agencies which deal with problems of home living (Child Welfare, County Nurse, etc.) and ask them the same or similar questions.
c. Study information on file in the county health department and the count~r welfare departocnt.
d. Consult key persons in the community (outstanding members of religious, civic and business organizations and clubs) .and ask them the same questions.
e. Study the summaries of inforoation gained from the home record forms of your in-school groups.
f. Study the inforoation compiled by the agriculture teacher from his surveys.
g. Keep your eyes and ears open as you ride around the coomunity, make home visits and talk with persons who really know the connunity.
3. How can you use such informe.tion in setting up objectives for n. program of
homemaking instruction? You may comp~~e the conditions and habits you discover with those which are desirable for and attainable by the fenllies and state objectives for guiding the families toward creating those desirable conditions and gnining those desirable habits.

-77-
"
F~r example, a teacher may learn that most of the persons in a community
use wells as sources of water supply and that most of these wells are unsanitary
because they are not so built as to be free from surface seepage. She \oTill then
recognize that these persons have a persistent problem of preventing illnesses
in spite of tainted water supplies and that they need to learn how to make taint-
ed well water safe to drink and how to repair their wells to keep out surface
drainage. She will then investigate to see what the county health agency has
done about this situation in the past and what services it can render to the
families of the community and how much these services will cost (if anything).
She can then discover what materials and skills and money are needed to make the
desirable improvements~
After obtaining such facts she will be ready to set up her objectives
for educating groups with reference to this needed improvement for family well-
being. She might list such objectives as these -
An increased concern for preventing illhesses in families. An understanding of the dangers to family health of a tRinted water
supply. An understanding of how to make well water safe for drinking. A desire to boil and aerate water used for drinking until wells can be
repaired. A desire to put and keen home wells in repair in order to prevent con-
tamination from surface seepage. An understanding of exactly how wells may be made sanitary and how much
it costs in time, money and effort to do the work necessary. An understanding of how the county health service can assist homemakers
in making their wells safe and how to engage these services. The skills needed by homemakers to do the necessary work.
The next two pages present a further illustration of how program objectives can be set up in terms of community needs. On p~e78 yo~ will find
facts about Community X and statements of the community's needs as judged in
terms of those facts. On page79 you will find suggested objectives based on
those needs.

SOME !)TEEDS OF COMHUHITY X. '"
1. Since 84 per eent of the homes have either living rooms or dining rooms;but
one-third of the families entertain guests in the mother's bedroom and onefourth of the families entertain guests iIi-lithe front bedroom" families need to be encouraged
a. to entertain guests in living room or dining room b. to make these rooms comfortable and attractive for entertaining guests,
especially when there are adolescent girls in the family.
2. Since more than half ,the houses are so much in need of repair as to present safety hazards. pupils need to learn how to locate the hazards and to make simple repairs necessary to improve h"mesaiety.
3. Since most homes prOVide inadequate storage space for clothing, bedding, food
and cleaning equipment there is a need for teaching how storage spaces can be planned and provided at small cost.
4. Since there are 4 bathrooms, 5 sanitary privies and 87 insanitary privies
reported, pupils need to learn how sanitary privies can be built and how to keep privies in sanitary condition.
5. Since there are kitchen sinks in only 10 per cent of the homes, pupils need
to learn the advantages of such conveniences and how sinks And running water may be installed inexpensively.
6. Since only two-thirds of the homes have refrigeration and the proportion of ice refrigerators to electric refrigerators is thl'1.t of 5 to I, many of the
pupils need to learn how to make iceless refrigerators and how to "keep" food ~~d plan meals without ice.
7. Since about 4/5 of the families have em annual cash income of less than the
lowest annual income compatible with health and minimum comforts ($750.00 per year) most of the pupils need to be taught how to make the cash they receive go as far as possible, how to supplomont cash incomes with many home produced goods and services, how to live happily without many things and services which cost money. More specifically they need to be taught such abUities as
7.1 how to plan a year-round food program which will provide them with diets
adequat e for health.
7.2 how to produce and preserve as much essential food as possible for their own use
7.3 how to plan meals of minimum cost from home produced foods supplemented
with purchased food
7.4 how to prepare and serve this food to preserve its food value and oake
it most palatable
7.5 how to plan and repair &~d make their clothes so that each garment will be as serviceable and attractive ~d becoming as possible for a long time.
* The facts indicated here era copied from a report of housing conditions in 100
tJ~ical white homes in a community in Georgia,

-79-

SAJ.fi?LE OBJJDCTIVES BASED ON THE NEEDS OF FAJULIES IN COHMUlHTY X

(Numbers to the right of each objective indicate its relationships to the needs

so numbered on page 713).

.. .

A. An understAnding of methods which may be used to make sitting rooms, dining rooms and even kitchens attractive places for the young persons in a family to entertain their friends. (1)

B. An increased desire to prevent home accidents by reducing safety hazards to a minimum,. (2)

C. An understAnding of criteria for use in judging hone safety and how to use
them in planning needed household 1nprovements. (2) (4)

D. Sone abilities needed to make conmonly needed household repairs and improvement s . ( 2) (3 ) (4) ( 5) (6 )

E. An understanding of standards for use in judging the convenience of a house and the ability to use these standards in determining needed improvements. (1) (3) (5) (6)

F. SOne ability to plan ways of gaining as much real income as possible without the expenditure of money. (7)
G. An increased appreciation of the fact that personal and fanily happiness
depends much more on family relationships and the use made of available
facilities than upon money income or the things which money can buy. (7)

H. An un.derstaollding of why it is advantageous to rura.l families to make year around food progra.':1s and how to make such progra.':1s. <7.1)

I. Increased ability to produce and ureserve those foods which are essential for
fanily health. (7.2)

J. The ability to plan oeals with home produced and preserved foods which pro-
vide maxioum variety from oeal to meal, day to day and week to week. (7.3, 7.4)

K. Increased ability to urepare and serve meals which are adequate for family
health, palatable and~ attractive. (7,3, 7.4)

L. The ability to plan clothing which will give a maximum of satisfaction and
service at minimum cost. (7.5)

M. The ability to ~ake, repair, alter and care for garments so that they con-
tinue to give maxi~xm satisfaction as long as they last. (7.5)

N. A belief that making one's self attractive depends much more on cleanliness,
good grooming aolld the wise planning of clothes than on the number and cost
of the garments one has. (7.5)

-80...

B. GETTUTG CLASSES STARTED

1. Locating and recruiting out-of-school groups for instruction.

.--

There are two w~s to approach the problemuf organizing classes for out-of-

school groups in your community. through interested groups and through

general publicity. In planning for an out-of-school program it is well to

consider first the groups most likely to be interested and plan for these;

promotion of the program through interested groups is much more satisfactory

in most communities than making the publicity and promotional work too

general. If, however, there are no organized or interested groups the

general plan of publicity and promotional work must be used.

In some communities there are various groups already organized which may

be used as suitable starting points for organizing classes. Organizations

that may be interested in promoting s>ldy groups are P. T. A Hissionary

Societies. Bridge Clubs. Sewing Clubs, Mothers Clubs, Business Girls Clubs.

B. Y. P. U., Epworth League, Y. W. C. A. and Y. M. C. A. In other com-

munities, although such groups exist, they may represent community factions

and, therefore. not be suitable sources of class groups.

To discover whether or not suitable organized groups exist and. if so,

what they are you may consult your superintendent or principal or both. ask-

ing wha.t organized groups, if any, exist in the community, which of these

might be suitable for use in starting out-of-school classes, the names of

persons to interview, and the cautions to be observed in making approaches.

If suitable groups exist you may use the suggestions under al on the next

page. If there are no organized groups suitable for use in recruiting

classes you can start with the community as a whole and organize into groups

those persons with common interests and similar problems. S~e suggestions

under a2 on the next page.

