A fourth grade at work, an account of the children's activities including a unit of work on Africa [1936]

FOREWORD
THIS bulletin is an attempt to briefly describe the activities of the Fourth Grade, Peabody School, during the Fall Quarter, 1935. It includes not only the account of the work of the children in exploring the culture of the people of Central Africa, but also describes the interest of the children in their local environment, and the manner in which material, unrelated to the major and minor units of work was handled.
The work is built upon a belief that the greatest amount of continuous growth is to be realized through participation in a series of carefully evaluated individual and group activities of various types. To this end it is the purpose of the teacher to utilize learning situations which seem to offer best opportunity for the development of desirable attitudes and appreciations, habits and skills, informations and understandings. The trend of the development is determined by pupil needs and interests, and every effort is made to assist the child in acquiring "useful information, refined tastes, and high ideals."
Grateful acknowledgements are made to the boys and girls for their splendid co-operation and fine work; to the special teachers, Miss Willie D. Andrews, Health and Physical Education; Miss Maggie Jenkins, Music; Mrs. Dorothy B. Ivey, Cadet Assistant in Physical Education; Miss Barbara Stanton, Interne Assistant in Art; Mrs. Dixon Williams, Assistant in Grade, for their many contributions to the success of the program; to the student teachers, Miss Maude Dixon and Miss Floride Moore for their enthusiastic work; to Miss Katherine Butts, Upper Elementary Department for her constant aid; to Miss L. R. G. Burfitt, Director of Student Teaching for her wise counsel; and to the administrative officers of the school, Miss Mildred English, Superintendent of Peabody School, Dr. Harry A. Little, Head of the Department of Education and Teacher Training for their interest and encouragement.
MARY B. BROOKS

CONTENTS
SECTION I.
General Information The Fourth Grade Schedule. Special Activities General Statement of Work Records. Evidences of Home and School Co-operation
Major Unit: Fourth Grade Children Explore a Foreign Culture Approach and General Introductory Statement Major Activities Minor Activities Outcomes Method of Recording and Evaluating the Work Leads to Further Wark Bibliography
SECTION II. General Activites Distribution of Work into Commonly Accepted Subject Matter Fields Reading and Literature Social Studies Natural Science Language Arts Art Music Health and Physical Education Arithmetic
SECTION III.
Brief Records of Minor Units. A Study of Seeds A Study of Leaves . Current Events.

PAGE 3 3 4 4
5 5
6 6 7 10 10 11 11 11
12 12 12 13 14 14 15 15
16 16
17
18 19

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SECTION I
T HIS section includes general information and a description of the major unit of work, Fourth Grade Children
Explore a Foreign Culture.

Fourth Grade, Peabody School

GEORGIA STATE COLLEGE FOR WOMEN

MILLEDGEVILLE, GEORGIA

THE FOURTH GRADE

The Fourth Grade group is composed of twenty-nine children who distribute themselves in the following

chronological age groupings:

Boys Girls Total

8 years

1

5

6

9 years

2

12

14

10 years

1

5

6

11 years

1

1

2

13 years

1

0

1

6

23

29

Of the twenty-nine children, twenty-two had attended a forward-thinking school, employing a modified

activity program, prior to the Fourth Grade. Seven children had had practically no experience in school

other than of the traditional type.

The children of eleven and thirteen years represent cases of retardation.

Tests and other information seem to indicate that the group is about normal, certainly unselected, and not

superior.

Nine children I've in the country and ride to school on the bus, twenty live in town or out-lying districts

and walk or come in private conveyances.

Four pupils are having private lessons in piano, three in violin and two in dancing.

SCHEDULE

The official hour for the opening of school is eight forty-five, but the children are always present and work

begins at eight-thirty. The schedule is blocked into two-hour periods with flexibility within these intervals.

8:30-10:40

Work period

10:40--11 :00

Outdoor play recess

11 :00-- 1:00

Work period

1:00-- 2:00

Luncheon hour

2:00- 4 :00

Work period

The day is six and one-half hours long. A sample schedule for a week shows the utilization of the time,

but the schedule is varied to meet the needs of the group.

SAMPLE FOURTH GRADE WEEKLY SCHEDULE

I 111 I 8:30-9:30 19:30-10:40

:00-12:00

12:00-1 :00

I 2:00-3 :00 I 3:00-4:00

Mon. Contribution

Period-which

-~--

includes

opening

Tues.

exercise,

current

----

events,

individual

Wed.

and group

interests,

---- daily planning

and

Thurs.

preparation

for daily

----

work.

Fri.

Plays

and

Read.

Language

Modern

Games

Arts

Dance

Music "0 .;0::

Art

------ ----

------ -------

<l)
p..,

Library

<Jl <Jl

Chorus

'zu <l) E

;>,

Work

<l)
u

Singing

P:cd

------------ ----

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0:::

------

" " 'a -.."...

bJ)

..::';::

---

l-o
0

E

..0

Social Studies

Rhythms

Read. 0 <l)

Clubs

" - - - - - - - - - - -u" - - - - - ;:l

....l

Library

Language

~

Work

Arts

Litera-

---\--- ture

Plays

and

Read.

Natural Science

bJ)
;.
Q) 0Ul
I
;>,
l-o
::cd;
..0 ucd
>0

Games

The schedule remams fleXIble m order to meet the needs of the group, and to keep proper balance m types of activities.