-81-
a1. If suitable organized groups exist, interview leaders of these groups (1) explaining the general purpose of out-of-school instruction in
~
homemaking, some of the needs you have discovered and the major objectives you have in mind, the groups you believe are especially in need of instruction, (2) asking for advice concerning the adVisability of trying to organize a class through the membership of that group and (if it seems appropriate) how it may be done, and
(3) offering to give a talk to that group concerning units that may be
offered (to ascertain interest).
(See suggestions for publicity on page 86).
a2 If there are no suitable organized groups with which to start, plan with your school administrator a suitable program of publicity (1) to acquaint the comm1L~ity with the various t~~es of services you are prepared to render and with some of the kinds of clubs or meetings or study groups (avoid calling them classes) which may be organized, and (2) to invite those interested to come to a certain place at a certain time to help plan the clubs and their activities.
(See page 86 for suggestions for publicity.)
b. Interest individuals in joining a class and helping to recruit a class. This may be done in n variety of ways, some of which are: (1) When Visiting homes of high school pupils suggest to mothers and older sisters the possibility of organizing a home-study club in their neighborhood and seek their advice concerning possible problems for study and neighbors who might like to attend. (2) Visit in the homes of persons whose names have been suggested as potential members of a study group, explain the g~neral nature of

...82-
the neighborhood club which may be organized, ask if they would like to be "charter members". and find out what activities they
....
believe would interest the group. In every community there are individuals who recognize some of their problems of home living, want help with them, and are willing to meet with others who have similar problems to get guidance in solving them.
(3) When talki~g informally with folks at the cp~ning plant, at P. T. A.
meetings, at church and elsewhere, suggest the possibility of a study group or club, ask advice about it, invite the folks to join and ask for suggestions of other possible members.
(4) As soon as the time and place for the organization meeting has been
planned you can (a,) Tell your in-school groups about the meeting arid ask them to
invite their frionds and relatives to come (send invitations if that seems advisable) (b) Make an announcement about the organization meeting in chapel and urge each high school student to carry the invitation
home (see page 86 for other suggestions for publicizing work).
2. The Organization Heoting Your first meeting with a group of potential class members may be de-
voted entirely to org?~izing the class or it may include not only class org?~ization but also the teaching of the first lesson of a unit. If your meeting comes at the close of a regulnr club meeting there may be no time to do more thp~ organize the group. If tho class is being formed of persons within an organized group and if som,; leader wi thin that group has started to organize the class, your organization work may tnke relatively little time and there may be time left for teaching a lesson.

-83-
If the class is being formed of persons responding to a publicity program and only an hour 'has been set aside for it, the meeting may need to be
....
devoted to organization; if the community is small and the teacher and key persons have discovered through talking with prospective members the problems with which they want help, the first meeting may devote relatively little time to organization and most of its time to the first lesson of a unit. (Suggestions ,for the first lesson are given on page 89 ).
Whether your first contact with a group of potential class "members is through an already organized group or with persons assembled from the community as a whole there will be certain things to do and certain cautions to observe while getting the group organized for instruction. a. Plan the meeting carefully. This first meeting should be especially
well planned because the first time people attend an adult or out-ofschool youth class they make up their minds whether or not they are going to like the class. They corne to this first meeting to find out wha,t it is ~tll about 1 therefore, confidence lost at the first meeting is regained with somO difficulty. No oxact plan can be mado ~~d followed because persons vary so widely in their interests ~1d reactions but SOr.1e preparation can be made and cautions may be observed in order to help make the first meeting a success. b. Prepare and set up exhibits, posters and charts that will arouse interest and cause comments and discussions. The exhibits should be pertinent to probler.1s which you know need solution in the community. Their purpose is not only to increase interest in joining a study group but to suggest problems for study. For eXNuple:
A page from n fashion magazine mn.y sho." dresses with lines ;for different figure types. At the bottom may 'be written "Which style would you choose for yourself?tI

-84-

A poster may show a living room before and nfter re-arrangement

and renovation at small cost, with. the questiont "What would

you- do with your 1iving room to make it more attractive?"
....

On the blackboard may be written the following menus with the

questions: "Which meal would you prepare in order to maintain

the health of your family?"

Pork Roast, Rice and Gravy Pork Roast, Sweet Potatoes

Irish Potato Salad

Green Eeans, Slaw

Eiscuit, Preserves

Peach Pudding

Chocolate Cake, Coffee

Euttermilk.

c. Keep the atmosphere informal.

(1) Greet all who come in a friendly way as they enter the place of

meeting. Invite them to look at the exhibit.

(2) Introduce members to each other if you can; otherwise, ask those

who know the others to assume responsibility for introductions.

(3) Have chairs arranged in a semi-circle.

d. Guide the members to state their major problems and interest each member

in solving her problems adequately,

e. Guide the group in making definite plans for their program of meetings.

(1) Determine the major interests and problems of the group, A very

informal discussion is probably the easiest way to find out in what

members are interested. Interest sheets, exhibits, posters, case

studies and other means nay be used to stimulate those present to

state what the~r would like to have included in the unit.

(2) The objectives for the unit may be set up at this meeting or they

may be set up after the first lesson has been taught. The word

objective noed not be used, the teacher may say IISince this is

your class let us list what you want to get from these meetings."

The objectives should be simply stated, specific, understandable

and attainable. As the objBctives are suggested they ~ay be

written on the board. For eXanple:

-85-

How to plan good nnd easy meals To get new ideas for oven meals To .learn how to use green pe1Jpers in a variety of ways To learn a variety of ways to prepare and serve sweet ....
potatoes.
(3) Decide on the title for the unit.

The title is often a significant force in publicity that either

attracts or repels class members. Titles are more significant

in initiat~ng the program than later when the progrA.I:1 is undcr-

stood and the teacher well known. A good title:

Must be simple and non-technical Should have hunan interest Should have catch and snap Should give a clue to the content of the unit
Must be in terms that are up to date Must be short and clear,

Examples of good and poor titles for units:

GOOD

POOR

First A~d to the Ailing Wardrobe.
Entertaining at Dinner. Old Furniture in New Dress. Your Clothes and Your
Personality. Budgeting tho Small Income. Planning and Preparing
Meals at Low Cost.

Clothing Renovation.
Dinners. Furniture Reconditioning. Dressmaking.
Honey HanageI:lent. Heal Planning and Preparation.

These titles have been used with success by some teachers:

"Making Old Clothes Look Hew." "Stretching the Food DoUnr." "Filling the Pantry Shelf." ''Ups and Downs of the Teen Age." "Helping Youngsters to Grow Up."

You will find suggested titles for other units listed on page 8g.

-86-
(4) Set up a ter:tative outline for the content of the unit but not necessarily each lesson within the unit. Each person should leave
....
with a clear idea of what the unit is to contain. (Make it clear to the members that the~r will not need to buy books or study since many have this idea in connection with any meeting of which a teacher has charge,)
(5) Set the time and dates for the meetings and decide how long each
meeting will last. The number of lessons in the unit and the length of each will depend upon the convenience and preference of the group as well as unon the kind of work to be dcne. The follow~ ing are some time combinations used:
One two-hour lesson ever;' week for six to eight weeks. Six two-hour lessons in one week, one each day.
Two all day meetings, 6 hours each day (Food Conservation).
Four or more three~hour meetings. Two two-hour lessons every week for three or four weeks. f. Appoint a secreta.ry for the group who should list the names of those who wish to enroll for the unit. g. Refreshments m~r be served either at the beginning or the end of the meeting. These may consist of a drink and cookies or some light dessert which has been prepared by the girls in the home~aking classes. Two girls might help with serving these refreshments.
3. Publicizing plans for gro~p meetings.
There are as many ways of giving publicity to an out-of-school program as there are communities. No one method of recruiting or publicizing classes is best or sufficient. It usually takes several such as home visits, talks at clubs and postal cards or any other combination of methods such as those listed below. In some communities tho teacher does not assume the responsibility for pl1blicitYi some key person in the community assumes this responsibility - for example, an executive of a mill, the president of the P. T. A.

-87-
or the president of a womans club. Perhaps one of the most effective ways of promoting cla.ss enrollment and increased attendance is to talk with home-
....
makers or out-of-school youths whom the tea:cher ht=\.s reason to believe would be interested in the class. They will help with promoting the work and arranging for meetings. Well planned publicity is one of the most important ways to gain and hold the interest in classes. a. The following ar~ a few more suggestions for publicity:
(1) Sond cards or letters, or telephone to former members of adult or out-of-school youth classes whom you know will be interested, asking them to tell others.
(2) Write feature articles and ennouncements and have them printed in local newspapers.
(3) Mp~e announcements at churches and Sunday Schools.
(4) Make announcements or talks at mills, factories or department stores
where a prospective group for classes may be found. (5) Have slips put in pay envelopes announcing cla.sses.
(6) Put appropriate posters in store windows, the post office and other
public places. (7) l.fnke announcement sand give talks over the local radio. (8) Give talks and make Announcements at club meetings and organizations
such as womans clubs, civic clubs, missionary societies, P. T. A.,etc. b. The following points may be included in publicity:
(1) The nRffie of the unit or tentative name, (2) Time (day, hour) beginning date.
(3) Place of meeting. (4) Teacher (in some instances it may be wise to withhold teacher's name). (5) Names of charter members or sponsors (in some instances this may not
be wise), (6) Brief statement of what the t1.pit \.;i11 include but not in terms of
individual lessons.