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Fourth Grade Children at Work
(The classroom is a workshop in which the chitdren engage in a variety of individual and group activities. This typical scene shows children reading, preparing group reports, working on a construction problem, and practicing with the completed musicat instruments-"Learning by doing.")
SPECIAL ACTIVITIES
The program of special activities is so integrated with the entire work that it scarcely deserves the title of "special."
1. Group or Chorus Singing (all children in the Upper Elementary Grades)-one hour weekly. 2. Modern Dance-one hour weekly. 3. Clubs (based on voluntary choice of each individual)-one hour weekly.
GENERAL STATEMENT OF WORK
Contribution Period The children are encouraged to bring to school material which is especially interesting to them. Naturally much of the material comes from issues of newspapers and current magazines. In addition to the above the local environment and special trips of the individual child furnish leads into varying types of activities. In Section Three of this report there is a list of the major topics discussed during the contribution period. Many of these might have become units of work, but the dominating interests in Africa and the wealth of material available helped to determine the fact that the study of Africa became a major unit.
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Major Unit
"FOURTH GRADE CHILDREN EXPLORE A FOREIGN CULTURE"
This unit arose in the contribution period and largely determined the direction of the work in social studies, industrial arts, language arts, reading, etc., since it drew upon these fields for material necessary to the understanding of the problem.

1. Seeds2. Leaves-

Minor Units

These units arose in the contribution period, developed parallel to the major problem, and created a need for much material from the field of science.

3. Current Events, which commanded the attention of the children for short periods and kept them conversant with world happenings.

The grouping of the work under commonly accepted subject matter headings shows the amount and variety of subject matter actually needed by the children in the development of their work. Effort was made to utilize needed material. Special periods were deliberately given to the acquiring of necessary skills and in most cases these periods were motivated by the children's recognition of their own needs. In other instances, Arithmetic for example, the teacher provided periods based on "shortages" and adult recognition of need for remedial work.

Records
Records of the following types were kept. I. Work exhibited in room and recorded through:
A. Pictures B. African relief map C. Murals D. Drawings

E. Booklets F. A seed collection G. A leaf chart

II. Diary records kept by teacher. At the end of each day the teacher recorded in diary form the happen:ngs of the day. Through these records insight into the interests, attitudes, and needs of the children, was gained.
III. Informal subject matter tests, conferences, oral and written reports of the children. IV. A folder for each child. These folders contain samples of work taken at intervals during the quarter V. A summarization report for permanent record.
This bulletin is the summarization report of the work.

Leads To Other Work
The work of the winter quarter is a normal growth and seems uninterrupted as far as the children and the teacher are concerned. Northern Africa-Egypt-is the major problem.

Evidences of Home and School Interest and Co-operation I. College classes were brought or sent to the room for observation by the following instructors:

1. Dr. Little
2. Miss Padgett
3. Mrs. McCullar 4. Miss Greene

S. Miss Andrews 6. Dr. Meadows
7. Miss Brooks

II. The work of the children was arranged for exhibit purposes and explained by the children on the following occasions:

1. District Meeting of the Georgia Education Association. 2. Fathers' Night at the Parent Teachers' Association Meeting. 3. Coming of the Griffin teachers to visit college.

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III. The parents of the children assisted with gathering material for construction work and were constant visitors to the room.
IV. Members of the staff evidenced their interest: 1. Miss English contributed maps and pictures. 2. Miss Padgett sent copies of the ew York Times and magazines. She invited the children to the Art Department on two occasions to see helpful exhibits. She presented the children with a wood carving of a camel and with a booklet on Egypt from the Metropolitan Museum. She talked to the children on Italian Art. 3. Miss Horsbrugh assisted with and advised about the construction of the stringed instruments. 4. Miss Andrews, Mrs. Ivey, Miss Stanton and Miss Jenkins co-operated with the arrangement of the work in a manner which aided in the development of the unit.
V. Two articles about the Fourth Grade work appeared in the local newspaper. VI. Several college girls voluntarily contributed pictures or magazine articles. VII. The regular teacher was constantly called upon to answer questions and confer about the develop-
ment of the unit.
The Major Unit of Work
"THE FOURTH GRADE EXPLORES A FOREIGN CULTURE"
The Fourth Grade Room, showing the Bulletin Board, the Reading Table, and the Children's Work.
I. Approach and General Introductory Description A current event concerning the Italo-Ethiopian conflict was brought by a member of the class. A dis-
cussion of the relation of Italy to Ethiopia followed the reading of the article. As the discussion advanced the children needed the world map and a map of Africa. These were secured
and the children naturally grouped around them and talked about them. The position of Ethiopia was found on both political and relief maps. The children asked innumerable
questions about the differences in maps and rather incidentally planned to make a collection of types of maps. Within a few days they had collected thirty.
During the discussion the questions came in rapid succession:
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Where is Ethiopia? What kind of people live there? Why does Italy want to go into Ethiopia? Are the people afraid of the animals? What kind of houses do they have? It became necessary to list the disorganized questions under certain topics for study and to plan the work. This was done by the pupils and the teacher, taking into consideration:
1. Things we would like to know.
2. Ways in which we can find out what we want to know.
3. Things we would like to do in order to tell other people about our work.
The children became intensely interested in Africa, particularly the central part of the continent. A trip was made to the library and a bibliography of books and stories pertaining to Africa was made. Some of these books were put on the shelves and on the reading table for the children to enjoy. As the work developed many books were added by them. The children's questions increased in number and scope and almost all branches of knowledge were drawn upon to answer them. In order to secure information there was extensive reading guided by the posted bibliography, but supplemented by "digging" in the library. Individual and group activities of a compelling nature stimulated the interest. The entire class made a scrap book of news clippings, relating to the Italo-Ethiopian difficulites. Each child made a booklet on animal life. These booklets contained pictures, poems, and stories about animals. The entire class worked in groups upon a large papier macM relief map of Africa. Committees were formed. Each committee assumed responsibility for a definite phase of the work, and from time to time reported to the class and asked for suggestions. These were freely given, sometimes accepted, and sometimes discarded. Committee groups developed:
1. An African village, using clay and grass for the construction of huts.
2. Murals, depicting village and jungle life.
3. African musical instruments-hanging drums, flutes, a marimba, hollow log drums, signal drums, etc. The children became interested in beating rhythms and signals.
Before expression through the use of various materials it was absolutely necessary for the children to read, study, plan, and then to check constantly the execution of the plans for accuracy of representation and proper standards of work.