-88-
SUGGESTED TITLES FOR UnITS OF IlTSTRUCTIOlT FOR OUT-OF-SCHOOL GROUPS
(In c-hoosing titles for unit s considerE'lt ion should be given to their ap'!Jeal'" to the interests of out-of-school groups and their agreebent with modern trends in educat i on. )
Managing fmaily spending Home management in wartime Watching your nickles and dimes
Your clothes and your personality First aid to the ailing wardrobe Cotton dresses with style How to dress becomingly Short cuts in home sewing Making the most of last yearls clothes Putting your best foot forward
Penping up your meals Sunday nir,ht sup-per Easy suppers for the business girl Making the most of your ration points Stretching brown points One dish meals Hurry-up meals Easy guest meals Making our food money do its duty Meals planned from home canned foods
Canning food for health Hnd wealth Dehydrating fruits and vegetables
The cheerful house The convenient kitchen Improving household equipment Beautifying the home grounds The charm of old things made new Flower arrangement in the home
Keeping the family well Home care of the sick
Family good times Recreation for the teen agors Hospitality in the home.

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C. PLAlTI:JIlTG CLASS INSTRlJOTIOH

1. Planning the First Lesson.

....

The first lesson may be taught immediately' following an organization meeting

or it may not be taught until several days later. If it is a part of

another meeting it should be relatively brief. If it is a meeting by itself

it may be as long as the group has planned for regular meetings.

a. No matter how long or short the lesson it may be well to observe these

cnutions;

(1) Start on time and end on time. This will inspire confidence in the

teacher's efficiency.

(2) Keep the room as comfortable ns possible (control the light, heat,

distractions, etc.).
(3) Keep the atmosphere informal.

(4) Have something for the members to see. There should be anple,

well-organized illustrative material to motivate interest in this

lesson and the lessons to follow. In some situations it nay be

wise to have sone of the high school texts included in the exhibits

and opened to especially interesting illustrations.

(5) Make sure thl:lt meMbers have a good time (provide things to !:lake

them laugh). Unless they find the !:loeting enjoyable they may not

CO!:lO again.

(6) 11ake sure that they learn at least one new and inportant idea which

they can apply at once. Unless they learn sO!:lething definite they

may not corne again.

(7) Try to include one or !:lore suggestions for short cuts in house

keeping, This will help nembers to conclude that the lesson is

practical.

-90-

(8) Provide something for each person to cnrry hono.

_.

.

b. -Like-any other lesson it should be carofully planned.

for plal1ning each lesson, pages 92-94.

See suggestions
.;

2. Pla~l1ing tho sequence of lessons (neetings) for R unit of instruction.

This refers to the plRnning the teacher does after tentative pl~~s have been

nade with class ncmbers. It usually follows the orgnnization meeting but it

night follow the first lesson depending upon circUI:lstances.

a. Hake n tentative plan for the unit, keeping in nindthe objectives set

up 'by the group, the economic level of the neobers of the group, their

previous training Nld experience in honemaking, their enviro~~ental

standards of living and the availability and sources of supplies and

equipment.

b. Plan so that each lesson is complete in itself yet forms a cODponent part

of the entire unit. Each lesson Day grow out of the lesson which pre-

cedes it and develop interest in the lessons to follow so thc~t any person

who CODes regularly will recognize the unity and continuity within the

series of lessons, but each lesson should deal with one distinct Dinar

aspect of the big problem (unit) &l1d deal with-it quite thoroughly so

that the class Denber who has to be absent the lesson before it or the

lesson following it will get full value from this lesson and not feel

handicapped or lose interest because of nissing other lessons. The
a following list of lessons within unit illustrates this caution.
Unit - ~~KE THE MOST OF YOUR RATION POINTS. Lesson 1 - Meat Extenders - Bread, Milk, and Eggs. Lesson 2 - Meat Extenders ~ Spaghetti, Rice and Cereals.
Lesson 3 - Usc More Nuts _ Peanut Loaf, Peanut Stew, Nut Breads,
Peanut Dessert s.
Lesson 4 - Ways to Use Peas, Beans m1d Soy Beans. Lesson 5 - Desserts Without Sugar~ Lesson 6 - Cekes ruld Cookies Made With Syrup.

-91...
c. Arrange units in a reasonable sequence within the unit.
For example, with reference to ~he sequence listed above it may be said that the lessons range in nutritional importance from the first les~on which emphasizes the use of meat and other complete proteins to the last which features dietary non-essentials.
d. Plan for unit flexibility so that the order of lessons may be adjusted
to members' needs or interests.
For example, if a member is planning to have a spaghetti supper and wants help with that first, lesson 2 might be made lesson 1. Or t if a member wants helP with plannihg a meal for a large group
lesson 3 or 4 and lesson 5 may be placed earlier in the sequence to
show how groups may be fed without using many points.
e. Plan the teaching points (the major idea or ideas) to be emphasized at
all lessons and the special ideas to be stressed at each lesson.
For example: The main idea to be emphasized at all lessons in the series of lessons listed above might be If ration points are thoughtfully used family meals can be nutritionally adequate, varied and interesting.
Ideas to be stressed at individual lessons might be as follows: In lesson 1 Tho dietaxy value of complete proteins. In lesson 2 Variety in meat-extended dishes.
In lesson 3 Heat alternates.
How to supPlement incomplete proteins in a main dish with complete proteins elsewhore in the meal, such ~,S a custHxd dessert.
In lesson 4 Cheaper meat alternates.
Special value of soy beans in the diet. Varieties of soy beans most appropriate for human food.
In lesson 5 Relf1.ti ve unimportC"''lce of sweet desserts.
How to have sweet desserts without sugar.
In lesson 6 Tho dietary value of Georgia cane sugAr.
Ways to use it in dessert making. Caution - At each meeting cover a small amount of subject matter but teach thoroughly ",hat you do teach.
f. Plan major questions which may be used to develop the toaching points
(major ideas).
g. Decide tente.tively which toaching procedures may be used most effectively
at each meeting, to accomplish thc'narticular purposes for that lesson
and to make for a desirable variety of procedures from lesson to lesson.
(See the eight procedures suggested under 3 b, on page 92.

-92-
h. Plfm teaching materials, sup-olies, and. equipment needed for each meeting
so that any not on hand may be secured before needed.
i. Plan how interest may be carried over .from lesson to lesson. See page 94
for suggestions.
3. Planning each lesson (meeting).
Assuming that each lesson will deal with ono minor nroblem inherent in the
major problem which is the unit, the teacher needs to
a. Carefully roview the objectives. teaching points and major questions
already planned for' this lesson (problem) and revise them or not as
needed.
"0. Plan a variety of activities for use in cla,rifying the problem and giving
guidance in its solution. The type of problem determines the pupil
activities to some extent but several of the following pupil activities
may be appropriate to use with am' given problem.
Participation in telling of difficulties and successes already achieved in dealing with the problem at home and what further knowledge or skill (or both) are needed to solve it satisfactorily,
Observation of an experiment performed by the teacher to contrast the difference between traditionnl methods (especially those commonly used in thp.,t community) of solving the problem and a scientifically acceptnble method of procedure. For ex~ple, preventing the curdling of tomato soup with and without soda.
Observation of pictures or listening to case problems contrasting results of solving the problem satisfactorily and unsatisfactorily. For exaople,muffins beaten with a fow strokes and many. or beans canned ~ith and without pressure.
Observation of teacher's demonstrfltion of steps to be followed in performing a difficult or complicated skill.
Exchange of ideas when solution of problem depends upon initi~tive and rosourcefulness rather th~n upon scientific inform~tion. For eX8nple - preparing canned beef in a variety of r,p~etizing wajrs.
Laboratory work as when supervised practice is needed to gain skill. For example, Fl.rranging flowers, cutting out a garment.

....93-
Directed observation of pictures, charts, posters, slides, moving pictures, exhibits. Listening to the teacher's explanations and illustrFtt10ns of .... ideas not comnonly known; for example, why peanuts and soy beans are now recommended for human food.
c. Provide an opnortuni ty for nenbers to share their ideas with others.
For exa~ple, each can answer roll call with some household hint.
d. Provide opportunities for members to talk about their own problems.
e. Plan ways to secure participntion on the part of ea.ch class member which
may result in a sense of nccomplishnent on the part of each person
present.
f. Try to ant.icipate questions that may be asked and decide how you will
cope with the situations or answer the questions.
g. Plan a way or severnl possible ways to sunmarize the lesson, to encourage
home practices based on the lesson, and to close the lesson.
h. Arrange the planned activities in suitable sequence - for effective
teaching and to maintain high interest.
Plan a tine bUd.get indicA.ting an approximate tine for each activity.
Provide a short period of recreA.tion if the clA.sS period is of two hours duration; this nay consist of ganes, songs, exchange of household hints, stud:;ring posters, exhibits, etc.
i. Carefully word the basic suggestions and principles to be taught during
the lesson, plan t,hen each can be emphasized, when nnd how each can be
reviewed a~d repeated and how you will get pupils to remember them.
j. Collect and organize needed teaching naterials -
Bulletins,nimeographed naterials, pictures, charts, articles, supnlies, equipment needed fer carrying on the El.ctivities planned, for emphasizing the basic ideas, and for stimulating hooe practices.
Something for pupils to take home with them as a reminder of this lesson or as an appetizer for the next lesson. Prepare a generous supply and plan a suitable tioe to give them out.

-94-
k. Plan the introduction (approach) to the lesson - what you will say to
start the lesson.
.;
If general announcements are to be made it opi be wis~ to m~ke them first.
Refer to the last lesson, summarizing it very briefly, asking for volunteers to tell how they have used the instruction received, encouraging the asking of questions about anything not well understood, inviting contributions of new ideas gained since the last meeting, etc.
~/
Call aetention to the lesson for the day announcing the problem to be consid3red and the general plan of work. Invite class members to suggest changes and additions to suit their nee~s and interests.
1. Note also the sane cautions as those listed for the first meeting. See
page 89.
4. Maintaining and increasing interest from meeting to meeting.
a. Start and clo~e every meeting on time. If women are late getting home
one time they may not want to come the next time.
b. Have an interesting exhibit at each r.leeting. This will be sOr.lething to
which the wooen will look forward. Exhibits r.ll~,y be of children's toys,
hair dress for certain types of people, etc. Exhibit finished work of
class members whenever possible.
c. Avoid wasting time during the meeting. Loss of time may be prevented by:
(1) the teacher's being mester of the subject matter she is teaching
. and the skills she is demonstrating
(2) the teacher's haVing made thorough plans and a good time schedule
and having the latter where she C&. compare it with a watch or
clock at suitable opportunities
(3) the teacher's having assembled all needed supnliea. and arranged
ther.l conveniently before the lesson starts
(4) the teacher's tactfully controlling the class discussion so that
unfortunate digressions are avoided or terminated
(5) the teacher's having someone designated ~s an assistant to go on
emergency errands and ns si st with der.'lonstrat ions.

-95-
d. Have a " spec ial feature" whenever suitable.
(1) Observe a coming holiday with some special activity in the class. (2) Have an int eresting out side spel".ker to talk for fifteen or t"wenty
minutes during some lesson; for instance, a decorator may talk on fabrics for slip covers.
e. Ask class members to assist you in demonstrations and in any other
activities having to do with the lesson for the day.
f. In a two hour lesson allow ten or fifteen minutes for a social time or
othe"(' relaxation.
g. Publicize the class between meetings.
One member of the class, designated as a secretary, may get in touch with atsent members either by telephone, postal card, or personal caU and tell them whnt they have missed, urging them to be present next time. Pictures of the class and some news concerning the class may be published in the newspaper. Exhibits of members t work, well labeled, may be exhibited in some appropriate place.
5. Suggestions for the last lesson in ~ ~nit.
a. Have a real lesson including new instruction. This lesson should be
especially well planned so that it will be particulariy interesting for
the group; this will tend to create interest for another unit.
b. Summarize the unit at this meeting. This will give members a feeling of
accomplishment.
c. In various ways have group evaluate completed unit according to ob-
jectives set up by them at the beginning of unit.
Ask each person to tell one thing that she has learned that has particularly helped her. Ask members to give suggestions for improvement of the unit when taught Rgain.
d. If possible, have an exhibit of things made during this unit such as the
modeling of garments made or exhibits of slip covers, horne made first aid
cabinet, home made toys for children, furniture for children made from
boxes, etc. e. If another unit is to follo,,! this one, plans for it may be made at this
last meeting. f. l.fembers may suggest problems that they \vould like included in other units.

-96-

D. EVALUATION OF nrSTRUCTION

Although the instruction of out-of-school groups is rather difficult to

evaluate the following suggestions are offered-as indices for estimating success:

Immediate Evidences

1. Did the members attend regulRrly?
2. Did the me~bers continue to come and bring some new recruits as the class progressed?
3. Did the sr~cllment increase or decrease during the teaching of the unit? 4. Did all members participate in class discussions? 5. Did class members give close attention during instruction periods?
6. Did the comments of the members indicate that they obtEtined what the~T wanted
from the class?
7. Did the mer.loo:-s express confidence in the teacher by asking for individual
conforen~8s concerning their individual problems at some time other than
class time?
8. Did the class serve an educational purpose rather than just furnish entertainment?
9. Were the goals selected for the unit accomplished?
10. Did the class rench the persons who needed it? 11. W~re there requests for additional classes? 12. Was there greater interest in the in-school home economics program as a
result of this cla.ss?

La.ter Evidences

L Were there any observable changes in home conditions and student behavior

on the part of the class members?

2. What home practices were changed as (1, result of the instruction?

34.

What home projects were undertaken as a result of this instruction? Did class members, on chance meetings with the teacher, refer to class

meetings and inquire about future classes?

5. What evidences of desirablechnnged behavior were reported by the families

of the class members?
6. What evidencea of class value, if any, were exnressed in conments made by

people in the comnunity such e.s grocers, T:lerchants, teachers, ministers,

welfare workers and others?

.... V. PLAlTI.JIlTG THE SUHHER WORK.

V. PLAlJNDTG HOHEHAKING EDUCATIOliT FOR THE SUNlfEll !fONTHS

-97-

That part of a homemaking education program which is carried on dtirtng summer months, although quite different in several w~s from the work of the regular school year, should serve as a continuation of some phases of the work of the previous school year and as a beginning for some phases of work for the following school year. Since community needs and interests vary greatly, no two communities will have summer programs which are alike in content or in organization, but each program will need to be carefully planned as to objectives, activities and means of evaluation.
i~at are appropr~ate objectives for a summer program? What activities may be included in a summer program? How can' a summer program be promoted? How should the teacher's time be budgeted? How can the value of a summer program be judged?

A. PLAlUilING OBJECTIVES AND ACTIVITIES FOR THE S"U'MMER MOUTHS.
When are objectives and activities planned for the summer's work? Since plans for all phases of the program are in process of evolution constantly we may say that the summer's work like all the other work is always being planned or replanned. A more definite answer, howeve,:', may be fOl.,lnd in the following suggestions:
1. Major objectives and corresponding learning experiences for summer work may be planned when long-time objectives for the whole program are set up, usually in the early part of the school yep~ while home and community surveys are being made.
a. Allocating to the summer those phases of the work which need to be done in the summer, such as the preservation of foods
. b. Allocating to the summer program some of those projects which need to be carried out in pupils' homes and with more frequent supervision than the teacher can give during the regular school year, such as home improvement and recreational projects.
c. Allocating to the summer program those community problems with which the homemaking teacher's help is especially needed but to which she can give little or no time during the regular school year; for example, reVising the school lunch program or taking the lead in setting up a comnunity nl.,lrsery school.
2. Individualized instruction. for summer work with pupils can be planned during the school year as the teacher becomes acquainted with the needs and interests of individuals through daily contacts with pupils in class work, through home visiting and through association with out-of-school persons in various community activities.
3. As the regular school year ends and pupils review the accomplishments of the
year the teacher prohably will become especially conscious of needs which have not yet been served and may make note of these for possible attention during the summer.
4. Immediate objectives and particular learning activities will, of course, be
planned with the persons concerned as they participate in planning their work at the beginning of the summer season.

What learning experiences have been found especially appropriate for summer prograos? Those, dealing w~th probleos in the following areas:

1. Conservation and re-styling of clothing;

....