II. Major Activities

A. Making a papier macM relief map of Africa.

A Relief Map made by Fourth Grade Children

Cellotex board, 5 feet by 6 feet, was placed on a large table arranged so that the children could work around it. The map was developed by following these steps:
1. Drawing an outline of Africa on the board. 2. Painting the ocean, Mediterranean, and Red Sea, blue,
using tempera paint. 3. Tearing newspaper into bits in order to make papier macM.
A recipe was secured from: Knox, Rose B., School Activities and Equipment, Houghton,
Mifflin Company, Page 103. 4. Modelling the map, carefully referring to maps in geography
books. S. Painting the map using color to indicate land heights. 6. Applying shellac in order to make the map permanent. In carrying out this activity, the children worked in committees. It was necessary to check land heights, and general proportions carefully. In their discussions the children used with ease and accuracy the terms: equator, desert, jungle, highland, lowland, mountains, seas, lakes, rivers. They considered the locations and means of representing the ile River, Congo River, Lake Victoria, Ethiopia, Egypt, Eretria, Italian Somaliland, the Mediterranean Sea, the Red Sea. They concluded that the political division should be left for other maps and this confined to a representation of surface features.
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B. Constructing musical instruments. In order to carryon this activity it was necessary for the children
to search through many copies of the National Geographic magazine and reference books in order to secure accurate information. The class agreed upon a plan of procedure, arranged committees, worked out references, sketches, and suggested procedures for the construction of the instruments.
The children next faced the problem of securing materials to be used in construction. Nail kegs, cocoanut, gourds, reeds, ukelele strings, automobile inner tubes, cigar boxes, sticks, rope, strings, bean hampers, and apple baskets were gathered in the development of the instruments the children constantly referred to the pictures and descriptions in the reference material and to expert advice.
quI!U(>.
African Musical Instruments
(The marimba was photographed before the keyboard was put in place in order to show the sound boxes made of gourds.)
C. Making Murals. The children divided into two groups and made murals, one depicting jungle life, the other African
village life. Each committee planned carefully the ideas which they wished to present. Brown wrapping paper was stretched the length of the walls of the room. The general plan of the mural was sketched, using charcoal pencil. The plan was discussed, suggestions incorporated, color applied, and the whole sprayed with a fixative. Committee reports were given at necessary intervals. The finished murals were put up in the room and helped to create the atmosphere of the region being studied.
A Mural of a Central African Village Made by the Children. [8 ]

Finishing the Musical Instruments
(The children have read, planned, studied, gathered materiats, constructed, tested, and are now ready to tryout with rhythmic beats the musical instruments which grou,p co-operation has made possible. Each pupil has his own responsibility but each works for the best solution of the problems of aU. The group is made up of busy, happy, growing workers.)

D. MAKING INDIVIDUAL BOOKLETS ON AFRICAN ANIMAL LIFE.
The children read stories and poems and planned their booklets. They copied poems and illustrated them, designed the cover, and put the booklet together. The material varied with the individual but the following poems were chosen by the group.

Riley-"The Circus Day Parade" Wells-"How To Tell The Wild Animals" Saxe-"The Blind Men and the Elephant"

Carroll-"A Strange Wild Song" Day-"The Tiger" "The Crouching Lion," from Peacock Pie.