2. Conservation and repairs of household furnishings, equipment, and applicances;
3. Horne food processing end storage;

4. Meal planning and preparation, using rationed foods; 5. Meal planning and preparation, using horne produced and processed foodsj

6. Spending money intelligently;
7. Managing time wisely;

8. Providing wholesome recreation for the children, the family, or the community;

9. Care and guidance of children and adolescents.

B. PRmIOTIlifG THE SUMHER PROGRAM
How can a summer program be developed in a cOIilounity? In other words, wha.t definite steps can a teacher take in the late spring to acquaint her community with the opportunities to be afforded by a suomer program, and to get the names of potential pupils?
1. The cOInnunity can be inforoed concerning the suomer program through
a. announceoents and articles in local newspapers b. talks at meetings of civic clubs c. announceoents and talks made over local radio stations d. announcements end leaflets given to school pupils e. distribution of announceoents and infornation by block leaders in
organized towns and cooounities f. posters and announcooents placed in canning plants, school building and
store windows g. exhibits displayed in canning pl~nts and store windows h. horne visits, esuecially to families showing little interest.
2. The teacher can secure tentative lists of pupils in these ways ~
a. By planning sunmer projects with in-school pupils before school closes. b. By discovering what adults want organized class instruction during the
sumtler. (1) Inquiring at club oeetings and church ooetings. (2) Writing articles for local papers ID1nouncing opportunities and ask-
ing those interested to fill in a provided blank and send it to the teacher or superintendent.
(3) Calling at hones of potential meobers and inviting them to join. (4) Announce to d~y school pupils that adult classos will be hold during
the suomer and ask then to tell their mothers and neighbors.

-99"

c. Discovering what out-of-school youth groups want classes during the

summer., Use suggestions 1, 2, and 3 above.

d. Estimating what individuals and families will want individualized

instruction at home or at the canning plant or at the homemaking e-attca-

tion department.

".

(1) When holding adult classes in the-Spring (for example, a class in

Food Budgeting and Gardening) note members' needs for gummer

instruction (in canning, etc.). (2) When visiting school patro~s ~uring the Spring discuss school

.facilities with them and guide them in making plans to use them

during the summer.

C. 1fRAT TEA-CHEn ACTIVITIES ARE APPROPRIATE IN A SUMMER PROGBAM OF WORK?
1. Supervision of home projects. a. Unfinished at the close of school b. Pl&~ned by in-school groups before schoql closed for the summer c. Originating after school closes and during the summer.
2. Organizing and teaching of classes in various phases of homemaking, for example, teachers may: a. Encourage people to plant, grow, and preserve adequate family food supplies. (Adult classes) b. Encourage people to preserve adequate food supplies through the use of canning plant and home ca.nning. c. Organize girls to cnre for children whose parents come to the canning plant. d. Organize girls to care for children while mothers work in Red Cross Room. e. Organize girls and plan to supervise their .work in Red Cross Room. f. Work with adults and out-of-school youth, in wartime community service activities such as: (1) working in Red Cross service centers; (2) assisting in O.P.A. and O.C.D. activities;
(3) processing food for school lunchrooms.
3. Teaching individuals in their homes, for example, a teacher may:
a. Give instruction in the processing of food in the home for those who will not or cannot bring food to the community cannery.
b. Teach families securing new pressure cookers to use them successfully at home.
4. Teaching indiViduals and groups in the homemaking department at designated
days and hours, for example: a. Give consultation service tohomomakers on all phases of home conserva-
tion. b. Give demonstrations on such problems as meal planning under rationing. c. Show films on all phases of homemaking. d. Maintain pattern loan department for use of girls and women, e. Supervise community members in using departmental equipment. For example,
in defense areas, where people are living in trailers or small. quarters, homemakers would welcome an opportunity to come to the home economics department and use the sewing ma.chines, pressure cookers, recipe books, magazines, etc.

5. Teaching individuals nnd groups in the community canning plant.
a. Cooperate with tho. teacher of Agriculture in teaching classes in food processing.
b. Give instruction to families in canning plant on desirable canning" procedures.
c. Supervise food processing in the community cannery. d. Collect end prepare material on food prQcessing, and distribute to
families when they come to the plant. e. Maintain bulletin board at canning plant displaying helpful homemaking
suggestions, f. Distribute various homemaking materials to families at canning plant.
6. Cooperating with other community leaders in solving problems related to
family well-being. a. Teach Rod Cross classes such as Imtrition, Canteen, First Aid, and Home
nursing. b. Serve on lunchroom committee and supervise canning for school lunchroom. c. Organize girls to help with food processing for both the Home Economics
department and school l~~chroom. d. Serve on R~tion Board advisory committee for distribution of pressure
cookers. e. Promote conmunity recreation nights, f. Work with county nutrition committee.
7. Directing sumner Victory Corps activities; for example:
a. Set up play rooms and play grounds for children who come with families to co~~unity processing centers, these children to be supervised by high school girls or young married women studying child cnre.
b. Teach girls to serve as child care aides in homes while mothers do war work, (Write your assistant supervisor for the bulletin containing suggestions on how to do this.)
c. Organize and teach girls to work one-half day or more each week in cann~ ing for the school lunchroom and the home economics department.
d. Organize and teach girls to serve on Victory Farm Volunteer Bureaus which would probably be set up in the superintendent's or the county school superintendent's office.
e. Organize and teach girls to serve as aides in food processing centers, performing such duties as labeling cans, checking s~all equipment, keeping store roo~, etc.
f. Organize t'.,~.<l t each girls to assi st with food deMonstrat ions or other demonstrations given by the home economics teacher.
g. Organize and teach girls to work in Red Cross sewing rooms, h. Organize and teach girls to serve as aides when needed in health clinics. i. Encourage girls to assist with conounity library services where needed.
8. Supervising the making of needod ro!nirs in the honemaking departnent.

-101-
D. SCHEDULING THE TEACHER'S TIME.
In al~ost anyco~nunity there is ouch ~ore to do than a teacher has time to do. The scheduling of her time and energy needs to be thoughtfully done so that"" her services !:leot the most important needs of the _schoolco~unity. and so that her own health and well-being !:lay be safeguarded.-
In naking general plans for the use of her ti!:le she and the school adoinistrator and her co-workers may cooperate in !:laking decisions such as:
1. which of the ~bove activities should be included in her s~er schedule
2. the relative proportion of time to be devoted to each phase of her work
3. the definition of "a working day" (13 hours?)
4. an appropriate division of the working day between work with pupils and
preparation for work
5. allocation of responsibilities when two or- more persons work together as in
a canning plant
6. policies for use in !:laking decisions such as when the hO!:le!:laking department
will be available to homemakers when persons nay work in the canning plant.
In ~aking gpecific ti~e schedules the teacher needs to plan each week and each day in the light of her responsibilities and in the light of the decisions reached in the conference on general plans. Copies of her schedules may be given to the school administrator if he wishes the!:l but should at least be filed in some central place so that anyone looking for the teacher may be able to find her during working hours. Some cautions for planning time schedules are these:
1. On a day when an evening class is to be taught leave the ~orning of afternoon of that day free.
2. Devote whole days to home project supervision and individualized home instruction rather than trying to do thom in scraps of time.
3. In canning season allow no exceptions to tho rules concerning the days and
hours the plant will be open. For eXar.lple. if you and the Agriculture teacher ,decide and announce that no person may start work in the cannery
after 4 P. M., stick to it. Otherwise you may overwork that day and be too
tired the next day to do a good job.

-102-

E. EVALUATING OUTCOHES OF .A.. SUNMER PROGRAM.
a The value of sunner program is judged as other educational programs are
judged - in terns of the educational developoent of the pupils receiving .; instruction and their achieveoent of specific objectives. As in other out-ofschool programs the means used for evaluation are infornal rather than formal but the evidences of growth may be very real.

The following quotations from one teacherls report of a summer progran indicate several types of outcomes.

No. enrolled for three adult homemaking classes ~ women 130,mon lO,girls 12.

Average attendance for one unit was - wooen 60, men 8, girls 7.

No. of out-of-school youth meetings held ........

48

No. of pupils with supervised home project program

65

No. of families using canning plant ..

300

No. of cans of vegetables processed in plant .

65.058 pts.

No. of cans processed in homos under supervision of teacher.

4,500 qts.

Diversity of Home Project Instruction by Areas

Home canning

37 Removing stains

1

Room Improvement

3

~faking curtains

1

Housekeeping

1 Refinishing furniture 1

Home Hanagement

6 Raising chickens

1

Dressmaking

6 Planning school

Remodeling dresses 1

wardrobe

2

Planning sur.U:ler

Re-covering chair

1

wardrobe

1 Preparing suppers

1

Marketing

1

Spending allowance

wisely

1

"I believe that we really accomplished something this yea:t" in that so many persons who were "helpless" when the season began. as far as go...
ing ahead with their work (in the canning plant) was concerned could come in and go t~~ough all the process alone by the end of the season."

The following quoted statements indicate another teacherls report of the outcomes of her sunner program.

Amount of food canned in community ca~ning plant largest ever , reported. NULwer of families using canning plant largest ever reported. Families never having ca~ned before have fairly adequate food
supply. After coming to c~~ning plant families asked Homemaking teacher
for help with other hone problems who had never called on her before. Increased attendance at adult classes. Increased interest in school lunchroom.

....
VI. SUGGESTIOnS FOR THE COOPER1~TION OF HOMEH.'\KIUG TEACHERS.
A. With the total high school prograo B. With teachers in the elenentary schools C. With connunity agencies.

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VI, SUGGESTIONS FOR THE COOPERATION OF HOMEMAKING TFJ!.CHERS
A~ COOPER1\TIOlT OF HOIDlUI.KIHG TEACHER WITH THE TOTAL HIGH SCHOOL PROGRlllt
Guiding youth in solving personal problems and in making satisfactory adjustments
to home and con~unity life is the responsibility of each high school teacher.
Through her training in home economics the homemaking teacher is equipped to make
a definite contribution in the planning of a program of experiences in personal
and home living which may be earried out through various divisions and phases of
the high school program. In some instances the homemaking teacher may take the
leadership in planning and pronoting progra'!ls; in others, she may act as a con-
sultant; at still other tines, she nay follow the'leadership of others; at all
times she must be alert for opportunities to share responsibility for guiding
all high school pupils in their developnent for personal and family living.
1. The honenaking department can share pertinent infornation concerning personal
and family living with the total high school and associated groups. How?
a. By displaying educational posters on bulletin boards in halls and class roons on subjects about which pupils should be inforned. Commercial posters may be used or posters nay be nade up by pupils in homenaking classes, or under the supervision of an art teacher, or some other teacher who is interested and cD:pable of guiding pupils in this actiVity.
For example, posters showing daily food requirenents, how to select nenfs suits, how to c~re for clothing, how to care for household equipment, personal care, etc., nay be displayed in prominent places in the school.
As another example, plastics and wood are being substituted in naking of articles for the hone whore netal was formerly used. Posters and exhibits nay be used to give infornation about selection, use and relf1.tive cost.
b. By displaying exhibits of products from homemaking and related areas. Many products used in the home are no longer available or of inferior quality; many substitutes are on the market. Any information which is collected on what to buy, whero to buy and what to pay, should be made available to all students in instances where this information ORy be of interest.

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For eXRMple, a display of various tJ~es of hose which can be bought on the local narket, with legends telling good nnd bad points; also, nending equip::lent and a sMple of ::lended hose nay be displayed. ....
It is suggested that if a regular display case is not avail~ble, the trophy case be utilized at tines; or, that a spnce in the library be set aside for displays.
Cautions to observe in planning displays And posters. 1. Have the poster or exhibit tell only one i::lportp~t story and tell
it sinply. 2. Be sure inforoation will be of educational worth.
3. Be sure inforr::mtion is accurate.
4. Have naterial interesting and attractive. 5. Have legends explaining each iten clearly. 6. Change posters and exhibits frequently.
c. By giving progrMs for student groups, parent And cO::lounity groups.
High school general asseoblies, P. T. A. neetings, Mother-Daughter, Father-Son or other school and connunity group neetings offer excellent opportunities for sharing experiences and dispensing infarnation concerning fanily-living problens.
For exanple, nost boys and girls are interested in naking hone inprovenent s. An as senbly progral:l planned around the playlet, liThe Roon With The Snile ll , in which both boys and girls participate will interest the whole high school group, and pronote concern for sinple roon inproveoent.
Or, plan an evening of recreation for all oanbers of faoilies in a soall conounity, at which hone-nade ganes are used and sinple rcfrosr~ents are served by hone econonics girls.
d. ~y exchanging classes with other high school teachers - in order that pupils may profit by special contributions which various teachers have to nake.
For oxmJple, when pupils in a honenaking class are studying how to care for their clothes, the general science teacher nay teach the pupils how to judge good cleaning agents, etc. At the S&JO tine the honemaking teacher n~ teach the science group how to identify fibers or fabrics.
e. ~y conbining groups such as joint noetings with punils in agricultural or science classes.
Fanily health is a concern of all high school groups. A knowledge of production and preservation of food adequate for fanily needs is inport~1t for both boys and girls in the high school. Soil building is necessary for adequate production of food and should be studied as n part of the production program. Science, agricultural and honcoaking classes could be conbined for this study of the science of preservation and refrigeration.

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2. Some types of learning experiences in homemaking may be made available to
all high school groups. What are some of them?
....
a. Personal Development Eoys as well as girls are interested in problems of social and personal conduct. For the first time, many are experiencing social activities with larger groups of their own age and both sexes; others are starting to have dates; some have undesirable standards for conduct on the street, in the movies and other public places. Learning experiences in homemaking classes which are planned to assist pupils with these problems should be shared with other high school groups.
b. Home Improvement All boys and girls are interested in attractive homes in which they may entertain their friends. Ideas, methods and simple equipment which may be used to improve home surroundings should be demonstrated and all groups should be encouraged to improve the appearance of the entire school. Home projects in this area should be encouraged.
c. Family Recreation. Families arc being thrown back on their own resources for recreation in the home because of lack of transportation. Pupils in the homemaking classes will need to learn how to plan simple ways of entertaining friends, simple refreshments to serve, games which will interest the family group and how to make games of inexpensive materials. They should share these experiences with other pupils when possible.
For example, a Family Fun Kit containing a number of inexpensive and home-made games for all members of the family can be made in the homemaking department and loaned out to children for over-night or the week-end. Homemaking pupils may assist other groups in making similar kits and m~ also teach groups how to play games.
d. Oarl,) of Family Health The homemaking teacher has a particular responsibility in the matter of family health through the foods and nutrition program. She should be alert to every opportunity to teach daily food requirements, food selection and the planning of food production for family needs.
For example, in addition to teaching nutrition to groups other than regular homemaking classes, frequent assembly program~, posters, and exhibits should be used as constant reminders of the importance of food selection for health.
Instruction in home nursing also may be planned by homemaking groups and classes made available to others in tho high school.
e. Oaring for Younger Children At home, on the school bus, in the school lunchroom and on the play ground, high school pupils associate with younger children. Eoth boys and girls of high school age are frequently interested in studying to discover why young children behave as they do and how their attitudes and habits can be changod. Discussions of children, usually taking place in homemaking classes, can be shared with other groups.

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For cxampie, in a co~unity where a great many mothers are working, the care of young children in the home becomes a concern of the older
be youth. Discussions about children with observation of demonstrations
and participation in the activities of child ~are and feeding may planned for mixed groups of high school pupils.
3. The homemaking teacher may take the initiative in bringing about the cor-
relation of her work with that of other departments. In what ways may she
do this?
a. By requesting the superintendent to use some faculty meetings to study some specific personal and home~living problems of pupils, in order that each teacher may see how his program may contribute to the solutions.
For ex~ple, a survey made of housing conditions in a community revealed a lack of facilities for sanitary water supply and sewage disposal, a dearth of modern equipment, little provision for privacy, a need for screens and beautification. If a study of this problem is made by the entire high SChool staff, it will be discovered that the responsibility for a study of planning for sewage disposal, sanitary water supply, home lighting and heating may be the responsibilities of the general science division; a study of housing standards, that of the social science division; scale dr8wings for repairs and installing conveniences, may be done by the mathematics division; landscaping may be studied by the agricultural groups, and home furnishings by the homemaking group. The English division may cooperate by judging the pupils' written work on housing rcsulti:-.g from nssigr.:1cnts b;'{ other'to1'1.ehcrs 1'1.S ,,,ell as by using housing as a subject for written work in that division.
b. By consulting with individual faculty members to secure suggestions for
enriching the homeoaking progrM.
For example, facilities for good reading are very limited in many ho~es. Family group reading is one means of bringing about wholesome fauily discussion and h1'1.rmony. Suggestions on what to read should be secured froo the English teacher and the two divisions may cooperate in planning for sccuring loan packets of realing materials for family use.
c. By offering her own services to other faculty oenbers when they are planning how to CArry responsibilities with which she has had more experience than they have had.
For exanple, if a teacher of another subject is putting on an assembly pageant and wishes sone suggestions as to co stur1ing , the homemaking teachor nay suggest costumes which may be made by the group giving the play without disrupting her own honemaking progrp:.o to make numbers of costumes which require little skill in oaking and which may be the mea~s of developing careless skill habits.