E. MAKING AN AFRICA VILLAGE. The village was planned and group responsibilities assigned. Materials and method of construction
was determined by "trial and error." ecessary steps included: 1. Constructing houses of clay with straw roofs. 2. Making trees, using colored paper. 3. Modelling figures of people. 4. Arranging a village near a forest region. S. Modelling jungle animals, using clay.
F. KEEPING A CURRENT EVENT SCRAP BOOK.
Each morning during the contribution period the children discussed current happenings in connection with Ethiopia and Italy. The newspaper clippings were then arranged in the scrap book.
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III. Additional Minor Activities
A. TRIPS AND EXCURSIONS.
1. A trip was made to the Art Department to see an exhibit depicting the development of books. The children were particularly interested in pictures of the Rosetta Stone. This furnished an excellent lead into the study of Egypt, and was one factor in determining the work of the winter quarter.
B. MAKING MAPS OF AFRICA, SHOWING CLIMATIC BELTS.
C. STUDYING AND MAKING A COLLECTION OF TYPES OF MAPS.
D. STUDYING PICTURES OF WILD ANIMALS USING COPIES OF THE NEW YORK TIMES, LANTERN SLIDES,
STEREOPTICONS, BOOKS.
E. PAINTING ANIMAL PICTURES USING PAPER 18" x 24" AND TEMPERA PAINT.
F. STUDYING THE VALUE AND MEANS OF CONSTRUCTION OF CANALS ESPECIALLY THE SUEZ CANAL.
G. STUDYING MOLD.
The incomplete map was left in the closed building over the week-end and the children were surprised on Monday morning to find the map covered with mold. This led to study of mold using science books,. and the compound microscope. An excellent, though unexpected, learning situation arose.
IV. Outcomes.
A. THE DEVELOPMENT OF:
1. An interest in and understanding of the customs, modes of living, and the manner in which life in Central Africa is influenced by the geographic conditions under which the people live.
2. A recognition of the fact that the manner in which people meet their needs is largely influenced by the physical environment.
3. An understanding of the manner in which nature helps animals to protect themselves through protective coloration.
4. An increased interest in reading current material and in keeping up with world problems. S. An increased knowledge of certain cause and effect relationships.
a. Warmth and moisture are necessary for the growth of plants. b. Abundant plant life usually means abundant animal life. c. Height of land helps to determine temperature. d. Plant life is scarce in hot, dry regions.
B. GROWTH IN: 1. Attitude toward reading in the library. The children have learned to love the library. They have improved greatly in their conduct in the reading room, and in general attitude toward the library. They recognize the value of the library. 2. Ability to find information. Almost all of the class have learned to use an index, and usually find the information they want with very little trouble. They have learned that some books are to read and enjoy, while others are to give information. 3. Comprehension in silent reading. Most of the members of the class have made marked progress in their ability to read silently. They understand what they read, and are able to relate the information gained to the class, and can answer questions of various kinds about a story. 4. Skill in oral reading. The children, as a whole, have improved remarkably in their ability to read aloud. They have learned to read with ease, assurance, and with some expression. S. Ability to contribute to the class. Some of the class have made a great deal of progress in learning to contribute information and material to the class. They know that no matter how small their contribution it will be noticed and appreciated. 6. Ability to work together. The whole class has learned the spirit of co-operation and helpfulness in class work. The children have learned to work quietly and conscientiously in groups. 7. A bility to follow instructions. The children have learned to listen to or read instructions carefully and to follow them out. Each child seems to feel a responsibility for the success or failure of the various activities. 8. Knowledge of Continent of Africa. All of the class has, to a greater or lesser degree, a keen interest in and a great appreciation for Africa as a result of their study. Through their reading the children have learned about the resources, climate, geographical features, and life of the people in various sections of Africa.
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V. Method of Recording and Evaluating the work.
The work has been recorded and evaluated in the following ways: 1. Oral and written reports by the children. 2. Production of tangible results-a map, musical instruments, murals, drawings, booklets, etc. 3. Pictures of activities. 4. Attitudes of the children as evidenced in the fact that they request the privilege of remaining at school after hours, they bring more material than time permits using, they urge parents to come to school. 5. Simple tests.
VI. Leads to further work.
The unit has been the major interest for three months of study and at present, January 2, 1936, is leading into a study of Egypt.
VII. Bibliography.
1. Atwood, Wallace W., and Thomas, Helen Goss, The Earth and Its People, Book I, Home Life in Far Away Lands. Ginn and Company, 1928.
2. Bodley, G. R., Peoples of Other Lands, Iroquois Pub. Co. 3. Barrows, Helen H., and Parker, Edith Putman, Journeys in Distant Lands, Silver Burdett and
Company, 1931. 4. Branon, Frederick K., and Ganey, Helen M., Home Land and Other Lands, William H. Sadler,
New York, 1929. 5. Buckingham, B. R., In the Green Valley and Other Stories, Ginn Pub. Co., 1932. 6. Buckingham, B. R., The Elephant's Friend and Other Stories, Ginn Pub. Co., 1934. 7. Buckingham, Burdette R., Munching Peter and Others, Ginn Pub. Co., 1934. 8. Dopp, Pitts, and Garrison, Outdoors and In, Rand McNally Co., 1935. 9. Elson, William H., Elson Basic Readers, Book II, Scott Foresman Pub. Co., 1930-31. 10. Elson, William H., Elson Basic Readers, Book III, Scott Foresman Pub. Co., 1930-31. 11. English and Alexander, Happy Hour Readers (Wide Windows), Johnston Pub. Co., 1935. 12. Fairgrieve and Young, Children of Many Lands, Book I, Appleton Pub. Co., 1923. 13. Fairgrieve and Young, Human Geography, Homes Far Away, Appleton Pub. Co., 1923. 14. Farquher, The New Human Interest Library, Vol. 5, Midlaml Press, 1933. 15. Gale, A. J., How the Animals Came to the Circus, Rand McNally Co., 1933. 16. Gates, Arthur 1., Work Play Books, Book I, MacMillan Pub. Co., 1932. 17. Harper and Hamilton, Treasure Trails, Heights and Highways, Book IV, MacMillan Co., 1929. 18. Ham and McBroom, Learn to Read Readers, Book IV, Ginn Pub. Co., 1925. 19. Huntington, Ellsworth, Benson, C. Beverley, McMurry, Frank M., Living Geography-Book I,
How Countries Differ; Book II, Why Countries Differ, MacMillan, 1932.
20. Johnston, c., Baby Animals, Harter Pub. Co., 1932. 21. Kay, Gertrude Alice, Adventures in Geography, P. J. Volland Co., 1929.
22. Kipling, Rudyard, Just So Stories, Doubleday Pub. Co., 1921. 23. Lewis and Rowland, The New Silent Reader, Book V., Whys and Wherefores, Winston Pub. Co.,
1930. 24. Lewis and Rowland, The New Silent Reader, Scouting Through, Book VI, Winston Pub. Co., 1930. 25. Manley and Rickers, Good Reading, Book IV, Chas. Scribner's Sons, 1928. 26. Mochi, Ugo, African Shadows, Robert O. Ballou, 2 W. 13th St., New York, N. Y., 1935. 27. Nida, William Lewis, Animal Life, Book IV, Heath Pub. Co., 1926. 28. Patch, Edith M., and Howe, H. E., Nature and Science, Hunting, Book I, M'lcMiIlan Co., 1923-35. 29. Pennell and Cusack, The Children's Own Readers, Book IV, Ginn and Co., 1929.
Book VI, Ginn and Co., 1929. 30. Petersham, Maude and Miska, The Story Book of Houses, Winston Pub. Co., 1933.
The Story Book of Transportation, 1933. 31. Schawe, Williedese, A Journey to Many Lands, (Health Readers, Book IV), World Book Co., 1932.
32. Smith, J. Russel, World Folks, John C. Winston Co., Chicago, IlL, 1930.
33. Stull, DeForest and Hatch, R. W., Journeys Through Many Lands, 1932; Our World of Today, Allyn and Bacon.
34. Stone, The Webster Readers Joyful Adventure, Book IV, Webster Pub. Co., 1935. 35. Suhrie and Gee, Story Adventures, Book IV, World Book Co., 1929. 36. Suzallo, Freeland McLaughon, Fact and Story Readers, Book I and Book V, American Book Co.,
1932. 37. Theison and Leonard, Real Life Stories, Tales of Courage, MacMillan Co., 1935. 38. Wells, M. E., Ali, The Camel, Doubleday Pub. Co., 1931. 39. Whitford, W. G., and Leik, E. B., and Gray, W. S., Art Stories, Book II, Scott Fore3man Pub.
Co., 1933.
MAGAZINES:
Literary Digest-Sept. 14, 1935. National Geographic Magazines-October, 1929; April, 1931; June, 1935; September, 1935.
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SECTION II
SECTION II of this report shows the distribution of the work into commonly accepted fields. The record of the material from the various fields is listed and in a limited way indicates the scope of material needed for the well-rounded development of the group of children.