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B. COOPERATIOH OF HOHElWCIlTG TEACHERS WITH TEACHERS UT THE ELEHENTARY SCHOOLS. The homemaking teacher and the teacher in the elementary school are both concern-
.... ed with guiding children through educationally desirable experiences in order that they will become good citizens in their homes and communities. YOtL~g children are often called upon to assume responsibility for the performance of tasks in the home for which they have little or no training. Older youth are freq~ently expected to care for and guide young children in the home and to assum~Tesponsibilityfor other homemaking duties without satisfactory preparation for the tasks. Usually the elementary teacher has little or no specialized training in homemaking; frequently, she has had little practical experience in homemaking responsibilities and activities. As a teacher of homemaking what can you do to assist in planning educationally desirable homemaking experiences in the elementary school? 1. The homemaking teacher may serve as a consultant to the elementary teacher
in planning homemaking experiences for the children, such as, the proper selection and eating of food, the use of housekeeping methods in caring for the school lunch room, learning how to buy things at the store, beautifying the school room, etc. For oxnmule, many school rooms are unattractive, some are untidy, desks are marred, pictures are poorly selected and poorly hung. The homemaking teacher may give the elementary teacher a formula for homo-made crack filler, may demonstrate how to use it and may encourage the teacher to have pupils repair and finish their desks; she may also suggest simple housekeeping equipment which may be secured, used and cared for in the room. She may also demonstrato the finishing of pictures and the proper method of hanging them.

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2. The homemnking teacher may teach short courses on horne-living problems to groups of teachers. For example, a great deal of emphasis is b~ing placed on nutrition for physical fitness. Good food habits should start with young children and be practiced daily in the home and school lunch room. It is important that the elementary teacher have an adequate knowledge of nutrition in order that she may give daily guidance to her pupils. Information about nutrition can be given by the homemaking teacher to groups of teachers, as well as some assistance on how to guide children in developing good food habits.
3. The homemaking teacher may guide pupils in her homemaking classes in assist-
ing elementary children in homemaking activities. For example: Some children start before daylight and ride many miles to school on the bus. In many instances their breakfasts are eaten hastily, and are nutritionally inadequate; in other instances little or no breakfast is eaten. At times, girls in a homemaking class may, as a learning experience, serve to a group of elementaxy children a simple mid-morning dish such as, cereal, soup, hot chocolate, etc. Or, the high school pupils may guide the children in the preparation and serving of a mid-morning lunch. High school pupils may guide children in making home-made games and teach them how to play them. Pupils in homemaking classes may cooperate with the elementary teacher in teaching children simple housekeeping procedures to use in caring for their school room.

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C. COOPERATIon OF HOMENAKIHG TEACHERS WITH CO~MHTY AGElWIES.
In addition to the educational program provided for guiding youth and famiiies
....
in the solving of their home-living problems t~rough the homemaking programs of
the public schools, programs for assisting these groups are being carried on by
other agencies and individuals in the cODOunities. The homemaking teacher has a
responsibility for learning specific w~s families are being aesisted with their
problems by other agencies in order that undesirable duplication ofhomemak1ng
experiences may be avoided.
1. What information can the toacher of homemaking gain from leaders of agenoies
which will be helpful to her in planning an effective program of home~aking
in the schools? It may be desirable to learn
a. what problems of home-living are considered to be of major concern to families in a conmunity; also, what are some ways being utilized in assisting families in solving problems.
For example, you m~v learn that because of the difficUlty of transportation, faLlilies do not have opportunity for their usual recreational pursuits. Therefore, leaders of other pgencies may be working with individual families ~<d through community groups in assisting families to make and use home-made ganes and in planning for home and small community social activities, etc. Pupils in your classes who have participated in experiences such as these, may assist you in planning and providing a homo and community recreational progrnm for members of your groups who have not had similar experiences with other agencies; or, you may find it desirable to exempt these children from the recre8tional project and guide them through other experiences which will be of greater value at this time.
Or, you may learn through consulting with leaders of agencies, of problems of families on which they arc receiving individual or group guidance such as, preserVing and caring for food, making the home environs safe, pl&~ning for eqUitable distribution of duties for family oeobers. You will wish to plan your homemaking program to capitalize on any previous experiences in solving these problems which girls or women enrolled in your group may have had; at the same time, you will plan with your high school pupils and adults additional challenging experiences in these or other hoocnaking areas.
b. which families are participating in programs of other agencies, pr~~ ticularly those whose children are enrolled in hooemaking classes in school; also the types of projocts being carried on by these groups.

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For exanple, if you learn that girls ~nd their Dothers nrc having guidance in hODCI:wking experiences such as food preservation, gardening, clothing- construction, etc., through Home Demonstration and 4-H Club work, you will wish to plan with your pupils rold a.dults experiences'''which would avoid undesirable repetition and safeguard additional learning in these areas.
c. the problens on which families are receiving little or no guidance.
For exanple, in n connunity where family food habits are bound by treAitional practices, it nay be observed that children are receiving nutritionally deficient diets. You may learn that little is being done by any agency to educate parents in understanding the effect of the food habits of older nenbers of the fanily on those of younger menbers. You may place emphasis on this in plAnning your foods and nutrition work with high school groups and include experiences whereby these pupils will work with elenentary school groups. Ebphasis may also be placed on this in adult prograns.
d. any evidences of the functioning of your homemaking prograns as gained by other leaders in their visits to homes through observation of homemaking practices of high school pupils and connents of parents.
For example, a leader of an agency having frequent contact with some homes and community groups throut;tlout the year, may observe that a high school girl who is taking home economics is taking no responsibility for the care of her roon and her mother says she has no interest in her hone. If you request that information such as this be passed on to you, it ~lould be of assistance in giving individual guidance or re-planning your program to re-enphasize certain learning experiences.
2. How can the honeonking teacher disrover the nature of the prograns of otller
agencies working with fnnilies on the solving of their problems? She nay do
so by
a. having personal conferences with leaders of agencies
One of the early responsibilities of the honenaking teacher when she goes into a connunity is to seek an interview with key people in the connunity, such as, the Agricultural Extension and Faro Security agents, the Public Health officials, religious leaders, public school adninistrators, etc., who can give infornation about fWjily-living problens and the facilities for solving then. Infornation concerning health, living conditions, recreational facilities, occupational enterprises, etc.,
should be gnined as n background for planning the honen~~ing progran.

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b. studying the records of agencies for pertinent information concerning families and services being rendered
From the records of each agency in a community may be gainedfactsl'egarding the homes being served by that agency and the program of experiences being carried on. A teacher of homemaking will find a study of these records a quick method of securing important information which she may use in building her program.
c. requesting leaders of agencies to accompany her on visits to individual homes and to group meetings
Visiting homes and community groups with a leader of an agency will not only assist the homemaking teacher in finding out what service is being given by the agency but will give her an opportunity to become acquainted with procedures being used by these leaders in working with families. She m~v also have an opportunity to become acquainted with a greater number of families in a community.
d. participating in planning with other leaders through the County Technical Council, Nutrition CounCil, etc.
In many counties there are County Tecr~ical groups composed of leaders of agencies working with f~milies and representative citizens of the community. Tho homemaking teachE.r should assume some responsibility for turning these meetings into "planning" meetings as well as "reporting" meetings in order that there be a minimum of undesirable repetition in programs, and that cooperation mrw be given in solVing a grea.ter number of problems.
3. The School Lunch Program provides E'.!l excellent opportunity for the coopera-
tion of the homemaking teacher with all departments of the school and com-
munity. If this program is an educational program as well as a "feeding"
program she should cooperate with all departments of the school in helping
it to become one. Here, she and her pupils can work with elementary
teachers and pupils, with high school teachers and pupils, with parents and
with key citizens.

.... VII . GLOSSARY

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GLOSSARY
Attitude - a state of mind involving emotion such as a desiro, n. conviction'; nIl interest or a belief. CorrelA.te - to so rel[',te instruction in h,o or more areas or subjects thrt.t a pupil understnnds their relationshins and thereby gains all enriched understanding of eA.ch. Curriculum in homomaking e~ucation the s'~ total of the school, homo and comnuni ty experiences which pupils have under tho guidance of the homonaking tct'tCher, for which the school accepts responsibility. Evalunting pupil's progress - cOf:1pA.ring the attainment of an indi vidunl (the outcomes of his instruction) with the objoctives sot up for his development. Evaluation - the process of estimating the value (worth) of anything, particularly estimating the value of a learning experience or progr0n of work, judging the worthwhileness of a pupil's progress and -'cccor.'lplishncn.t in terms of their value to hin nnd to society, and deternining whether progress is being made in desired directions. Experience curricul~~ (as opposed to a subject curriculum) - n curriculum based on pupils' needs and orgrnized in torns of their worthwhile purposes. The focus of attention at nny one tine is on a lef',rning experience or one of the problems inhorent in the experie:1ce (not on subjcct-matter-to...be-let1.rned). Subject mntter 1s included as required for the intelligent pursuit of the activities needed to solve the problens - nany kinds of subject matter fron different sources. Function~l curricul~~ ... that t~~e of curriculum which results in pupils' behnvior (habits of living ~nd thiruc1ng) being ch~nged in educationally desirable ways. Genernlize ... to draw conclusions (principles, cautions, rules, etc.) fron en experience and stfJ,te their relationship (a:oplicn.tion) to other sinilar experiences or problens (past, present, or ~1ticipatcd).