GENERAL ACTIVITIES

I. Clubs were organized. They met one hour weekly. The Fourth Grade joined as follows:

Book Club-6 Scouts (Brownies)-7

Science-6 Dancing-1

Art-9

II. The class took part in a Halloween party given by the Grade Mothers.

III. The class placed a flag at Wilcox Anderson Memorial tree with appropriate exercise on Armistice Day.

IV. The whole grade joined the Junior Red Cross.

V. The Fourth Grade took part in the Thanksgiving program of Peabody School-A Harvest Festival Play and a generous gift of nuts, fruits, and vegetables was collected for the less fortunate.

VI. Several children had parts in Book Club program, representing characters from well-known books.

VII. The Fourth Grade took part in the Christmas program.

VIII. The children kept "open house" and explained their activities to the teachers who attended the District Teachers Meeting, to the members of the Parent-Teachers' Association, and to several college classes.

IX. Excursions:
A. Field trip to see how Milledgeville is laid out. B. Field trip to collect seeds and leaves. C. Excursions to library to see:
1. Exhibit of textiles. 2. Exhibit of books.
D. Excursion to the Art Department to see: 1. Exhibit show ng the development of books. 2. Great Italian paintings.
E. Trip to study the ways of properly packing a desirable school lunch. This exhibit was arranged by the eighth grade home economics class.
F. Trip to examine the Herty Marker on the campus. G. Trip to see the coming of Santa Claus to Milledgeville.

DISTRIBUTION OF WORK INTO COMMONLY ACCEPTED FIELDS

Reading and Literature I. Materials necessary to the development of the major problem.
A. Newspapers and current magazines, such as:

The New York Times The Atlanta Journal The Atlanta Constitution
The Macon Telegraph
Time

Literary Digest News-Week Travel
National Geographic Magazine
Weekly Reader

B. Geographies, histories, story books, poetry books and reference books found in the library(see the complete bibliography).
C. Records kept by the group and by individuals.

[ 12]

II. Materials that helped to increase the mastery of a reading technique. The children and the teacher recognized the fact that the class needed increased skill in
reading and a definite period was set aside for this purpose. The children were grouped according to need and remedial work provided for the children
who had reading difficulties.

III. Additional reading material used to enrich the general program and chosen because of its relationship to current problems or as a means of stimulating reading for fun.
A. Stories of the lives of famous people, whose birthdays were observed:

1. Frank L. Stanton 2. Joel Chandler Harris 3. Hans Christian Anderson

4. Mark Twain S. Andrew Carnegie

B. Story book,S read with the children:
1. "The Cat and the Captain"-Elizabeth J. Coatsworth
2. "Little Lame Prince"-Mulock 3. "Dr. Dolittle's Garden"-Lofting 4. "Spunky"-Bertha and Elmer Hader S. "Ali, the Camel"-Wells

C. Poetry. Much attention was given to oral reading and voluntary memorization:

1. The Bible-Psalms 23, 100, 1. Luke 2 :8-20. 2. Conkling-"The Snail" 3. Rand-"The Wonderful World" 4. Jackson-"September" S. Jackson-"October's Blue Weather"

6. Fyleman-"Conversation" 7. Field--"The Wind" 8. Aldis-"Lions and Dragons" 9. Saunders-"Remembering Day" 10. Poetry About Autumn.

D. Books brought to school by the children.

Social Studies

The work of the social studies is recounted in the description of the major unit on Africa. The children had very definite needs for the subject matter presented in their text and other books. As a result of their study they learned:

1. To recognize and use various types of maps-political, relief, product, highway, airway, railway, etc. (a collection of thirty maps was made by the children).

II. To name, identify, and locate the continents, oceans, climatic belts.

III. To associate various countries with the proper continent and to find them on the map. For example: Italy, England, Germany, France, etc.-Europe. Ethiopia, Egypt, Belgian Congo, etc.-Africa. United States, Canada, Mexico-North America.

IV. To associate the larger rivers with their general location. For example:

Congo-Belgian Congo-Africa.

Nile-Egypt-Africa

Mississippi-United States-North America.

V. To find directions and to use the accepted terms in referring to general directions-north, south, east,
west, northwest, southwest, northeast, southeast. To recognize the value of The stars as a means of finding direction. The sun as a means of finding direction. The compass.

VI. To recognize the reasons for the construction of canals, their use, and value-Suez Canal, Panama Canal.

VII. To use a certain geographic vocabulary. (See the section on vocabulary in the discussion of Language Arts.)

VIII. To locate Ethiopia, Belgian Congo, Italy, in relation to continent, to hemisphere, to zone, to the equator, to our own home.

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IX. To understand the manner of living in Central Africa-food, clothing, shelter, transportation, customs and the way in which these are influenced by physical environment. To understand that:
A. The abundance of plant life is a result of a hot, moist climate. B. The tropical region of Africa is the home of large, wild animal life-the elephant, tiger, lion,
hippopotamus, rhinoceros, giraffe, zebra, gorilla, baboon, hyena, crocodile, etc. C. Nature provides protective coloration for many animals. D. The rainy season influences the life of the people.
X. To identify many animals and understand their habits of living.
XI. To understand the characteristics of jungle and of desert life. Additional details are listed in the complete account of the unit on Africa. For a record of special vocabulary, see Vocabulary Section of the Language Arts.

Natural Science

I. Topics contributing to the understanding of the major unit.

A. The Earth's surface

E. Erosion

1. Weight-Gravity

1. Water, oceans, lakes, rivers, falls, rain, snow,

2. Directions

ice, geysers.

B. Land, Water Air

2. Glaciers.

C. Size and shape of the Earth.

3. Wind, sand and dust storms.

D. Rotation and Revolution

4. Volcanoes and earthquakes.

F. Animals that live together in herds.

G. Mold

II. Topics contributing to the understanding of the minor units.

A. Seeds B. Leaves C. Slugs and Snails

D. The magnifying glass and the microscope as a means of enlarging objects which we desire to exmaine.

Language Arts The work in oral and written composition was centered around the major unit of work and was based on the immediate needs of the group. As the needs arose special lessons were given. The following subject matter was needed by the children.
I. Language. A. Proper use of capital letters. 1. Proper nouns. 2. Beginning of a line of poetry. 3. Beginning of a sentence. B. Use of the period at the end of a declarative sentence and in abbreviations. C. Use of margins. D. Use of the comma in writing dates. Use of comma betw2en a city and state. E. Arranging words in alphabetical order.
II. Composition. A. Copying poetry neatly and accurately. Using pen and ink. B. Writing letters-invitations and notes of thanks. C. Giving individual reports during the contribution period. Entering into conversation. Explaining class activities. Delivering a message accurately and courteously. Acknowledging an introduction. D. Writing original stories and poems. E. Making a reference, showing author, title, page, and simple annotations. F. Conducting a class meeting, and holding an election.
III. Vocabulary. A. Daily spelling lessons. B. Ayres Spelling scale. C. Special vocabularies.
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continent country county ocean state sea flver tributary source delta river system equator relief map globe

GEOGRAPHY AND SCIENCE VOCABULARIES

sphere hemisphere mountains plains desert caravan seaport upstream downstream current navigable natives canal Mediterranean Sea

Atlantic Ocean Pacific Ocean Arctic Ocean Antarctic Ocean North America South America Europe Asia Africa Australia Antarctica Suez Canal Panama Canal

volcano gravity atmosphere oxygen scientist solids liquids gases Fahrenheit rotation erOSlOn geysers glacier

ARITHMETIC VOCABULARY

minuend subtrahend

difference divisor

dividend quotient

D. Extension of reading vocabulary, based upon bibliography and upon special reading lessons.
E. Use of dictionary to find meaning of words. Use of accent mark and of long and short vowels as an aid to pronunciation.
F. Use of table of content and index to find desired information.

Art

Art was used as a means of understanding and interpreting the work of the major unit on Africa. Emph<isis was placed upon free expression and creative work with technique given as a result of recognized need on the part of the children. The various art media employed included:

A. Chalk on brown wrapping-paper, four feet wide C. Crayon.

with lengths varying from five to ten feet.

D. Papier mache.

B. Tempera paint on manila, bogus or brown wrapp- E. Wood.

ing paper.

F. Clay.

The activities engaged in by the group included:
A. Making murals. B. Making an African village. C. Making a papier mache map of Africa.

D. Constructing African Musical Instruments. E. Modeling animals from clay. F. Painting animals, using tempera paint.

In addition to the work related to the major unit the children did life drawings and made Halloween favors and Christmas presents. They visited and studied three exhibits.

A. An exhibit of textiles. B. An exhibit of books.

C. An exhibit of reproductions of Italian Paintings.

Music
In the development of the music program with the children, three thirty minute periods weekly were given to singing, one hour period to chorus work with the entire Upper Elementary Department, and regular attendance upon the Damrosch programs.
The special work of the quarter dealt with:
I. Songs concerned with animal life.
II. Negro spirituals of the Southern negro.
III. Rhythms in connection with the African musical instruments. Music technique was developed in connection with the program.

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Health and Physical Education
I. Health Records and Lessons. A. The children were weighed each month. Lessons were given on proper diet and on ways to pack desirable lunches. B. Posture week was observed and posture tests were made at the beginning of the quarter. C. Dental inspection was made in the fall and follow-up work carried out. D. Children's hearing was tested using the audiometer. E. Morning inspections were held and children who were not well were sent to the school nurse. F. Physician examined the children's hearts. G. Good personal habits, good attitudes and good manners were stressed. H. Desks were kept properly adjusted and heating, lighting, and ventilation properly regulated. I. School lunch was available for five cents.
II. Physical Education. A. Outdoor play (free and directed) at least thirty minutes daily. Children gained skill and developed good sportmanship as they used the playground equipment. B. Plays and games were enjoyed for three thirty-minute periods weekly. C. Indoor directed play was provided on rainy days and the children learned to take part in such games as checkers, dominoes, etc. D. Two children took swimming lessons. E. Modern Dancing-children learned to interpret music through rhythmical movements.