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Guidance - II showing the wflyll, ter-whing son0020 h2!L to find his w[lY to his goal;
a~ticipating his confusions nnd difficulties, and influencing hin so that he c~
....
clarify his confusions and overcone his difficulties as ho noets then. Guidance sonatines oeans loading (going on ahead of tho learner), sane tines working beside h10, and sonotirJos renHi111ng in the bnckground just '''Rtching but keeping randy to lend if necessnry. Hono practice - a pupill~ repetition at hooe of a technique learned in school for tho "Our1')oso of gaining increFtsod skill. Hon~rojcct - n pupil's solution of a personal problen involving sono nanagenent of his hone conditions and the gnining of new understnndingsj the problen is. ono growing out of his life at hono gnd his solution of it is gUided by the toacher of honenRking educf1.tion, Bono of the guidance being given at 13chool and sane being given in the pupil's hone. Honenaking educRtion - is that kind of education wl1ich has for its g~aI the guidance of children, youth m1d adults toward intelligent, denocratic ~~d satisfying hone living. It is based on the fundanental needs of hone mcnbers for guidrn1ce in how to live intelligently in f[lnilies and it is focused on current problons of personal, hone, and fnnily livi~~. Hone record forns ... questionnniros created for the purpose of gnthering infornation concerning the liVing comlitions, the hrbits of hone living p.nd the interests of persons enrolled for instruction in honennking. Hone visiting - the mudng of cHlls by the tencher of honennking education (1) on the parent s of pupils enrolled in her in-school clnsscs, (2) on nonbers and. potential ocnbers of her out-of-school cI[>,sses, (3) on nuplls froo both groups who are carrying on hono projects for which they need guidf',nce. The pu.rpose of such visiting is to discover the hono problens of tho ler,rl1ors f1.l1d to guide then b intelligently solving hone problens.

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Individual differences - those unique combinations of characteristics, capacities, attitudes, habits and abilities which make each individual different from every other individual. Individual nroblems - may be interpreted as problems growing out of common group experiences which have direct bearing on the individual pupils' personal living or home respo~sibilities, or problems growing directly from the individual's personal or home situation, unrelated to group experiences. Individualized group instruction - that kind of group instruction which is so planned, so diversified, nnd so controlled th~t suitable adaptations are made for the individual differences of eRch learner in tho group. Individualized instruction - instruction designed to guide tho individual pupil in recognizing Rnd moeting her renl needs in her present daily living. Interest - voluntary attention, often caused by curiosity n.nd usually accompanied by n desire to n.ct. It is a feoling of satisfaction which precedes an activity, accompanies it or follows it. Joint progrnm - a progrom of instruction nl~~ncd and carried out by the cooperp.tivo efforts of a teacher of homemaking education and a teacher of agricultural education. Learning - learning is reaction to experience resulting in some change in understanding, attitude, appreciation, ideal, skill or habit. Learning activity - ~ny activity which results in learning. Learning experience (major problem, project, unit) - a succession of relnted learning activities purposed, planned and organized in terms of the accomplishment of n major pupil pUFDose, the scope of which may require several weeks of classroom timo. The experience may be clnss wide in scope as when nn entire class cooperntes in improving the convenience and anponrance of the classroom, or it may be carried on in sm~~l groups as when ~, class works in families of four planning, preparing, nnd serving a series of suppers, or the eA~erience may be mainly

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individual in nature as when each pupil plans and mnkes a garment for horself,

or it may be entirely individual as when a pupil carries on a home project
....
Lesson - that portion of a. learning experience!? which is accomplished lIli thin a

class period of 60 to 90 minutes.

Lesson planning - that planning which is done by a teacher or a teacher and pupils

in anticipation of a coming lesson. It is the thinking through of what pupils
\
need to accomplish, how it may be intelligently dono, the probablo order of

activitios, etc
.
Maintenance allowance

tiThe maintenance allowance is n fund used for paying the

oporating oxpenses of a homemnki~lg department, while providing real money for

pupils I use in practicing the budgeting and spending of money.

MUltiple texts - those texts which are provided by the state for the use of

pupils in the public schools of Georgia. The? are "nultiple tl in thn.t several

different books are provided on e~ch subject of study.

~ - the difference between that condition which exists Hnd th~,t ",hich is

personally and soci.ally desirable.

Object~ (aims, purposes, desired outcODes) - educational goals toward which

educational agencies gUide learners.

Out-of-school gI'OU'ps - all a.ges and classes of out-of-school persons, whether

they dropped out of school or ha.ve been gradunted from school.

A. Young men ~~d women who have not yet established homes of their own. B. Young men and women recently mnrried (ine~)crienced honemruters). C. Young mothers.
D. Parents ~nd teachers of pre-school childro~.
E. Parents and teuchors of elementary school children.
F. Pnrents and teachers of high school pupils. G. Interested -persons in already orgnnized groups Sllch as p. T. A., Wome.l1s Club,
Block Loadors, Rcd Cross. H. Experienced homem~kcrs.

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Phases of homemakin~ (arena of homemaking instruction) - aspects of home lifo or bodies of infornation concerning hono life which arc cor.unonl;r used as btl.ses for
....
the study of problems of hono liVing such as clothing, food, housing, /'Ind child dovelopment. Probleos ... those minor problems within n lor.rning oxperience which pupils may recognize but ca~not intelligently salvo without guidance. To a pl~pil they nre difficulties which oust be overcome, decisions to be oade, plans to be made, etc., a.s he progresses to,,,rtrd the Rccooplishocnt of his purposes. To a teacher they are opportunities for teaching pupils how to use intelligence in solving problons of evcr~r dny living. Pro~ran of learning experiences - a plrulned sequence of learning exporie~ces for a class for a school yenr, including n tentntive tine allottnent for each experience. PragrmJ of work - pn organized plan of action for an individual, a class, a department or n school. Project - itA project is n. plnnned undortoking involving for tho learner, or lea.r~crs, purposing, plnnnil'lg, exocuting, nnd the ovnluating of results." Pupil's brsic' noeds - The differences betwoo:'l {), pupil's present condi tiO~l (his ~ttitudes. underst{),ndings. hnbits. abilities, health. living conditions, purposes, etc.) nnd those conditions ",hich arc porson-all;y and socinlly desirable for hin. PU1)il's felt noeds - tho differences betweon n. pupil's present condition and those conditions which ho wishes for hinsolf. Schedu~of les!?~ (block plan) - a tentative allocation of the major activities anticipnted for A. learning experience to the dn~rs {\.nd woeks set ntlide for that experi onc e.

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Subject ontter (infornntion) - facts. principles. rules. cnutions and sioilar stat eoent s of' orgf41i zed knowledge presented for thought or stud~r. Sunoary sheets ... printed foros prepared for tenchors'uso in conpiling ond recording tho infornation presented on the hooo record forns for a pAxticular class or group. Teaching oatorinls - books. bulletins. charts, pictures. equipnent. supplios, etc . usodby teachers when guiding pupils in gaining now nttitu~es. undcrstaBdings nnd pbilitios. Tel".chor-'Pupil 'Olnnning - cooper,!l.tive plnnni!l.g done by n toncher n.nd a group of
his pupils in which pupils (1) nre encouraged to suggest plans of action,
(2) arc provider.. with furthor suggestions fran the ten.cher (if n.nd as needed),
(3) nro guidod in evn.luating all su;:;gestions nnd incorporating those selected
into un educationally worth,.,hilo plan of nction. Undorsta....l'l(Hng - "1'1. full cooprehension of the iJ:lplicr.tio:1s of Ft situntion; insight into relationships usunlly involving cr..use and effect; the result of interpreting and organizing the nennings of different nspects of n. situati.on." Unit of instructiop ... r. series of lessons. each of \o1hic11 is roh!.ted to tho others [I..'ld to n. cE:ntral thcr.1o or nnjor problel:l. Thinking.,. creative or reflective (Dewey) - "Active. persistent. R.nd careful consideration of any belief or su-p:oosed form of knowledge in the light of the grounds that sU"P1'.>ort it and. the further conclusione to which it tends".