Arithmetic

I. Care was taken to utilize the natural opportunities, which arose in the course of the work, for learning and using Arithmetic, such as:

A. A study of the scales and the height and weight record of the class.
B. Telling time.
C. Making a schedule.
D. Reading the thermometer.

E. Counting the cost of books and other supplies.
F. Collecting money for the Red Cross.
G. Measuring in connection with the construction work.

II. The major portion of the work was based upon the adult estimate of the group needs and included the following topics:

A. Reading numbers to billions.
B. Writing numbers to thousands.
C. Addition. The basic facts. Column addition. Addition of four-place numbers. Problems.
D. Subtraction. The basic facts. All cases of subtraction using numbers of four or five orders. Problems.

E. Multiplication. The basic facts. Multiplication using one, or two numbers in the multiplier and three numbers in the multiplicand.
F. Division. The basic facts. Division using one figure divisor and two, three, or four figure dividends.
G. Problem Solving.

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SECTION III
T HIS section gives brief, outlined records of the minor units, dealing with Seeds and Leaves. The current events listed were brought to the contribution period by the children and indicate many "leads" into worthwhile units of work.

UNIT OF WORK: SEEDS

I. ApPROACH: Children brought seed to class and discussed them with each other.

II. OBJECTIVES :
1. The develop in child some interest in and love for nature through the study of seed. 2. To develop in child some ability to recognize seeds through constant handling of them. 3. To develop in child some knowledge of cycle of plant through study and discussion. 4. To develop in child some knowledge of plant, from which seeds come, through description and
pictures.

III. SUBJECT MATTER AND MATERIAL:

1. Seed dispersal.

a. wind b. water

2. Cedar ball. 3. Cycle of plant life.
tseed~ plant fruit~

4. Ways plants multiply:

a. seed b. sprouts from leaves

5. Name of seeds that were collected and identified

1. poplar 2. buckeye 3. cocklebur 4. coffee 5. brown straw 6. Pompas grass 7. magnolia 8. redbud 9. rose 10. lotus 11. thistle 12. Johnson grass 13. milkweed 14. morning glory

15. dandelion 16. cedar 17. chestnut 18. varnish tree 19. pme 20. maple 21. cotton wood 22. acorns 23. watermelon 24. Christian plant 25. white pea 26. cane 27. wheat

c. animals and people d. explosion
c. buds d. buds from joints
28. okra 29. butter beans 30. field pea 31. dogwood 32. tomato 33 china berry 34. four o'clock 35. sugar berry 36. mImosa 37. Florida Pea or rattle
box 38. ligustrum 39. althea

IV. ACTIVITIES:

I. Making a seed exhibit.
a. Box-a large 13/1x28/1 box was used (about the size of a suit box). The top of the box was cut out leaving 1/1 on both sides-2/1 at the ends. Cellophane was pasted inside the box. In bottom of box was placed cotton batting. The seeds were placed on this with name cards below each seed.

Cost-

Cotton batting .

.10

Cellophane . . .

.05

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II. Making a poster-a grey cardboard 20"x30" was used for the background. Small cellophane bags were made, filled with seeds, and pasted on poster. Name cards were put underneath the bags.
Cost-

Cellophane . . . .

.05

Card-board . . . .

.05

III. Making an excursion to gather seed.

IV. Reading stories and poems about seed.

V. Learning to identify seed.

V. REFERENCES:
1. Curtiss-A Guide to Trees. 2. Cheyne-What Tree is That? 3. Bass-Plant Life. 4. Required Poems-First and Second
Grades. 5. Child Craft-Book of Verse, Vol. I.

6. Matheny-Seed Dispersal. 7. Rogers-Trees Every Child Should Know. 8. Required Poems-Third and Fourth Grades. 9. Child Library Reader, Book III. 10. Patch-First Lessons in Nature Study. 11. Smedley and Olsen-The New Silent Reader.

UNIT OF WORK: LEAVES I. ApPROACH:
Children brought leaves to class and showed interest and enthusiasm in making a collection of them.

II. OBJECTIVES: 1. To develop in child an interest in and a love for nature through the study of leaves. 2. To develop in child some ability to recognize leaves through constant handling of them. 3. To develop in child some love for poetry through reading fall poems.
4. To help child connect seed with leaves by showing together and describing trees from which they came.

III. SUBJECT MATTER AND MATERIAL: 1. First verse of George Cooper's "Come Little Leaves"-see References. 2. Study of Poems "Autumn Fires," "Autumn Leaves" by Wray. 3. Names of Leaves that were collected, identified, and pressed.

1. Redbud 2. Pecan 3. Wild cherry
4. Oak a. pin b. Southern red c. water d. chestnut e. chite
5. althea

6. Maple 7. Sassafras 8. Sweet Gum 9. English Ivy 10. Dogwood 11. Poplar 12. Elm 13. Pear 14. Peach 15. Sycamore

16. Sumac 17. Walnut 18. Willow 19. Camphor 20. Crepe Myrtle 21. Magnolia 22. Cotton Wood 23. Ginkgo 24. Ligustrum

IV. ACTIVITIES:
1. Making a poster-using cardboard 40"x36" for a background on which the leaves were fastened with gum paper. Before mounting each leaf was pressed, dried, and shellaced with clear shellac. Under each leaf was placed a name card.
2. Making a leaf book. Each child copied an Autumn leaf poem on note paper and also pasted one pressed and shellaced leaf on sheet of note paper. These were alternately arranged and clipped together with brads. The outside was white with "Autumn" lettered on it in different colors.

V. REFERENCES: 1. "Hail to the Harvest," Dickens-Practical Reader-Black. 2. "Autumn"-Traighton Lovejoy-Nature. 3. "Goodbye to Summer"-Allingham-The Natural Method Reader, Third Reader. 4. "The Spirit of Sunset"-Selected Nature in Verse-Lovejoy. 5. "Autumn"-Emily Dickinson.

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6. "November"-Selected Good English, Book I, by Elson. 7. "Trees" by Carmen. 8. "Out of Doors" by Mann and Hastings. 9. "Autumn Fires"-Required Poems for Grades III and IV. 10. "The Kitten" and "Falling of Leaves" by Wordsworth, from Junior Classics, Vol. IX. 11. "Autumn Song" by Stedman from Nature in Verse by Lovejoy. 12. "Autumn Leaves" by Wray from Poems Teachers Ask For. 13. "October's Party" by George Cooper, from The Natural Method Reader, Book III. 14. "November" by Cary from Poems Teachers Ask For, Book I. 1S. "Fall" from The Coffee Pot Face by Aileen and Fisher. 16. "How the Leaves Come Down" by Coolidge from Required Poems for III and IV grades. 17. "Autumn Leaves" by Harriet Te Qua from Nature in Verse by Lovejoy. 18. "The Little Leaves" by George Cooper from Nature in Verse by Lovejoy. 19. "Come Little Leaves" by George Cooper from Required Poems for III and IV grades. 20. "Autumn Fancies" author unknown-from The Poetry Book, Vol. V. 21. "The Wind" by Rossetti from Required Poems I and II Grades. 22. "The Death of the Flowers" by Bryant from Autumn Dreams. 23. "October Sunshine" by Ellerton from Good English by Elson. 24. "Autumn" by Hood from Poems Teachers Ask For. 2S. "Trees Every Child Should Know" by Rogers. 26. "What Tree is That?" by Cheyney

CURRENT EVENTS

TOPIC WHICH STIMULATED THE CHILD'S INTEREST

POSSIBILITIES FOR FURTHER LEARNING

PUPIL EXPERIENCES

1. The Florida Storm.

The barometer.

Reading weather forecasts.

The weather bureau.

Keeping a weather record.

Sponges.

Watching the barometer.

Shell.

Examining real sponges.

Making a collection of sponges and

shells and learning to identify

them.

References for Teachers:

Fuller, Brown, Lee and Baker, First Prin-

ciples of Physics.

Millikan and Gale, Elements of Physics.

Meier, Essentials of Biology.

Lake, Harley, Welton, Exploring the World

of Science.

2. Presentation of a doll to Shirleyl Japanese Doll Festivals.

Reading stories about Japan.

Temple by the children of Feast of the Flags.

Going to see an exhibit of Japanese

Japan.

l

materials. Looking up Japanese customs.

References:

Compton's Encyclopedia, Vol. VII.

Wonder World, Vol. V.

Human Interest Library, Vol. V.

Encyclopedia Britannica, J r., Vol. VII.

Miller, Little Pictures of Japan, The Book

House for Children.

3 Fire Prevention Week.

Causes and prevention of fires. Forest fires. Proper camping methods.

References: Compton's Encyclopedia. The Forestry Primer, American. Tree Association. Forestry Facts for Young Folks.
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Locating and finding the method of using fire hose and extinguishers.
Finding the way to turn in a fire alarm.
Making an excursion to the fire department.
Making posters urging campers to avoid starting forest fires.

CURRENT EVENTS-Continued

TOPIC WHICH STIMULATED THE CHILD'S INTEREST

POSSIBILITIES FOR FURTHER LEARNING

PUPIL EXPERIENCES

4. Columbus Day.

Discovery of our country.

Studying maps and pictures.

Life of Columbus.

Examining the compass.

The compass.

Locating the north star.

The stars as a guide to navigators.

Making diagrams of the big dipper,

etc.

Dramatizing of the story of

Columbus.

References:

Kelty, The Beginnings of the American People

and Nation.

Barker, Dodd, Webb, The Story of Our

Nation.

Craig, Pathways in Science Learning About

Our World.

Griffeth, Stars and Their Stories.

Caldwell, Elements of General Science, Seeing

Stars.

White, Seeing Stars.

s. Pres. Roosevelt's trip through Great Canals of the World.

the Panama Canal.

Suez Canal.

Erie Canal.

Locks in canals.

References: Compton's Encyclopedia. Wonder World.

Locating, discussing, exammmg pictures, reading about canals.

6. Armistice Day.

Story of United States Flag. Rules for the Use of Flag. Meaning of Armistice Day.
References: Compton's Encyclopedia. National Geographic Magazine, Sept., 1934. Waldron, W. H., Flags of America.

Learning the pledge to the flag. Making an excursion to the Wilcox
Anderson Memorial tree, planting poppies and placing a flag. Reading stories and poems about the flag. Having an Armistice Day program.

7. Hans Christian Anderson.

References: Anderson's Fairy Tales.
Compton's Encyclopedia.

Reading fairy tales. Dramatizing fairy tales.

8. Peace Gardens Between United Friendly relationship between countries.

I Reading.

States and Canada.

Plant life in North United States and Southern Using the map.

Canada.

Reference: New York Times.

9. Thanksgiving.

Story of the first Thanksgiving.

Reading stories.

Harvest Festivals in our country and other Learning poems.

countries.

Dramatizing the first Thanks-

giving.

Giving a Thanksgiving program.

Distributing baskets to those less

fortunate than ourselves.

Making favors.

References:
Britannica, Jr.
Compton's. Children's histories, reading books.
Current magazines.

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